An instructive-methodical letter on the work of a speech therapist teacher at a general education school. The main directions for the formation of prerequisites for k. Methodological recommendations Examination of children with speech disorders
Republican Institute
Instructive-methodical letter
About the work of a speech therapist
(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology)
Moscow
Cogito Center
This instructive-methodical letter is addressed to speech therapists working at general education educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.
The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.
Issue editor: Belopolsky V.I.
© Yastrebova A.V., Bessonova T.P., 1996
© Cogito-Center, 1996
computer layout and design
Edition made to order
Ministry of Education of the Russian Federation
Table 1
SPEECH THERAPY
AT THE COMPREHENSIVE SCHOOL No.
speech card
1. Last name, first name, age
2. School class
3. Home address
4. Date of enrollment at the speech therapy center
5. Progress (at the time of the survey)
6. Complaints from teachers and parents According to the teacher: in the lesson he is not very active, he is embarrassed to speak. According to the mother: she speaks indistinctly, distorts words, does not remember verses ..
7. Conclusion of a psychiatrist (filled in as needed): from a medical record indicating the date of the examination and the name of the doctor.
8. Hearing condition: checked if necessary
9. Data on the course of speech development : According to "mother: words appeared by 2 - 2.5 years, phrases - by 4 - 5 years. Speech is incomprehensible to others.
10. The state of the articulatory apparatus (structure, mobility)
Structure - N
Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another
11. general characteristics speech (recording of a conversation, independent connected statements)
In a conversation about the family, the child’s answers may be as follows: “Vanya” “Mom’s name is Zoya” “I don’t know” (patronymic) “Dad’s name is Petya” “I don’t know” (patronymic) “Sister’s name is Luda” “At work” (about mom) “Cashier” (to the question - who does he work for?) “I don’t know" (About dad)
a) Vocabulary (quantitative and qualitative characteristics). Quantitative characteristic: the total volume of the dictionary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Give examples
The dictionary is limited by the realities of everyday topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics: (answers to the tasks presented): lampshade (lamp), hose (water), decanter (bottle), driver (instead of a driver), watchmaker, crane operator, (does not know), postal worker (postman), glazier (glazier), car (instead of transport), shoes (instead of shoes), etc.; brave - weak, lies - does not lie, crow - gate, etc.
b) Grammatical structure: types of sentences used, the presence of agrammatisms. Give examples
Sound? -"P",
2nd sound? - "BUT"
3rd sound? - "BUT".
What's the last sound? - "BUT".
13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the process of remedial education.
(Written work is attached to the speech card).
Options: 1) reproduces individual printed letters: A, P, M, 2) prints individual words like: MAC, MAMA
14. Reading
a) the level of mastering the technique of reading (letter by letter, by syllable, by words)
Options: 1) knows individual letters: A, P, M, T, 2) knows all the letters, but does not read, 3) reads syllables and monosyllabic words, 4) reads syllables, slowly, monotonously, skips vowels, underreads words, distorts the syllabic structure of the word, confuses some letters.
b) reading errors
Options: 1) NVONR 2) ONR II-III ur. (these conclusions reflect the level of formation of the oral form of speech)
19. Results of speech correction (marked on the map by the time students leave the speech therapy center)
Since reading and writing disorders are secondary manifestations of the level of unformed oral speech, speech therapy conclusions should reflect the causal relationship between the primary and secondary defects, namely:
*reading and writing disorders due to OHP;
*reading and writing disorders due to FFN:
*reading and writing disorders due to phonemic underdevelopment.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and ONR are supplemented by data on the form of speech pathology (see above).
Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.
ORAL AND WRITTEN SPEECH
The main task of a speech therapist in a general education school is to prevent poor progress due to various disorders of oral speech. That is why the speech therapist should focus on first grade students (children 6-7 years of age) with phonetic-phonemic and general underdevelopment speech. The sooner correctional and developmental training is started, the higher its result will be.
A common problem in the correctional and developmental education of first graders is their timely and purposeful preparation for literacy. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:
* to form full-fledged phonemic processes;
* to form ideas about the sound-letter composition of the word;
* to form the skills of analysis and synthesis of the sound-syllabic composition of the word;
*correct pronunciation defects (if any).
These tasks constitute the main content of the correctional education of children with phonetic-phonemic and phonemic underdevelopment. As for children with general underdevelopment of speech, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be in the selection speech material corresponding to the general development of the child and the structure of the defect.
Based on the materials of the examination of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of the manifestations of a speech defect; the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.
Here is a plan-scheme of speech therapy classes with students suffering from general underdevelopment of speech. In this scheme (Table 2) - phased planning of remedial education for children with OHP.
table 2
SCHEME-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP
| Stages of corrective work | The content of the work to overcome the deviation of speech development in children | Grammar terms used in class | The content of corrective educational work |
| STAGE I Filling gaps in the development of the sound side of speech | Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects. | Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants | |
| STAGE 11 Filling in the gaps in the development of the lexical and grammatical means of the language | 1. Clarification of the meanings of words available to children and further enrichment vocabulary both by accumulating new words related to different parts of speech, and by developing children's ability to actively use various methods of word formation syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan. | Composition of the word: root of the word, cognate words, endings, prefix., suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, tense of verbs, unstressed vowels | Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch. |
| STAGE III Filling in the gaps in the formation of coherent speech | Development of skills for constructing a coherent statement: a) establishing a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.) | Sentences are narrative, interrogative, exclamatory; connection of words in a sentence; offers from homogeneous members, compound and complex sentences; text, theme, main idea | Formation of skills of organization of educational work. The development of observation to linguistic phenomena, the development of auditory attention and memory, self-control of control actions, the ability to switch. |
Let's consider each stage in more detail. As already noted, the main content of stage I is to fill in the gaps in the development of the sound side of speech (both in children with FFN and in children with ONR). Therefore, the methodological letter does not separately plan speech therapy work with a group of children who have FFN).
Stage I of correctional and developmental education for children with OHP lasts from September 15-18 to March 13, which is approximately 50-60 lessons. The number of classes for children with severe OHP can be increased by approximately 15-20 lessons.
Of the total number of lessons at this stage, the first 10-15 lessons are highlighted, the main tasks of which are the development of phonemic representations: staging and fixing the set sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) to a full-fledged learning activities. These classes may have the following structure:
*15 minutes- the frontal part of the classes, aimed at the formation of phonemic hearing of children, the development of attention to the sound side of speech (the work is based on correctly pronounced sounds) and to fill in the gaps in the formation of psychological prerequisites for full-fledged learning,
*5 minutes- preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);
*20 minutes- clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.
With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).
At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.
The structure of the classes is determined by the composition of the group: with a small number of children in the group with pronunciation defects or in the absence of pronunciation defects in children, most of the time is devoted to frontal work.
In the course of the frontal part of the lessons, phonemic processes are formed and ideas about the sound-syllabic composition of the word are clarified, in addition, with children with OHP, work is carried out using the verbal lead method to clarify and activate the vocabulary and models of simple syntactic constructions that children have.
The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral advancing, elements of work on the formation of lexical and grammatical means of language and coherent speech are selectively included in the classes of the first stage.
The frontal part of the next 40-45 lessons consists of work on:
* the development of phonemic processes;
* the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;
* the formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;
* fixing sound-letter connections;
* Automation of delivered sounds.
Speech and suggestion.
sentence and word.
