Diagnostics of the sound culture of speech in the middle group. Diagnostic materials for the examination of the speech development of children of the middle group. Features of the formation of the sound culture of the child's speech
Larisa Norova
Summary of the diagnosis of the state of the sound side of children's speech middle group
Plan diagnosing the state of the sound side of the child's speech ___
middle age group
Target diagnostics: define child's speech condition(pronunciations of whistling -s-z-ts; hissing w, w, w, h).
Pronunciation in various conditions: isolated, in syllables, at the beginning, middle, end and in phrasal speeches.
visibility: subject pictures for whistling, hissing, at the beginning, middle, end of a word, speech material.
I. Plan diagnostics
sound
S, repeat after me.
2) Repeat after me the syllables -sa, -so, -su, -se.
3) I suggest that the child name the drawn object Elephant, socks, pineapple
sounds-s- and repeat after me
Elephants are smart
Elephants are quiet
Elephants are calm
And strong.
1) I invite the child to play with pictures. First, please say sound
Z, repeat after me.
2) Repeat after me the syllables –za, -zo, -zu, -ze.
3) I suggest that the child name the drawn object Hare, gazelle, watermelons
4) I suggest listening to a poem on sounds-s- and repeat after me
A bunny jumps behind a fence
In the paws the letter Z, he hides,
Bunny, Bunny, come out
Children return the letter Z
1) I invite the child to play with pictures. First, please say sound
C, repeat after me.
2) Repeat after me the syllables -tsa, -tsi, -tsu, -tsy.
3) I suggest that the child name the drawn object Flower, scissors, pepper
4) I suggest listening to a poem on sounds-c- and repeat after me Chicken on tiptoe
Kissed flowers.
Chicken on tiptoe -
Chick-chick, he's very small.
1) I invite the child to play with pictures. First, please say sound
Well, repeat after me.
2) Repeat after me the syllables -zha, -zhy, -zhu, -zhe.
3) I invite the child to name the drawn object Beetle, rain, walruses
4) I suggest listening to a poem on sounds- Well, and repeat after me. The beetle fell and cannot get up.
He is waiting for someone to help him
1) I invite the child to play with pictures. First, please say sound
Sh, repeat after me.
2) Repeat after me the syllables -sha, -shi, -shu.
3) I invite the child to name the drawn object Hat, cherry, mouse
4) I suggest listening to a poem on sounds-sh- and repeat after me The schoolboy was going to school,
dressed warmer:
Fur coat, hat, scarf put on -
Walked to school and sweated.
1) I invite the child to play with pictures. First, please say sound
Oh, repeat after me.
2) Repeat after me the syllables -scha, -schi, -shu.
3) I suggest that the child name the drawn object Brush, box, raincoat.
4) I suggest listening to a poem on sounds-shch- and repeat after me Pike boiled cabbage soup,
She treated two bream.
1) I invite the child to play with pictures. First, please say sound
C, repeat after me.
2) Repeat after me the syllables -cha, -chi, -chu.
3) I suggest that the child name the drawn object Clock, pen, doctor
4) I suggest listening to a poem on sounds-h- and repeat after me
The student taught lessons
He has ink on his cheeks.
II. Thank your child for playing.
III. Drawing up a diagnostic maps and characteristics child's speech(form 1, 2)
Related publications:
"Sound [Sch]". Summary of GCD on the sound culture of speech in the middle group Educational area: Speech development Areas of integration: Social and communicative, physical, cognitive, artistic and aesthetic.
Abstract of an individual lesson on the formation of the phonetic side of children's speech. Sound automation [Ш] in connected speech Abstract of an individual lesson on the formation of the phonetic side of children's speech. Theme "Automation of the sound Ш in coherent speech" Purpose: formation.
Summary of GCD on the sound culture of speech using health-saving technologies in the middle group Summary of GCD on the sound culture of speech using health-saving technologies in the middle group. "Adventures of the Ant". Target:.
Summary of the GCD on the sound culture of speech in the middle group "An unusual trip to the zoo" Asotskaya Natalya Synopsis of the GCD on the sound culture of speech in the middle group on the topic "An unusual trip to the zoo." Subject: Sound "Z".
Summary of the physical education holiday for children of the middle group "Winter Fun" Synopsis of a sports holiday for children of the middle group "Winter Fun". Purpose: to raise interest in winter sports exercises.
Abstract of the GCD lesson on the development of the sound side of speech in the middle age group MDOU Child Development Center - Kindergarten No. 35 "Fantastic" Abstract directly educational activities with middle age children.
Abstract of the lesson on the formation of the sound side of speech in the senior group for children with ONR "Doctor Aibolit rushes to the rescue" Subject. Doctor Aibolit is in a hurry to help. Target. Differentiation T-T sounds"in syllables, words, sentences, text. Educational tasks:.
Pedagogical College No. 2 of Orenburg.
Department of distance learning.
Specialty 050704 “Preschool education”
Test.
On the subject "Development of speech".
Fifth year students
1. Methodology for examining the sound side of speech in children
2. Stages of learning the correct sound pronunciation
4. Task
At preschool age, the child's imitative abilities are extremely great; he easily and naturally learns a huge number of new words and concepts. However, his articulation capabilities are still imperfect, phonemic hearing develops gradually, so the normalized pronunciation of complex sounds will remain inaccessible to the child for a long time. As a rule, even at the first stage of the normal development of children's speech, it is well understood only by the child's close relatives. Communication with strangers often causes him serious difficulties.
It should be noted that when examining a child’s speech, it is necessary to offer him such tasks that will help to collect the necessary information not only about the development of the pronunciation side of his speech, but also to get an adequate idea of the formation of his vocabulary, the stage of development of phrasal speech, the features of assimilation of its main parts and the specifics of the use of certain grammatical forms.
It is imperative to take into account the influence on the development of children's speech of "input" (the speech of a close adult addressed to the child), which first plays a leading role in the formation of the initial children's vocabulary, and then has a significant impact on the subsequent assimilation of normalized pronunciation, basic lexical patterns and grammatical rules of the native language .
For speech examinations, it is better to have separate files with pictures attached to them. It is possible to vary quite widely the picture material offered to the child during the examination, including in it additional tasks for other sounds. The duration of the diagnostic session is purely individual, depending on the age of the child and his psychophysical state, personality traits, and behavior in the examination situation. The optimal duration of a diagnostic session with a young child is 10-15 minutes. We recommend exceeding this time, even if the child seems to be very interested in the task and does not feel tired after being presented with a whole series of pictures.
When naming pictures while checking sound pronunciation, it is necessary to take into account: the state of the child's vocabulary, the presence of permutations of syllables and / or individual sounds, truncation of word endings and the nature of the difficulties in forming the syllabic structure of polysyllabic words.
Special attention should be paid to the study of the syllabic structure of a word as one of the important characteristics of the pronunciation side of speech. When examining the syllabic structure of a word, it is necessary to identify the child's ability to correctly pronounce not only the sounds in the word, but also their number and sequence. It is traditionally believed that at an early age the syllabic structure of a word is only being formed.
Thus, the examination of the sound side of speech involves a thorough identification of:
1) Types of violation of pronunciation.
2) The level of phonemic perception.
3) The level of formation of language analysis and synthesis.
Examination of the sound side of speech in preschool children.
Before starting an examination of the sound side of speech in preschoolers (sound pronunciation), it is necessary to consider its specifics:
1) Pathological disorders should be distinguished from physiological difficulties associated with age-related features of the formation of the sound system of the Russian language.
2) When examining the speech of a young child, it is of great importance to create an age-appropriate motivation to complete tasks.
speech disorder pronunciation child
Thus, modern didactic material for examining speech in preschoolers must meet a number of methodological requirements:
1) Examination of pronunciation must be carried out taking into account the patterns of formation and development of the pronunciation side of speech at an early age and it is imperative to include tasks for pronouncing vowels and consonants, the articulation of which is practiced at the stage of early ontogenesis.
2) The key to success in examining the pronunciation of a young child is the illustrativeness of the proposed material (colorfulness of the image, large size, lack of redundant details) and its accessibility. Narrative pictures are much more interesting for children, they are happy to recognize the image and "find" the right word.
3) An important place is occupied by the search for effective methodological techniques, for example, the method of completing a sentence for an adult.
4) To record the data obtained during the speech therapy examination, it is advisable to use not only the traditional Russian phonetic transcription, but also the symbolic notation adopted by the International Phonetic Association, as this will allow the material to be presented in a form standardized for the scientific community.
To identify the features of the sound pronunciation of children, you can use a well-known, standard technique. It is important to check how children pronounce sounds not only in individual words ah, but also in phrasal speech. For this purpose, sets of subject and plot pictures are used, in the name of which the tested sounds are in different positions. To test the ability to differentiate sounds, the child is offered pictures in the name of which both differentiable sounds occur (z-s, f-sh, b-p, g-k, l-r), and pictures whose names differ in one sound (bear-bowl , lac-cancer). When examining pronunciation, one should note not only the absence or replacement of sounds, but also the distinctness, clarity of pronunciation, their differentiation, features of the tempo of speech, speech breathing.
At the age of five years, the cause of incorrect pronunciation (in the absence of organic disorders) is the insufficient development of the speech apparatus. The centers that control the speech-perceiving and speech-motor apparatuses, speech hearing and the respiratory system are not sufficiently developed, the articulation apparatus is imperfect. Also, it should be noted the age and functional imperfections of children's speech. After five years, the shortcomings in sound pronunciation are explained by the pedagogical neglect of children, and there is no proper education.
Traditionally, the examination of sound pronunciation is carried out in two ways of naming a sound:
1) In isolated pronunciation.
2) As part of a word in various positions (at the beginning of a word, in the middle, at the end of a word and in consonant clusters).
When selecting words for diagnostics as part of a word, special attention should be paid to the accessibility of the word to the understanding of children, the position of the consonant / vowel confluence in the word (position at the beginning, middle and end of the word) and the state of the child's vocabulary.
So, for example, words can be grouped in sequence:
1) Vowels: [a], [o], [i], [y], [e], [s].
2) Consonant sounds:
lip-labial plosives [n], [b],
front lingual plosives [t], [d],
back lingual plosives [k], [g],
labiodental fricatives [f], [v],
front-lingual fricatives [s], [h], [w], [g], [u];
back lingual fricatives [x],
affricates [c], [h];
sonorous nasal [m], [n],
sonorant oral [l], [p], [p "].
Thus, the child’s ability to correctly pronounce not only the sounds in the word, but also their number and sequence, the construction of sentences, the correct use of simple prepositions, the coordination of sentence members in gender, number and case is revealed.
Examination in the composition of the word gives a general picture of speech errors. For a detailed diagnosis of phonetic errors, an examination in isolated pronunciation is used.
1) When repeating one word, errors in the sound-syllabic structure of the word are revealed. So, for example, a violation of the combination of vowels is revealed:
In vain - in vain, rain - rain, bear - bowl.
2) In case of detection of sound-syllabic errors, isolated pronunciation of sound is used:
The doll is crying: ah-ah-ah.
The train is humming: woo.
The dog growls: rrr.
Lost in the forest: ay.
3) Thus, articulation motility errors are revealed:
1) The presence or absence of movements.
2) Tone (normal tension, lethargy, excessive tension).
3) Range of motion (complete, incomplete).
4) The ability to switch from one movement to another.
5) Movement substitutions.
6) Additional and extra movements (synkinesis).
Special attention should be paid to the study of the syllabic structure of a word as one of the important characteristics of the pronunciation side of speech. When examining the syllabic structure of a word, it is necessary to identify the child's ability to correctly pronounce not only the sounds in the word, but also their number and sequence.
The results of the examination of speech are entered in the table, where the sign (+) marks the correct pronunciation, the ability to differentiate sounds, regulate the pace of speech and breathing; sign (-) - omission of sounds, lack of their differentiation, violations in the regulation of the tempo of speech. When replacing sounds, a substitute sound is indicated in the corresponding cell.
Classification of pictures.
Grade I - two-syllable words consisting of two open syllables (pictures: foot, hand, fly).
Grade II - three-syllable words consisting of open syllables (pictures: hair, cow, car).
Grade III - monosyllabic words consisting of a closed syllable (pictures: cat, nose, house).
Data analysis
Second Junior Group No. ______
Task number 1
| Beginning of the year | The end of the year | |||
| children | % | children | % | |
| Does not distort a simple word | ||||
| Distorts a simple word | ||||
| Doesn't distort difficult words | ||||
| Distorts difficult words | ||||
Task number 2
| Beginning of the year | The end of the year | |||
| children | % | children | % | |
| 1. Correctly completed the first four sentences | ||||
| 2. Did not understand the tasks and did not finish: | ||||
| - four sentences | ||||
| - three sentences | ||||
| - two sentences | ||||
| - one offer | ||||
| Beginning of the year | The end of the year | |||
| children | % | children | % | |
| Correctly used: | ||||
| three words - names of cubs | ||||
| two words | ||||
| one word | ||||
Task number 3
| Beginning of the year | The end of the year | |||
| children | % | children | % | |
| 1. Correctly understood the content of the picture | ||||
| 2. They didn’t understand what the picture was about | ||||
| 3. We tried to tell on our own about what is shown in the picture. They made up a story: | ||||
| - from 4-5 offers | ||||
| - from 2-3 offers | ||||
| - from 1 offer | ||||
| 4. They told, answering only questions | ||||
Diagnosis of children of the second junior group for the development of speech
Task number 1
Using the picture, the teacher offers the child: “I will pronounce the words that I like, and you repeat them after me: hat - beetle - teapot - brush - turnip - fish - shovel - bag - penguin - spinner "
(The last two words give an idea of how the child reproduces complex words with a confluence of consonants)
Task number 2
The purpose of the exercises: to check how children agree on nouns with adjectives and numerals (the first four sentences); how they form nouns by analogy (the last four phrases).
1. The teacher tells using a picture, and the child helps him, suggests the right word, finishes the phrase.
"Meow! – the mother-cat meowed, and one immediately rushed to her…? - kitten (kitten). The others follow him...? - kittens (kittens).
The duck counted its...? - ducklings (ducklings). Missing one...? - duckling (duckling). I went looking for him."
2. Finish the sentences: “The fox has three cubs. The she-wolf has four...? - wolves. The bear has two...? - cubs. The badger has three...? - badgers.
Task number 3. What's in the picture?
The teacher asks the child to tell what he sees in the picture. We recommend using colored inserts in the book: Gerbova V. Classes on the development of speech in the second junior group. Plots: "Children feed the chicken and chickens", "We ride the bus", "Play with sand".
