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speech sound phonemic word

Introduction

Conclusion

Introduction

The problem of children's speech development is one of the most important in general and special psychology and pedagogy. This is due to the role that speech plays in human life as the main means of communication. It is generally accepted that communication is one of the main conditions for the development of a child, the most important component in the formation of his personality, behavior, emotional and volitional processes (L.S. Vygotsky, A.N. Leontiev, M.I. Lisina and others).

Speech is language in action. It not only forms a unity with thinking, but is also connected with consciousness as a whole. Without language, without speech, a person has no consciousness, no self-awareness. Speech permeates the process of formation of all mental functions.

At the present stage of development of education, the problem of increasing the number of children with speech disorders and, accordingly, the problem of preventing and overcoming school maladaptation in this category of children, manifested in low academic performance, deviations from behavioral norms, and difficulties in relationships with others, is particularly acute. Meanwhile, socio-economic transformations in society dictate the need to form a creatively active personality with the ability to effectively solve new life problems.

The problem of developing the skill of sound analysis and synthesis is relevant because without mastering this skill at a sufficiently high level, it is impossible to fully master writing and reading because Russian writing is audible.

Lack of development of the skills of sound analysis and synthesis is observed in all children with speech disorders and has a negative impact on the development, learning and socialization of the child. Timely and targeted work on its development will contribute to the development of mental activity, more complete mastery of the native language, mastery of the school curriculum, improvement of interpersonal communication and social adaptation of students in a special (correctional) school.

However, issues directly related to the problems of the formation and development of coherent speech among schoolchildren in special (correctional) schools have not been sufficiently developed to date. In the specialized literature there are very few methodological and theoretical recommendations devoted to this problem. Thus, at present, the problem of developing coherent speech among students of special (correctional) schools is relevant both in practical and theoretical terms.

Chapter 1. Characteristics of speech development of children with severe speech impairments

1.1 Features of the phonetic side of speech

Among auxiliary school students, a significant percentage are children with phonetic speech disorders. According to M.A. Savchenko, R.A. Yurovoy, R.I. Lalaeva, about 65% of 1st grade students at a auxiliary school have various forms of sound pronunciation impairment. Violation of sound pronunciation can manifest itself in different ways: the absence of certain sounds in the child’s speech, their distortion or replacement within the same or different groups, confusion of consonants, violation of the syllabic structure of the word.

Based on the degree and quality of underdevelopment of the phonetic aspect of speech, students in auxiliary schools can be divided into several groups.

The first group includes children with inaccurate pronunciation of individual sounds (so-called phonetic dyslalia). They are characterized by such pronunciation deficiencies as lateral, interdental stigmatism, guttural or single-beat sound [r], lateral [l]. With relative preservation of phonemic hearing, children in this group do not experience any particular difficulties in mastering literacy, since such sound replacements are not similar to the phonemes of the Russian language and are not mixed with them.

The second group consists of children with phonetic-phonemic disorders of a monomorphic or polymorphic nature (functional and mechanical dyslalia, dysarthria, etc.). The occurrence of these disorders is based on defects in the perception of speech sounds, difficulties with their differentiation, and uncoordinated movements of the articulatory apparatus. Such students have difficulty mastering reading skills and make specific errors in writing. The situation becomes significantly more complicated if children have defects in the peripheral part of the analyzers (deficits of hearing, articulatory apparatus). They experience significant difficulties in mastering reading and writing skills throughout the learning process. It is this group of children that makes up the majority of students with impaired pronunciation.

The third group includes children who stutter. There are few such students in a special (correctional) school. If stuttering is not accompanied by other speech disorders, children, as a rule, successfully master academic skills.

The fourth group includes children with speech disorders of an analytical nature. Their speech development is at the level of babbling and is characterized by an almost complete absence of morphological means for expressing lexical and grammatical meanings. The cause of such a complex speech deficiency may be deep damage to Broca's and Wernicke's areas against the background of general underdevelopment of the cerebral cortex.

1.2 Features of mastering writing skills

Literacy acquisition is the first stage of children's schooling, during which they must develop basic reading and writing skills.

As separate types of speech activity, reading and writing are complex processes that consist of numerous operations. Thus, the reader needs to perceive graphic signs, recode them into sounds, say what he read out loud or “to himself,” and comprehend the information contained in each word, sentence, and paragraph.

The psychophysiological basis of reading is the interdependent and interconnected activity of the auditory, visual and speech-motor analyzers. Cognitive processes such as thinking, speech, memory, attention, imaginative perception, etc. are of great importance for the success of mastering reading.

Mastering writing as a type of speech activity requires performing an even greater number of operations. The writer must formulate his thought in the form of a sentence, accurately selecting words for this purpose and predicting the place of each sentence among other units of text, carry out a sound analysis of the selected words, correlate the sound and the letter, taking into account the rules of graphics and spelling, perform motor-graphic actions, strictly observing spatial orientation (direction and placement of letters on a line, their connection, etc.).

The psychophysiological basis of writing is the same as reading, with the additional inclusion of the motor analyzer. But, as evidenced by the research of A.R. Luria and R.E. Levina, the formation of this skill is carried out with more subtle and perfect work of all psychophysiological components, sufficient development at the preschool stage of experience in sound generalizations and morphological analysis.

A literate person does not notice the technical operations that he performs in the process of reading and writing. All his attention is focused on the content of written speech, its understanding when reading or production when writing. It is at this stage that writing and reading are considered types of speech activity.

For a beginner in reading and writing, each operation represents a complex task, the solution of which involves performing several actions. To read a syllable, the child has to stop his gaze first on one letter, then on another, since his field of vision is still limited by the boundaries of the sign; maintain the direction of eye movement from left to right; consistently recognize each letter, correlating it with a specific sound; carry out the synthesis of two sounds and, finally, pronounce the syllable as a whole.

Writing any syllable structure into a notebook obliges the first-grader to hold the pen correctly and position the notebook, clearly pronounce the syllable intended for writing, and divide it into its component elements, i.e. perform sound analysis, designate each sound with a letter, retain in memory the order of letters in a syllable, write them down sequentially in notebooks, accurately recording the location of the elements of each grapheme and their connections, limiting your writing to line lines.

In most cases, a normal child is prepared for the start of school. He has well-developed phonemic hearing and visual perception, and oral speech is formed. He masters the operations of analysis and synthesis at the level of perception of objects and phenomena of the surrounding world. In addition, in the process of developing oral speech, a preschooler accumulates experience in pregrammatical language generalizations.

The readiness of the sensorimotor and mental spheres of a child with normal speech development for learning to read and write creates the conditions for rapid mastery of the necessary operations and actions that underlie reading and writing skills.

First-graders in a public school quite successfully move from letter-by-letter to syllable-by-syllable reading, which, in turn, leads to a more rapid development of the skills of reading words and understanding their meaning. Already at this stage, schoolchildren experience the phenomenon of semantic conjecture, when, having read a syllable, they try to comprehend and pronounce the word as a whole, since the speech motor patterns that appeared during training are associated with certain words. True, a guess still does not always lead to accurate recognition. Correct reading is impaired and the need arises to re-perceive the syllabic structure of the word. However, the emerging tendency towards semantic guesswork indicates the emergence of a new, higher level of understanding of what is being read.

Writing technique is also improving somewhat more slowly, but quite progressively. Moreover, syllable-by-syllable orthographic reading has a positive effect on graphic and spelling skills, creating a proactive basis for competent writing even before learning spelling rules.