Sounds of speech.
Vowel sounds (and letters passed in the class).
Dividing words into syllables.
stress.
Consonant sounds (and letters passed in the class).
Hard and soft consonants.
voiced and voiceless consonants.
Sounds of Pi P ’. Letter P.
B and B sounds ". Letter B.
Differentiation B-P. (B "-P '')
Sounds T and T. Letter T.
Sounds D and D". Letter D.
Differentiation T-D.(T "-D ').
Sounds To and TO". Letter K.
Sounds G and G'. Letter G.
Differentiation K-G. (K "-G 1).
Sounds C and C '. Letter C.
Sounds 3 and 3". Letter 3.
Differentiation C-3. (S "-Z ').
Sound W and the letter Sh.
Sound AND and the letter Z.
Differentiation Sh-Zh.
Differentiation S-Zh.
Differentiation Zh-3.
Sounds R and R ' . Letter R.
Sounds L and L. Letter L.
Differentiation R-L. (L "-R ').
Sound H and the letter C.
Differentiation Ch-T
Shchi sound letter Sh.
Differentiation Shch-S.
Differentiation Shch-Ch.
The sound C and the letter C.
C-S differentiation.
C-T differentiation.
C-Ch differentiation.
This variant of the sequence of studying topics at the 1st stage of correctional and developmental education of schoolchildren with FFN and OHP is exemplary and is determined by the specific composition of the group, i.e. depends on the level of formation of the sound side of speech in children. For example, with a slight violation of the differentiation of voiced and deaf consonants or the absence of a violation of the distinction between these sounds, for the purposes of propaedeutics, only 5-6 lessons can be carried out simultaneously with all the sounds of this group.
As the violations of sound pronunciation are eliminated, frontal work takes more and more time. At the same time, work is carried out with a strictly mandatory individual approach to each student, taking into account his psychophysical characteristics, the severity of the speech defect, the degree of development of each sound. Individualization of remedial education must necessarily be reflected in the planning of each lesson.
At the end of stage I of correctional and developmental education, a check should be made of the students' assimilation of the content of this stage.
By this time, students should have:
* the focus of attention on the sound side of speech has been formed;
*Filled the main gaps in the formation of phonemic processes;
* the initial ideas about the sound-alphabetic, syllabic composition of the word have been clarified, taking into account program requirements;
*set and differentiated all sounds;
*Children's vocabulary has been clarified and activated, and constructions have been clarified. simple sentence(with little distribution);
* the words-terms necessary at this stage of training are entered into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiced consonants, sentence, etc.
Thus, streamlining ideas about the sound side of speech and mastering the skills of analyzing and synthesizing the sound-letter composition of a word create the necessary prerequisites for the formation and consolidation of the skill of correct writing and reading, the development of language instinct, and the prevention of general and functional illiteracy.
This is the end of the work with children with FFN. Despite the commonality of tasks and techniques for correcting the sound side of speech in children with FSP and ONR, speech therapy work with children with ONR requires the use of additional specific techniques. This is due to the fact that at the first stage in the process of solving the general problem of ordering the sound side of speech, the prerequisites for the normalization of the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.
In order to prepare children for the assimilation of the morphological composition of the word, which will be the main task of stage II, it is advisable to carry out exercises on automation and differentiation of the set sounds in a specific form.
For example, in the process of differentiating sounds Ch-Sch The speech therapist invites the children to listen carefully to the words: puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object. (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch . The same work can be done when differentiating other sounds. (FROM-W - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare the two words. What sounds do they differ in? Determine the place of this sound: in what place does it stand? after which sound? before which sound? between which sounds?). As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:
AND- boot-boot, book-book, horn-horn, W - hut-hut, house-house , H- glass-glass, rope, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch - hand-hands, wolf she-wolf; S-Sch- nose-nose, mustache-mustache.
By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound 3 "; then the children are invited to compose phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them full articulation and acoustic performance and determining their place in each analyzed word.
The peculiarity of such classes of the first stage lies in the fact that the implementation of the main goal is carried out in a variety of forms, which contributes to the activation of the child's mental and speech activity. In work organized in this way, the foundations are laid for a more successful implementation of both the second and third stages, as children learn to compose phrases and use elements of coherent speech.
Despite the fact that the normalization of coherent speech in children with ONR is given a separate Stage III, the foundations for its formation are laid at the first stage. Here, this work is of a purely specific nature. It differs sharply from traditional forms of connected speech development.
Since the global task of corrective education of children with OHP is to create the prerequisites for successful learning activities in the classroom, then in addition to normalizing the phonetic-phonemic and lexical-grammatical means of the language, it is necessary to teach them in every possible way to use the means of the language in the conditions of educational work, i.e. be able to coherently, consistently state the essence of the completed task, answer questions in strict accordance with the instruction or task in the course of educational work, using the acquired terminology; make a detailed coherent statement about the sequence of performing educational work, etc.
For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:
* 1st answer (the easiest): "There are three sounds in the word "noise", one syllable. The first sound is Ш, consonant, hissing, hard, deaf. The second sound is U, vowel. The third sound M- consonant, firm, voiced.
* Option 2 (more difficult) when comparing two words: "In the word" bite "the third sound" C ", consonant, whistling, hard, deaf; in the word" eat " - the third sound "Sh", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.
Only such work (as opposed to working with a picture or a series of pictures) will prepare children with OHP for free educational expression in the classroom and, by developing the skills of adequate use of language means, will prevent the occurrence of functional illiteracy, and in general will contribute to a more complete development of the child's personality.
IV. TEACHER SPEECH THERAPIST
Teachers-speech therapists are appointed persons who have a higher defectological education or who have graduated from special faculties in the specialty "speech therapy".
The speech therapist teacher is responsible for the timely early detection of children with primary speech pathology, correct new acquisition of_groups, taking into account the structure of speech defect, _ as well as for the organization correctional and developmental education. In his work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents poor progress in their native language.
The salary rate of a speech therapist is set at 20 astronomically x cha owls peda gogic work per week, of which 18 hours are devoted to working with children in groups and individually. 2 hours are used for consulting work. First of all, during consultation hours, the speech therapist teacher has the opportunity to accurately establish the speech therapy conclusion and more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of the speech defect; draw up the necessary documentation.
During the holidays, speech therapists are involved in pedagogical, methodological and organizational work, which could be as follows:
* Identification of children in need of speech therapy assistance directly in preschool institutions or when enrolling children in school;
* participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;
*participation in seminars, practical conferences of the school, district, city, region, region, republic;
*preparation of didactic, visual material for classes.
A speech therapist who is the head of a speech therapy center can be paid for managing an office.
If available in locality, district, region of several speech therapy centers of general educational institutions, methodological associations of speech therapists are being created at the educational authorities, methodological rooms, institutes for advanced training of educators. Methodical associations of teachers-speech therapists are held according to the plan no more than 3-4 times in the academic year.
The head of the methodical association of teachers-speech therapists can be a full-time methodologist of the methodical office (center) of the given region; speech therapists may be involved in this work on a part-time basis, but not more than 0.5 monthly norm of working time.
In remote understaffed educational institutions the provision of speech therapy assistance can be carried out by teachers who have specialized in speech therapy for an additional fee (see Regulations).
General educational institutions that have leveling classes (for children with mental retardation), correctional and developmental classes (for children with learning difficulties and adaptation to school) exercise the granted right to include the position of a speech therapist in the staff of this institution in accordance with regulatory documents (Collection of orders No. 21, 1988). Order No. 333.