Data analysis
Surname, name, age of the child ______
Task number 1
Task number 2
Task number 3
Diagnosis of children of the middle group for the development of speech
Exercise 1. Check if all children pronounce sounds correctly s, h, c, w, f, h, u, r, l(by any known method)
Task 2. Check if the child hears a sound in a word (for example, sound R)
Survey methodology
The teacher asks the child to clap his hands if the word he pronounces has a sound R."Let's practice. Cancer. Is in this word R? So you need to make cotton, like this. Spider. Is in the word spider sound R? So there will be no cotton. Now work without my prompt: onion ... turnip ... fish ... milk ... chamomile ... violet ... birch ... linden ... pink ... white».
Task 3.
The teacher asks the child to listen to the words that he will pronounce: “He loves to play pranks - a minx, loves to sing - a singer.” Invites the child to finish the word: likes to be naughty ...? – minx, loves to sing…? - songbird, likes to grumble? … likes to dance …? … likes to fight …? …
Does he like to sleep...?
Task 4.
The teacher shows the child a picture (For example, see: Gerbova V. Classes on the development of speech in the middle group for children - M .: Education, 1983. - Appendix. Sheet 2)
“See the dog? The teacher starts the conversation. - Is it big? (In this case, he asks the child to repeat after him the word that characterizes the dog.) Beautiful? - Beautiful. Good? - Good. Strong? - Strong. Smart? - Smart. Gentle, caring? - Gentle, caring. White with brown spots? - White with brown spots.
Do you see puppies? they really want to it's you and without my clues told these little ones what they are.
So, what are the puppies?
Task 5.
“I heard from your friends,” the teacher begins the conversation, “that you have favorite poem and you read it very well. Is it true or not? If there is a favorite poem, ask the child to read it.
Analysis of results.
Surname, name of the child ______
Exercise 1.
Sounds that the child does not pronounce ______
Task 2.
Task 3.
Task 4.
Task 5.
Analysis of results
Task 2.
Task 3.
| Beginning of the year | The end of the year | |||
| children | % | children | % | |
| Number of correct answers at a rate of 5 | ||||
| Number of wrong answers | ||||
| Did the child name a word that characterizes a feminine person - a lover of sleep: | ||||
| if yes, what was it called | ||||
| Not | ||||
Task 5.
Diagnosis of children senior group for the development of speech
1. Sound culture of speech
a) Does the child have speech impediments. Which?
b) Ask the child to name any words with sound with.
“For example, I remembered now,” the teacher says, these are the words: pine… aspen… sowed… . It's your turn. Continue!"
c) Offer to play. Give a sheet of paper with a grid to determine the position of the sound in the word and a chip. Explain the rules of the game: “Repeat the word after me. river. Can you hear the sound R in this word? Is it heard at the beginning of a word or in the middle of it? Put a chip in the first window, as in the word river sound R is at the beginning of a word. Hear another word - rhinos. Where is the sound R? Put a chip in the second window. Let's say the word together fire. And I put the chip in the third window. Am I right or wrong? Now work on your own. I will call the word, you say it after me and put the chip in the right box: cancer ... lilac ... cheese.
2. Speech comprehension and active vocabulary
a) The teacher says: “A little puppy has a bad earache. He whines. Needs your sympathy. What will you tell him? Start like this: "You are mine..."
b) Invite the children to look at the picture (appendix to the book Gerbovaya B. Classes on the development of speech in the senior group for children, Table 7). Ask what happened to the chickens. Ask them to come up with a title for the story.
Ask for a closer look at the chicken that saw not yellow, but black and grimy chickens. Describe her condition. She is… .
3. Fiction
a) Ask the child to read their favorite poem
b) Offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the tale, let him start telling it, and you tell me the name.
c) Ask them to remember the writers whose books they read in kindergarten and at home; artists who made beautiful drawings for children's books.
Data analysis
Surname, name of the child ______
Exercise 1
Task 2.
Task 3.
Home > Independent workChildren's speech is evaluated on a three-point system. Below are exemplary assessments of the sound side of children's speech. The highest score - 3 - corresponds to a high level of development of the sound side of speech; 2 - average; 1 - low-to.
Table 17
Assessment of the sound culture of children's speech
| Criteria for evaluation sound side of speech | The level of development of sound sides of speech |
||
| Correct, distinct pronunciation of all sounds of the native language. The ability to differentiate sounds (distinguish between hearing and pronunciation). Good regulation of speech rate and speech breathing | |||
| Instability and lack of clarity of pronunciation and differentiation of sounds | |||
| Defects in the pronunciation of sounds, the lack of their differentiation. Inability to regulate the pace of speech and breathing |
Studying the level of practical awareness of language elements
Tasks: 1. Say one word. 2. Say one sound. 3. How many sounds in a word house. 4. Name the sounds in this word. 5. Say one sentence. 6. How many words in a sentence Children love to play. 7. Say the first word, second, third. Grade: Answers are evaluated as correct - 1 point and incorrect -0. The results of the survey are entered in table 18.Table18
| F.I. child | Quantification in points | |||
| Selection | phonemic | proposals |
||
The conclusion about the level of speech readiness of children for schooling is made on the basis of a summary assessment of the development of all the examined aspects of speech. The coincidence of qualitative assessments indicates a general assessment of the level of speech development: high, medium, low. In cases of discrepancy, the predominance of certain estimates is taken into account and intermediate levels are introduced: above or below the average. For example, if 4 highs and 2 mids match, the final grade will be above average. Thus, in the final assessment of speech readiness for school, a child can have one of five levels of speech readiness for school: high, above average, average, below average or low. The results of the survey can be presented in the final table 19.
Table 19
| and the age of the child | Assessment of the level of speech development | Level of speech development |
|||||
| Voice communication | Connected speech | The grammatical structure of speech | Sound culture of speech | Practical awareness of the elements of speech |
|||
Option 2. Comprehensive test diagnostic method
speech development of preschool children
(F. G. Daskalova. Diagnosis of speech development of preschool children as an object of influence in teaching the native language in kindergarten // Pedagogical conditions for the formation of social activity in preschool children. - M., 1989.) 1st test. Free word associations for a specific word Task:"Let's play a word game. I will tell you one word, and you will tell me another - whatever you want. 1 - chair; 2 - ball; 3 - Ivan; 4 - bunny; 5 - I sing; 6 - red. Grade: at least 3 correct answers (i.e., adequate to the association stimulus word). 2nd test. Associative addition of a word in a sentence - selection and active use of nouns 1 - The child is pushing .... 2 - The girl is pumping .... 3 - The bunny is crunching .... 4 - Mom is washing .... 5 - The girl is watering .... Grade: 5 correct answers. 3rd test. Selection and active use of verbs 1 - What does the bunny do? 2 - What is the child doing? 3 - What does the rooster do? 4 - What does mom do? 5 - What is dad doing? Score: 5 correct answers. 4th test. Selection and active use of adjectives 1 - What kind of apple (in size, color, etc.)? 2 - What kind of dog? 3 - What elephant? 4 - What flowers? 5 - What winter? Grade: 5 correct answers. 5thtest. Practical application of grammatical (morphological) ski) word change rules 1 - How about a small chair? What if there are many? 2 - What about a small dog? What if there are many? 3 - What do they say about the little apple? What if there are many? Grade: 2 correct answers. 6th test. Making a sentence with one word 1 - boy; 2 - doll; 3 - bear. Grade: 1 correct answer. 7th test. Making a sentence with three specific words 1 - doll, girl, dress; 2 - aunt, stove, cat; 3 - uncle, truck, firewood; Score: 2 correct answers 8th test. Associative complement of the subordinate part in the complex subordinate sentence (disclosure of logical verbal thinking) 1 - He went out when .... 2 - He did not go for a walk because .... 3 - He did not go out into the yard when .... 4 - He did not take a toy that .... Grade: 3 correct answers 9th test. Opening and correcting grammatical errors through reconstruction of the sentence (detection of a flair for grammatical correctness) Task:“I will tell you a few sentences, but be careful, because there are errors in them. Can you fix them? 1 - He went to the river. 2 - I saw a small fish there. 3 - Then he threw one, the stones. 4 - A green frog jumped out of the river. Grade: 3 correct answers (correction can be done by any of the two possible ways of redesigning). 10th test. Verbal explanation of a certain action and its consequences importance Task: 1. Explain: how can you make a house out of these cubes? 2. Explain how to play hide-and-seek or a game you know and love? Grade: A complete and understandable verbal explanation of one of the tasks. 11th test. Practical awareness of the basic language elements 1 - Say one word! 2 - Say one sound! 3 - Say one sentence! Grade: 3 correct answers 12th test. Arbitrary and conscious construction of an oral statement vaniya Task:“Would you like to play the Forbidden Words game? I will ask you about something, and you must answer me without using forbidden words when compiling a sentence 1 - What does a bunny like? (Forbidden words: bunny, carrot.) 2 - What does the dog do? (Forbidden words: dog, barks.) 3 - What fox? (Forbidden words: fox, cunning.)". Grade: 2 correct answers (the answer must be a sentence; 1, i.e. 2 connected words). Processing and interpretation of results Quantitative and qualitative assessment of speech development is determined by the formula
KoPP = KoPP * 100
Where CoRR is the coefficient of speech development, VRR is the age of speech development, KV is the calendar (chronological) age of the child. The age of speech development (VRD) is determined by the number of verbal tasks successfully solved by the child, multiplied by 6, since it is conventionally assumed that the time for completing each of the 12 tasks is 6 months. Calendar age (CV) is determined by the difference between the date of the study and the date of birth and is expressed in months, with the remainder of more than 15 days rounded up to 1 month. For example, if a child at the time of the study is 5 years 3 months 17 days old, his calendar age is 54 months. If a child, for example: correctly performs 10 verbal tasks, his speech development age (SDA) is 66 months. Then
CoRR = 66 * 100 = 103.125 = 103
64 CoRR shows the degree of general speech development of the child and the degree of formation of his speech ability. The following boundaries of the distribution of CoRR were determined: CoRR from 1 to 9 - significantly low speech development; CoRR from 10 to 41 - low speech development; CoRR from 42 to 106 - normal speech development; CoRR from 109 to 141 - high speech development; CoRR from 142 - significantly high speech development.
Option 3.