Disruption of the activity of analyzers and mental processes in children with speech disorders leads to the inferiority of the psychophysiological basis for the formation of written speech. Therefore, first-graders have difficulty mastering all the operations and actions that are included in the processes of reading and writing. The greatest difficulties in mastering reading and writing skills by children of this population are associated with impaired phonemic hearing and sound analysis and synthesis. R.I. Levina notes that first-graders have difficulty differentiating acoustically similar phonemes and therefore do not remember letters well, since each time they associate a letter with different sounds. In other words, there is a violation of the system of transcoding and encoding letters into sound and sound into letters.

Imperfections in analysis and synthesis lead to difficulties in dividing a word into its component parts, identifying each sound, establishing the sound sequence of a word, mastering the principle of merging two or more sounds into a syllable, and recording in accordance with the principles of Russian graphics.

“Children cannot understand,” writes V.G. Petrov, - that every word consists of combinations of the very letters that they teach. For many students, letters remain for a long time something that must be remembered as such, regardless of the words denoting familiar objects and phenomena.”

Inferiority of visual perception prevents sufficiently fast and accurate memorization of the graphic image of a letter, its differentiation from similar graphemes, and the establishment of correspondence between printed and written, uppercase and lowercase versions of each letter.

In a special (correctional) school there are children with severe speech impairments; with more complex deficiencies in visual-spatial orientation, due to which for a long time they do not master the configuration of letters or mirror images of graphemes in writing; with a persistent decrease in performance, low level of mental activity.

Chapter 2. Techniques for developing skills in sound analysis of words

2.1 Isolation (recognition) of sound against the background of a word

In the process of developing elementary forms of phonemic analysis, it is necessary to take into account that the ability to isolate and isolate a sound depends on its nature, position in a word, as well as on the pronunciation features of the sound series.

Researchers note that stressed vowels are recognized much easier than unstressed ones. Stressed vowels are more easily identified from the beginning of a word than from its end or middle. Frictional and sonorant sounds, being longer, are perceived better than plosives. In this case, fricative sounds are more easily identified from the beginning of a word than from the end, and plosive sounds, on the contrary, from the end of a word (Lalaeva R.I., Kataeva A.A., Aksenova A.K.).

With great difficulty, children determine the presence of a vowel in a word and highlight it at the end of the word. This is explained by the peculiarities of perception of a syllable, the difficulties of dividing it into its component sounds. A vowel sound is often perceived by children not as an independent sound, but as a shade of a consonant sound.

At the same time, it is necessary to take into account the peculiarities of perception and pronunciation of sounds by schoolchildren with severe speech impairments.

As for consonant sounds, researchers point out that fricative consonants, including sibilants and sonorants, are distinguished more easily than other consonants. However, the identification of sibilant and sonorant r and l is often difficult due to their defective pronunciation by mentally retarded children (Lalaeva R.I., Petrova V.G.). Therefore, work on isolating sounds against the background of a word begins with articulatory simple sounds (m, n, x, v, etc.).

Lalaeva R.I. recommends first of all clarifying the articulation of the consonant. To do this, the position of the articulatory organs is determined, first with the help of visual perception, and then on the basis of kinesthetic sensations received from the articulatory organs.

At the same time, attention is drawn to the sound characteristic of a given sound. The presence or absence of sound in syllables presented aurally is determined (No. 18, p. 34).

Then the speech therapist asks the children to determine the presence or absence of sound in words of varying complexity: one-syllable, two-syllable, three-syllable, without a consonant and with a consonant. The speech therapist gives the children words, both with and without the practiced sound. The given sound must be at the beginning, middle and end of the word (except for voiced consonants).

First, the presence of a sound is determined by ear, and on the basis of one’s own pronunciation, then either only by ear, or only on the basis of one’s own pronunciation, and, finally, by auditory-pronunciation ideas.

The sound is then associated with the letter. R.I. Lalaeva recommends the following tasks using letters:

1. Show the letter if the word has a corresponding sound.

2. Divide the page into two parts. Write down a letter on one side, and put a dash on the other side. The speech therapist reads the words. If a word has a given sound, children put a cross under the letter; if the word does not have a sound, then a cross is placed under the dash.

3. Repeat after the speech therapist the words with the given sound, show the corresponding letter.

4. Select a word from the sentence that includes this sound and show the corresponding letter.

5. Show pictures whose names contain a sound denoted by a given letter (No. 21, p. 114).

After children have developed the ability to determine the presence of a consonant at the beginning or end of a word, you can offer words in which the given sound will be in the middle of the word. They start with simple words (for example, scythe - when emphasizing the sound s), then present words with a combination of consonants (for example, brand - when emphasizing the sound - p"). First, the word is pronounced syllable by syllable with intonation of a given sound and supported by a corresponding picture.

2.2 Isolating the first and last sound from a word

Isolating the first stressed vowel from a word. The work begins with clarifying the articulation of vowel sounds. The vowel sound is highlighted on the basis of onomatopoeia using pictures. You can offer the following pictures: baby crying: (a-a-a); the wolf howls (oooh); toothache, cheek bandaged (o-o-o). When clarifying the articulation of a vowel sound, the child’s attention is drawn to the position of the lips (opened, extended in a circle, extended in a tube, etc.). First, the vowel sound in words is pronounced with intonation, i.e. with emphasis on voice, then natural articulation and intonation.

Sometimes they call the first sound the one that is the last and is closer in time to the moment of definition, and the last sound is the one that is the first and, as a result, is further away in time from the moment of its definition. In this regard, she considers it important to pay attention to the distinction between the concepts themselves: earlier - later, first - last. The distinction between these concepts is clarified based on the visual perception of sounds, since the articulation of sounds has already been previously clarified. So, with the help of a mirror and direct visual perception of the articulation of sounds, the student determines that, for example, in the combination yu the first sound is i (the lips first stretch), and the last sound is y (the lips are stretched into a tube).

Seliverstov V.I. in the book “Speech Games with Children” recommends the following tasks for isolating the first stressed vowel:

1. Determine the first sound in the words: donkey, duck, Anya,
Igor, alphabet, coal, windows, aster, autumn, street, ah, wasps,
beehive, stork, narrow, Olya, morning, frost, Ira.

2. Find in the split alphabet the letter corresponding to the first sound of the word starting with a stressed vowel.

3. Choose words that begin with the vowel a, o, u.

4. Select pictures whose names begin with stressed vowels (a, o, u). For example, pictures are offered showing a mouse, a window, an aster, a street, wasps, a beehive, a stork, an alphabet, a duck, and a corner.

5. Match the picture with the letter that corresponds to the first sound of the word. Pictures are offered whose names begin with a stressed vowel, for example cloud, ears.

6. Playing lotto. Cards with pictures are provided. The speech therapist calls the word. The student covers the picture with the letter with which the word begins. For example, a picture of a cloud is closed with the letter o (No. 31 p. 131).

The definition of a stressed vowel at the beginning of a word is also carried out in three ways: a) by ear, when the word is pronounced by a speech therapist, b) after the child pronounces the word, c) on the basis of auditory pronunciation ideas, for example, on the task of matching a picture to the corresponding sound.

Isolating the first consonant from words a.

L.G. Paramonova notes that the main difficulty lies in dividing a syllable, especially a direct one, into its constituent sounds. So, for example, if a child is asked to name the first sound in the word hat, he calls “sha” instead of sh, and calls the syllable “mu” the first sound in the word fly. The reason for this is the undifferentiated perception of the syllable, the unformed ideas about the syllable and sound.

