Phonemic awareness
Home page / Instructions for work / Phonetic-phonemic underdevelopment / Phonemic perception
Phonemic awareness is the ability to perceive the sound composition of a word. How many syllables are in a word? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? It is phonemic awareness that helps answer these questions.
Formed phonemic perception is the key to clear pronunciation of sounds, the correct syllabic structure of words and the basis for the ease of mastering the grammatical structure of the language, and therefore the successful development of writing and reading.
Children usually learn the basic sounds of language quite early. Due to the physiological characteristics of the structure of the articulatory apparatus, they cannot correctly reproduce all phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic characteristics. He recognizes mispronounced words and is able to differentiate between correct and incorrect pronunciation. At the age of 5-6 years, children should already have a high level of development of phonemic perception. They must correctly form subtle and differentiated sound images of words and individual sounds.
Children with good phonemic awareness speak clearly because they clearly perceive all the sounds of our speech. At the same time, in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot separate phonemes that sound similar, and words with these phonemes sound the same to them, for example: sami-sleigh, kidney-barrel, fox (animal) - forests (plural of the word forest)
In general, a violation of phonemic perception leads to the fact that the child does not perceive speech sounds that are close in sound or similar in articulation. His vocabulary is not replenished with words that contain sounds that are difficult to distinguish. The child gradually begins to lag behind the age norm. For the same reason, the grammatical structure is not formed to the required extent. It is clear that with insufficient phonemic perception, many prepositions or unstressed endings of words remain “elusive” for the child.
Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible. The use of special techniques for the development of phonemic processes leads to the fact that children perceive and distinguish the endings of words, prefixes, common suffixes, highlight prepositions in a sentence, etc., which is so important when developing reading and writing skills.
The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.
Problems of phonemic perception disorders can be solved using the Speech Technologies Information System.
The information system allows for online diagnosis and correction of phonemic perception disorders in children.
Among children of preschool and primary school age who were diagnosed with speech disorders using the Information System, 17% of children with disorders of phonemic analysis, synthesis and perception were identified.
As a result of regular work of children in the “Speech Technologies” program, violations of phonemic perception in children are noticeably reduced.
Most children reach the level of phonemic awareness development necessary for success in school.
Teachers note:
- noticeable improvement in academic performance,
- reducing student anxiety,
- increasing their self-esteem,
- increasing motivation to learn,
- development of listening skills,
- developing the ability to concentrate,
- development of the ability to concentrate one's attention,
- reducing the number of errors when writing.
The use of the Speech Technologies Information System can become the basis for significant progress in overcoming speech disorders in preschoolers and primary schoolchildren.
About the Speech Technologies Program
Article:
Language is a means of communication between people due to its material sound nature.
Mastering the sound system of speech is the basis on which mastery of language as the main means of communication is built. The acquisition of the sound side of a language includes two interrelated processes: the process of development of the pronunciation side of speech and the process of development of the perception of speech sounds.
A child’s early understanding of words and phrases spoken by an adult is based not on the perception of their sound composition, but on capturing the general rhythmic and melodic structure of the word or phrase. The word at this stage is perceived by the child as a single undivided sound, having a certain rhythmic and melodic structure. The period of prephonemic speech development lasts up to one year, then is replaced by a period of phonemic speech development.
The immaturity of phonemic hearing in children entails difficulties in the formation of phonemic perception, without which it is impossible to develop its highest level - sound analysis, mental separation into component elements (phonemes) of different sound combinations: sounds, syllables, words, which will subsequently cause reading and writing disorders .
The difference between phonemic awareness and sound analysis is as follows:
- phonemic awareness does not require special training, but sound analysis does;
- phonemic perception, which is based on phonemic hearing, is the first step in the progressive movement towards mastering literacy, sound analysis is the second.
Another important factor: phonemic perception is formed in the period from one year to 4-5 years, sound analysis - after 4-5 years.
And finally, phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form.
Thus, phonemic awareness is a fundamental component of competent writing and reading.
Phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language that make up the sound shell of a word. Phonemic hearing, being part of physiological hearing, develops from birth to 5 years and is the basis for understanding the speech of another person, controlling one’s own speech, and writing competently in the future.