Survey methodologyspeech development of preschoolers
(Yurtaykin T. M., Arushanova A. G. The development of speech of a preschooler / Ed. O. S. Ushakova. - M., 1990.) The kindergarten program sets the task of teaching each child meaningfully, grammatically correctly, coherently, and consistently express their thoughts. A special role in this is given to classes in teaching the native language and the development of speech, in which children have a desire and need to speak, to turn the perceived, observed into speech. In this regard, control over the assimilation of program material by each preschooler is of particular importance. Unfortunately, to date, we have not developed either a methodology, or a system of tasks, or criteria by which one could judge the assimilation of a speech development program, or shifts in speech development in the learning process. Although separate tasks for checking the speech state of preschool children were included from the very beginning of the test system. So, in the main work of A. Binet and T. Simon "Methods for measuring mental giftedness", from which the objective psychodiagnostics of children began in 1905, a test is given for understanding colloquial speech. In the system proposed by the well-known teacher and psychologist, Stanford University professor L. Theremin (1910; the 3rd edition of which was published in 1960 and is used in the West in our time), there were also separate tasks for checking the speech state of children preschool age. A number of other works can be named; A. Gezel "Mental development of the child Methodology for diagnosing the mental development of a child from birth to 6 years", A. Anastasi "Psychological testing", etc., in which there are tasks to check certain aspects of the language, the coherence of speech, but it should be noted that all of them are not related to each other (this also applies to a battery of tests specifically aimed at checking the speech development of children of older preschool age, developed by a researcher from the GDR E. Kazilke), they are not motivated for the child and, perhaps, even he is not interested. So, the tasks are given only in the question-answer form. For example: 1) Cherry, plums, pears, apples - what's that? 2) A small cow is a calf, a small dog is ..., a small sheep is .... 3) What vehicles do you know? etc. Such an existing system of tests for identifying the speech state of preschool children, in which the connection of individual tasks is in no way motivated for children, did not suit us, since we believe that it does not give reliable results, because it does not take into account personality traits and characteristic forms of communication. According to researchers (A. G. Ruzskaya, E. A. Reinstein), individual differences in the speech development of children depend on the type of communicative activity and are so strongly determined by it that they overlap age-related features. Already at a younger preschool age, it is possible to observe several forms of communication between a child and an adult: situational-personal, situational-business, extra-situational-cognitive. The most important condition for the active speech of a preschool child is emotional contact with an adult. Therefore, we were faced with the task of developing such a system of test tasks for children of younger and older preschool age, so that, on the one hand, the communicative game motivation of activity would mask the testing nature of communication, make control tasks attractive and interesting for children, and, on the other hand, On the other hand, it would reveal hidden reserves of speech development, the solution of language problematic tasks turned out to be, as it were, a “by-product” of communication, which is typical for communication in natural conditions. Yes, for children. younger age(2nd junior group) the communication scenario includes the following episodes; acquaintance, familiarization with toys and playing actions with them, talking about favorite fairy tales, looking at the illustration you like. Against the background of these situations, conditions are created for the child’s dialogical statements about objects that are in the field of view and outside it, for the deployment of elementary forms of dialogue, monologue (retelling, storytelling from personal experience , according to pictures). Questions are included that allow you to follow the state of the dictionary. The proposal to tell about your favorite toys and games with them, tell your favorite fairy tale, describe an illustration in a book provides material for identifying the prerequisites for coherent monologue speech, for analyzing the structure of sentences (syntax). In the process of looking at the illustrations, problem situations were created that made it possible to identify the beginnings of word creation and word formation. At the same time, the features of sound pronunciation are fixed. The examination of the speech state of children of the 4th year of life was carried out after the training (May) according to the following methodology. The inspector offered the child to play and for this, choose one of the two dolls that were sitting on the table. (One doll was large, with dark hair, in trousers and a blouse. The other was small, with blond hair, in a dress and a cap.) The following instruction was given: “Look, who is this? Do you want the doll to come to you? Choose a doll for yourself and tell us about it, what is it like, what is it wearing? If the child found it difficult, then the inspector began the phrase, and he continued, that is, the child was given a hint like: “This is a doll ... (large). She has ... (dark hair) ”Then the inspector showed the child another doll and said that it was a mother doll. She takes care of her little daughter, and what does your mother do? After the child's answer, his attention was turned to the doll's trousers and blouse, it was asked how to name the trousers, the blouse in one word, what is it? (Clothing). Or the inspector called himself. "What clothes do you still know?" If the child did not name on his own, he was offered a picture that depicted items of clothing: a dress, a T-shirt, underpants, a jacket, trousers, a coat, a sundress, a hat (pictures from Solovieva's manual). If the child did not answer the picture on his own, then he was asked, pointing to one or another object: “What is this?” Thus, it was possible to establish three levels of responses when checking the state of the dictionary: 1) the child answers independently, 2) answers independently when presented with a picture, 3) answers the checker's question on the picture. The same technique was used to test the knowledge of dishes and furniture. Toy furniture was placed on the inspector's table: a bed, an armchair, a stool, a table, and it was explained that this was a room in which dolls lived. It should be noted that the furniture was the right size for a small doll. The child could put her in a crib, put her at a table, on a stool, an armchair. "Look what's in the room? How can it be called in one word? What kind of furniture do you know? After the answer, the next episode was played out. The inspector said that it was time for lunch, it was tedious to cook dinner. What is needed for this? If the child was silent, he was shown items of utensils in turn and he called them: a plate, a saucer, a saucepan, a frying pan, a ladle, a knife, a fork, a spoon. “How can you call all this a word?” (Dishes) "What other dishes do you know?" The picture shows dishes: a saucepan, a coffee pot, a teapot, "a cup, a saucer, a deep plate, a sugar bowl, a spoon, a fork, a knife." The verifier, pointing to the sugar bowl, said: “The dishes for sugar are called sugar bowls, but what is the name of the dishes for soup, salad, crackers, milk, coffee?” The next game episode is cooking borscht. “Dinner time came, and my mother decided to cook borscht. What do you need to take to cook borscht? If the child did not answer on his own, then in this case, too, he was shown a picture in which vegetables were depicted; cabbage, tomato, carrot, beet, onion. After the child listed the vegetables, he was asked what it is, how can you call it in one word. The child was asked to “cook borsch”, they could take dishes, “cut” vegetables, put them in a saucepan, stir, and then feed the doll. When cleaning toys from the table, the child was asked if he likes to play, what toys he has at home, what toy he likes to play with, and he was asked to tell about his favorite toy. “Tell me, what is your favorite toy, how do you play with it?” “The little doll wants to sleep. Put her to bed and tell her a story. She loves to listen to fairy tales, just like you. The child could tell his favorite fairy tale, but if he could not complete this task, then he was asked to tell the fairy tale “Ryaba the Hen”. When retelling the tale, two levels were distinguished: 1) the child told on his own 2) with the help of an adult. The next episode in the examination of speech development is the examination of illustrations in which adult animals with cubs are drawn. At the same time, it was said that the doll loves to look at pictures in books, she has an interesting book, and she wants to look at the pictures you have with the child (the name is called). The tester called the adult animal, and the child had to name the cub in the singular or plural. “This is a duck and her ... (ducklings). This is a squirrel and her ... (squirrels), a deer and her ... (deer cub), a fox and her ... (foxes), an elk and her ... (calf). This task moved to another one. “Moose; tsok-tsok-tsok-tsok-tsok. Duck: quack-quack-quack - what does it do? Crow: kar-kar-kar - what is it doing? Frog: qua-qua-qua - what is he doing? Sparrow: chirp-chirp - what is he doing? After the answers, the child was asked what other animals he knew. Then the child was asked to tell the doll, which had disappeared, "look what is drawn" in the picture (illustration from E. Charushin's book "Big and Small" - "Bear Family"). In the last task, the doll itself “offered” the child to play with it. The game "Guess what's gone?" The doll "hid" objects and asked what was missing. The child had to correctly name the form of the noun in the genitive plural: pencils, pens,scissors, paints, brushes. On this, the main examination of the speech development of children of the fourth year of life ended. During the test, the sound pronunciation of sonorants was recorded. (p, p, l, l), hissing (w, w), whistling (s, s, s,s) and sounds h, c, i.e., those groups of sounds in which replacements are most frequent, incorrect pronunciation. Somewhat left aside was the task of checking the understanding and use of prepositions with a spatial meaning - “in”, “on”, “for”, “under”, “about”. Another character appeared - a small puppy and offers to play hide and seek with him too. At first, the child performed “tasks” and put the puppy in the closet, on the closet, under, behind, around, and then the puppy hid, the child looked for him and said where the puppy was sitting; in the closet, on the closet, under, behind the closet, near the closet. Such a construction of the methodology: the inclusion in the examination of the opportunity to act with toys, objects, pictures allows us to create, in our opinion, an atmosphere of trust between the child and the adult, to create a situation in which the child does not feel like an object of examination, he has smacks of uncertainty. The child is in a game situation that is natural for him, during which he has to communicate with his partner in the game, answer his questions. As S. L. Rubinshtein noted, a lot in the outcome of the test depends on how the subject relates to the task and to the very situation of the "subject" in which he finds himself during the test study. The pronounced and, moreover, often negative attitude that test trials evoke in some children cannot, but be reflected in its results. The examination did not exceed 20-25 minutes. There was not a single refusal. Children (both girls and boys) immediately joined the game, willingly took on the role of one of the players. The methodology for examining the speech development of children of senior preschool age (the sixth year of life) was based on the same principle as the previously described method 1, i.e., on the basis of game activity and situational business communication between an adult and a child. AT game situation fairy-tale characters "bunny" and "snowman" were introduced. And the scenario of the general la unfolded around the adventures of these characters. Just as in the previous method, against the background of various situations, conditions were created for the child’s dialogical statements, the deployment of a monologue: retelling a favorite fairy tale, compiling a descriptive story based on a toy, from personal experience (“My favorite toy”), a creative story on the theme "The adventures of a bunny in the forest." This made it possible to reveal the state of coherent monologue speech of children. At the same time, we received material for analyzing the structure of sentences (syntax). Questions were included to examine the state of the dictionary: the use of synonyms, antonyms, comparisons, generalizing words (clothes, furniture, dishes, vegetables). The level of word-creation and word-formation was revealed on the example of the formation of named and cubs of animals, items of utensils. In addition, the understanding and use of spatial prepositions was tested. for, under,near, in, on the, correct use of genitive plural nouns: pens, pencils, scissors,paints, brushes. The sound pronunciation of sonorous, whistling, hissing and sounds was recorded. c, h. The ability to isolate a given sound from a word was tested, to name a word with this sound. It should be noted that the examination of the speech state of children was carried out after training in complex speech classes developed in the laboratory for the development of speech of the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR. And in order to identify what shifts have occurred in the child's speech development, some tasks were repeated. What was the methodology? There were several Christmas trees on the table of the inspector, and the child was asked to listen how; I story happened in the forest. And then a dialogue unfolded between the child, the inspector, the bunny and the snowman: The bunny jumped through the forest and suddenly sees a snowman slowly skiing. - Why are you, snowman, so sad? - It's spring outside, and I'm skiing. And I can't get away from spring. Help me. You need to solve the riddles of Spring. The bunny negotiates with the child, and they decide to help the snowman together (the children feel sorry for the snowman, they willingly help him), - Snowman, what were you like in winter? - In winter, I was cheerful, but now ... (sad.) During a short pause, the bunny looks at the child, inviting him to answer questions. - In winter, I skated fast, and in spring ... (slowly). In winter, the snow is crumbly, and in the spring ... (sticky, wet). In winter, I didn’t just drive, but ... how to say it differently? (rushed, flew down the mountain, rushed). Now I don’t go skiing, but ... how can I say it differently? (barely eating, trudging, dragging, etc.). Bunny: And I'm the opposite. In winter, it was cold, and in spring ... (warm). In winter, there was little food, but in spring ... (a lot). In winter, I was sad, and in spring ... (joyful, cheerful). Then the bunny asks the child to tell what he is (follows a descriptive story on the toy), what he can be compared with, and also to say what he can do, and invites the child (calling him by name) to tell what he can do. Bunny: You said that I like carrots, cabbage. And how can it be called in one word? (vegetables). What vegetables do you know? The bunny tells the snowman and the child that when the guys in kindergarten found out that he didn’t have a house in the forest, they arranged a room for him: they put a bed, a table, a chair (How can this be called in one word? What kind of furniture do you still know? ), fed him. They brought a plate, a cup, a saucer (How can all this be called in one word? What dishes do you still know?). Snowman: Spring gave me a very difficult riddle. Guess! What is the name of the dishes for soup, salad, crackers, salt and butter? (tureen, salad bowl, biscuit bowl, salt shaker, butter dish.) The checker asks the bunny to name his friends, but he does not name them, but asks the child to name: My friends are duck cubs, Who are they? Fox cubs, squirrels, deer cubs, moose cows (ducklings, fox cubs, squirrels, deer, elk). If the child did not answer on his own, he was presented with pictures. Snowman: Spring asks me very difficult riddles. Listen to the name of the one who plays the balalaika, guitar, piano, trumpet, rides a bicycle (guitarist, pianist, trumpeter, cyclist). If the child does not answer, then a hint follows. - And the person who tells fairy tales is a storyteller, (the name of the child is called) will be a storyteller and will tell us his favorite fairy tale (retelling of the fairy tale). Next, the bunny offers to look at the picture, tell what is drawn on it (the story about the picture “The Bear Family” from the book “Small and Big” by E. Charushin) and play hide and seek. During the game, the child is allowed to get up, walk around the room, look for a bunny, who first asks the child to put him near the closet, in, on, behind, under the closet, and then hides from the child, he looks for him and says where the bunny is sitting: in , on the closet, under, behind closet, near cabinet). The inspector enters into the dialogue, asks the child to tell the bunny and the snowman about his favorite toy, come up with a story on the topic “The adventures of the bunny in the forest”. At the end of the examination, the snowman plays the game "Guess what's gone?" with the child. The child leads, and the snowman "hides" pens, pencils, brushes, scissors (there are no pens, pencils, paints, brushes, scissors). Examination of the speech state after the training in complex speech classes did not exceed 30-35 minutes in time. As already noted, all children willingly took part in the game, there were no refusals.Develop educational situations for operationaldiagnostics of children's speech development.
Clue.
Lesson 18
Planning work on the development of speechin kindergarten
Lesson plan:
Develop the topic and program content of the final lessonon one topic of the program for an institution operating in theconditions of the complex-thematic model of pedagogicalprocess.
Develop a plan-map for a month to work on the implementationof the tasks of the cognitive and speech development of children is one of theplant groups.
Clue.
Table20
| cognitive and speech development of children | Joint activities of the educator and | Independent creative activity children in a developing environment |
|
Analyze possible forms long-term planning for solving the problems of the cognitive and speech development of the child, from the point of view of the principles of planning. Choose the most appropriate form of planning, justify the judgment.
Clue
scientific character;
consistency (integrity, unity of cognitive and speech development, highlighting the leading areas of pedagogical activity);
optimality;
flexibility;
complexity;
taking into account the individual characteristics of children.
Table21
forward planning(option 1)
| Tasks of work on speech development | ||||||||
| Object world | Art | Mathematics | social world | |||||
Table22
forward planning(option 2)
| organizational learning | Forms of interaction with children outside of class | Correctional work |
| Classes (intellectual-developing; emotional-developing; wellness) | Game (types of games); Excursions and thematic walks; Evenings of entertainment and leisure; Holidays; Concerts and performances; Studios and workshops; Other forms of work | Games and exercises speech correction |
Table23
forward planning(option 3)
| Diagnostic results (levels, name of the child). Here is the distribution of children by levels as a result of the diagnosis. | Cognitive speech tasks | Joint activities of the educator and children (educational situations, classes on the topic) | Final lesson. Theme, tasks, plan of carrying out. | Independent creative speech activity of children (situations of communication in the exercise of children in speech forms) | Working with parents (on this topic) | The result of mastering the topic in the form of symbols: mastered (+); insufficiently mastered (#), not mastered (-) | Individual work |
INTRODUCTION
1.1. The concept of sound culture of speech, its main components
1.2. Features of assimilation of the sound side of speech by children of preschool age. Characteristics of sound pronunciation disorders in preschool children with dyslalia and dysarthria
1.3. Speech therapy work on the development of the sound culture of speech of preschoolers with speech disorders at the logopoint of a preschool institution
Conclusions on the first chapter
CHAPTER II. STUDY OF SPEECH CULTURE DISTURBANCES IN PRESCHOOL CHILDREN WITH SPEECH DISORDERS…………………………………………………………………
2.1. Comparative analysis of methods for examining the sound culture of speech in preschool children
2.3. Analysis of the results of the examination of the sound culture of speech in preschool children
Conclusions on the second chapter
CHAPTER III. FORMATION OF SOUND CULTURE OF SPEECH OF PRESCHOOL CHILDREN WITH SPEECH DISORDERS.
3.1. The main directions of speech therapy work on the development of the sound culture of speech of preschoolers with speech disorders
3.3. Analysis of the results of the formative experiment……
Conclusions on the third chapter...
CONCLUSION.
BIBLIOGRAPHY
APPENDIX.
INTRODUCTION
The relevance of research. The education of the sound culture of speech is one of the main tasks of the development of the speech of preschool children.
The culture of speech is the ability to correctly, i.e., in accordance with the content of what is being stated, taking into account the conditions of speech communication and the purpose of the statement, use all sound means (including intonation, vocabulary, grammatical facts).
The concept of "sound culture of speech" is broad and peculiar. It includes the actual pronunciation qualities that characterize sounding speech (sound pronunciation, diction, etc.), elements of the sound expressiveness of speech (intonation, tempo, etc.), motor means of expression associated with them (articulation, speech breathing, facial expressions, gestures), as well as elements of the culture of speech communication (the general tone of children's speech, posture and motor skills during the conversation). The constituent components of sound culture: speech hearing and speech breathing are a prerequisite and condition for the emergence of sounding speech.
Even in ancient times, before the advent of speech as a means of communication, people tried to convey information using screams, sounds of various heights and strengths, gestures and facial expressions. Even now, listening to an unfamiliar speech and not understanding its meaning, we can easily determine how this person relates to us, we can understand his feelings and experiences. Even a child who can hardly stand on his feet can convey a lot with sounds: whether he had a good night's sleep, was happy about something, upset about something. All this is due to the sound side of the language, the basis from which the development of speech begins - the main acquisition of the child in preschool childhood.
Preschool children master the sound culture of speech in the process of communicating with the people around them.
The shortcomings of the sound culture of speech adversely affect the personality of the child: he becomes withdrawn, abrupt, restless, his curiosity decreases, mental retardation may occur, and subsequently, failure at school. Pure sound pronunciation is especially important, since correctly heard and pronounced sound is the basis for teaching literacy, correct written speech.