It is known that the pronunciation unit of speech is the syllable, and the final link of phonemic analysis is sound. Therefore, the pronunciation process itself seems to interfere with phonemic analysis. And the more consonant and vowel are merged in pronunciation, the more difficult the syllable is for phonemic analysis, for isolating an isolated consonant and vowel, and determining their sequence in a word. In this regard, it is more difficult to isolate a consonant from a direct open syllable than from a reverse one. R.I. Lalaeva notes that work on isolating the first sound from a word can be carried out only after children have developed the ability to isolate sounds from backward and forward syllables and recognize the sound at the beginning of a word.

So, for example, children first determine that in the word soap there is a sound m, which is at the beginning of the word and is the first sound of this word. The speech therapist once again suggests listening to this word and naming the first sound. And in conclusion, the task is given - to select words in which the sound m is heard at the beginning of the word.

Sample tasks for isolating the first consonant sound:

1. Select names of flowers, animals, birds, dishes, vegetables, fruits, etc. that begin with a given sound.

2. Select only those subject pictures, names
which begin with a given sound.

3. Based on the plot picture, name the words that begin with this sound.

4. Change the first sound of a word. The speech therapist calls the word. Children determine the first sound of a word. Next, they are asked to replace this first sound in the word with another. For example, in the word guest replace the sound g with the sound k, in the word map replace the sound k with the sound p, in the word mole replace the sound m with the sound s, in the word salt replace s with b, in the word bunny replace z with m.

5. Lotto "What is the first sound?" Children are offered lotto cards for words starting, for example, with the sounds m, w, r, and the corresponding letters. The speech therapist names the words, the children find pictures, name them, determine the first sound and cover the pictures with the letter corresponding
the first sound of a word.

8. "Find the picture." Children are offered two cards. One of them has an object drawn on it, the other is empty. Children name the object, determine the first sound in its name, find the corresponding letter and place the letter between the cards. Then they choose among others the picture whose name begins with the same sound and place it on a blank card.

Determination of the final consonant in a word.

R.I. Lalaeva notes that the determination of the final consonant should first be carried out on reverse syllables, such as, for example, um, am, uh, ah, us. This skill is developed consistently and is based on the previously formed action of determining the presence of a sound at the end of a syllable or word. Words are offered that are similar in composition to the previously presented syllables: am - sam, om - catfish, uk - suk, up - soup, etc. The final consonant is determined first in the syllable, then in the word.

Subsequently, the final consonant is isolated directly in words (such as house) by ear, during independent pronunciation, according to auditory pronunciation ideas. The action is considered consolidated if the student, without naming the word, learns to identify the final consonant. For example, a speech therapist asks a child to select pictures whose last name is the specified sound.

2.3 Determining the place of a sound in a word (beginning, middle, end)

When determining the place of a sound in a word, the speech therapist clarifies that if the sound is not the first and not the last, then it is in the middle. A traffic light strip is used, divided into three parts: the red left part is the beginning of the word, the yellow middle part is the middle of the word, the right green part of the strip is the end of the word.

First, it is proposed to determine the place of the stressed vowel in one- and two-syllable words: for example, the place of the sound a in the words stork, two, poppy, the place of the sound in the words frost, leaf, three. Vowels are pronounced protractedly and intoned. In this case, pictures are used.

In the future, work is carried out to determine the place of the consonant sound in the word.

2.4 Development of complex forms of phonemic analysis (determining the quantity, sequence and place of sound in a word)

Speech therapy work on the formation of complex forms of phonemic analysis (determining the sequence, quantity, place of a sound in a word in relation to other sounds) is carried out in close connection with teaching reading and writing.

Learning to write begins with the child’s acquaintance with the sound matter of language: recognizing sounds, isolating them from words, and the sound structure of words as the basic units of language.

In the process of reading, the sound structure of a word is reconstructed according to its graphic model, and in the process of writing, on the contrary, the letter model of a word is reproduced according to its sound structure. In this regard, one of the important prerequisites for the successful formation of reading and writing processes is not only the ability to isolate and distinguish sounds in speech, but also to perform more complex operations with them: determine the sound composition of a word, the sequence of sounds in a word, the place of each sound in relation to other sounds. The written word models the sound structure of a word by transforming a temporal sequence of speech sounds into a sequence of letters in space. Therefore, reproducing a letter model is impossible without a clear idea of ​​the sound structure of the word.

When forming complex forms of phonemic analysis, it is necessary to take into account that every mental action goes through certain stages of formation: drawing up a preliminary idea of ​​​​the task (indicative basis for the future action), mastering the action with objects, then performing the action in terms of loud speech, transferring the action to the internal plane, the final formation of internal action (transition to the level of intellectual skills).

In this regard, based on the research of P.Ya. Galperina, D.B. Elkonina et al., Lalaeva R.I., Petrova V.G. and Aksenova A.K. The following stages of formation of the phonemic analysis function are distinguished.

The first stage is the formation of phonemic analysis based on auxiliary means and external actions.

The work is carried out as follows. The student is presented with a picture, the word-name of which must be analyzed, and a graphic diagram of the word, the number of cells of which corresponds to the number of sounds in the word. In addition, chips are given. Initially, monosyllabic words such as poppy, cat, house, onion, catfish are given for analysis.

As the sounds in a word are identified, the student uses chips to fill out a diagram that represents a model of the sound structure of the word. The student's actions are practical actions to model the sequence of sounds in a word. Mastery of phonemic analysis is based on previously formed skills of isolating the first and last sound, determining the place of the sound in a word (beginning, middle, end).

So, the sequence and place of sounds in the word onion is determined as follows. A picture is presented on which a bow is drawn, below it is a diagram consisting of three cells, according to the number of sounds in the word. The speech therapist asks the following questions: “What is the first sound in the word onion?” (Sound l.) The first cell is covered with a chip. The word is repeated by the children and the speech therapist. “What sound is heard in the word after l?” (Sound y.) It is suggested to say the word again and listen to what sound is heard after y in the word onion. Students determine that after the sound y the sound k is heard, and cover the last cell with a counter. Then, according to the scheme, the sequence of sounds in the word onion is repeated (first, second, third sounds).

Using a picture at this stage makes the task easier, as it reminds the student which word is being analyzed. The presented graphic diagram serves as a control for the correct execution of the task. If during the analysis one of the cells turns out to be empty, then the student understands that he performed the action incorrectly.

The second stage is the formation of the action of phonemic analysis in speech terms. Reliance on the materialization of action is excluded and phonemic analysis is carried out in speech terms, first using a picture, then without presenting it. Children name the word, determine the first, second, third sound, and specify the number of sounds.

The third stage is the formation of the action of phonemic analysis in mental terms.

At this stage, children determine the number, sequence and location of sounds without naming the word. For example, they select pictures that have five sounds in their names. In this case, the pictures are not named.

In the process of forming phonemic analysis, it is necessary to take into account the complication of not only the forms of analysis, but also the speech material. R.I. Lalaeva suggests the following sequence of presentation of speech material:

monosyllabic words without consonant clusters, consisting of one syllable (reverse, direct open, closed syllable): mustache, na, house, poppy, cheese, nose, juice, etc.;

two-syllable words consisting of two open syllables: mother, frame, paw, moon, goats, porridge, Masha, Shura, hand, roses, etc.;

two-syllable words consisting of an open and closed syllable: sofa, sugar, hammock, meadow, oak, cook, etc.;

two-syllable words with a combination of consonants at the junction of syllables: lamp, bear, brand, sled, shelf, bag, duck, windows, watermelon, donkey, pocket, watchdog, etc.;

monosyllabic words with a combination of consonants at the beginning of the word: table, chair, mole, rook, doctor, closet, etc.;

monosyllabic words with a cluster of consonants at the end of the word: wolf, tiger, regiment, etc.;

two-syllable words with a combination of consonants at the beginning of the word: grass, eyebrows, roof, rat, plum, rooks, doctors, etc.;

two-syllable words with a combination of consonants at the beginning and in the middle of the word: flowerbed, lid, crumb, etc.;

three-syllable words: locomotive, ditch, chamomile, pan, etc. (No. 21, p. 137).