On the consumption rates of ethyl alcohol at speech therapy stations at general educational institutions, see "Instructive letter of the Ministry of Education of the RSFSR dated January 5, 1977 No. 8-12 / 25. Collection in assistance to the principal of a special school Moscow, "Enlightenment", 1982).
LR No. 064615 dated 06/03/96
Signed for publication on 29.08.96. Format 60 x 84 /16. Headset Arial
Offset paper. Uch.-izdl. 2.80. Circulation 5000 copies. Order No. 2717
Printed at the VINITI Production and Publishing Plant
140010, Lyubertsy, Oktyabrsky avenue, 403
Republican Institute
advanced training of educators
______________________________________________________________________
A.V. Yastrebova, T.P. Bessonova
Yastrebova A.V., Bessonova T.P.
speech pathologists with younger students to prevent and correct deficiencies in reading and writing. - M.: ARKTI, 2007. - 360 s: ill. (Correction pedagogy)
I8BN 978-5-89415-591-3
The manual presents a system of corrective exercises for the successful assimilation of program material by students, including: to fill in the gaps in the development of psychological prerequisites for mastering reading and writing; normalization of the sound side of speech; the formation and improvement of the lexical and grammatical means of the language; developing full-fledged reading and writing skills and improving coherent utterance.
The manual is addressed to teachers-speech therapists of educational institutions of any type, teachers, methodologists, students of defectological faculties and faculties primary education pedagogical universities.
UDC 372.8(072) LBC 74.3
© Yastrebova A.V., Bessonova T.P., 2007
I8BN 978-5-89415-591-3© ARCTI, 2007
Introduction
According to the latest research in the field of teaching the Russian language (academician of the Russian Academy of Education T.G. Ramzaeva and others), language education and speech development of students are one of the central problems modern school, in particular at the initial stage, learning. Modern didactics concretizes the concept of "developing teaching of the native language" as the formation of communicative-speech and communicative-activity skills of students, ensuring that children acquire not only educational knowledge, skills and abilities in the field of theory and practice of the native language, but also general educational ones, as well as one of the conditions for their social adaptation and cultural inclusion in modern society.
At the same time, methodologists, teachers and leaders of education note with concern that the progress of students in their native language is sharply declining, and the second generation of illiterate children is already growing. This is due to a number of factors. First of all, the public distortion of the Russian language in the media, especially on television. In addition, the mental, somatic and speech status of children entering school has changed, the flow of students with mild hearing, visual impairments, and insufficient development cognitive activity, higher mental functions. They have deficiencies in the speech development of primary or secondary genesis, which, in turn, causes difficulties in mastering the school curriculum of the I and II stages.
In this regard, the role and place of a speech therapist in educational institutions is changing. The speech therapist is increasingly acting as an expert on the causes of academic failure, primarily in the native language, but also in other subjects.
In all cases of correction of speech defects, the speech therapist actually works with the linguistic structure of the defect, which should be reflected in speech therapy conclusions.
phonetic defect- lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion should reflect the nature of the sound distortion (for example: p - velar, uvular; c - interdental, lateral; w-f- lower, labial, etc.). In this case, the corrective effect is limited to the production and automation of sounds.
Phonetic-phonemic underdevelopment (FFN). This means that there is an underdevelopment of the entire sound side of the child's speech: pronunciation defects, difficulties in distinguishing (differentiating) oppositional sounds, varying degrees of insufficiently developed skills for analyzing and synthesizing the sound composition of a word.
General underdevelopment of speech (OHP). The linguistic structure of this defect indicates that the child’s entire system of language means is not sufficiently formed: pronunciation defects, difficulties in distinguishing oppositional sounds, quantitative and qualitative inferiority of the vocabulary, insufficient formation of the grammatical structure of speech, the severity of which may be different. This level of linguistic underdevelopment can be observed in various forms of speech pathology (alalia, dysarthria, rhinolalia).
In these cases, the speech therapy conclusion should include both the structure of the defect and the form of speech pathology:
ONR (III level)
Defects in the pronunciation of sounds FFN, ONR (III level)
The given speech therapy conclusions characterize the level of formation of oral speech.
Since deficiencies in reading and writing are secondary manifestations of a certain level of insufficient formation of oral speech, speech therapy conclusions reflect the causal relationship between the primary and secondary defects, namely:
Reading and writing deficiencies due to OHP;
Deficiencies in reading and writing due to FFN;
Reading and writing deficiencies due to phonemic underdevelopment. In cases of dysarthria, rhinolalia, alalia, speech therapy conclusions about the shortcomings of reading and writing in FFN and ONR are also supplemented by data on the form of speech pathology.
Since the formation of speech function is closely related to the formation of other higher mental functions, children with primary speech pathology have a number of peculiar psychological characteristics. One of the most characteristic is the instability of voluntary activity. For different children it
manifests itself in its own way, in a variety of forms, and covers a fairly wide range of phenomena. In some children, the instability of activity has a fairly wide range of pronounced manifestations, which negatively affects the formation of a full-fledged educational activity, when performing a wide variety of forms and types of educational work, especially when perceiving educational tasks and instructions. As a rule, such children do not make sufficient efforts to comprehend the task offered to them. This sometimes gives rise to their confusion and indecision already at the very initial stages of work, and they begin to turn to the teacher and comrades for help. Some students are extremely slow to orient themselves in tasks related, for example, to the construction of elementary geometric figures, they experience certain difficulties when performing tasks related to switching attention.
A consequence of the low ability to switch attention can be considered the difficulties that some children have in comprehending the questions of a speech therapist, asked in an unusual form for them, for example: “What number is 3 times more than 20?”; “What number contains 3 times 20?”; "What is the product of 3x20?". Different presentation of the same content causes some of them bewilderment, long pauses, confusion.
So, what is most typical for children with ONR? They cannot get involved in work for a long time, switch with difficulty, show reduced self-control and show some disorganization. At the same time, we must not forget that speech occupies a central place in the process of mental development child. Speech is multifunctional. As a means of communication, it performs communicative and intellectual functions.
The fundamental goal of this manual is the implementation of the relationship between language education, mental and speech development of students in the context of a specially organized developing cognitive activity. This relationship is the main methodological principle of corrective education of children with primary speech pathology, which determines the content and structure of the manual, the nature of tasks, types of exercises and the entire methodological apparatus as a whole. One of the specific manifestations of the principle of the relationship between language education and speech development of children is the communicative orientation of education, which is due to the goal of correcting gaps in their speech development.
This approach significantly changes the methodology of remedial education, and, consequently, imposes new requirements on the manual. The very concept of “correction of speech underdevelopment” is also being clarified: it is not limited to filling gaps in the formation of language means (pronunciation, distinguishing sounds, vocabulary, grammatical structure), but also includes mastering full-fledged speech activity, because only in speech does the language system “live”.
At the same time, special attention is paid to the formation, on the one hand, of the skills and abilities of everyday communication (orientation in a communication situation, isolating a communicative task, learning environment of communication), on the other hand, the ability to listen to informational speech, read an educational book, clearly formulate and implement educational statements.
The system of exercises of the manual is aimed at mastering children with different types of speech activity and ensuring that filling in the gaps in the development of language means becomes for them both a process that purposefully develops their speech activity and a prerequisite for the formation of full-fledged speech activity.