The most complete concept of the sound culture of speech, the tasks of working on its education are revealed in the works of A. M. Borodich, A. I. Maksakov, M. F. Fomicheva and many other scientists.
The formation of a sound culture of speech in preschoolers is possible only if a full-fledged speech environment is created.
The development of a sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. The formation of the correct sound pronunciation is only part of the work on the sound culture of speech. A speech therapist helps children master the correct speech breathing, the correct pronunciation of all the sounds of their native language, the clear pronunciation of words, the ability to use the voice, teaches children to speak slowly, intonation expressively.
Systematic work on the development of a sound culture of speech will help the child to master the phonetic-phonemic side of speech even before entering school. The imperfection of oral speech negatively affects the development of written language. As studies by R.E. Levina, N.A. Nikashina, L.F. Spirova and others, the readiness for sound analysis in preschool children with speech disorders is almost two times worse than in normally speaking children.
Studies by a number of psychologists, teachers, linguists D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova and other scientists confirm that elementary awareness the phonetic features of a sounding word also affect the general speech development of the child - on the assimilation of the grammatical structure, vocabulary, articulation and diction.
Therefore, children with speech impediments are usually not able to fully master writing and reading in a mass school environment. These data allow us to assert that the child's speech must be developed at preschool age, since it is at this age that speech is most flexible and malleable, and most importantly, speech disorders are overcome more easily and faster. Therefore, all speech shortcomings must be eliminated at preschool age, until they have turned into a persistent and complex defect.
The purpose of the study is to study the effectiveness of correctional and speech therapy work in the development of the sound culture of speech of preschool children with speech disorders.
The object is the sound culture of speech of preschool children with speech disorders.
The subject is the process of development of the sound culture of speech of preschool children with speech disorders.
Specially organized correctional and speech therapy work will contribute to the timely and effective prevention of violations and the development of a sound culture of speech in preschool children with speech disorders.
In accordance with the goal, the objectives of the study were determined:
1. To study special psychological and pedagogical literature on the problem of the development of a sound culture of speech in preschoolers with speech disorders;
2. To investigate sound pronunciation disorders in preschool children;
3. Investigate violations of the pronunciation side of speech in preschool children;
4. To study violations of speech articulation in preschool children;
5. Theoretically substantiate and experimentally develop the main directions of speech therapy work on the development of a sound culture of speech in preschool children with speech impairment;
6. To analyze the effectiveness of correctional and speech therapy work on the development of a sound culture of speech in preschool children with speech impairment.
The methodological basis of the study was the provisions on the patterns of language and speech acquisition in unity with various parties mental development(JI.C. Vygotsky, P.Ya. Galperin, N.I. Zhinkin, A.N. Leontiev, A.R. Luria, S.L. Rubinshtein, D.B. Elkonin and others); about the multidimensionality of the process of formation of the phonetic system of the language (L.V. Bondarko, E.N. Vinarskaya, A.N. Gvozdev, N.S. Zhukova, P.E. Levina, S.N. Zeitlin, etc.); modern scientific knowledge about the patterns of development of the phonetic (phonemic) system of the language (A.N. Gvozdev, V.B. Kasevich, V.K. Orfinskaya, S.N. Tseitlin, N.Kh. Shvachkin, P.O. Yakobson, etc.); and pronunciation mechanisms (V.I. Beltyukov, E.N. Vinarskaya, N.I. Zhinkin, Yu.I. Kuzmin, N.I. Lepskaya, L.A. Chistovich, etc.); on the formation of sound pronunciation in preschool children (G.V. Babina, R.E. Levina, L.V. Lopatina, R.I. Martynova, E.M. Mastyukova, I.I. Panchenko, E.Ya. Sizova and others); about the structure, manifestations and systems approach during correction general underdevelopment speeches (G.V. Babina, L.S. Volkova, O.E. Gribova, R.I. Lalaeva, P.E. Levina, N.Yu. Safonkina, E.F. Sobotovich, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina and others).
Research methods: theoretical (study of linguistic, psychological, neuropsychological, psycholinguistic, pedagogical, speech therapy literature); empirical (stating experiment, teaching and control experiments); analytical (quantitative and qualitative analysis of experimental data using methods of mathematical statistics).
To process the obtained results, methods of mathematical statistics were used: methods of inductive statistics (Student's t-test). The processing of quantitative data was carried out using the Microsoft Excel program.
The theoretical significance of the study lies in clarifying the ideas about the shortcomings of the sound culture of speech in preschool children with speech disorders.
The practical significance of the study lies in the fact that the results obtained can be used in the implementation of correctional and speech therapy work aimed at overcoming the shortcomings of the sound culture of speech in preschool children with speech impairment.
The materials of the study were introduced into the practice of the work of the preschool educational institution No. .. g. ... ..
Scope and structure of work. The final qualifying work consists of an introduction, 3 chapters, a conclusion, conclusions, a list of references, including 37 titles, 3 applications.
CHAPTER I
1.1. The concept of sound culture of speech, its main components
The sound culture of speech of preschool children is the possession of a culture of speech pronunciation, which includes the phonemic and orthoepic correctness of speech, its expressiveness, clear diction, as well as the ability to use motor means of expression (facial expressions, gestures), elements of cultural communication (general tonality of children's speech, posture motor skills during the conversation), speech auditory.
The sound culture of speech is an integral part of speech culture. It includes the actual pronunciation qualities that characterize speech (sound pronunciation, diction, etc.), elements of the sound expressiveness of speech (intonation, tempo, etc.), motor means of expression associated with them (facial expressions, gestures), as well as elements of the culture of speech communication (general tone of children's speech, posture and motor skills during the conversation). The constituent components of sound culture - speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech.
The sound culture of speech is formed and developed on the basis of a well-developed speech hearing, which provides a clear, clear and correct pronunciation of all the sounds of the native language. Listening to sounding words, playing with them, children develop their hearing, strengthen the articulatory apparatus. Based on hearing, the child controls his articulation.
Assimilation by a child of the sound side of a word is a complex process that can be conditionally divided into the following stages: listening to the sound of a word, distinguishing and correctly pronouncing sounds, independently isolating them from a word, analyzing its sound and syllabic structure, active actions with words (own rhyming, poetry ). The assimilation and improvement of the sound side of the language occurs on the basis of the child's communication with others in various activities. Highly great importance have such forms of work that are carried out outside the classroom at a convenient time for the teacher. Thus, in the calendar plan, work on the sound culture of speech is provided for almost every day.
The concept of sound culture of speech includes not only the correct pronunciation, but also the distinct pronunciation of sounds, words, phrases, a good rate of speech, its loudness, as well as speech hearing.
The formation of the sound side of speech at the first stages of development depends mainly on the degree of formation of kinesthetic and phonemic perception, as well as on their interaction with each other in speech practice.
In this regard, it will not be superfluous to refer to the results of a study conducted by A.I. Maksakov. The scientist found that all preschool children can be divided into four groups.
The first is well perceiving all the shortcomings of pronunciation in their own and other people's speech. Usually these are children whose own pronunciation shortcomings are limited to the incorrect pronunciation of one or two sounds (more often sonorous, expressed in replacement).
The second group catches all the incorrectly pronounced sounds in someone else's and in their own speech, but not immediately, at the moment of speech, but while listening to a tape recorder. They have shortcomings in pronouncing one of the groups of sounds due to the nature of the absence and replacement of sounds, less often - distortion.
The third group includes children with impaired sound pronunciation, but not all the sounds disturbed by them are equally clearly captured by their own and other people's speech both at the time of their pronunciation and at the entrance to listening to a tape recording. They do not correctly pronounce several sounds from different phonemic groups.
The fourth group is children who do not notice any shortcomings either in their own or in someone else's speech. They have pronunciation flaws, which are expressed, most often, in distortion, with all this, the number of disturbed sounds differs in variability.
Further studies showed that children from the first and second differentiated groups, in contrast to their peers from the third and fourth groups, demonstrate higher learning outcomes not only in the section "educating a sound culture of speech", but also "learning to read and write".
For example, A.I. Maksakov proved that children who do not notice pronunciation flaws in their own and other people's speech (in their absence and replacement) also have difficulty in analyzing words that contain mixed sounds.
Stern classified speech deficiencies into three categories. The first includes those that are inherent in all children at a certain age and are determined by the state of their development; the second category also includes irregularities in the development of speech mechanisms, and the third - acquired due to poor pedagogical work.
Regarding the shortcomings of speech of the first category, Stern says the following:
“Each learned word through imitation must be perceived by hearing, consciousness, must be pronounced and retained by memory. Hence flow, uttered and retained by memory. This is where four sources come from. speech errors:
Sensory errors, justified by the fact that the child's perceptions are not yet sufficiently differentiated, and therefore subtle differences in sound are not perceived; only the deeply general is assimilated;
Apperceptive errors: the child's weak and unstable attention causes an unequal attitude to different parts of what is heard in general, and parts of individual words in particular;
Motor errors: the articulation and structure of the child's speech organ have not developed enough to correctly pronounce certain sounds or sound combinations;
Reproduction errors: the child's ability to memorize does not correspond to the volume of speech perception, which causes inevitable memory errors when pronouncing previously heard words.
Components of the sound culture of speech:
1. Motor means of speech expressiveness.
Articulation. Speech hearing and speech breathing.
The speech hearing of a child is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish between different qualities of speech: timbre (Recognize by voice, who called you?), means of expression (Listen and guess, was the bear scared or delighted?).
Developed speech hearing also includes good phonemic hearing - the ability to differentiate all the sounds of the native language - to distinguish the meaning of words that are similar in sound (duck - ydochka, house - smoke).
Speech hearing begins to develop early. At 2-3 weeks, the child has a selective reaction to speech, to voice; at 5-6 months he reacts to intonation, a little later - to the rhythm of speech; By about 2 years old, he already hears and distinguishes all the sounds of his native language. It can be considered that by the age of 2 the child has developed phonemic hearing, although at this time there is a gap between the assimilation of sounds by ear and their pronunciation.
Researchers of this problem note that this level of phonemic hearing is sufficient for practical verbal communication, but not enough for mastering reading and writing. When acquiring literacy, a child should develop a new, higher degree of phonemic hearing - sound analysis or phonemic perception: the ability to determine which sounds are heard in a word, determine their sequence and number. This is a very complex skill, it involves the ability to listen to speech, to keep in memory the heard word, the evoked sound. Research data suggest that it is advisable to give children initial ideas about the sound structure of a word, to develop interest in a sounding word, even before learning to read and write.
2. The pronunciation side of speech.
Sound pronunciation. Diction.
Sound pronunciation - the ability to correctly reproduce the sounds of the native language. The inaccuracy of their pronunciation negatively affects the perception and understanding of speech by listeners. Preschool age is an important stage in the mastery of sounds, the assimilation of which occurs gradually over 3-4 years.
The reasons for untimely or incorrect assimilation of sounds are:
Decreased physical hearing;
Incorrect structure of the articulatory apparatus (deviations in the structure of the dentition, short hyoid ligament, high narrow hard palate, insufficient mobility of the tongue, soft palate, lips);
Underdevelopment of phonemic perception, when the child does not distinguish one sound from another;
Incorrect or excessively accelerated speech of others;
Weak, short breath. Unlike speech defects, imperfections in sound pronunciation are associated with age-related features of the formation of children's speech, with a gradual and certain sequence in the appearance of sounds in speech. Disadvantages of sound pronunciation - with incorrect assimilation of sounds (interdental pronunciation of whistling sounds, throat pronunciation of the sound [r], etc.), as well as with their late assimilation (for example, whistling sounds appear in the speech of children by the age of five).
Deficiencies in the pronunciation of sounds can be expressed in their distorted pronunciation; in the replacement of sounds that are complex in articulation ([w], [g]), with other, simpler ones ([s], [h]); in the omission of sounds and in their unstable pronunciation, when in some words the sound is pronounced correctly, in others it is replaced. Shortcomings of sound pronunciation that are not corrected in a timely manner in children can cause difficulties in mastering reading and writing.
To properly organize the work on the formation of sound pronunciation, it is necessary to have clear view about the sequence in which the assimilation of sounds by children occurs; which of them at the early stages of speech development act as substitutes (substitutes); what are the reasons for their incorrect or untimely assimilation.
Educating children in the correct pronunciation of all the sounds of their native language is the main task of kindergarten teachers. By the end of their stay in a preschool institution, the child must learn to pronounce all sounds in different positions and combinations, clearly differentiate them in pronunciation and by ear, that is, to distinguish between whistling and hissing, voiced and deaf, hard and soft. If there are shortcomings in sound pronunciation, measures should be taken in a timely manner to eliminate them (send children, if necessary, to special institutions).
Diction is a clear, clear pronunciation of words and phrases with the correct pronunciation of each sound separately. Good diction is developed in the process of formation and improvement of the articulatory apparatus, development of speech hearing, mastering the correct sound and word pronunciation.
Causes of poor diction:
Insufficient mobility of the articulatory apparatus;
Careless attitude to one's own statement;
Excessively accelerated speech (not only individual sounds or syllables, but even whole words are not agreed or swallowed);
Disadvantages of sound pronunciation (some sounds are pronounced incorrectly or not clearly enough);
Weak self-control over one's own statement (slurred, slurred speech is hardly perceived by listeners, its understanding is difficult).
The formation of sound pronunciation is closely related to the development of good diction. As you know, many preschoolers have slurred, unclear speech. This is a consequence of sluggish, non-energetic movements of the lips and tongue, low mobility of the lower jaw, from which the mouth does not open enough in children and vowels sound indistinctly. The clarity of the pronunciation of words depends primarily on the correct pronunciation of vowels, and then on the energetic tone and precise coordination of the movements of the speech motor apparatus in the formation of consonant sounds.
3. Sound expressiveness of speech.
Intonation is a complex complex phonetic means expressing the semantic attitude to what is being expressed and the emotional shades of speech. Intonation is a means of emotional-volitional attitude of the speaker to the content of speech addressed to the audience. The intonational expressiveness of speech includes the following components
Tempo - speed of speech utterance: acceleration or deceleration of speech depending on the content of the utterance (it is one of the components of speech intonation, in contrast to the general tempo of speech).
A pause is a temporary stop in speech. Logic pauses give completeness to individual thoughts. Psychological - are used as a means of emotional impact on listeners.
Rhythm - a uniform alternation of stressed and unstressed syllables, different in duration and strength of pronunciation.