L.S. Vygotsky coined the term “phonemic hearing ,” which included 3 speech operations:
- the ability to hear whether a given sound is in a word or not;
- the ability to distinguish words that contain the same phonemes arranged in different sequences;
- the ability to distinguish words that sound similar but have different meanings.
Signs of phonemic hearing disorders:
- violations of sound pronunciation (replacement and mixing of sounds);
- violations of the sound structure of a word, which manifest themselves in errors in sound analysis (omission of vowels and consonants, syllables; insertions of letters; rearrangements of letters, syllables);
- disturbances in the differentiation of sounds by ear that have acoustic-articulatory similarities, manifested in the replacement and mixing of sounds, and in writing in the mixing of letters.
D.B. Elkonin introduced the term “phonemic perception,” which means the ability to distinguish individual sounds of speech by ear and determine the sound composition of a word. How many syllables are in the word MAC? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? While searching for the most effective method of teaching children to read and write, he noticed that phonemic awareness alone is not enough to master these skills.
Children need to be specially trained in phonemic awareness, which includes 3 operations:
- the ability to determine the linear sequence of sounds in a word;
- the ability to determine the position of a sound in a word in relation to its beginning, middle or end;
- awareness or counting of the number of sounds in a word.
Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it makes it difficult to master syllabic and sound-letter analysis, without which full reading and writing are impossible.
If you have any concerns about your child’s lack of development of phonemic perception, you should first check the child’s physical hearing. After making sure that it is not reduced, you can move on to correcting phonemic perception.
The development of phonemic processes includes:
- development of the ability to hear a sound and distinguish it from other sounds, syllables, words;
- developing the ability to divide words into sounds;
- developing the ability to combine individual sounds into syllables and words;
- development of the ability to compare words that differ in one sound.
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I – recognition and discrimination of non-speech sounds.
The auditory discrimination of non-speech sounds is the basis for the development of phonemic hearing.
Game "Guess what sounded." Listen carefully with your child to the sound of water, the rustle of a newspaper, the clinking of spoons, the creaking of a door and other everyday sounds. Invite your child to close his eyes and guess what it sounded like? Game "Blind Man's Bluff". The child is blindfolded and moves towards the ringing bell, tambourine, or whistle.
Game "Let's Clap" The child repeats the rhythmic clapping pattern. For example, two claps, pause, one clap, pause, two claps. In a more complicated version, the baby repeats the rhythm with his eyes closed.
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases.
Game "Find out your voice." Record on tape the voices of loved ones and the voice of the child himself. Ask him to guess who is speaking. Game "Three Bears". The child guesses which character in the fairy tale the adult speaks for. A more complex option - the child himself speaks for the three bears, changing the pitch of his voice.
Stage III – distinguishing words that are similar in their sound composition.
Game "Listen and choose". In front of the child are pictures with similar-sounding words ( com, catfish, crowbar, house ). The adult names the object, and the child picks up the corresponding picture.
Game "True or False". The adult shows the child a picture and names the object, replacing the first sound (forota, korota, gate, morota). The child claps his hands when he hears the correct pronunciation.
Stage IV - differentiation of syllables.
Game "Clapping". The adult explains to the child that there are short and long words. He pronounces them, dividing them into syllables intonationally. Together with the child he pronounces words (pa-pa, lo-pa-ta, ba-le-ri-na), clapping the syllables. A more complex option is for the child to independently indicate the number of syllables in a word.
Game "What's extra?" An adult pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”. The child claps when he hears an “extra” syllable.
Stage V – differentiation of phonemes.
You should definitely start with differentiating vowel sounds. Explain to the child that words are made up of sounds, and play sounds with him: Children are given pictures depicting a train, a girl, a bird... and explain: “The train is buzzing ooo; the girl is crying ahh; the bird sings; the mosquito rings - zzzz, the wind blows - ssss.” Next, the adult pronounces the sound for a long time, and the children pick up the corresponding pictures, guessing who (what) makes it.
Game "Raise your hand". The adult pronounces a series of sounds, and the child raises his hand when he hears the given phoneme. “Which sound do we hear most often? “Senya and Sanya have a catfish with a mustache in their nets.”
Stage VI – development of basic sound analysis skills.
Game "How many sounds". An adult names one, two, three sounds, and the child identifies and names their number by ear. Game "Guess the word." The child is given words with a missing sound - he needs to guess the word. For example, the sound “l” escaped from the words (hundred..., ...ampa, jump...ka).