In parallel with the work on the formation of phonemic analysis of syllables and words, correction of reading and writing disorders is carried out. Thus, when reading letter by letter, the main attention is paid to ensuring that during the reading process the student focuses on the vowel of an open syllable, and then pronounces the sounds of the syllable together.

Mastering the phonemic analysis of a word, as well as the skill of reading a syllable with an orientation toward the subsequent vowel sound, serve as a prerequisite for continuous reading, which helps eliminate letter-by-letter reading and distortions of the sound-syllable structure of a word when reading and writing.

When correcting reading and writing errors, it is necessary to rely on established sound analysis skills. So, when replacing a backward syllable with a direct open one, the student must analyze the named syllable. For example, if instead of ut a student reads tu, the speech therapist pays attention to the first sound of the spoken syllable. The student determines that this is the sound t. Then the speech therapist asks the question: “What is the first letter in this syllable?” (Letter y). It is proposed to read the syllable so that the first sound is the sound y.

In the process of correcting reading and writing disorders, not only oral analysis of words is used, but also composing words from letters of the split alphabet and various written exercises. R.I. Lalaeva, V.G. Petrova, V.I. Seliverstov offers various types of exercises that help consolidate the function of phonemic analysis:

1. Make up words of different sound-syllable structures from the letters of the split alphabet: house, poppy, mouth, fly, sleigh, paws, bank, cat, brand, mole, table, wolf, roof, back, lid, back, ditch, cabbage, etc.

2. Insert the missing letters into these words: run...a, kry...a, s.mn...a, but...ni...s.

3. Choose words where the given sound would be in first, second, third place. For example, come up with words in which the sound k would be in first (cat), in second (window), in third place (poppy).

4. Select words with a certain number of sounds from the sentence or write them down.

5. Add 1, 2, 3, 4 sounds to the same syllable so that you get different words. For example: pa steam, couples, parade, sails; cat, goats, cat, cow.

6. Choose words with a certain number of sounds, for example, with three sounds (house, smoke, cancer, poppy), with four sounds (rose, frame, paw, braids), with five sounds (cat, sugar, jar).

7. Select subject pictures whose names have a certain number of sounds.

8. Based on the plot picture, select words with a certain number of sounds.

9. From the word written on the board, form a chain of words so that each subsequent word begins with the last sound of the previous one: house - poppy - cat - ax - mouth...

10. Dice game. There are different numbers of dots on the faces of the cube. Children throw a cube and come up with a word consisting of the number of sounds in accordance with the number of dots on the face of the cube.

11. Riddle word. The first letter of the word is written on the board, and dots are placed in place of the remaining letters. Students guess the written word. For example: to... (roof), etc.

Conclusion

Speech not only serves to express thoughts and communicate between people, but is also a means of learning. Without speech, the learning process itself becomes practically impossible, since its content ultimately comes down to the child’s formation of clear and meaningful concepts about objects and phenomena of the surrounding world, and they are always expressed in words. The most important role of speech in the process of learning, socialization and personal development in general becomes especially clear when one has to deal with cases of particularly severe pathology. It is here that the two-way connection between the development of human speech and thinking is especially clearly manifested.

On the other hand, the child’s accumulation of ideas, concepts, and knowledge is a necessary condition for the development of his speech. A child begins to speak only when he feels the need to communicate, when he has the necessary content to speak, i.e. the necessary stock of knowledge about the world around us. Also Y.A. Comenius said that a thing and a word should be presented to the child’s mind at the same time, but the thing as an object of knowledge and speech should still come first.

However, in order to be able to communicate his thoughts to others, a person must express them by some material means - words, sentences, etc.

Children in correctional schools of type V have disorders of all components of speech, including the lack of skills in phonemic analysis and synthesis (especially its higher forms), which significantly complicates the process of mastering the material means of speech, especially reading and writing. It is impossible to eliminate these shortcomings without special qualified assistance. The formation of the skill of phonemic analysis and synthesis occurs in the process of correctional pedagogical influence through complex and systematic work.

Speech therapy work on the development of phonemic analysis and synthesis in children with speech disorders should be carried out not only in special speech therapy classes, but also in Russian language, mathematics, etc. lessons. It is an integrated systematic approach that can ensure the effectiveness of speech therapy work.

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10. Levina R.E. Fundamentals of the theory and practice of speech therapy. M. Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1978, 379 p.

11. Markova A.K. Psychology of language acquisition as a means of communication. M. Education, 1974, 270 p.

12. Seliverstov V.I. Speech games with children. M.: Pedagogy, 1989, 284 p.

13. Smirnova L.A. methods of working to overcome impressive agrammatism in children // Defectology 1979 - No. 3, p. 21-29.

14. Reader on speech therapy // edited by L.S. Volkova and V.I. Seliverstova. In 2 volumes. M.: Pedagogy 1997

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Features of the formation of oral speech: sound pronunciation, phonemic perception, analysis, synthesis, vocabulary and grammatical structure of schoolchildren’s speech. Recommendations for the formation of the functional basis of written speech in children with general underdevelopment.

Features of the speech development of children with severe speech impairments influence the formation of the child’s personality and the formation of all mental processes. Children have a number of psychological and pedagogical characteristics that complicate their social adaptation and require targeted correction of existing disorders.

Severe speech disorders (depending on the impaired link) are divided into: absence or underdevelopment of speech (alalia); complete or partial loss of speech (aphasia); disturbance of the pronunciation aspect of speech (dysarthria); disturbances of voice timbre and sound pronunciation (rhinolalia); disturbances of the tempo-rhythmic organization of speech ( stuttering)

Violations of sound pronunciation and intonation-melodic organization of speech. DYSARTHRIA is a violation of the pronunciation aspect of speech, caused by an organic insufficiency of innervation of the speech apparatus. Manifestations: articulation disorders, voice production disorders, changes in the rhythm, tempo and intonation of speech Causes: organic damage to the central nervous system as a result of exposure to various unfavorable factors in the prenatal and early periods of development, acute and chronic infections, oxygen deficiency, prematurity, Rh incompatibility, cerebral palsy - 65-85% of children, birth injuries, toxicosis pregnancy, etc.

The complex nature of speech therapy treatment for dysarthria Correction of sound pronunciation, formation of sound analysis and synthesis, development of the lexical and grammatical aspect of speech and coherent utterance Physical therapy and logorhythmics Differentiated articulatory massage and gymnastics Physiotherapy Drug treatment

Stages of speech therapy treatment for dysarthria Preparatory stage: Preparation of the articulatory apparatus for the formation of articulatory patterns Development of auditory perception and sensory functions Formation of the need for verbal communication Development and clarification of passive and active vocabulary Correction of breathing Correction of voice Against the background of: Medication exposure Physiotherapy Physical therapy Articulatory massage and articulatory gymnastics Speech therapy rhythms of non-traditional forms of influence (aromatherapy, cryotherapy, art therapy, etc.)