Timbre - emotionally expressive coloring of speech; it can be used to express joy, annoyance, sadness.
Thus, the intonational expressiveness of speech is provided by the ability to change the voice (raise and lower its tone, increase and decrease the volume), speed up and slow down the pace of speech, use pauses, highlight a single word or group of words with the voice, give the voice an emotionally expressive coloring. With the help of intonation, the speaker reflects his attitude to the expressed thought, conveys his feelings, experiences, brings his statement to full completion.
The correct use of intonational expressive means depends on the formation of speech hearing, the development of auditory attention, speech breathing, on the ability to correctly use the vocal and articulatory apparatus. Therefore, the task of educating the intonational expressiveness of speech is to teach children to change their voice in height and strength, depending on the content of the statement, to use pauses, logical stress, change the pace and timbre of speech; accurately, consciously express both their own and the author's thoughts, feelings and moods.
Thus, the general cultural level of a person can be determined by his choice and use of certain means of intonational and sound expressiveness. If he has a sound culture of speech, then most often he has no difficulties either in their perception or in reproduction. Therefore, the art of "rhetoric" both in ancient times and in modern conditions of life must be specially studied.
1.2. Features of assimilation of the sound side of speech by children of preschool age. Characteristics of sound pronunciation disorders in preschool children with dyslalia and dysarthria
In the psychological and pedagogical literature, the process of mastering the sound structure of the Russian language by children of preschool age has been studied and described quite fully in the works of A. N. Gvozdev, V. I. Beltyukov, D. B. Elkonin, M. E. Khvattsev, E. I. Radionova .
Features of the development of the sound culture of speech in children in the fourth year of life.
At this age, the child accumulates a certain vocabulary, consisting mainly of nouns and verbs. Gradually, adjectives, adverbs and other parts of speech appear in the speech of 4-year-old preschoolers.
The active vocabulary of a child of this age is 1900 words. Improved pronunciation. The concept of generalizing words begins to form. Children master grammatical forms ( plural, accusative and genitive cases of nouns, change the stem of the verb, etc.).
They master the skills of speaking, expressing their thoughts in sentences, both simple and complex. A simple form of dialogic speech is available to preschoolers, but more often this speech is situational.
Gradually, children are led to compose coherent statements, to retell well-known fairy tales with the help of an adult (“Ryaba Hen”, “Gingerbread Man”).
By the age of four, under normal conditions, the child masters the sound system of the language: he pronounces many sounds, words, his speech becomes understandable to others.
A child with good speech easily comes into contact with peers and adults, can clearly express his thoughts and desires. Defects in the pronunciation of sounds make it difficult to communicate with others; often these children have a delay in mental development.
Proper pronunciation is very important when a child enters school. One of the reasons for poor performance in the Russian language in primary school is insufficiently clear pronunciation of sounds. It is difficult for children to determine the number of sounds in a word, their sequence, to name words that begin with a given sound. Preschoolers with insufficiently formed phonemic hearing experience difficulties in mastering the skills of literate writing.
The following features of pronunciation are observed:
1. Consonant sounds are pronounced softly (“zyuk” - a beetle, “syarik” - a ball).
2. Whistling sounds "C", "Z", "C" are not pronounced clearly enough, often not pronounced at all ("abaca" - dog), are replaced: "C - F" ("fontse" - sun), "Z - B "("vayats" - hare), "Ts - F" ("faplya" - heron), etc.
3. The hissing sounds "W", "F", "H", "Sch" are not pronounced clearly enough, they are replaced by whistling sounds.
4. The sounds "L", "R" are skipped or replaced by others ("lamp", "yampa" - lamp; "lyba", "yba" - fish).
There are also peculiarities in pronunciation, which include:
Abbreviation ("tul" - chair, "veciped" - bicycle);
Permutations ("hat" - a hat, "corvik" - a rug);
Likening one sound to another ("babaka" - a dog);
Merging words ("Marvana" - Maria Ivanovna);
Adding sounds ("guys" - guys).
With these features in mind, work is being done with 4-year-old children to develop a sound culture of speech in order to prepare the child for the next stage of learning - the development of phonemic hearing.
The formation of the sound side of speech is carried out both with the help of special speech material (words, phrases, nursery rhymes, songs with a certain group of sounds, aimed at developing the ability to correctly pronounce sounds, pronounce them clearly, owning the power of the voice and the pace of speech), and the method of including tasks according to education of sound culture of speech in grammar and lexical exercises. It is the combination of tasks that gives a great effect, interests children.
Games "Tell me a word" teach children to listen carefully to a poem, to select words that are not only close in sound, but also suitable in meaning; contribute to the development of phonemic hearing, the pronunciation of a given sound in words.
Memorizing short poems, in which a given sound occurs more often than others, contributes not only to its better pronunciation, but also to the development of arbitrary memory, diction, tempo and expressiveness of speech.
Plot drawings help the child to better understand and remember the content of the poem.
The tasks “Find similar pictures”, “Find differences” contribute to the development of the ability to compare, analyze, distribute and switch attention.
In children of 4 years old, attention begins to actively develop, memory, which becomes visual - figurative, imagination is formed, thanks to which, on the basis of a verbal description, the child can create an image of an object. This allows you to include riddles in the lesson. Their topics are limited and determined by life experience and knowledge about the objects of the world: toys, vegetables, fruits, domestic and wild animals.
Features of the development of the sound culture of speech in children in the fifth year of life.
In the fifth year of life, most children (with systematic and systematic studies in the previous groups) complete the process of mastering the sounds of their native language.
At this age stage, the teacher teaches children to correctly and clearly pronounce all the sounds of their native language (paying special attention to complex sounds: whistling, hissing, sounds [l] and [r]); pronounce words and phrases clearly; use a moderate rate of speech, intonation means of expression; develops phonemic perception; speech breathing; improves the work of the articulatory and vocal apparatus. Thus, the tasks of educating the sound culture of speech are not limited to the formation of only the correct sound pronunciation, but cover all aspects of sounding speech. Before dwelling on the tasks, content and methods of work on educating the sound culture of speech of preschoolers of the middle group, we will consider how the formation of its different sides is going on.
Sufficient mobility of the muscles of the articulatory apparatus in children of this age enables them to carry out more precise movements of the tongue and lips, which create conditions for the correct pronunciation of difficult sounds. At this age, the pronunciation of children's speech improves significantly: the softening of consonants, the omission of sounds and syllables completely disappear, especially in polysyllabic words. By the end of the year, most pupils master the correct pronunciation of the hissing sounds [l], [r] distinctly pronounce polysyllabic words, accurately preserving the syllabic structure in them.
Sound pronunciation defects at this age in some children may be expressed in incorrect, more often in unstable pronunciation of certain groups of sounds (for example, whistling and hissing), when in some words the sound is pronounced correctly, in others - incorrectly; in the indistinct pronunciation of individual words, especially polysyllabic ones. Children have difficulty pronouncing sounds in those words that include certain groups of consonants, for example: whistling and hissing at the same time, sounds [l] and [r]: old woman, laboratory. So, for example, the phrase “A woman dried her fur coat in the sun” can be pronounced by children of middle preschool age as “A woman shushed her fur coat in the sun” or as “Zensina dried a suba for her sonny”, such an option is also possible: “Woman shushsha fur coat in the sun”. This pronunciation is due to the fact that some children either have insufficiently fixed individual sounds, or they still do not know how to clearly differentiate them by ear in their own pronunciation. Usually, under the influence of training, such imperfections in sound pronunciation disappear over time.
Mastering the correct sound pronunciation, as already mentioned, does not occur evenly and equally for all children. Some preschoolers often stubbornly for quite a long time continue to replace articulatory-difficult sounds with simpler ones, for example, hissing consonants with whistling ones. Until the age of five, such an incorrect pronunciation of sounds is quite natural. But if such speech defects are observed at the senior preschool age, special speech therapy assistance is needed.
The formation of correct sound pronunciation is closely related to the development of phonemic perception. Well developed phonemic awareness necessary condition for timely and correct mastery of sounds. Children who hear well, correctly perceive speech sounds (phonemes) and, at the same time, have a sufficiently mobile articulatory apparatus, as a rule, do not experience difficulties in mastering sounds. The formation of phonemic perception is of great importance not only for the correct mastery of sounds, diction, but also for preparing children for literacy.
In the fifth year of life, children are able to recognize a particular sound in a word by ear, to select words for a given sound. All this is available to them, of course, in the event that the corresponding work was carried out in the previous age groups. Without special preliminary preparation for most children, such tasks will be impossible. Therefore, it is very important in the second junior group, as well as at the beginning of the school year in the middle group, to introduce children to the concept of "sound". An increased interest in the sound side of a word at this age is expressed in the fact that children listen to words, try to find similarities in their sound (they are able to choose words that sound similar in sound themselves), with intonational isolation of a sound, they can establish its presence in a word, often play with sounds, repeatedly repeating the ones that interested them, sometimes even meaningless sound combinations.
Sufficiently developed speech hearing enables children to distinguish between an increase and decrease in the volume of the voice in adult speech, notice the acceleration and deceleration of the tempo of speech, and catch various intonation means of expression.
Many children imitate adults quite well, accurately conveying their intonation, catching the various shades of their speech by ear. All this points to relatively high level the development of speech hearing in preschoolers, which gives them the opportunity to use various means of expression more widely: raise and lower the tone of voice, highlight individual words and groups of words in phrases, correctly pause, express an emotional-volitional attitude to what is being said, accurately use literary norms of pronunciation words.
At this age, children can change the volume of their voice, taking into account the content of the statement, that is, the possibilities for using the vocal apparatus are greatly expanded. Speaking at different volumes, at different tempos, children begin to convey their thoughts more accurately, use more widely intonation means of expression.
In preschoolers, exhalation is lengthened. They are able to pronounce vowel sounds within 3-7 seconds. Free exhalation when blowing on the sultan is somewhat shorter - from 2 to 5 seconds. This enables children to say phrases consisting of more words.
Features of the development of sound culture of speech in the sixth year of life
From the 1st grade, a school makes rather high demands on students, and a child who crosses its threshold for the first time must meet these requirements. Without certain skills and abilities, it will be very difficult for a first-grader to enter the rhythm of work. modern school and keep up with classmates.
The development of the speech of an older preschooler, the ability to coherently, consistently, logically express their thoughts, the development of phonemic hearing are the most important moments in preparing children for school.
By the age of six, the pronunciation side of speech is also almost completely formed. Almost all children clearly and correctly pronounce all sounds, the mixture of hissing and whistling sounds, sounds [r] ([r "]) and [l] ([l"]) disappear. During this period of life, the child can already change the volume and pace of speech as necessary: speak loudly, quietly, in a whisper; quickly, slowly (moreover, it is easier for him to speed up his speech than to slow it down); knows how to use intonational means of expression. At the same time, some children may still have certain shortcomings in the pronunciation of sounds. If the child still has speech deficiencies, one should try to eliminate them before entering school, since his academic success will largely depend on this.
And although the child's achievements in mastering all aspects of speech are significant, nevertheless, it is necessary to carry out special exercises with the preschooler - they will help to consolidate what has been achieved. There is no doubt that the tasks should now be more difficult, since the child has grown up, he already knows and can do a lot.
Simultaneously with the enrichment of the dictionary, the formation of grammatical correctness of speech, the development of colloquial and coherent speech, a six-year-old child should be taught to hear and distinguish sounds correctly, pronounce them clearly and distinctly in words, in a phrase.
At this age, children, as a rule, correctly pronounce all the sounds of their native language, speak words and phrases clearly and distinctly, know how to use a moderate pace, the required volume of their voice, and speak quite expressively. At the same time, some children have an imperfection in the sound side of speech, so work on its development should be continued. Particular attention should be paid to the correct, distinct, clear pronunciation of sounds, words and phrases. If there are shortcomings in the pronunciation of sounds, all measures should be taken to correct them.
Sound impairment.
By the age of 4, the child should pronounce all sounds in accordance with the phonetic norm of the Russian language. At the same time, some children by the age of 4 cannot correctly pronounce all the sounds of speech, since their articulatory apparatus has not yet grown strong and has not developed sufficiently. Distorted pronunciation in preschoolers under 4 years old is recognized by experts as an acceptable phenomenon. And only after this age, a violation of sound pronunciation is considered a pathology (Fomicheva M.F.).
According to Fomicheva M.F., children of middle preschool age pronounce consonants in a softened way (“lezetska” - a spoon). Whistling sounds s, s, c are not pronounced clearly enough, they are skipped (“abaka” - a dog, “amok” - a castle); are replaced: s - f ("fobaka" - dog), s - v ("vamok" - castle), c - f ("chicken" - chicken), s - t ("tobaka" - dog), s - d ( “lady” - castle), c - t (“tvetok” - flower).
The hissing sounds w, w, h, u are not pronounced clearly enough, they are skipped (“apka” - a hat, “uk” - a beetle, etc.); are replaced: w - s, f (“sapka”, “fapka” - hat), f - h, c (“zuk”, “vuk” - beetle), h - c (“otski”, “otki” - points) , u - s", t '("mesh", "aunt" - brush).
The sounds l and r are skipped ("ampa" - a lamp, "uka" - a hand); are replaced by the sounds l ""lamp" - lamp, "glitch" - hand), j ("yampa" - lamp, "kzha" - hand).
Given these shortcomings, the teacher must prepare the speech-motor and speech-auditory analyzers of children for the correct perception and pronunciation of sounds.
Normally, in children 4-5 years old, as a rule, a stable separate sound [r] appears, but it is still not sufficiently automated in speech and is often replaced by other sounds in words. By this age, according to Masyukova E.M., most children master hissing sounds, although their pronunciation may be unstable.
A speech disorder (defect) is considered to be a persistent deviation from the norm, which cannot be overcome spontaneously without the help of a specialist.
Outwardly, a violation of sound pronunciation can be expressed:
In the omission of the "difficult" sound ("Kaova" instead of "cow"),
Replacing one sound with another (“lyba” instead of “fish”, “uampa” instead of lamp),
Defective pronunciation of the sound (guttural pronunciation of the sound P).
Depending on the causes that cause the defect, sound pronunciation disorders are divided into two groups of dyslalia and dysarthria.
Dyslalia (dis - violation, lalia - speech) - there is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus (Zharova V.A.).
Dyslalia is divided into mechanical (associated with damage or abnormal development of the organs of articulation as a result of injury or thumb-sucking habit) and functional (associated with such damage).