The methodological concept of the manual is based on the activity approach to learning, which has been established in didactics and psychology, and the theory of developmental learning. The authors of the manual seek to program the cognitive activity of students, to manage it. To this end, the manual includes:
System learning objectives;
Information of an operational nature (about the methods of activity);
Material for monitoring linguistic phenomena;
Special tasks that develop linguistic vigilance, interest in the language;
A variety of exercises that gradually form skills, taking into account their structure.
The manual provides for the mastery by students of both special (language, speech) and general educational skills, which are not formed in isolation from each other, but in a single line of development of students' cognitive activity, which is organized in such a way that the assimilation of elements of the theory is directly related to their application in speech. practice, i.e. formation and improvement of different types of speech activity:
Speaking - listening;
Reading - writing (inseparable pairs);
Productive - unproductive (receptive) types of speech activity;
Types of communication: everyday, everyday educational (in the classroom, in the classroom, at exams, etc.);
Development of the components of the communication system in the process of communication: WHO? (addresser) - TO WHOM? (address-oriented speech) - WHAT? (logical and emotional information) - WHY? (communicative task, communicative intention, ways of expression) - WHERE? (training environment, familiar - unfamiliar) - WHEN? (communication time).
In addition, in speech therapy classes, the ability to read a textbook should be developed, as well as to answer in classes, lessons and exams, i.e. formed a complete speech statement.
The principle of selecting material for the manual can be defined as frequency-speech: the main material of the Russian language training program from the field of phonetics was selected (sound - letter, vowel - consonant, voiced - deaf, soft - hard, stress, etc.), vocabulary ( related words, antonyms, synonyms, polysemy of a word), morphemics (word formation, inflection), grammar (connection of words in phrases and sentences, sentences: simple, common, complex), which is used by children 6-10 years old in the process of verbal communication in oral and written form .
Along with linguistic information, the manual includes elementary information from the field of speech science: text, topic and main idea of the text, heading, text structure, types of speech (proof, reasoning, etc.).
The manual also provides for the use of the method of practical perspective familiarization with the elements of the theory of language on a speech basis: for example, children get acquainted with the features of compound and complex sentences in the process of using their sentences in the structure of the text, i.e. in the process of verbal communication. The need to know the exact lexical meaning a word or its synonym arises, in particular, in preparation for presentation and composition, as well as in the process of analyzing mistakes made in independent works.
In order to form a culture of oral speech, work is carried out on the norms throughout all stages of remedial education. literary language orthoepic, grammatical, including intonation), as well as the rules of word usage.
Thus, the manual reflects actual problems methods of propaedeutic preparation (formation of prerequisites) for the full assimilation of program material, which are solved in the context of filling gaps in the child's speech development.
In this regard, we consider it necessary to recall the main aspects of teaching the native language. At present, the main structural components of language education as a process of educational and cognitive activity of the child have been identified:
1) language system - a body of knowledge in the form of concepts, information, rules presented in educational and school programs, as well as language skills formed on the basis of knowledge: phonetic, word-formation, grammatical (morphological, syntactic), lexical and stylistic;
2) the student's speech activity as a realization of the language, which includes the processes of reading, writing, listening, speaking. This component includes practical speech knowledge and speech skills of varying degrees of complexity formed on their basis, in particular the ability to perceive and create a text (at a reproductive and productive level), as well as correct, conscious, expressive reading skills, orthoepic skills and skills related to compliance with norms of the literary language;
3) speech works (microtexts), which are used in the process of mastering the language and speech as didactic material and are texts - samples of a certain type and style of speech;
4) methods of activity that ensure the assimilation of the language system and the formation of language, speech, spelling, general cognitive skills and, in general, the development of the student as a person;
5) culture of speech behavior (culture of communication).
In this way, modern technologies correctional education of children with primary speech pathology should be implemented in conjunction with the formation of the basic prerequisites for the mental activity of the child and modern approaches to teaching the native language.
The manual is a system of speech therapy work to fill in the gaps in the development of speech activity (oral and written) of children with primary speech pathology, as well as the psychological prerequisites for the active implementation of speech-thinking and educational activities.
The manual has 5 sections.
The 1st section presents a large number of various tasks aimed at filling in the gaps in the development of psychological prerequisites for the full mastery of reading and writing.
The main goal of the 2nd section (I stage of correctional work) is the normalization of the sound side of speech.
The main goal of the 3rd section (stage II of correctional work) is to fill in the gaps and further improve the lexical and grammatical means of the language (clarification and expansion of the children's vocabulary; free, active and adequate use of it for oral communication; development and improvement of the grammatical structure of their speech) .
The exercises presented in the 4th section are aimed at developing reading and writing skills and can be used at different stages of remedial education.
The purpose of the 5th section is the formation of the skills of oral coherent utterance (oral discourse) and, on their basis, the prerequisites for the development of skills and abilities in compiling detailed written texts (written speech activity).
The material of the manual is divided into three levels of complexity both in terms of content and approaches to its implementation. Depending on the severity of the speech defect and the age of the children in the group, the speech therapist, at his discretion, can use material from both one level and different ones. If necessary (for example, to consolidate the material more firmly), the speech therapist may offer additional tasks to children.
Depending on the level of children's mastery of the reading technique, the tasks for the exercises are read either by the children, or by a speech therapist, or the exercise is performed by ear. At the same time, special importance is attached to such forms of work and special correctional tasks that, while filling in the gaps in the development of all means of the language, simultaneously contribute to the formation of communicative skills and abilities: teamwork; pair work; mutual verification with a discussion of the correctness of the assignment; addressing a friend with a question or some task, etc.
Legend 1
vowel
consonant
voiced consonant
soft consonant
sentence
missing sounds (letters)
card for individual work
writing on a board or poster
words, sentences for reference
1 When completing the task, the children designate the sounds in the word scheme with the colors indicated in the squares.
Section 1
FILLING IN THE GAPS IN THE DEVELOPMENT OF PSYCHOLOGICAL PREREQUISITES TO COMPLETE MASTERING OF READING AND WRITING
Since writing is a complex form of speech activity - a multi-level process in which various analyzers take part: speech-auditory, speech-motor, visual, motor (motor), then by the time of schooling the child should have formed (as necessary prerequisites for learning) speech and non-speech functions, namely: speech - auditory differentiation of sounds, their correct pronunciation, language analysis and synthesis; formation of lexical and grammatical means of the language; non-speech, among which visual analysis and synthesis, spatial representations, as well as digital praxis, and successive processes are of particular importance. It has been established that in children with OHP the following features are recorded as secondary:
Unsteady attention;
Insufficient observation of linguistic phenomena;
Insufficient development of the ability to switch;
Insufficient ability to memorize (mainly linguistic material);
Insufficient formation of verbal-logical thinking;
Reduced cognitive activity in the field of linguistic phenomena;
Inability to show strong-willed efforts to overcome the difficulties of educational work. Insufficient formation of these features allows
All this testifies to the insufficient formation of psychological prerequisites for full-fledged educational activity. And this, in turn, necessitates a special period of formation and improvement in such children of the basic psychological (non-speech) prerequisites for the development of full-fledged reading and writing skills.
For this purpose, at the initial stage (10-20 lessons - depending on the severity of the defect), specific tasks are used to develop memory, attention, spatial representations, and fine motor skills. The number of presented exercises, depending on the level of development of non-speech processes, can be increased.