Stage of formation of primary communication and pronunciation skills: Development of speech communication Formation of sound analysis skills Correction of articulation disorders (relaxation of the muscles of the speech apparatus, development of control over mouth position, development of articulatory motor skills) Voice correction Correction of speech breathing Development of articulatory praxis Correction of sound pronunciation

Violations of sound pronunciation and intonation-melodic organization of speech RINOLALIA - a violation of the timbre of the voice and sound pronunciation caused by anatomical and physiological defects of the speech apparatus. Synonyms: “nasality” is an outdated term “palatolalia” Manifestations: nasalization (the air stream during sound pronunciation enters the nasal cavity and nasal resonance occurs) distorted pronunciation of all sounds speech is slurred, monotonous gross violations of the articulatory apparatus (cleft palate) RHINOPHONIA - if there is no cleft palate, but there is only a nasal tone to the voice.

Speech therapy treatment for open rhinolalia Tasks of correctional work: normalization of oral exhalation, development of a long-lasting oral air stream, development of correct articulation of all sounds, elimination of the nasal tone of the voice, development of skills in differentiating sounds, normalization of prosodic components of speech

Violations of the tempo-rhythmic organization of speech. STUTTERING is a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. Synonyms: logoneurosis Up to 2% of people suffer. Reasons: speech overload, pathological irritability, accelerated rate of speech, imitation, costs of education, psychological trauma. All of these are predisposing factors for stuttering. Manifestations: convulsions at the time of speech in the speech apparatus; periodicity during the course; connection with the general emotional state; dependence on external factors (season, nutrition, living conditions); accompanying movements (develop gradually); convulsions in various groups of extra-speech muscles: face, neck, limbs (closed eyes eyes, blinking, flaring of the nostrils, throwing back the head, etc.) embolophrasia (speech trick - adding stereotypical sounds “a-a-a”, “uh-uh”, “well”, etc. to speech; logophobia - fear speech in general or pronouncing individual sounds.

System of correctional work with stutterers by periods Periods of speech therapy work Preparatory 1. Creating a gentle regime 2. Preparing the child for classes 3. While providing examples of correct speech Training Developing free speech skills and correct behavior in different forms of speech and various speech situations Automation of speech skills acquired by the child in various types of speech activity Consolidative

The education and upbringing of children with severe speech impairments is carried out according to a special system in special kindergartens or schools for children with severe speech impairments, but their education and upbringing in the family is fundamentally possible. First of all, it is necessary to establish close contact with the child, treat him carefully and with care. Training consists of correcting oral speech defects and preparing for the acquisition of literacy. The ways of compensation depend on the nature of the defect and the individual characteristics of the child.

Features of speech development in school-age children with severe speech impairments.

Severe speech disorders (SSD) are persistent specific deviations in the formation of components of the speech system (lexical and grammatical structure of speech, phonemic processes, sound pronunciation, prosodic organization of the sound flow), observed in children with intact hearing and normal intelligence. Oral speech in children with severe forms of speech pathology is characterized by a strict limitation of the active vocabulary, persistent agrammatisms, immaturity of coherent speech skills, and severe impairments in general speech intelligibility.

When analyzing speech pathology in children, specialists take into account not only the characteristics of the child’s general health, his motor sphere, intelligence, vision, hearing, emotional-volitional sphere, temperament, his constitution, but also the current level of development of the child, the social status of the family, which have a large significance in the study of etiological and pathogenetic factors in the occurrence of speech disorders. Therefore, it is very important that from the first years of life parents record the stages of the child’s development, his achievements or some features and can draw the attention of a specialist to this. It is important that during a consultation with a speech therapist, parents can tell in what situations the child experiences particular difficulties, how this manifests itself, and how they get out of the current situation.

The immaturity of speech and non-speech mental functions negatively affects the formation of such a complex type of activity as learning, which is leading at school age. Mastering educational material, basic knowledge, mastering practical skills, especially in the field of language, presupposes a fairly high level of development of language abilities, psychological readiness to carry out educational activities.

The educational activity of children with SLD is characterized by a slower pace of perception of educational information, reduced performance, and difficulties in establishing associative connections between the visual, auditory and speech motor analyzers; difficulties in organizing voluntary activities, low levels of self-control and motivation, possible weakening of memory. Special psychological and pedagogical studies have proven the presence of deviations in spatial orientation and constructive activity, as well as violations of fine motor skills, visual-motor and auditory-motor coordination in children with SLI. The imperfection of oral speech of students with speech pathology prevents the full assimilation of program material in the Russian language, which creates unfavorable conditions for the formation of written speech as a necessary element of social culture and communication.

The situation of prolonged failure in mastering the native language, which is so significant for the social environment, leads to a sharp decrease in motivation to overcome not only the existing speech underdevelopment, but also the entire learning process as a whole. If parents do not promptly focus due attention on the negative manifestations of speech underdevelopment and do not seek help from specialists, then an unfavorable picture may be observed in the formation of the child’s psyche and behavior. The lack of development of speech, language and communication skills in students with SLD causes problems in their learning, negatively affects the formation of self-esteem and behavior of children, and leads to school maladjustment.

Adaptation of the curriculum when including a correctional linguistic course allows for the correction of speech disorders, optimization of students’ communication skills and preparing them for successful mastery of various sections of the basic general education program. Insufficient linguistic experience in children with SLD does not allow them to master the material of academic disciplines without additional training (special disciplines, speech therapy classes) and the creation of special conditions aimed at overcoming the existing speech-language deficit and enriching speech experience in various forms of speech activity.

It is necessary to carefully select and combine teaching methods and techniques in order to change the types of children’s activities, change the dominant analyzer, and include the majority of analyzers in the work; use reference signals, algorithms, examples of task execution.

When structuring educational material, it is important to highlight the essential and omit the unimportant. Depending on the specific purpose of the lesson, select language material, determine types of speech activity, create speech situations that are as close as possible to everyday and studied topics. It is important to follow a functional approach to the selection and presentation of material in the process of teaching children with speech disorders and to take into account that language can be studied from two perspectives: how it works and works and how to use it practically. It is necessary to proactively repeat what has been learned and on this basis new material should be studied.

For example, a mandatory component of the education of a student with a speech disorder under conditions of inclusion when studying the general course of “Russian Language” is the development of the ability for verbal creativity and the cultivation of linguistic flair. A prerequisite for mastering the first option of training is systematic speech therapy assistance, which has a propaedeutic and corrective effect on the emergence of school difficulties in mastering the Russian language program and the formation of the necessary social and communicative competencies appropriate to the child’s age. Work on mastering syntax and punctuation is carried out through the use of various syntactic structures in speech and at the same time available for individual assimilation by each student, thereby creating optimal prerequisites for enriching and qualitatively improving the speech practice of students in this category.

For high-quality and complete assimilation of comprehensive general education

programs and further education at school, these children need to be

daily comprehensive health, correctional and educational work.

Active methods are among the most effectivemeans of correction and help achieve the maximum possible success in overcoming speech difficulties in school-age children with speech disorders. The goal of using active methods and techniques is to teach children with SLI to express their thoughts coherently, consistently, grammatically and phonetically correctly, and talk about events from the surrounding life.

The use of non-traditional forms of work helps to organize classes more interesting and varied, turn boring work into lively and creative work, maintain the interest of children with special needs throughout their education, and also ensure speed of memorization, understanding, and assimilation of program material in full.

Health-saving technologies are effectively used in work, for example:

– exercises using psycho-gymnastics, relaxation;– exercises for the development of speech breathing;– sets of articulation exercises;– exercises to prevent visual impairment;– exercises to develop fine motor skills;– complexes of physical exercises for the prevention of physical inactivity, scoliosisposture and prevention of fatigue.

Exercises using psycho-gymnastics have a positive effect on overall speech tone, motor skills, mood, and help train the mobility of central nervous system processes and activate the cerebral cortex. Practical material helps to create a positive emotional mood in organized classes, eliminate isolation, and relieve fatigue.