Violations of the structure of the articulatory apparatus include the irregular structure of the jaws (malocclusion), teeth, palate (too high, too low, cleft), tongue (massive, too small, shortening of the hyoid ligament).
Defects in sound pronunciation with dyslalia are usually attributed to one of the least easily eliminated speech disorders. At the same time, in recent decades, in relation to this form, defects in sound pronunciation in dyslalia are usually attributed to one of the speech pathologies, significant changes have occurred, which are expressed as follows:
1. Its prevalence has sharply increased from (8-17% in the 50s of the XX century to 52.5% in the 90s).
2. Dyslalia is less and less common as an independent speech disorder, and is observed mainly against the background of general underdevelopment of speech in children, in which, in addition to sound pronunciation, the vocabulary and grammatical structure of speech also suffer.
3. Polymorphic forms of sound pronunciation disorders, manifested in the defective pronunciation of many sounds from different phonetic groups at once, became predominant.
4. Dyslalia in most cases does not appear in its pure form, but in combination with the so-called erased dysarthria, which is characterized by a partial violation of the innervation of the articulatory muscles.
5. Pathological forms of impaired sound pronunciation are now often observed already in the first period of age-related peculiarities of children's speech already in the period of age-related peculiarities of children's speech, that is, at the age of up to five years. They appear along with age-related features in the pronunciation of sounds and, as it were, are masked by them.
6. The complication of the symptoms of dyslalia leads to the fact that against its background, in the future, the three most common types of dysgraphia that are most common in children, which prevent normal literacy, often develop in the future.
The prevalence of sound pronunciation disorders has also increased for certain phonetic groups of sounds, as evidenced by the comparative data given below for the 50s and 90s of the 20th century. According to L. G. Paramonova: rotacism from 26% to 71.6%, lambdacism from 10% to 54%, wheezing defects from 22% to 42%, hissing defects from 24% to 45%.
Based on the foregoing, L. G. Paramonova has in mind the following. It is necessary to learn how to distinguish dyslalia from age-related peculiarities of sound pronunciation as early as possible, so as not to place vain hopes that everything will normalize with age, but to immediately take the necessary measures.
According to the Russian scientist M. E. Khvattsev, dyslalia can take various forms in the form of distortions, substitutions, omissions, rearrangement of individual sounds, syllables and whole words, understatement, nasal or slurred blurry pronunciation of them, as well as shortcomings. O. V. Pravdina radically changes the terminological apparatus of speech therapy, i.e. refuses the term "tongue-tied tongue", and uses the term "dyslalia" in its place, thereby highlighting dyslalia as an independent speech disorder. O. V. Pravdina creates her own classification, where she excludes hearing impairments, and includes rhinolalia as part of mechanical dyslalia. B. M. Grinshpun, as a representative of the modern stage of speech therapy, believed that for speech therapy as a pedagogical branch of knowledge, it is important to highlight such signs of a violation that are essential for the speech therapy impact itself, i.e. consideration of whether the defect is phonemic or phonetic. In accordance with the proposed criteria, B. M. Grinshpun distinguishes three main forms of dyslalia: acoustic-phonemic, articulatory-phonemic, articulatory-phonetic. B. M. Grinshpun does not refuse the classifications proposed earlier by the authors, he does not try to refute them. His modern view on the interpretation of this speech disorder is evidence of the structural complexity of such a defect as dyslalia.
Dyslalia can manifest itself in two ways:
1. Sound distortion, when the sound that the child utters differs from the normal one by the presence of whistling, excessive noise, overtones, etc. For example, throat P, interdental C (when pronouncing C, the tip of the tongue is advanced between the teeth, excessive noise), etc.;
2. Replacing one sound with another. For example, a child replaces a complex sound P with L (lacquer instead of cancer, a bow instead of a hand) or a child replaces the sound C with the sound Sh (Shobak instead of a dog, shamokat instead of a scooter), etc.
Dysarthria is a violation of sound pronunciation due to insufficient innervation of the speech apparatus (an organic lesion of the central part of the speech motor analyzer).
The speech of a dysarthria is slurred, incomprehensible to others, like "porridge in the mouth." The articulation of many groups of sounds is disturbed: hissing, whistling, sonors, and sometimes vowels. Speech breathing is superficial, arrhythmic. There is hypersalivation (increased salivation). Mobility and sensitivity of the speech muscles suffer. Dysarthric has difficulty finding an articulatory position (lick lips, put tongue behind upper teeth, etc.). Impaired sound pronunciation in dysarthria is one of the symptoms of a more complex speech disorder. Speech hearing also suffers, auditory differentiation of sounds, a poor vocabulary, unformed grammatical structure of speech is observed. There are also secondary mental layers (behavioral problems). All these difficulties lead to persistent school failure (dysgraphia, dyslexia, dysorphography).
Very often there are contradictions between neurologists and speech therapists about dysarthria. If the neurologist does not see obvious disturbances in the function of the cranial nerves, he cannot call the speech disorder dysarthria. This question is almost a stumbling block between neurologists and speech therapists. This is due to the fact that after the diagnosis of "dysarthria" is made, the neurologist is obliged to carry out serious therapy for the treatment of stem disorders, although such disorders (excluding dysarthria) do not seem to be noticeable.
The pathogenesis of dysarthria is determined by organic lesions of the central and peripheral nervous system under the influence of various unfavorable external (exogenous) factors affecting the prenatal period of development, at the time of childbirth and after birth. Among the causes, important are asphyxia and birth trauma, damage to the nervous system during hemolytic disease, infectious diseases of the nervous system, craniocerebral trauma, less often - cerebrovascular accidents, brain tumors, malformations of the nervous system, for example, congenital aplasia of the nuclei of the cranial nerves. (Mobius syndrome), as well as hereditary diseases of the nervous neuromuscular systems.
Violations of sound pronunciation in dysarthria occur as a result of damage to various brain structures necessary to control the motor mechanism of speech. These structures include:
Peripheral motor nerves to the muscles of the speech apparatus (tongue, lips, cheeks, palate, lower jaw, pharynx, larynx, diaphragm, chest);
The nuclei of these peripheral motor nerves are located in the brainstem; nuclei located in the trunk and in the subcortical regions of the brain and carrying out elementary emotional unconditioned reflex speech reactions such as crying, laughter, screaming, individual emotionally expressive exclamations, etc.
The defeat of the enumerative structures gives a picture of peripheral paralysis (paresis): nerve impulses do not reach the speech muscles, metabolic processes in them are disturbed, the muscles become lethargic, flabby, their atrophy and atony are observed, as a result of a break in the spinal reflex arc, reflexes from these muscles disappear, sets in. areflexia.
The main signs of dysarthria are defects in sound pronunciation and voice, combined with a violation of speech, especially articulation, motor skills and speech breathing. With dysarthria, unlike dyslalia, the pronunciation of both consonants and vowels can be disturbed. Vowel disorders are classified by rows and rises, consonant disorders according to several main features: the presence and absence of vibration of the vocal folds; method and place of articulation; the presence and absence of an additional rise of the back of the tongue to the hard palate.
For the early detection of erased dysarthria and the correct organization of a complex effect, it is necessary to know the symptoms of occurrence that characterize this disorder.
When examining children 4-5 years old with erased dysarthria, the following symptoms are revealed:
General motor skills: children are awkward, the range of active movements is limited, fatigue during exercise. Standing unsteadily on one leg. They do not imitate well when imitating movements: how a soldier walks, how a bird flies, how bread is cut, etc. motor failure is especially noticeable in physical education and music classes, where children lag behind in tempo, rhythm of movements, as well as in switching movements.
Fine motor skills of hands: children with erased dysarthria learn self-service skills late and with difficulty: they cannot fasten a button, untie a scarf, etc. in drawing classes, they do not hold a pencil well, their hands are tense.
A lot of people don't like to draw. Particularly noticeable motor awkwardness of the hands in the classroom for applications and with plasticine. In the work on the application traced the difficulties of the spatial arrangement of elements. Children find it difficult or simply cannot perform imitation movements without outside help. For example, "Castle" - put the brushes together, interlacing fingers: "Rings" - alternately connect the index, middle, ring, little fingers and other exercises with the thumb finger gymnastics.
Also, when examining children with erased dysarthria, the following features of the articulatory apparatus are observed.
Pareticity of the muscles of the organs of articulation is manifested in the following: flaccid lips, the corners of the mouth are lowered, during speech the lip remains flaccid. The tongue with paresis is thin, located at the bottom of the mouth, sluggish, the tip of the tongue is inactive. With loads (speech therapy gymnastics), muscle weakness increases. Muscle spasticity is manifested in the following: the face is amimic, the muscles of the face feel hard and tense to the touch. Lips in a half smile: the upper lip is pressed against the gums. Many children cannot make a straw from their lips. The tongue with a spastic symptom is often changed in shape: thick, without a pronounced tip, inactive.
Sound pronunciation with erased dysarthria is characterized by: mixing, distortion, replacement and absence of sounds, i.e. the same options as with dyslalia (violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus). Sounds with erased dysarthria are set in the same ways as with dyslalia, but for a long time they are not automated and are not introduced into speech. The most common defect in sound pronunciation are whistling and hissing disorders. Quite often there is interdental pronunciation, lateral overtones. Children experience difficulties in pronouncing words with a complex syllabic structure, simplify the sound filling, omitting some sounds when consonants converge (mitioney instead of policeman).
Prosody. The intonation-expressive coloring of the speech of children with erased dysarthria is sharply reduced. The voice suffers, voice modulations in height, strength, speech exhalation is weakened. The timbre of speech is disturbed and a nasal connotation appears. The pace of speech is more relaxed. When telling poems, the child's speech is monotonous, gradually becomes less legible, the voice fades away.
In some children, speech exhalation is shortened, and they speak on inspiration. In this case, speech becomes choked. Quite often, children (with good self-control) are identified who, when examining speech, do not show deviations in sound pronunciation, since they pronounce words scanned, that is, by syllables, and only a violation of prosodic comes first.
Preschool children with dysarthria, who do not have deviations in the development of the musculoskeletal system, possess self-care skills and have normal hearing and full intelligence, study in special kindergartens for children with speech disorders.
With dysarthria, along with speech disorders, non-speech disorders are also distinguished. This is a manifestation of bulbar and pseudobulbar syndromes in the form of disorders of sucking, swallowing, chewing, physiological breathing, combined with impaired general motor skills and especially fine differentiated motor skills of the fingers.
The main signs of dysarthria are defects in sound pronunciation and voice, combined with a violation of speech, especially articulation, motor skills and speech breathing.
Deficiencies in the pronunciation of sounds can lead to violations of oral speech communication and writing in children, therefore it is very important to eliminate the existing deficiencies in sound pronunciation at preschool age. During this period, the child's speech develops most intensively, it is flexible and malleable, therefore, all types of sound pronunciation disorders will be overcome easier and faster.
1.3. Speech therapy work on the development of the sound culture of speech of preschoolers with speech disorders at the logopoint of a preschool institution
The sound culture of speech of preschool children is the possession of a culture of speech pronunciation, which includes the phonetic and orthoepic correctness of speech, its expressiveness, clear diction, as well as the ability to use motor means of expression (facial expressions, gestures), elements of the culture of speech communication (general tonality of children's speech , posture and motor skills during the conversation), speech hearing.
The formation of a sound culture of speech in preschoolers is possible only if a full-fledged speech environment is created due to a constant, continuous, motivated (associated with specific situation and a variety of practical activities) adult communication with each other in the presence of children and with children. A prerequisite for all this is the observance by adults when using speech of all language norms:
pronunciation;
orthoepic;
Grammar;
Stylistic.
In the process of such communication, the child, as it were, “tunes in” to the perception of pronunciation and other features of the Russian language. It is believed that initially the perception of speech sounds is formed in the process of active articulatory experience, when the baby tries to imitate the speech and non-speech movements of an adult. Therefore, simultaneously with articulation (that is, with the movements and positions of the speech organs necessary for pronouncing sounds), the child also learns a system of differential features necessary to distinguish between the sounds of his native language.
Thus, the formation of the sound side of speech at the first stages of development depends mainly on the degree of formation of kinesthetic and phonemic perception, as well as on their interaction with each other in speech practice.
The tasks of developing a sound culture of speech are put forward in accordance with the main aspects of the concept of "sound culture". The content of the work is based on the data of phonetics, orthoepy, the art of expressive reading, with all this, it is necessary to take into account the age-related characteristics of children's speech.
The following tasks can be distinguished:
1. Formation of the correct pronunciation of sounds. The sound of speech is the smallest, indivisible speech unit. Sounds as material signs of the language perform two functions: bringing speech to ear perception and distinguishing between significant units of speech (morphemes, words, sentences). Interestingly, the child first develops speech hearing, that is, the distinction of speech sounds, and he masters their pronunciation later. Setting the correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following: improving the movements of the organs of the articulation apparatus - articulation gymnastics, which is carried out in the second junior, middle and senior groups; consistent work on the clear pronunciation of vowels and simple consonants already learned by children, and then on complex consonants that make children difficult (by the end of their stay in the middle group, that is, by the age of five, they should be able to correctly pronounce all the sounds of their native language); fixing the correct pronunciation of sounds in contextual speech.
2. Development of diction. Diction - a distinct, clear pronunciation of words and their combinations. Work on diction is carried out in accordance with the "Program" of the kindergarten, starting from the second younger group (mainly in the process of singing and reading poems), and in the older group, the development of intelligibility of pronunciation is put forward as a special task of speech development classes. To solve it in older groups, special methods and teaching methods are used.
3. Work on the correct pronunciation and verbal (phonetic) stress. The peculiarity of the speech of a preschooler, especially the younger one, dictates the need to put forward the formation of the correct word pronunciation as a separate task. Sometimes a child clearly pronounces all sounds and has good diction, but makes mistakes in the pronunciation of individual words.
A speech therapist should know the typical features in the word pronunciation of children: at a younger age - abbreviation of words (“vesiped” - bicycle), rearrangement and omission of sounds and syllables (“chevryak” - worm, “brown” - brown, “brivetochka” - razor), adding sounds (“guys” - guys, “irzhavaya” - rusty, “toy” - pear). Knowing these features will help you quickly correct children's pronunciation mistakes.
At an older age, you need to pay attention to the correct pronunciation of some difficult words (children's mistakes: “coffee”, “carrot”, “sandals”, “kakava”, “sinitarka”, “trolebus”, “cokey” - hockey, etc.).