Exercises
First level
1 . Connect the dots in different directions (top - down, bottom - up, left - right, right - left). Tell me how you do it.
2 . Think about what part of the figure you need to finish. Draw figurines. Tell me what you're doing.
3 . Circle the ornament without taking your hands off. Tell me what you're doing.
What do you see on the top right? (Trolleybus, car.)
In which direction are they heading? (To the left.)
Where are the traffic lights in the picture? (Right and left.)
Where are mother and daughter going? (Right.)
Where did the artist draw a man with a briefcase? (Bottom right.)
7 . Consider the drawings. Answer the questions using the words: left, right, under, -.hell, between, before.
Name the letters that are repeated more often than others. Write down the letters that are not repeated. Name the written letters.
13 . Look carefully and say what letters are written in the first line. Vowels and consonants, printed.) What - in the second line? (Vowels and consonants, written, capital.)
Name the letters of the first line and write them in alphabetical order.
14 . Consider the letters carefully:
LBDAMZHCHNASTUFHTSCHSHSHCHEYUYAN
Imagine it's an alphabet. Is it correct? Why is it wrong? Can you tell me which letters are missing?
Which ones are repeated and which ones are not repeated?
What letters need to be changed? Write these letters alphabetically
a) Look closely at the square.
What is in the square? What letters are in the square? Name the letter in the upper right corner; in the lower left corner; in the middle of the square; in the upper left corner; in the lower right corner.
What is written on it? What letters are written at the top? Where are the rest of the letters?
What are the letters of the upper rad called? bottom row?
What letters are located under the letters T, K, H; above the letters and, oh, uh; behind the letters P, S, u, s; before the letters S, L, a, e; between the letters T, C, uh, uh?
a) Look at the pictures. Name the figures and objects depicted.
Continue the series of drawings and explain why you did it the way you did.
b) Look at the signs and say what they show:
Name vowels, consonants; read the syllables.
Continue with vowels, consonants and syllables and explain why you did it the way you did.
Where is the plate with vowels located; consonants; syllables? Answer using the words: right, left, middle.
17. Look carefully at the tablets and say what is shown on them.
Say what is wrong on each plate and explain why. 18. Look at the picture.
Vowels and consonants "hid" in air balloons: look carefully and say which letters are more. How did you guess?
a) Look at the picture.
What letters are shown in the picture? How many vowels, how many consonants?
Take one minute to examine each rectangle separately. Which letters are more in the first rectangle, and which ones are more in the second?
20. Read clearly:
What did you read? Read the words in alphabetical order. Prove that you have placed the words correctly.
21 . Read clearly:
What did you read? Read the words in pairs and say which one comes first in the dictionary. Justify your answer.
22. Within 5 minutes, pick up one word for any 15 letters of the alphabet. (Mutual check with a discussion of the correctness of the assignment.)
23. Read clearly:
What did you read? Look carefully and say which letters of the alphabet are not in these sentences?
Second level
1 . Connect the dots according to the pattern. Name the shapes that you get.
Tell me: what letters do the elements of the ornament look like?
3. Shade the figures as in the picture. Make no mistake! Be careful!
Tell me: what letters does the shading look like?
4. Consider the drawings. Name the items shown.
Shade the objects in the drawings in different ways: with horizontal lines; vertical; tilted to the right; tilted to the left. Tell us how you completed the task: which figures did you shade the same way; which - horizontal lines; which ones are tilted to the right?
5 . Consider the drawing. Name the geometric shapes.
Tell where the geometric figures are located in relation to the oval, using the words: above, below; on right; left.
 |
| 6. Look at the picture. |
In what large geometric shapes are small ones located? Tell me where each small one is located in the big figure.
7 . Draw over a triangle - a square, a circle; to the left of the rectangle is a triangle; right - circle; between a circle and a triangle is a square.
Tell us what tasks you did.
8 . The child is presented with contour drawings different kind: 5-6 stars; 5-6 leaves (from trees); 5-6 houses; 5-6 butterflies.
In each row of drawings - 2-3 identical.
Consider the drawings. Name the things they show. Find the same items in each picture and explain your choice.
Shade: 2 stars - horizontal lines (from left to right); 2 leaves - vertical (from bottom to top); 2 houses - shading with an inclination to the right; 2 butterflies - hatching with a tilt to the left.
Tell me what task you did.
9. Look at the picture and name the objects and figures depicted. What geometric figure are they located in?
What figures are more? Less?
Which corner has more? Less?
Where are the items more? (Right, left, bottom, top, top right corner etc.) Where is less?
 |
| 10. Look at the picture. What items are shown in the picture? |
How many fungi are in the picture; leaflets; stars? Think and connect objects with circles (according to the number of these objects). Tell me what you did
11 . Look at the pictures on the left and right. Say how they are similar and how they differ.
Name the geometric shapes in the figure on the left. How many circles are in this picture? , triangles, squares? Find identical figures and connect them; explain why you put them together like that. (They are identical.)
Name the geometric shapes in the figure on the right. Say how many circles are in this picture. Find identical circles. Connect them and explain how they are similar.
12 . The speech therapist presents the child with subject pictures: 2-3 objects similar to the letter L (compass, hut, roof of the house ...); 2-3 objects similar to the letter D (house, perch for a bird in a cage ...); 2-3 items similar to the letter O (magnifier, hollow, wheel ...); 2-3 items similar to the letter F (sugar bowl with handles, head of Cheburashka, sieve with handles ...); 2-3 items similar to the letter 3 (snake, violin, ram's head with horns in the shape of the letter 3...).
Look at the pictures and say what they show. Look again carefully at the drawings and say which letters are "hidden" in the depicted objects.
a) Look carefully at the pairs of letters, name them and say how they differ in spelling:
P-b; b-b; I-Sh; I - P.
b) Look closely at the letters.
P, B, D, O, K, W, Y, I, X 3, S.
Choose from the given letters those that you can turn into others. Tell me how you do it
14 . Think how many letters are hidden in each sign (symbol):
Name them and write them down.
15. Look carefully and say what is shown:
Are all letters spelled correctly? Name and write down only those that are written correctly. Tell me why you chose them.
a) Look at the picture carefully. Which geometric figure contains letters? What letters are written? (Vowels and consonants; capitals and small; printed and written.)
In what geometric shapes are letters written? How do the letters in the circle on the left differ from the letters in the circle on the right? What letters should be added to the 1st circle, then - to the 2nd, to get the alphabet? Name the whole alphabet.
17. The speech therapist shows the child a drawing of a rectangle.
Write the letters: A - in the lower right corner; O - in the upper right corner;
Y - in the upper left corner; H - in the middle of the figure; S - in the lower left corner.
What letters did you write? (What are they called?) Repeat where the letters A, U, S, O, H are located. geometric figure did you write letters?
18. A rectangle is presented, divided into four parts (along the vertical and horizontal axes).
Write in the rectangle: 5 vowels - top left; 5 consonants - bottom right; 3 syllables - top right; 2 words - bottom left. Tell me, where did you write the letters, syllables and words? Count how many rectangles are in one picture.
a) Read:
What did you read? How many syllables have you read? Where and how are they located? ( In a rectangle: top, bottom, right, left, under, over.)
Instructive-methodical letter on the work of a speech therapist teacher at a secondary school.
(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology). - M.: Kogito-Centre, 1996 - 47 p.