Thus, a child with severe speech impairments can find his place in the general education system and master the basic educational program through fully or partially adapted academic discipline programs and remedial work programs that will ensure the implementation of his special educational needs.

Literature

1. Baranova Yu.Yu., Solodkova M.I., Yakovleva G.V. Corrective work program. Recommendations for development. Elementary School. Federal State Educational Standard. M., Education, 2014.

2. Bitova A. L. Formation of speech in children with severe speech disorders: initial stages of work // Special child: research and experience of assistance: Scientific and practical collection. - M.: Center for Curative Pedagogy, 1999.

3. Voytas S.A. Normalization of conditions for the upbringing and education of children with disabilities in the context of inclusive education. M., MGPPU, 2011.

4. Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning: a manual for universities. - M.: Bustard, 2008.

5. Fundamentals of speech therapy work with children: A textbook for speech therapists, kindergarten teachers, primary school teachers, students of pedagogical schools / Ed. ed. Doctor of Pedagogical Sciences, prof. G.V. Chirkina. - 2nd ed., rev. - M.: ARKTI, 2003.

Principles of inclusive education

1. A person’s value does not depend on his abilities and achievements. Inclusion means the discovery of each student through an educational program that is quite complex, but corresponds to his abilities. In an inclusive school, everyone is accepted and considered an important member of the team.

2. Every person is capable of feeling and thinking.Under the social model of understanding disability, a child with a disability or other developmental characteristics is not a “carrier of the problem” requiring special education. On the contrary, problems and barriers to the education of such a child are created by society and the imperfection of the public education system, which cannot meet the diverse needs of all students in a general school environment. To successfully implement the inclusion of students with special educational needs in the general education process and implement a social approach, changes in the education system itself are required. The overall education system needs to become more flexible and capable of ensuring equal rights and learning opportunities for all children - without discrimination or neglect.

3. Every person has the right to communicate and to be heard. International legal acts, as well as modern Russian legislation, affirm the right of every individual to education and the right to receive an education that does not discriminate against him on any grounds - be it gender, race, religion, cultural-ethnic or linguistic affiliation, health status, social origin, socio-economic status, status of refugee, immigrant, forced migrant, etc.

4. All people need each other.The main thing that supporters of co-education call for is the eradication of discrimination and the cultivation of tolerance: children receiving an inclusive education learn mercy, mutual respect and tolerance. The result of the implementation of such a methodology should be an improvement in the quality of life of students in general and those of them who belong to socially vulnerable groups.In addition, inclusive education contributes to the moral improvement of society.

5. True education can only take place in the context of real relationships.For a school that has chosen the path of inclusive teaching practices, it is important to establish what may be the specific cause of obstacles (barriers) in the education of a particular student with special educational needs. The importance of the barriers of the student’s “architectural” environment is obvious - the physical inaccessibility of the environment (for example, the lack of ramps and elevators at home and at school, the inaccessibility of transport between home and school, the lack of audible traffic lights at the road crossing on the way to school, etc.). A school with standard regulatory funding faces a financial barrier if additional costs are required to organize special pedagogical support.

6. All people need the support and friendship of their peers. A child with disabilities (HH), studying in a special institution for the disabled, is isolated from real society, which further limits his development. He, like any other child, needs education, upbringing and communication with peers. Inclusive education allows children with special needs to go to regular schools and study with other children. Healthy children who go through inclusive education develop more sympathy, empathy and understanding (psychologists call this empathy), they become sociable and tolerant, which is especially important for a society with an extremely low level of tolerance. Inclusive education sharply reduces hierarchical manifestations in the educational community.

7. Variety enhances all aspects of a person's life. Inclusive schools develop people who respect diversity, value differences and accept everyone's abilities and capabilities. Today's children will become tomorrow's employers, workers, doctors, teachers, and politicians. Children who learn with peers who are different from them will expect diversity in society and will use it to benefit everyone.

8. For all learners, progress lies more in what they can do than in what they cannot do.The process of inclusive education is a process in which a given community provides humane educational conditions for the realization of the maximum social potential of each individual in that community. The task of inclusive education cannot be solved from the outside; this task can only be solved from within by the community itself. A step towards someone who is in trouble, who is very dependent on others, because he cannot survive without them, this is the essence of inclusion. This is the mutual adaptation of the individual and society to each other. This is an educational process during which not only the individual adapts to the community of classmates or fellow students, but the community itself takes the necessary steps to adapt to this individual.

Literature

1. Alyokhina S.V. Inclusive education for children with disabilities., Krasnoyarsk, 2013

2. Dmitriev A.A. Integrated education for children: pros and cons. Public education - 2011 No. 2.

3. Malofeev N.N. Why integration in education is natural and inevitable. Almanac of IKPRAO, No. 11/2007.

4. Nazarova N.M. Systemic risks of the development of inclusive and special education in modern conditions // Special education, No. 3 (27), 2012.

5. Nazarova N.M., Morgacheva E.N., Furyaeva T.V. Comparative special pedagogy. - M., “Academy”, 2012.

6. Rubtsov V.V. Organization and development of joint actions in children during the learning process., M., 1987.

7... Special pedagogy. In 3 volumes: Study. manual for teachers universities / Ed. N.M. Nazarova. - M.: Academy, 2007-2008

8. Psychological and pedagogical foundations of inclusive education: collective monograph / Ed. S.V. Alyokhina, M., MGPPU, Buki Vedi LLC, 2013.

9. Yunina V.V. The educational environment of a special educational institution as a condition for the socialization of children with disabilities”: dissertation, St. Petersburg, 2009.
10. Mitchell D. Effective pedagogical technologies for special and inclusive education. M., ROOI “Perspective”, 2011.

“Mnemonics in the development of coherent speech in children with speech disorders”

Currently, the problem of speech development is becoming especially relevant. Lack of communication between parents and their children and ignoring speech difficulties only increases the number of preschoolers with speech impediments. The development of coherent speech in children with general speech underdevelopment (GSD) is particularly difficult, because there are many problems:

Insufficient vocabulary and, as a result, the inability to form a common sentence;

Poor dialogical speech;

Inability to formulate a question competently and clearly and construct an answer;

Poor monologue speech: inability to compose a plot or descriptive story on the proposed topic, or retell the text.

The speech therapist needs to help the child compensate for the lack of speech means and overcome the difficulties of planning a monologue. Therefore, this problem seems relevant to me today. In the current situation, I, and all teachers, are in search of new innovative methods based on the development of not only speech, but also all mental processes.

The process of correction and education of children with special needs requires a long time and takes a lot of energy from children. An important feature of the speech of a child with severe speech impairment (SSD) is the insufficient development of word-formation activity. While working as a teacher and speech therapist, I noticed that over time, children lose interest in classes and lose the motivation to speak “correctly and beautifully.” The child often does not want to study; he is tired of daily pronouncing syllables and words, naming pictures in order to automate the sound. It can be very difficult to hold a child’s attention, to awaken interest in the learning process as a whole, to ensure that the learned material is retained in memory and used in new conditions. As practice shows, one of the means of optimizing the correction process can be the use of mnemonics, which allows the child to visually imagine abstract concepts (sound, word, text) and learn practical actions with them.

“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky.

Taking as a basis the opinion of the great teacher, seeing the effectiveness of visual material, using ready-made diagrams, but changing and improving them in our own way, we decided to use mnemonics in teaching children coherent speech.

Mnemonics is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations, organizing the educational process in the form of a game.