The child sometimes finds it difficult to set verbal stress. Stress is the allocation of one syllable from a group of syllables by the power of the voice. Our language is characterized by non-fixed, multi-local stress: the stress can be on any syllable, even go beyond the syllable: leg, leg, leg, legs. The stress placed by children in some nouns in the nominative case requires attention (children’s mistakes: “watermelon”, “sheet”, “beetroot”, “driver”), in past tense verbs male singular (children’s mistakes: “gave”, “took away”, “put”, “accepted”, “sold”). The attention of children of the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes: mugs - mugs, HOME - HOME, pour out - pour out.
Stress in Russian is a means of distinguishing grammatical form. When forming the grammatical structure of children's speech, the teacher must also monitor the correct placement of stresses: braid - braid, horses - horses, horses.
4. Work on the orthoepic correctness of speech. Orthoepy is a set of rules for exemplary literary pronunciation. Orthoepic norms cover the phonetic system of the language, as well as the pronunciation of individual words and groups of words, individual grammatical forms. In kindergarten, it is necessary to create favorable conditions for the formation of literary pronunciation, to actively eliminate deviations from orthoepic norms in the speech of children. It is easier in childhood to form the correct literary pronunciation than later for an adult to correct mistakes of this kind. This task is of particular importance in those areas where dialect pronunciation is common.
5. Formation of the tempo of speech and voice qualities. Easily perceived, pleasant speech is characterized by the following qualities: medium pace, rhythm, moderate force and medium pitch. They can act as constant, habitual qualities that determine the overall individuality of speech. At the same time, the tempo of speech and the quality of the voice must be mobile and flexible enough to express individual states and feelings, that is, one must be able to speak in a whisper, and loudly, and slowly, and quickly.
Attention to these aspects of speech is required at all age stages. It is necessary to teach children to coordinate the strength of their voice with the surrounding conditions, to protect it: this has a great pedagogical and hygienic meaning. The teacher should teach children in the group room to speak quietly (medium voice power), preventing the appearance of excessive noise, in the bedroom, in in public places(in the carriage, in the pharmacy, in the doctor's office) - in a low voice or in a whisper. At the same time, he educates children in the ability to amplify their voice when answering in a lesson in front of a group of children, at a matinee in front of guest listeners, teaches them to give a command or a speech signal in a game or during gymnastics.
Starting with the older group, these tasks become somewhat more complicated. The teacher teaches children to use the qualities of the voice as a means of expression not only in free speech, but also in the transmission of other people's thoughts, the author's text. To do this, using special exercises, they develop the flexibility of the child's voice, teach the child to speak softly and loudly, slowly and quickly, high and low (in accordance with the natural pitch of the voice).
6. Education of expressiveness of speech. Speaking about the education of expressiveness of speech, we mean two sides of this concept:
1) natural expressiveness of everyday children's speech;
2) arbitrary, conscious expressiveness when transmitting a premeditated text (a sentence or a story compiled by the child himself on the instructions of the educator, retelling, poem).
The expressiveness of the speech of a preschooler is a necessary characteristic of speech as a means of communication, it manifests the subjectivity of the child's attitude to the environment. Expressiveness occurs when a child wants to convey in speech not only his knowledge, but also feelings, relationships. Expressiveness is a consequence of understanding what is being said.
Emotionality is manifested, first of all, in intonations, in underlining individual words, pauses, facial expressions, expression of the eyes, in a change in the strength and tempo of the voice.
The child's spontaneous speech is always expressive. This is the strong, bright side of children's speech, which we must consolidate and preserve.
It is more difficult to form arbitrary expressiveness. N. S. Karpinskaya notes that, while maintaining the immediacy of performance, one should gradually and carefully develop in children the ability for arbitrary expressiveness, that is, for expressiveness that arises as a result of conscious aspiration, volitional efforts. AT junior groups in children, it is recommended to maintain simplicity and immediacy of execution. In the middle group, children on assignment can learn to convey the intonation of the question and answer, the most vivid feelings (joy, surprise, displeasure) that they have repeatedly experienced in their experience. In older groups, the requirements increase: children must already express more diverse and subtle feelings (tenderness, anxiety, sadness, pride, etc.).
A very important task is the development of independence in the child, creative initiative when reading by heart and retelling.
In older children, along with their own emotionality of speech, the ability to hear the expressiveness of the speech of others should be formed, that is, to analyze by ear some qualities of speech (how the poem was read - cheerfully or sadly, jokingly or seriously).
7. Education of the culture of speech communication. This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication. From a young age, the teacher should form an affectionate, friendly tone in children in conversation with peers and adults. It is necessary to fight against negative intonations - capricious, rude, whining.
The "Program of Education and Training in Kindergarten" emphasizes that in older groups the basic skills of a culture of behavior in the process of speech should already be formed. It is necessary that the child be able to speak quietly, look into the face of the speaker, keep his hands calmly, politely and without a reminder to greet and say goodbye, to know that when greeting an elder, one should not be the first to give a hand.
More attention should be paid to developing the correct posture of the child at the time of public speech: when answering classes, he must turn his face to the children, not block the benefits in question; speaking with a poem or a story, do not make unnecessary movements (do not sway, do not shift from foot to foot, do not lean on anything).
All of these skills must be solid.
8. Development of speech hearing and speech breathing. The leading analyzer in the assimilation of the sound side of speech is hearing. With the development of the child, auditory attention, perception of noise and speech sounds gradually develop. A child of older preschool age also needs to develop a higher level of speech hearing - phonemic perception, that is, the ability to isolate sounds in a word, determine their order and quantity.
Speech breathing is one of the foundations of voice formation and speech (speech is a sounded exhalation). The task of a speech therapist is to help children overcome the age-related shortcomings of their speech breathing, to teach proper diaphragmatic breathing. Particular attention is paid to the duration and force of expiration during speech and a silent deep breath before pronouncing a phrase.
Thus, the content of the work on the study and development of the sound culture of speech in preschool children can be summarized in three main sections:
Conclusions on the first chapter
1. The sound culture of speech of preschool children is the possession of a culture of speech pronunciation, which includes the phonemic and orthoepic correctness of speech, its expressiveness, clear diction, as well as the ability to use motor means of expressiveness (facial expressions, gestures), elements of cultural communication (general tonality of children's speech, posture, motor skills during the conversation), speech auditory.
2. The sound culture of speech consists of motor means of speech expressiveness (articulation, speech breathing and speech hearing), the pronunciation side of speech (sound pronunciation, diction) and sound expressiveness (intonation, tempo, timbre, etc.).
3. Average preschool age covers 4 and 5 years of life. By the fifth year, the child already speaks coherently, so he can retell the plot of a small book or an event.
The sound side of speech develops. The child begins to realize the peculiarities of his pronunciation. The vocabulary of speech is growing intensively. The grammatical structure of speech develops. Children learn the patterns of morphological order (word structure) and syntactic order (phrase construction). Normally, a child of 4-5 years old correctly captures the meanings of "adult" words, although he sometimes uses them incorrectly. The words created by the child himself according to the laws of the grammar of the native language are always recognizable, sometimes very successful and certainly original. This children's ability for independent word formation is often called word creation.
4. By the age of 4, the child must pronounce all sounds in accordance with the phonetic norm of the Russian language. At the same time, some children by the age of 4 cannot correctly pronounce all the sounds of speech, since their articulatory apparatus has not yet grown strong and has not developed sufficiently. Distorted pronunciation in preschoolers under 4 years old is recognized by experts as an acceptable phenomenon. And only after this age, a violation of sound pronunciation is considered a pathology.
II Formation and consolidation of sounds. Formation of norms of literary pronunciation.
III Work on speech breathing, tempo and rhythm of speech, voice power and intonation expressiveness, diction.
5. A broad analysis of practice has shown that dysarthria is often confused with dyslalia. The lag in physical development is significantly greater in children with dysarthria than in children with functional dyslalia. In children with normal speech with functional dyslalia, there are no deviations from the central nervous system. With dysarthria, neurological symptoms in the speech system are not grossly revealed: in the form of erased paresis, hyperkinesis and impaired muscle tone in the articulatory and facial muscles. Violation of the autonomic nervous system is especially noted in children with dysarthria, to a lesser extent in functional dyslalia. Violation of neuropsychic functions is much more detected with dysarthria than with functional dyslalia. Speech differentiation also has its own characteristics. With dysarthria, the articulatory apparatus is disturbed: hypertonicity, hypotonicity, hypersalivation, deviation of the tongue, hyperkinesis, impaired quality of articulatory movements. A child with dyslalia usually does not have these symptoms. In children with an erased form of dysarthria, slurred, unintelligible speech is noted - "porridge in the mouth." Poor intonation, quiet voice, sometimes nosal tone of speech. More often, the pace of speech is fast, accelerated, the child does not finish the endings of words and greatly reduces the pronunciation of vowels (reduces to a minimum). The child has a fading voice, begins to speak loudly, subsides as the speech load increases. The intonation is deteriorating. Children with dysarthria are characterized by a deterioration in the quality of speech with an increase in load.
CHAPTER II. STUDY OF SPEECH CULTURE DISTURBANCES IN PRESCHOOL CHILDREN WITH SPEECH DISORDERS
2.1. Comparative analysis of methods for examining the sound culture of speech in preschool children
Task: to conduct a comparative analysis diagnostic techniques studies of the sound culture of speech in preschool children.
All methods for diagnosing the sound culture of speech that exist in the practice of speech therapy can be divided into two groups: differential, that is, aimed at studying one component in the sound culture of speech, and complex, which are aimed at studying the components of the sound culture of speech in the aggregate, in a complex (see. Table 1 - 2).
Table 1
Comparative analysis of methods for diagnosing the components of the sound culture of speech in preschoolers
| Sound culture component | Methodology (author) | The purpose of the methodology | Indicators |
| Facial (mimic) and articulatory motility | Methodology Volkova L.S. | Examination of the muscles of the articulatory apparatus | Assessment of the state of all muscles involved in articulation |
| Sound pronunciation | Speech diagnostics Tumanova T.V. | The study of sound analysis and synthesis | The first task describes the correct articulation pattern of sound, its full characteristics: the position of the lips, tongue in the process of articulating the sound, the quality and direction of the air stream, the sound quality (vowel, hard, soft). The child must correctly reproduce this sound. The second task is the selection of words with a given sound and corresponding illustrations. The third task develops and improves phonemic perception, it includes an exercise to highlight the first sound in a word, analysis of sounds in a syllable. The fourth task is aimed at developing the ability to determine the position of the studied sound in a word. The fifth task is to automate the studied sound in words and sentences. |
| Methodology Kiseleva V.A. | The study of sound pronunciation | The number of disturbed sounds (groups of sounds), the presence of substitutions, distortions or the absence of sound during isolated pronunciation in spontaneous speech are assessed. | |
| Methodology Arkhipova E.F. | The study of sound pronunciation | 1) isolated pronunciation; 2) in syllables of different structures (8 modules); 3) in words, where the sound occupies different positions (reflected and independently in the picture); 4) in the proposal (reflected, in the picture, on questions). |
|
| Components of sound pronunciation | Methodology Paramonova L.G. | The study of phonemic analysis | Isolation of the first consonant sound from words Separation of the last sound from words. Determination of the place of sound in a word. |
| Methodology for the study of the voice of preschoolers V.I. Filimonova (1990) and voice cards of the Buffalo Sh. | Examinations and assessments of voice characteristics | 1) study of the strength and height of the voice; 2) study of the possibility of lowering and raising the tone of voice; 3) study of the possibility of changing the strength of the voice; 4) study of the intonational aspect of speech; 5) study of the ability to highlight words in a phrase with the help of logical stress; 6) study of the tempo of speech; study of nasalization of the voice; 7) study of the maximum phonation time |
table 2
Complex methods for examining the sound culture of speech in preschoolers
| Component | Methodology (author) | The purpose of the methodology | Indicators |
| Mobility of the articulatory apparatus and sound pronunciation | Methodology Fomicheva M.F. and Volkova L.S. | 1) Studying the mobility of the articulatory apparatus 2) To examine the child's ability to pronounce the sound in isolation in syllables, in words and phrasal speech. 3) Revealing the features of perception and differentiation of sounds by ear. 4) Learning the skills of sound and syllabic analysis. |
|
| Methodology Filicheva T.B. and Chirkina G.V. | The study of the components of the sound culture of speech | 1) The study of articulatory praxis 2) The study of sounds in various phonetic conditions: - with isolated pronunciation; - in syllables - direct, reverse, with a confluence of consonants; - in words (the studied sound is in different positions in relation to the beginning, end and middle of the word); - in phrases; - in spontaneous speech. 3) The study of phonemic perception |
|
| Articulatory apparatus and sound pronunciation | Methodology Lopatina L.V. | The study of the components of the sound culture of speech |
First part determines the mobility of the organs of the articulatory apparatus; ability to perform exercises in static, in motion Second part research determines the child's ability to pronounce sound in isolation in syllables, in words and phrasal speech The third part research is aimed at identifying the features of perception and differentiation of sounds by ear. Fourth part research is aimed at studying the skills of sound and syllabic analysis. |
| General, fine, facial and articulatory motor skills, vocabulary, sound pronunciation and grammatical structure (all components) | Method Trubnikova N.M. using material from the speech therapy album of Inshakova O.B. | The study of the components of the sound culture of speech | 1) general motor skills 2) fine motor skills 3) articulatory motility 4) the phonetic side of speech, which includes sound pronunciation and the prosodic side of speech; 5) the state of the functions of phonemic hearing, the syllabic structure of the word; 6) sound analysis of the word: 7) the state of the grammatical structure of speech |
| Articulatory motor skills and sound pronunciation | Speech samples of Lalayeva, E.V. Maltseva, A.R. Luria | The study of the components of the sound culture of speech | 1. Checking phonemic perception; 2. Study of the state of articulatory motility; 3. Sound pronunciation |
| Pronunciation side of speech | Scheme for the analysis of voice and, as a result, speech disorders D.K. Wilson, A.N., E.S. Almazova, Gerasimova, I.I. Ermakova | The study of voice and speech disorders | 1) articulation 2) breathing 3) voice 4) sound pronunciation 5) rhythm and pace 6) intonation |
Thus, we can conclude that the study of the sound culture of speech in preschool children should be complex, that is, the study should be aimed at studying articulation, sound pronunciation and prosodic in a child in accordance with his individual development trend.
In an empirical study, we will use complex methods for studying the articulation apparatus of Fomicheva M.F. and Volkova L.S., as well as the method of studying sound pronunciation and phonemic perception Filicheva T.B. and Chirkina G.V. These methods are characterized by standardization, differentiation and the presence of a large number of indicators that allow us to most accurately consider the structure of a speech defect, determine a speech therapy diagnosis, and also determine the most effective areas of speech therapy work with preschool children with speech impairment.