This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions, methods for detecting speech disorders and the most important provisions of differential diagnosis, the main contingent of speech therapy centers (it is made up of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetics - phonemic, general underdevelopment of speech), the principles of acquisition of speech therapy centers, groups of students for frontal learning are determined
The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.
CHARACTERISTICS OF VIOLATIONS OF ORAL AND WRITTEN SPEECH OF STUDENTS
Deviations in the speech development of children studying in general educational institutions have a different structure and severity. Some of them concern only the pronunciation of sounds (mostly distorted pronunciation of phonemes); others affect the process of phoneme formation and, as a rule, are accompanied by reading and writing disorders; the third - are expressed in the underdevelopment of both the sound and semantic aspects of speech and all its components
The presence of even mild deviations in phonemic and lexical and grammatical development among schoolchildren is a serious obstacle in mastering the curriculum of a general education school.
Students who have deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be conditionally divided into three groups.
It is quite obvious that each of these groups cannot be uniform, but at the same time, highlighting the main feature of a speech defect, the most typical for each group, gives them a certain uniformity.
The first group consists of schoolchildren whose deviations in speech development relate only to defects in the pronunciation of sounds without other concomitant manifestations. Typical examples of such violations are the velar, uvular or single-stress pronunciation of the sound “P”, the soft pronunciation of hissing at the lower position of the tongue, the interdental or lateral pronunciation of whistling, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the program of a general education school by children.
The process of phoneme formation in such cases is not delayed. These students, acquiring school age a certain stock of more or less stable ideas about the sound composition of a word, correctly correlate sounds and letters and do not make mistakes in written works related to shortcomings in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation of language means. There are no failing students among these students. The second group consists of schoolchildren who have a lack of formation of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are the replacement and mixing of phonemes that are similar in sound or articulation (hissing-whistling; voiced-deaf; R-L; hard-soft). Moreover, for schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation applies only to any pair of sounds, for example, S-Sh, Zh-3, Shch-Ch, Ch-T, Ch-Ts, D-T, etc. Most often, whistling and hissing sounds, R-L, voiced and deaf, turn out to be unassimilated. In some cases, in the absence of pronounced defects in individual sounds, insufficient clarity of their pronunciation is noted.
Pronunciation defects, expressed in the mixing and replacement of sounds (as opposed to defects expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.
Schoolchildren of the group under consideration, especially students of the first two grades, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in hearing close sounds, determining their acoustic (for example: voiced and deaf sounds) and articulatory (for example: whistling-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - kidney, fable - tower). All this complicates the formation of stable ideas about the sound composition of the word.
This level of underdevelopment of the sound side of speech prevents mastering the skills of analysis and synthesis of the sound composition of a word and often causes a secondary (in relation to the oral form of speech) defect, which manifests itself in specific reading and writing disorders. These students are completed in special groups: students with reading and writing disorders due to phonetic and phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects have been eliminated).
The number of students with underdevelopment of the sound side of speech (FFN and FN) is approximately 20-30% of the total number of children with unformed language means. Among these students, the number of really poor students in their native language ranges from 50 to 100%.
The third group consists of students who, along with violations of the pronunciation of sounds, have an underdevelopment of phonemic processes and lexical and grammatical means of the language - a general underdevelopment of speech. These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.
Despite the fact that this group of students in a general education school is not numerous, it requires special attention of a speech therapist, since it is very heterogeneous both in severity and in the severity of manifestations of general underdevelopment of speech. Most of the children go to public school Level III(according to the classification of R. E. Levina).
First grade students are dominated by the insufficiency of the oral form of speech, which can also be expressed in different ways. Some students by the age of 6-7 have a mildly pronounced inferiority of phonetic-phonemic and lexical-grammatical means of the language (NVONR). For other students, the insufficiency of language means is more pronounced (ONR).
The characteristics of children with OHP are presented in the diagram (Table 1).
This table reflects a number of diagnostic points that are important both for predicting the effectiveness of remedial education in general and for planning its content. First of all, these are the consequences of the abnormal development of the oral form of speech (its sound side and lexical and grammatical structure), which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering program material in the native language and (in in some cases) mathematics.
The study of manifestations of speech disorders in students primary school general education schools shows that in some of them the lack of formation of language means is less pronounced (NVONR). This applies to both the sound side of speech and the semantic side.
So, the number of incorrectly pronounced sounds they do not exceed 2-5 and extends only to one or two groups of oppositional sounds. In some children who have completed preschool correctional training, the pronunciation of all these sounds may be within the normal range or may not be clear enough ("blurred").
At the same time, all children still have insufficient formation of phonemic processes, the degree of severity of which may be different.
The quantitative composition of the vocabulary of students in this group of children is wider and more diverse than that of schoolchildren with a pronounced general underdevelopment of speech. However, they also make a number of mistakes in independent statements, due to the confusion of words in meaning and acoustic similarity. (See Table 1).
The grammatical design of oral statements is also characterized by the presence of specific errors, reflecting the insufficient assimilation of prepositional and case control, agreement, and complex syntactic constructions by children.
As regards children with OHP, all the listed deviations in the formation of language means are more roughly expressed.
The lag in the development of linguistic means (pronunciation, vocabulary, grammatical structure) cannot, of course, but have a certain influence on the formation of speech functions (or types of speech activity).
The speech of a first-grader with OHP is predominantly situational in nature and takes the form of a dialogue. It is still connected with the direct experience of children. First-graders experience certain difficulties in producing coherent statements (monologue speech), which are often accompanied by the search for the language means necessary to express thoughts. Children do not yet have the skills and abilities to coherently express their thoughts. Therefore, they are characterized by the substitution of a coherent statement with monosyllabic answers to questions or scattered uncommon sentences, as well as repeated repetitions of words and individual sentences.
More or less detailed coherent statements within the limits of everyday topics are available to children with NVONR. At the same time, coherent statements in the process of learning activity cause certain difficulties for these children. Their independent statements are characterized by fragmentation, insufficient coherence, and logic.
As for students in grades 2-3 with OHP, their manifestations of the lack of formation of language means are different. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they read, talk about exciting events, i.e. build your statement within the limits of a topic close to them. However, when the conditions of communication change, if it is necessary to give detailed answers with elements of reasoning, evidence, when performing special educational tasks, such children experience significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.
The peculiarity of the manifestations of the general underdevelopment of speech in these students is that errors in the use of lexical and grammatical means (separate manifestations of agrammatism, semantic errors) are observed against the background of correctly composed sentences and text. In other words, the same grammatical category or form under different conditions can be used correctly and incorrectly, depending on the conditions in which the oral speech of children takes place, i.e. the conditions of their communication and the requirements for it.
The sound side of the speech of students in grades 2-3 with general underdevelopment is also insufficiently formed. Despite the fact that these schoolchildren have only a few shortcomings in the pronunciation of sounds, they experience difficulty in distinguishing acoustically similar sounds, in the consistent pronunciation of syllables in polysyllabic unfamiliar words, with a confluence of consonants (secondary - secondary, transtite - transport).
An analysis of the speech activity of students in grades 2 and 3 suggests that they prefer dialogic forms of speech. Under the influence of learning, monologue, contextual speech develops. This is expressed in an increase in the volume of statements and the number of complex structures; in addition, speech becomes more free. However, this development of monologue speech is slow. Children more or less freely construct coherent statements within topics close to them and experience difficulties in producing coherent statements in a situation of educational activity: formulating conclusions, generalizations, evidence, reproducing the content of educational texts.