It is important to take these exercises seriously, devoting enough time and attention to them, while not forgetting that your activities should become attractive and interesting for the child.
Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words.
How to develop phonemic hearing in a child? The best way to do this is in the game.
When is the best time to develop phonemic awareness in children? In psychology, there is the concept of sensitive age - this is a period of optimal development of certain aspects of the psyche, during which the developing organism is especially sensitive to certain types of influences. At the age of 4-5 years, children are most susceptible to the development of phonemic awareness.
By paying due attention to the development of phonemic hearing, as the basis for the development of phonemic perception, you will make it easier for your child to master correct sound pronunciation, and in the future, reading and writing.
Behind the apparent simplicity, the process of reading and writing is very complex.
First, the child must isolate the desired sound from the word. Then remember which letter represents this sound. Then imagine what this letter looks like, how its elements are located in space. After which the brain “gives a command” to the hand, which performs the correct movements with a ballpoint pen. At the same time, the student must remember which rule needs to be applied in writing at this moment.
The exercises we presented for the development of sound analysis and synthesis, as the highest stage in the development of phonemic perception, will contribute to the development of literate writing in children.
Exercises to develop phonemic analysis and synthesis
- Determining the number of sounds in a word and their sequence. (How many sounds are in the word “faucet”? Which one is 1, 2, 3, 4?)
- Coming up with words with a certain number of sounds.
- Recognition of words presented to the child in the form of sequentially pronounced sounds (What word will come from these sounds: k-o-t?)
- Formation of new words by “building up” sounds. (Add a sound to the word “mouth” to make a new word? Mole-grot; steam-park)
- Formation of new words by replacing the first sound in a word with some other sound. (House-som-lom-com-Tom).
- Formation of as many words as possible from the sounds of a given word, TRACTOR - cancer, so, from, rock, current, cat, who; company, bark, cake, court.
- Select pictures whose titles contain 4-5 sounds.
- Insert the missing letters into the words: vi.ka, di.an, ut.a, lu.a, b.nt.
- Choose words in which the given sound would be in 1st, 2nd, 3rd place ( sh uba, u sh i, koshka ).
- Compose words of different sound-syllable structures from the letters of the split alphabet: (himself, nose, frame, fur coat, cat, jar, table, wolf).
- Select words with a certain number of sounds from the sentences, name them orally and write them down.
- Add different numbers of sounds to the same syllable to get a word: pa -par, pa -park, pa -sails.
- Find words for each sound. The word is written on a piece of paper. For each letter, choose a word that begins with the corresponding sound. Words are written in a certain sequence: first words with 3 letters, 4, 5, etc.
R U H TO A MOUTH ULYA HOUR CAT ANYA ROSE CORNER BOWL PORRIDGE STORK SLEEVE STREET CASE CRUST ASTER - From of words in such a way that each subsequent word begins with the last sound of the previous word : do m - m ak - cat - apo r - ruka .
- Dice game. When throwing a dice, come up with a word consisting of as many sounds as there are dots on its top face.
- The word is a mystery. Write 1 letter of the word and put dots in place of the remaining letters. If the word is not guessed, the 2nd letter is written, etc.
P ………. (yogurt).
- Write the letter in the box: RA□, KA□A.
These recommendations can be used by speech therapists of educational organizations in classes with primary schoolchildren who have phonemic perception disorders, and by speech pathologists with students in correction classes. Also, they can be used by primary school teachers in the development of sound-letter analysis and synthesis in children in order to prevent dysgraphia and dyslexia.
Literature:
- Efimenkova L.N. Correction of oral and written speech of primary school students. M. Education, 1991
- Efimenkova L.N. Correction of errors caused by immature phonemic perception. Didactic material on correction of written speech. M. Book lover, 2008
- Kozyreva L.M. “Riddles of sounds, letters, syllables.” Notebook for speech therapy classes No. 1, Yaroslavl: Academy of Development, 2006.
- Sadovnikova I.N. Impaired written speech in primary schoolchildren. M.: Education, 1983.
- Tkachenko T.A. Formation of sound analysis and synthesis skills. Album for individual and group lessons with children 4-5 years old. M.: Publishing House GNOM and D, 2005.
- Tkachenko T. A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg: DETSTVO-PRESS, 2000.