Mnemonics in pedagogy are called differently: sensory - graphic diagrams, subject - schematic models, blocks - squares, collage, story diagram.

Target– the use of mnemonic techniques in the development of coherent speech.

Tasks:

To train children in the ability to identify and name objects, their signs, states, actions;

Develop memory (training in various memorization techniques);

Learn to expand descriptive statements;

Exercise children in restoring simple sequences in familiar fairy tales (in what sequence the characters appeared, events or actions unfolded);

Be able to analyze, isolate parts, combine into pairs, groups, wholes, ability to systematize;

Develop logic and imaginative thinking;

Be able to think coherently, compose stories, recode information;

Develop ingenuity, train attention;

Develop didactic material on the development of coherent speech, classes, activities aimed at solving the set goal of the work;

Develop a system of games and tasks aimed at developing attention, memory, and thinking of preschoolers;

Mnemonic memorization consists of four stages:

• Coding into images - signs and symbols should be well known to children
• Memorization (connecting two images)
• Memorizing a sequence
• Consolidation in memory (the idea of ​​the graphic diagram should be familiar and understandable to the child)

Mnemonics helps in development

• coherent speech
• associative thinking
• visual and auditory memory
• imagination
• accelerating the process of automation and differentiation of delivered sounds.

Mnemonics is based on the principle of substitution, in which real objects are replaced by a drawing, diagram, or icon. The use of mnemonics arouses interest in a preschool child and allows you to overcome rapid fatigue, support the child’s plasticity and easy learning ability.

I offer options for using mnemonics in various sections of correctional and speech therapy work, which make it possible to activate children and help solve assigned tasks.

I use it for:

1. Development of articulatory motor skills

When introducing the names of exercises, I first use pictures-symbols that correspond to a given exercise, and when the children are familiar with all the exercises, we can show, with the help of picture-symbols, what exercises we will work on today.

1. Enrichment of vocabulary (formation of words with the same root)

The first important task of overcoming general speech underdevelopment is to enrich the vocabulary. To enrich vocabulary in speech therapy classes, we use the following games:

Game “Snow Picture”

Goal: enrichment of vocabulary, development of long-term memory and logical thinking.

Children are asked to look at a picture with words that are similar to the word “snow”

If the word is affectionate, small - snowball.

If the word is long - snowfall.

If the word is beautiful, the word sign is snow (ball).

If the word is a person, the fairy-tale character is the Snow Maiden.

If a word is a figure sculpted from snow - a snowman.

If the word is light, fluffy - snowflake.

If the word is a flower, it is a snowdrop.

If the word is a bird - a bullfinch.

1. Formation of the grammatical structure of speech.

From an early age, a child must learn the grammatical meanings of his native language, without which it is impossible to understand speech. He may know the lexical meaning of the words “doll”, “sleep”, but not know the grammatical meaning (“the doll is sleeping”, “the doll has slept”, or “the doll is being put to bed”), which entails significant difficulties in the child’s learning process at school.

To acquire grammatically correct speech, you must speak correctly. K. D. Ushinsky wrote that “grammatically correct oral speech is not only knowledge, but also a habit - a very complex and diverse system of easy habits to express one’s thoughts correctly orally and in writing.”

We work on the formation of grammatically correct speech in children in two directions: morphological and syntactic.

In my opinion, the main means of developing children’s correct grammatical speech are verbal didactic games and exercises using visual material. Visual materials include natural objects, toys, pictures; I also use mnemonic tables, punch cards, and educational games. They are short-lived (from 5 to 10 minutes), most often in the form of a game.

I will dwell on the example of introducing children to cases:

Who is this? Squirrel

No one? Squirrels

Glad to whom? Belke

I see who? Squirrel

Happy with whom? Squirrel

Who am I thinking about? about Belka

1. Speech development (memorizing poems, guessing riddles, retelling)

Mnemonic tables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image.

When teaching coherent speech, mnemonics can be used to work on all types of coherent utterances:

• retelling;
• compiling stories based on a painting and a series of paintings;
• descriptive story;
• creative story.

CONCLUSIONS: Using mnemonic techniques in our work, we teach children:

1. obtain information, conduct research, make comparisons, draw up a clear internal plan for mental actions and speech statements;
2. formulate and express judgments, draw conclusions;
3. positively influence the development of non-speech processes: attention, memory, thinking.

Therefore, we can conclude that by analyzing new material and graphically designating it, the child (under the guidance of adults) learns independence, perseverance, and visually perceives the plan of his actions. His sense of interest and responsibility increases, he becomes satisfied with the results of his work, mental processes such as memory, attention, and thinking improve, which has a positive effect on the effectiveness of correctional work.

References:

1. Vorobyova V.K. Methods of developing coherent speech in children with systemic speech underdevelopment. – M., 2005.
2. Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. – M., 2004.
3. Davshchova T.G. Vvoznaya V.M. Using support schemes in working with children. // Handbook of senior preschool teacher No. 1, 2008.
4. Efimenkova L.N. Formation of speech in preschool children. – M., 1985.
5. Correctional pedagogical work in preschool institutions for children with speech disorders. / Ed. Yu.F. Garkushi. – M., 2007.
6. Kudrova T.I. Modeling in teaching literacy to preschoolers with speech underdevelopment. // Speech therapist in kindergarten 2007 No. 4 p. 51-54.
7. Omelchenko L.V. Use of mnemonic techniques in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.
8. Overcoming general speech underdevelopment in preschool children. / Ed. T.V. Volosovets. – M., 2007.
9. Smyshlyaeva T.N. Korchuganova E.Yu.Use of the visual modeling method in the correction of general speech underdevelopment of preschool children. // Speech therapist. 2005, No. 1, p. 7-12.
10. Filicheva T.B., Chirkina G.V. Preparation for school of children with general speech underdevelopment in a special kindergarten. M., 1991.

Sections: Working with preschoolers

1. Speech in the development of older preschoolers.

2. The importance of the development of coherent speech in preschool children.

3. Features of children with severe speech impairment.

4. The importance of the project method in the development of coherent speech in children with severe speech impairment.

5. Conclusions.

Speech- this is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other.

At preschool age, favorable conditions are created for the development of speech, and the foundation for reading and writing is laid. The role of speech development is difficult to overestimate, because This process includes the development of all mental processes and the improvement of children's activities. In the works of such scientists as Vygotsky L.S., Zaporozhets A.V., Filicheva T.B., it was proven that any disturbance in the development of speech affects the activity and behavior of children. The ultimate goal of speech development in preschool educational institutions is mastery of speech as a means of communication.

The development of coherent speech is the most important task in a child’s mastery of his native language. I would like to immediately explain why? Firstly, in coherent speech the main function of language and speech is realized - communicative. Secondly, in coherent speech the relationship between the child’s mental and speech development is most clearly evident. Thirdly, coherent speech reflects all the tasks of speech development: the formation of the grammatical structure of speech, vocabulary, and phonemic aspects. It shows all the child’s achievements in mastering his native language. Full mastery of coherent speech is the basis for the formation of the personality of a preschool child. In the formation of coherent speech, there is also a connection between the development of speech and intellectual development.

Coherent speech is speech that is meaningful, logical, consistent, and organized. To tell a coherent story about something, you need to imagine the object of the story, analyze what you saw, select the main features, and establish relationships between objects and phenomena. The formation of coherent speech includes the development of skills to construct statements of different types: description, narration, reasoning. Solving such problems as: development of subject and verbal dictionary, dictionary of signs, development of monologue and dialogic speech, ability to retell texts, learn poetry (expressiveness of speech patterns), development of imagination, ability to turn one’s thoughts into words. The teacher must determine: the topic and purpose of the task, the vocabulary that the child must master at this stage, work out lexical and grammatical material taking into account the stage of correctional education, identify the main stages, show their relationship, formulate the purpose of each stage, emphasize the presence of a teaching moment and sequence of consolidation of new material, ensure a gradual change in the types of speech and speech-thinking tasks, include a variety of play and didactic exercises in the work, take into account the zone of proximal development of a preschooler, provide techniques that ensure the involvement of children in active speech and cognitive activity.