These difficulties are expressed in the desire for verbatim presentation, getting stuck on individual words ah and thoughts, the repetition of individual parts of sentences. In the course of presentation, proof, etc. children note not the most significant signs. In addition, they violate the syntactic connection between words, which is reflected in the incompleteness of sentences, changes in the order of words. There are frequent cases of the use of words in an unusual meaning, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a fuzzy understanding of the meaning of the words used, the inability to catch their stylistic coloring.
Such smoothed deviations in the development of oral speech of the described group of children in the aggregate create serious obstacles in teaching them literate writing and correct reading. That is why they most clearly manifest not defects in oral speech, but reading and writing disorders.
The written work of this group of children is replete with a variety of errors - specific, spelling and syntactic. Moreover, the number of specific errors in children with general underdevelopment of speech is much greater than in children with phonetic-phonemic and phonemic underdevelopment. In these cases, along with errors that are the result of insufficient development of phonemic processes, there are a number of errors associated with the underdevelopment of the lexical and grammatical means of the language (errors in prepositional case control, agreement, etc.). The presence of such errors indicates that the process of mastering the grammatical patterns of the language in the group of children under consideration has not yet been completed.
Among students of a general education school there are also children with anomalies in the structure and mobility of the articulation apparatus (dysarthria, rhinolalia); children with stuttering.
In these children, it is also necessary to identify the level of formation of language means (pronunciation, phonemic processes, vocabulary, grammatical structure). In accordance with the identified level, they can be assigned either to I, or to II, or to III group.
The above grouping of schoolchildren according to the leading manifestation of a speech defect helps the speech therapist solve the fundamental issues of organizing correctional work with children and determine the content, methods and techniques of speech therapy influence in each group. The main contingent, which should be identified by the speech therapist teacher of general education schools before others, are children whose speech defects impede their successful learning, i.e. students of the second and third groups. It is these children, in order to prevent their academic failure, that speech therapy assistance should be provided in the first place.
When organizing speech therapy classes with schoolchildren who have defects in sound pronunciation and insufficient development of phonemic processes, along with the elimination of pronunciation, it is necessary to provide for work on the education of phonemic representations, the formation of skills for analyzing and synthesizing the sound composition of a word. Such work should be carried out consistently to differentiate mixed oppositional sounds and develop the skills of analyzing and synthesizing the sound-letter composition of a word, which will fill the gaps in the development of the sound side of speech.
Effective assistance to students with OHP, for whom phoneme pronunciation deficiencies are only one of the manifestations of speech underdevelopment, is possible only in the case of interconnected work in several areas, namely: correcting pronunciation, forming full-fledged phonemic representations, developing skills for analyzing and synthesizing the sound composition of a word, clarifying and enrichment of vocabulary, mastery of syntactic constructions (of varying complexity), development of coherent speech, carried out in a certain sequence.
Speech therapy assistance to students who have only shortcomings in the pronunciation of sounds (phonetic defects - group I) is reduced to correcting incorrectly pronounced sounds and fixing them in the oral speech of children.
Examination of children with speech disorders
Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more efficiently.
The main task of a speech therapist teacher during an individual examination of students is to correctly assess all manifestations of speech insufficiency of each student. The speech therapy examination scheme is presented in the speech card, which must be filled out for each student, depending on the structure of the speech defect.
In the process of filling in passport data about a child, not only official progress is recorded (paragraph 5), but also the real level of knowledge of students in their native language is ascertained. In cases of structurally complex speech defects, these data can be decisive both in determining a clear speech therapy conclusion and in establishing the primary-secondary nature of a speech disorder.
The teacher-speech therapist finds out data on the course of speech development of a student with a complex structure of a speech defect from the words of the mother. During the conversation, it is important to get clear view about how the early speech development of the child proceeded: when the first words, phrases appeared, how the further formation of speech proceeded. At the same time, it is noted whether they previously applied for speech therapy help, if so, how long the classes were held, their effectiveness. In addition, the features of the speech environment surrounding the child are subject to fixation (the state of the speech of the parents: impaired pronunciation, stuttering, bilingualism and multilingualism, etc.).
Before starting a speech examination, a speech therapist must ensure that hearing is intact (recall that hearing is considered normal if a child hears individual words spoken in a whisper at a distance of 6-7 meters from the auricle).
When examining a child, attention is drawn to the state of the articulatory apparatus. All anomalies of the structure (lips, palate, jaws, teeth, tongue) detected during the examination, as well as the state of the motor function, are subject to mandatory recording in the speech chart.
Naturally, a gross pathology of the structure and functions of the articulatory apparatus requires a thorough, detailed examination with a detailed description of all deviations that create obstacles to the formation of correct sounds. In other cases, the examination may be shorter.
The characteristics of the coherent speech of students is compiled on the basis of his oral statements during a conversation about what he read, saw, and also on the basis of special tasks performed by the child: drawing up separate sentences, a coherent statement on questions, on a plot picture, on a series of pictures, on observations, etc. d.
The material obtained during the conversation will help to choose the direction of further examination, which should be individualized, depending on the ideas about the level of formation of the child's speech revealed during the conversation.
The speech map fixes the general intelligibility of speech, the nature and accessibility of constructing coherent statements, general ideas about the vocabulary and syntactic constructions used by the child.
When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: the absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are predominantly expressed by substitutions and mixing of different groups of oppositional sounds, the possibilities of distinguishing sounds by acoustic and articulatory features should be carefully explored.
In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.
Thus, the examination of the sound side of speech involves a thorough clarification of:
The nature (type) of pronunciation disorders;
the number of defective sounds and groups (in difficult cases);
The level of phonemic development (the level of formation of differentiation of oppositional sounds);
the level of formation of the analysis and synthesis of the sound composition of the word.
In the case of general underdevelopment of speech, examinations of the sound side of speech (pronunciation, phonemic processes) are similarly carried out. In addition, it is planned to identify the ability of children to pronounce words and phrases of a complex syllabic structure.
When examining children with OHP, it is also necessary to establish the level of formation of the lexical and grammatical means of the language. When examining vocabulary, a number of well-known methods are used that reveal both passive and active vocabulary in children. At the same time, children's knowledge of words denoting objects, actions or states of objects, signs of objects is revealed; words denoting general and abstract concepts. Thus, the quantitative composition of the vocabulary is determined.
The correct naming of an object does not yet mean that the child can adequately use this word in a sentence, a coherent text, therefore, along with determining the quantitative side of the vocabulary, special attention is paid to its qualitative characteristics, i.e. revealing the child's understanding of the meaning of the words used.
When drawing up a speech therapy conclusion, data on the dictionary should not be considered in isolation, but in conjunction with materials characterizing the features of the sound side of speech and its grammatical structure.
When examining the level of formation of the grammatical means of the language, special tasks are used to identify the level of children's mastery of the skills of constructing sentences of various syntactic constructions, the use of form and word formation.
Data from the analysis of errors (agrammatisms) made by students when performing special tasks make it possible to determine the level of formation of the grammatical structure of speech. The established level of formation of the grammatical structure of speech correlates with the state of the dictionary and the level of phonemic development.
The level of formation of oral speech predetermines a certain degree of violation of reading and writing.