The purpose of this study was to study, comparative analysis of the characteristics of the sound culture of speech in children of middle preschool age with speech impairment and in children with normal speech development.
Based on the goal, we have identified the following tasks:
To select methods for identifying the features of the sound culture of speech in middle-aged preschoolers with general underdevelopment of speech and their peers without speech impairment;
Conduct a study of the characteristics of the sound culture of speech in middle-aged preschoolers with general underdevelopment of speech and their peers with a normative variant of speech development using selected methods; Posted to site
Analyze and compare the results obtained during the study by conducting a qualitative and quantitative analysis of the study results.
The identification of shortcomings in the sound culture of speech in middle-aged preschoolers in the process of ascertaining experiment included several stages:
1. Reveal the mobility of the organs of the articulatory apparatus; ability to perform exercises in static, in motion.
2. Identify features of sound pronunciation and phonemic perception.
3. Identify violations of the prosodic side of speech.
Research methods. In the course of the study, we used the methods of the following authors:
1. Reveal the mobility of the organs of the articulatory apparatus; ability to perform exercises in static, in motion. The technique of Fomicheva M.F. and Volkova L.S. was used.
2. To study the features of sound pronunciation and phonemic perception. The technique of Filicheva T.B. was used. and Chirkina G.V.
3. Examine the state of prosoids based on several methods (D.K. Wilson, A.N. Gerasimova, I.I. Ermakova).
1. The mobility of the organs of the articulatory apparatus was examined according to the method of Fomicheva M.F. and Volkova L.S.
To implement the first goal of the experiment, the following exercises were selected:
"Spatula". Stick out a wide tongue, relax put on the lower lip. Make sure that the tongue does not tremble. Hold for 10-15 sec.
"Cup". The mouth is wide open. Raise the wide tongue up. Pull towards the upper teeth, but do not touch them. Hold the tongue in this position for 10-15 seconds.
"Needle". The mouth is open. Stick out your tongue far forward, strain it, make it narrow. Hold the tongue in this position for 15 seconds.
"Hamster". Inflate both cheeks, then inflate the cheeks alternately. 20 sec.
"Watch". Stick out a narrow tongue, stretch the tongue alternately to the right ear, then to the left. Move the tongue from the corner of the mouth at a slow pace at the expense of the speech therapist. Do 15-20 times.
"Elephant drinks." Stretching your lips forward with a tube, form an "elephant's trunk", "gather some water", while slightly smacking your lips. Do 10-15 times.
"Cowardly chick." Open and close your mouth wide so that the corners of your lips stretch. The jaw drops to about two finger widths. The "chick" tongue sits in the nest and does not protrude. The exercise is performed rhythmically. 15 times.
The test should:
Hold the pose for 3-5 seconds
The last 3 exercises are performed 4-5 times.
Score: 1 point - correct and accurate execution, 0.5 - slow and strenuous execution, 0.25 - execution with errors: long search for a pose, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis, 0 - non-performance. sound culture of speech
2. The level of formation of sound pronunciation and phonemic perception in children was revealed based on the use of the methodology proposed by Filicheva T.B. and Chirkina G.V.
When studying the state of sound pronunciation, the number of disturbed sounds is determined, which phonetic groups are violated, the nature of the violation of the pronunciation of sounds (distortion, absence, replacement, mixing) in various phonetic conditions:
With isolated pronunciation;
In syllables - direct, reverse, with a confluence of consonants;
In words (the studied sound is in different positions in relation to the beginning, end and middle of the word);
in phrases;
in spontaneous speech.
When selecting lexical material, the following requirements are met:
Saturation of lexical material with a given sound;
Variety of lexical material;
Inclusion of words with oppositional sounds;
The inclusion of words with a complex syllabic structure and sound content.
When examining sound pronunciation, methodological methods of reflected and independent reproduction of lexical material are used. Children are offered plot and subject pictures, syllables, words, sentences, tongue twisters, including the studied sounds.
One of the main requirements for lexical material was to understand the meaning of the words offered to the child for reproduction when examining sound pronunciation.
1) isolated pronunciation;
2) in syllables of different structures (8 modules);
3) in words, where the sound occupies different positions (reflected and independently in the picture);
4) in words of different syllabic structure (13 classes) (reflected and independently from the picture);
5) in the proposal (reflected, by picture, by questions).
1. Examination of the possibility of isolated pronunciation of sound (a group of whistlers).
Instructions: "Repeat the sounds after me."
[C] - [C '] - [Z] - [Z '] - [C] -
Note: in the example, an examination of whistling sounds is given: [С, С', З, З', Ц]. Separately, in the same sequence, the sounds are examined: [W, E, H, SH, L, L ', R, R ', G, G ', K, K ', X, X ', j].
Criteria for evaluation:
4 points - all sounds are correctly pronounced;
1 point - more than 3 sounds are distorted, replaced;
0 points - all sounds are distorted, replaced.
2. Examination of the possibility of pronouncing a sound (a group of whistlers) in syllables of different constructions.
Instructions: "Repeat after me."
Notes: conventions
C - consonant, G - vowel, CN - correctly pronounced sound, X - examined sound. In our example, in place of X there will be [С, С', З, З', Ц].
1. X G - XA, XO, XY, XY
2. GX - AX, OX, YX, YX
Z. X SN G - XBA, XBO, XBU, XBY and other combinations with correctly pronounced sounds
4. CN X G - BXA, BXO, BXU, BXY and other combinations with correctly pronounced sounds
5. Г СN С - ABX, OBX, UBX, ЪIBX and other combinations of sounds
6. G X SN - ACX, OXB, UXB, YXB
7. X G X - XAX, XOX, XYX, XL1X
8. G X G-AXA, OXO, UXU, IXY
Criteria for evaluation:
4 points - sounds are pronounced correctly in all types of syllables;
3 points - distorts only in syllables with a confluence of G X CN, G CN X;
2 points - distorts only in syllables with confluence Г XСN, СN X Г, Г CN X, X СN Г;
1 point - distorts, replaces in all types of syllables, except X Г, Г X (open and closed syllable);
0 points - distorts, replaces sounds in all types of syllables (8 modules).
3. Examination of the possibility of pronouncing a sound in words in different positions in relation to the beginning, end, middle of a word.
Instruction 1: “Repeat the words after me” (reflected).
Hay sleigh carry autumn
TeethZinakozavezichainend
Criteria for evaluation:
3 points - the pronunciation of one sound is violated;
2 points - the pronunciation of 2-3 sounds is disturbed;
0 points - all whistling sounds are distorted, replaced, regardless of the position of the sound in the word.
Instruction 2: “Name these pictures” (no sample).
Scythe goat egg sazoson sheep
SadhareBirdOwlTongueFlowers
Sokzamokfightersandteethsinger
Criteria for evaluation:
4 points - all whistling sounds are pronounced correctly in all words;
3 points - the pronunciation of one sound is violated;
2 points - the pronunciation of 2-3 sounds is disturbed;
1 point - more than 3 sounds are distorted, replaced;
0 points - all whistling sounds are distorted, replaced, regardless of the position of the sound in the word.
4. Examination of the possibility of pronouncing a sound in words of different syllabic structure
Instruction 1: "Repeat the words after me."
Instruction 2: Name these pictures.
snowman nails buttonguests mosaic
BlacksmithsShepherd MimosulaflowersVinegar Forget-me-not ChicksCompanionSparrowflowerflower
Bridges nest apprentice
Criteria for evaluation:
4 points - all whistling sounds are pronounced correctly in all words of different syllabic structure;
3 points - the pronunciation of one sound is disturbed;
2 points - the pronunciation of 2 - 3 sounds is disturbed;
1 point - more than 3 sounds are distorted, replaced;
0 points - all whistling sounds are distorted, replaced in all types of syllabic structures.
5. Examination of the possibility of pronouncing a sound in a sentence
According to the scheme, the main attention was paid to voice disorders in the structure of the speech defect of the children under study, the examination was carried out in the following areas:
1. Study of possible external physical factors affecting voice features:
A) the state of mobility of the organs of articulation, facial expressions of the child (with insufficient mobility, the child will not be able to modulate the voice);
B) features of the child's breathing. Type, depth (upper / middle / lower rib, mixed; normal depth / superficial). The direction of the exhaled air stream (oral/nasal/mixed). Duration of speech exhalation (normal/very shortened).
3. Study of timbre (color). Timbre is the most complex individual characteristic of the voice. The study of timbre begins with the first words when meeting a child and continues throughout the study. The following indicators are evaluated:
Ash daddy popey hit the navels
Baba beans booba bi-bi bye-bye
And the phrases: the priest has a dad pop.
To assess the degree of emission during the test, a mirror or a paper propeller is brought to the child's nostrils. The degree of emission is determined by the area of fogging or by the air flow from the nose.
4. Study of sound pronunciation.
The characteristic of sound pronunciation was carried out both in isolation and in a word. At the same time, the degree of nasalization of sounds during pronunciation was taken into account, and other speech defects were also noted. Legend: N - normative pronunciation, O - no sound, MZ - interdental pronunciation, PZ - pronunciation, GG - labial, GZ - labio-dental, B - lateral, Gl - pharyngeal, N - nasalized, OU - one-hit , - sound replacement indicating the replacement sound; NE - sound replaced by nasal emission; UA - clarification of articulation.
When forming the experimental group, the selection of preschoolers was carried out on the basis of a speech therapy examination and the study of documentation of a medical, psychological, and pedagogical nature.
Analysis of the anamnestic data of children with speech disorders in the experimental group is diverse. The appearance of coherent speech was often delayed up to 2-3 years. Also, the development of speech was affected by various adverse effects during fetal development (toxicoses were observed in 6 mothers), birth injuries: intracranial trauma and asphyxia (in 2 children), which attracted organic brain damage, severe childhood illnesses (1 child had meningitis, All children often suffered from somatic diseases). Among the pathogenic factors, in children with speech disorders, there is a slowdown in the pace of mental development and its qualitative originality compared to the norm. Both voluntary and involuntary memory are impaired in children. The process of thinking is characterized by impulsivity, randomness, stuckness, and slowness. The concentration of attention is impaired, the amount of attention is limited, “perseveration” of attention is observed, expressed in a reduced ability to switch attention from one type of activity to another. During the observation of children, deviations in the emotional-volitional sphere were noted.
Analysis of the PMPK protocols and speech cards showed that in the experimental group 7 children of preschool age have a speech therapy conclusion: erased dysarthria. With a diagnosis of dyslalia - 3 people.
In children of the control group (unlike their peers in the experimental group), speech development is normal. Formed phrasal, monologue and dialogic speech. Preschoolers have a rich vocabulary that corresponds to normal speech development. They have well-developed verbal-logical thinking and analytical-synthetic activity, the processes of inhibition and excitation are balanced. Attention is stable, high efficiency is observed. The children were eager to get in touch.
Features of the development of children in the control and experimental groups are shown in the table based on anamnestic information (see Table 3).
Table 3
Anamnestic data of children in the control and experimental groups
| Anamnestic data | experimental group of 10 children |
Control group 10 children |
| 1. Speech disorders in parents. | - | - |
| The nature of the pregnancy | ||
| a) - toxicosis (1st, 2nd half of pregnancy) |
5 - toxicosis of the first floor. pregnancy 6 - no toxicosis 9 - toxicosis of the second half of pregnancy |
15 - no toxicosis 5 - toxicosis in the first half of pregnancy |
| b) Chronic diseases of the mother: infectious diseases |
deny |
deny |
| -use of medications | 6 - antipyretics, antibiotics |
- |
| - nicotine use, smoking | deny | deny |
| mother's mental and physical trauma | - | - |
| 3. The nature of the course of childbirth |
Urgent, without features - 6 5 - emergency caesarean section. 9-early, lingering, dehydrated |
18-normal, no special features 2 - emergency caesarean section. |
| stimulation | 0 | 0 |
| the child screamed | 9 - immediately 11 - (not immediately, the presence of mild asphyxia) |
18 - immediately 2 - (not immediately, the presence of mild asphyxia) |
| trauma during childbirth | 0 | 0 |
| 4. Early postnatal development | 12 children were breastfed, 8 had psychomotor retardation. | Breastfeeding of all children was carried out, the life rhythm was without features, early psychomotor development was normal. |
| past illnesses | SARS, rubella, chicken pox. 2 - allergy |
Rare SARS, rubella, chickenpox after a year |
|
5. Early development |
Delayed early development is observed in 18 children. | Early development proceeded without features. |
Thus, we determined the presence of natal and postnatal pathology in most children of the experimental group.
Samples of examination of children from the EG based on data taken from personal files, including anamnestic ones, are presented in Appendix 1 and 2.
2.3. Analysis of the results of the examination of the sound culture of speech in preschool children
Stage task: to analyze the results of the study of the characteristics of the sound culture of speech of children of middle preschool age.
1. First part determines the mobility of the organs of the articulatory apparatus; ability to perform exercises in statics, in motion:
Diagnostics was carried out in a calm atmosphere individually with each child, the children had a positive emotional mood. The kids got in touch right away. After carrying out this diagnostic task, it turned out that there were violations in the performance of static exercises.
The results of diagnosing the mobility of the organs of the articulatory apparatus are presented in Table 4.
*****
Carrying out these diagnostic tasks showed that 43% of children with speech disorders have deviations in the mobility of the organs of articulation. Basically, the violations were manifested in the fact that the tongue and lips were inactive (see Fig. 1).
Rice. one. Average score fulfillment of tasks on the mobility of the organs of the articulatory apparatus in children from the EG and CG
In the children of the experimental group, difficulties were much more often noted in performing such movements with lips, tongue, soft palate as stretching the lips into a smile, stretching forward and flattening the tongue, raising and lowering the tip of the tongue, clicking, etc.
The results of the examination showed that children in the EG had defects in the structure of the articulatory apparatus. So, one child (Dima B.) has an anterior open bite, the second child (Kolya S.) has inactive, anemic lips; tongue movements are weak, inaccurate; switchability is weak; the rest of the children have no disturbances in the structure of the articulatory apparatus.
Thus, all children from the CG successfully coped with the tasks, performed them without any special difficulties and errors; no defects in the structure of the articulatory apparatus in CG children were found. A group of children from the CG of middle preschool age showed an average level of mobility of the organs of the articulatory apparatus.
2. The second part of the study was aimed at studying the sound pronunciation of preschool children.
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