Children with special needs cannot be educated in mass kindergartens, because they need specific specialists, which is why there are special kindergartens and groups for children with relevant diagnoses.

The main signs of TNR are: a pronounced limitation of the means of verbal communication with normal hearing and intact intelligence. Children suffering from such disorders have a poor speech reserve, some do not speak at all. Communication with others in this case is limited. Despite the fact that most of these children are able to understand speech addressed to them, they themselves are deprived of the opportunity to fully communicate in dictionary form with others. Characteristic of children with SLD is its general underdevelopment, which is expressed in inferiority of both the sound and lexical and grammatical structure of speech. As a result, most children with SLI have limited thinking, speech communication, and difficulties in reading and writing. All this makes it difficult to master the basic sciences, despite the primary preservation of mental development.

The main tasks of teachers of speech groups are: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence in the construction of statements, control over the sounds set by the speech therapist, the development of motor skills. As long-term observations (results of diagnostics and monitoring) show, the development of coherent speech is particularly difficult for children with SLI. It is no secret that in order to successfully study at school, preschool educational institution graduates must develop the ability to coherently and independently express their thoughts, compose stories, retell texts, etc. Which, if they have severe speech diagnoses, is impossible at the initial stage. Recently, the method of project activity has been introduced into preschool pedagogy. Federal state requirements for the structure of basic general education programs of preschool education are determined by the basic requirements: to radically change the organization of the pedagogical process in preschool educational institutions, by choosing the most effective means of teaching and upbringing, which requires the widespread introduction into the pedagogical process of innovative and alternative forms and methods of conducting educational activities, the search for new ways to solve the tasks. The project method fits these requirements perfectly. Its use in preschool educational institutions is associated with: the humanization of education, problems of learning development, cooperation pedagogy, student-oriented and active approaches. Project activities in preschool educational institutions are considered as an innovation, because the basis of the project method is the idea of ​​​​the focus of the cognitive activity of a preschooler, on the result that is achieved in the process of joint work of teachers and students, as a way of organizing the pedagogical process based on interaction with the environment, for step-by-step practical achievement of the set goal.

Consequently, the project method is also suitable for the development of coherent speech in children with SLI.

It allows children with speech problems to reveal and express themselves, increase self-esteem, overcome timidity and shyness, show emotions, activate the vocabulary, improve the sound side of speech, and improve grammatical structure.

The project method is the five Ps:
- Problem
- Design (planning)
- Search for information
- Product
- Presentation

When using the project method in your work, you must remember that a project is a collaboration between teachers, children and parents. At the development stage, teachers plan: the content itself - educational activities, games, walks, observations, excursions and other activities, think through the subject environment. The last stage of the project is the presentation. This is always the most interesting moment. It is necessary to strengthen the social significance of the project. It should be explained for whom and why it was created and why it is needed. The form of defense should be bright, interesting, and thoughtful in order to demonstrate the contribution of each child (to stimulate his speech success), parent, and teacher.

When solving the tasks set for the formation of coherent speech in children with SLI, the work should be structured so that the child has a constant interest in the project. All tasks should be dynamic, exciting, mobilizing children, arousing desire and interest in what will happen next. The world around us is an inexhaustible source of spiritual enrichment for children. Children are constantly in contact with their surroundings in one form or another. The impressions received from this in childhood are remembered for a lifetime and often influence the attitude towards the world, towards the Motherland. Preschoolers look at the world around them with great interest, but not all of them, sometimes without even noticing the main thing. And if there is a teacher nearby, a parent who wonders with him, encourages him not only to look, but also to see, helps turn thoughts into speech, children want to learn even more. Adults are the guardians of the centuries-old experience of humanity, its knowledge, skills, and culture. This experience cannot be conveyed except through language - the most important means of human communication. The culture of speech of adults, how they speak to the child, and how much attention they pay to verbal communication with him, largely determine the success of a preschooler in the development of coherent speech. The project method helps and stimulates interaction between a child and an adult.

The most important thing in working with preschoolers is that the project method helps solve the most important task that all teachers of speech groups should strive to achieve - children’s mastery of speech as a means of communication, which contributes to the development of the child’s harmonious personality.

1 project: “Development of speech in children with SLI, through training in writing descriptive stories and riddles”

This type of speech activity is the most difficult for children with SLI at the initial stage of learning. The main types of descriptive stories are: fixation of the objects depicted in the picture and their semantic interactions, description of the picture as a disclosure of a given topic, verbal and expressive description of what is depicted, using analogies (poetic images, metaphors, comparisons, etc.). Based on the developed skills of using various types of sentences, children develop the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of object pictures, paintings or their series in a logical sequence, and to compose stories - descriptions. Knowing the specifics of classes on writing descriptive stories and riddles, any teacher will say - it’s difficult! Adults need to encourage the child to engage in speech activity, stimulate speech activity not only in the process of daily communication, but also in the process of specially organized training. It is necessary to carry out targeted, systematic work on teaching storytelling, using more effective, entertaining methods and techniques for children, tools that can help children develop a strong interest in this type of speech activity.

Project 2: “Development of coherent speech in children with speech disorders through familiarization with the works of writers and poets”

It is literature that acts at the preschool stage as an effective means of cognitive and speech development of the child. Introducing a child to books allows him to lay the basic foundation of his general culture. Helps the child quickly and interestedly learn about the world around him, absorb and live a huge number of impressions, teaches him to adopt the norms of behavior of others, to imitate, including the heroes of books. The main value of senior preschool age is high emotional responsiveness to literary words, the ability to vividly experience the described events. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Project 3: “Development of coherent speech in children with speech disorders through familiarization with the integrity of the picture of the world around them”

One way or another, for a preschooler almost every activity, be it modeling, drawing, or developing speech, carries elements of familiarization with the world around him. Children enjoy receiving information about the environment in which they will live, but do not overload their attention. To carry out full-fledged work, it is recommended to combine lexical topics and carry out integrated work in all areas, aimed at specific objects of study and different types of speech development. Teach children to speak independently.

Those. In our work in this project, we combine familiarity with the integrity of the picture of the world around us and the development of coherent speech in children with SLI.

Project 4: “Use of fiction as a means of developing coherent speech in children with SLI”

The educational, ideological, moral, and cultural priorities laid down in preschool age determine the life path of generations and influence the development and state of civilization. Modern children spend more and more time on the computer and TV. Interest in reading has noticeably decreased. Frequent and regular reading of literary texts, their skillful combination with life observations, with various types of children's activities, contributes to the comprehension of the human personality.

Reading books together helps bring mother and child closer together, which plays an important role in shaping what not only each individual person, but all of humanity will become. It has long been determined that through reading fiction it is possible to solve all speech problems.

It is very important to understand that in order to successfully study at school, kindergarten graduates do not always have a sufficiently developed ability to speak coherently on a certain topic. To learn this, you need to develop all aspects of speech.

By the age of 5, the formation of a child as an individual is completed, the crisis period of 3 years passes, and awareness of one’s independence and significance occurs. During this period, children develop a need for communication, cognition and independence. Language at this stage continues to be the most important condition for the development of a child’s personality.