In cases where a defect in oral speech is limited only by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic insufficiency.
In these cases, the most typical mistakes are substitutions and confusions of consonant letters denoting the sounds of various opposition groups.
When examining writing, which is carried out both collectively and individually, attention should be paid to the nature of the writing process: whether the child writes down the correctly presented word or pronounces it several times, choosing the right sound and the corresponding letter; what difficulties it experiences; what mistakes it makes.
It is necessary to make a quantitative and qualitative analysis of errors: to identify what specific errors in the replacement of letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not clearly mastered the sound-letter analysis and synthesis, is not able to distinguish acoustically or articulatory close sounds, and understand the sound and syllabic structure of the word.
Errors in spelling rules should be carefully analyzed, since errors in the spelling of paired voiced-voiced, soft-hard consonants are due to the lack of formation of ideas about the sound-letter composition of a word in children with speech defects.
Reading should also be examined in students with writing disabilities. Reading is checked individually. In the course of reading, no corrections or comments should be made. The material for the examination can be specially selected texts that are accessible to the child in terms of volume and content, but not used in the classroom. The examination begins with the presentation of the text of sentences, individual words, syllables (direct, reverse with a confluence of consonants) to the child.
If the child does not have reading skills, he is presented with a set of letters for their recognition.
During the examination, the level of formation of reading skills is recorded, namely: whether he reads in syllables; whole words; whether he goes over individual letters and with difficulty combines them into syllables and words; what mistakes he makes; does it replace the name of individual letters in the process of reading, does this replacement correspond to defective sounds; whether there are errors in omissions of words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what is read.
All observations received are recorded. They help to clarify what causes reading deficiencies and to find more rational techniques and methods for overcoming reading difficulties. The revealed shortcomings of reading are compared with the data of examination of writing and oral speech.
Completing brief description reading and writing disorders in children with FFN, it should be emphasized that the most typical errors are the replacement and mixing of consonant letters corresponding to sounds that differ in acoustic and articulatory features.
The above errors are considered to be specific (dysgraphic). Usually they appear in children with FFN against the background of insufficient assimilation of certain orthograms, the spelling rules of which are closely related to full-fledged ideas about the sound composition of the word.
As for reading and writing disorders in children with OHP, along with errors reflecting the unformedness of the sound side of speech, they also have errors associated with the unformed lexical and grammatical means of the language. Namely:
1. Mistakes in prepositional case management;
2. Mistakes in matching nouns and adjectives, verbs, numerals, etc.;
3. Separate spelling of prefixes and continuous spelling of prepositions;
4. Various sentence deformations: violation of word order, omission of one or more words in a sentence (including omission of the main members of a sentence); omission of prepositions; continuous spelling of 2-3 words; incorrect definition of sentence boundaries, etc.;
5. Various deformations of the syllable-letter composition of the word (“broken” words, omissions of syllables; underwriting of syllables, etc.).
6. In the written work of children, there may also be graphic errors - underwriting of individual elements of letters or extra elements of letters, the spatial arrangement of individual elements of letters
(and - y, l-m, b-d, sh-sh)
All of the listed errors associated with the underdevelopment of the sound and semantic aspects of speech manifest themselves in children with ONR against the background of a large number of various spelling errors.
Independent written work of students with OHP (presentation, essay) has a number of specific features related to both the construction of the text (insufficient coherence, consistency and logical presentation), and insufficiently adequate use of lexical, grammatical and syntactic means language.
Examination of the state of writing and reading in students should be carried out with particular care. During the examination, the student is asked to perform various types of written work:
Auditory dictations, including words, which include sounds that are most often violated in pronunciation;
independent writing (statement, composition).
When examining first grade students at the beginning of the school year, children's knowledge of letters, skills and abilities in composing syllables and words is revealed.
Upon completion of the examination of the child's speech, it is necessary to conduct a comparative analysis of all the material obtained in the process of studying the level of development of the sound and semantic aspects of speech, reading and writing. This will make it possible to determine in each specific case what exactly is prevailing in the picture of a speech defect: whether the child has a lack of lexical and grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonemic processes.
In the process of examining stuttering students, the main attention of a speech therapist should be directed to identifying situations in which stuttering is especially intense, as well as to analyzing the communicative difficulties that arise in children in these conditions. Equally important is the study of the level of formation of language means (pronunciation; phonemic processes; lexical stock; grammatical structure), as well as the level of formation of writing and reading, among stuttering schoolchildren (especially those with poor progress). stuttering can manifest itself in both children with FFN and OHP.
Particular attention is drawn to the features of general and speech behavior (organization, sociability, isolation, impulsiveness), as well as the ability of children to adapt to the conditions of communication. The rate of speech of stutterers, the presence of accompanying movements, tricks, and the intensity of the manifestation of hesitation are recorded. Speech impairment must be considered in conjunction with the characteristics of the child's personality. In the course of the survey, material is accumulated that makes it possible to draw up a brief description of the child, illustrating the features of his attention, the ability to switch, observation, and performance. It should indicate how the child takes study tasks whether he knows how to organize himself to fulfill them, whether he independently performs tasks or requires help. The reactions of the child to the difficulties encountered in the course of educational work, fatigue (exhaustion) of the child are also recorded. The characteristics also note the peculiarities of the behavior of children during the examination: mobile, impulsive, distractible, passive, etc.
The generalized result of studying the level of development of oral and written speech of the child is presented in the speech map as a speech therapy conclusion. The conclusion should be drawn up in such a way that corrective measures corresponding to the structure of the speech defect follow logically from it, namely:
phonetic defect. This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion reflects the nature of the sound distortion (for example, P - velar, uvular; C - interdental, lateral; Sh-Zh - lower, labial, etc.) In this case, the corrective effect is limited to the production and automation of sounds;
phonetic-phonemic underdevelopment (FFN). This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating oppositional sounds; unformed analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills for analyzing and synthesizing the sound composition of a word;
general underdevelopment of speech (OHP). Since this defect is a systemic violation (i.e., insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), then in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech.
The given speech therapy conclusions characterize the level of formation of oral speech.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), the speech therapy conclusion should include both the structure of the speech defect and the form of speech pathology (nature). For example:
SPEECH THERAPY POINT AT THE COMPREHENSIVE SCHOOL №
speech card
Since reading and writing disorders are secondary manifestations of the level of unformed oral speech, speech therapy conclusions should reflect the causal relationship between the primary and secondary defects, namely:
Reading and writing disorders due to OHP:
Reading and writing disorders caused by FFN:
Reading and writing disorders due to phonemic underdevelopment.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and ONR are supplemented by data on the form of speech pathology (see above).
Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.
The main task of a speech therapist in a general education school is to prevent poor progress due to various disorders of oral speech. That is why the speech therapist should focus on first-grade students (children 6-7 years of age) with phonetic-phonemic and general underdevelopment of speech. The sooner correctional and developmental training is started, the higher its result will be.
A common problem in the correctional and developmental education of first graders is their timely and purposeful preparation for literacy. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:
form full-fledged phonemic processes;
form ideas about the sound-letter composition of the word;
to form the skills of analysis and synthesis of the sound-syllabic composition of the word;
correct pronunciation defects (if any).
These tasks constitute the main content of the correctional education of children with phonetic-phonemic and phonemic underdevelopment. As for children with general underdevelopment of speech, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be the selection of speech material that corresponds to the general development of the child and the structure of the defect.