- Yastrebova A.V. Correction of speech disorders in secondary school students. M.: Education, 1984.
How to write a term paper on speech therapy
07.09.2010 239550
These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.
Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.
The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.
The object of study is a person suffering from a speech disorder.
The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.
Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.
As a rule, during their studies, students must write two term papers - theoretical and practical.
The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.
In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.
So, let’s present the general requirements for the content and design of coursework in speech therapy.
The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.
Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”
The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.
The text of the term paper begins with the title page . An example of its design can be seen here.
Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.
In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.
The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.
The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.
When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.
The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.
The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.
You can give an example of the formulation of the object, subject and problem of research:
– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.
– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.
– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.
The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.
The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.
The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.
When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:
– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;
– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;
– Logicality – which provides for a certain structure of presentation of the material;
– Reasoning – evidence of thoughts (why this and not otherwise);
– Precision of wording, excluding ambiguous interpretation of the authors’ statements.
A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.
When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.
As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].
When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].
However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.
In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.
When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:
– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.
– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.
– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.
In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.
The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.
The conclusion contains a summary of the material presented and the main conclusions formulated by the author.
The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.
In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.
The volume of one course work must be at least 30 pages of typewritten text.
In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.
The content and format of theses in speech therapy can be found here.
Literature:
1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.
2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.
What is phonetic hearing
Anyone who has visited a speech therapist at least once or performed speech therapy tasks with a child is familiar with this concept; specialists use it constantly. Most likely, you have already heard about its importance for speech development. What does it mean and why does it affect the way your baby speaks? Experts believe that phonemic hearing is a person’s ability to distinguish individual phonemes, i.e. sounds. This skill represents the skills:
- recognition;
- comparisons;
- repetition of the elements that make up words.
It is a unique and necessary feature that complements the normal ability to hear.
In young children, a speech therapist checks, first of all, normal hearing - the reaction to everyday noises (ringing, humming, whistling). If it is in order, then the ability to distinguish more subtle components of the surrounding world of sounds is gradually formed.
Next comes the ability not only to isolate the phonemes of a language, but also to reproduce them. This phenomenon can be compared to manually tuning a radio or walkie-talkie. In a sea of noise, speech hearing helps you catch words and gradually understand them by hearing them clearly. A similar process occurs in every child; he gradually “tunes in” to the speech of adults, catching it better and more accurately. (Of course, this process is much worse for hearing-impaired children.)
If this does not happen, then the child’s phonemic hearing and phonemic perception are impaired. They are the ones who influence how accurately your son or daughter is able to repeat a particular word. Sounds individually may sound perfect, but together they “don’t sound like friends.” For example, instead of “kolobok” you will hear “kobolek”, instead of “shop” - “zigizin”, instead of “tram” - “tranvay”, etc.
For a child, this state of affairs is the age norm, but if such features persist after two years, then you should seek help from a speech therapist and start classes as soon as possible.
A child with such problems not only finds it difficult to express his thoughts, but it is difficult for others to understand him. He lags significantly behind his peers; speech underdevelopment makes it difficult for him to communicate with them. At an older age, if measures are not taken to correct speech hearing impairments, the student will make many mistakes when writing and study worse.
The task of parents is to notice the presence of such characteristics in their child as early as possible and take the necessary measures.
Timely assistance from a specialist will help correct the situation. There are a huge number of games, tasks, exercises aimed at developing phonemic awareness in children, as well as training phonemic perception. These two concepts are often found in conjunction, so it’s worth taking a closer look at the second component of this pair.
Phonetic-phonemic underdevelopment of speech in a child: causes and correction
If a speech therapist has diagnosed your child with FPSD (phonetic-phonemic speech underdevelopment), do not despair, it is not scary and can be corrected. One has only to make efforts to produce and automate distorted sounds, develop phonemic hearing and skills in language analysis and synthesis. What is FFND, why does it occur, and how to correct this delay in speech development? Let's talk about this in more detail.
Phonetic-phonemic underdevelopment of speech is a violation of the pronunciation side of speech, that is, a distortion of several groups of sounds and phonemic perception, which is characterized by distinguishing similar sounds and articulation of sounds by ear and mastering the skills of language analysis and synthesis. A child from 5 to 7 years old should be able to isolate vowel sounds in a word, the first and last sounds in monosyllabic words.
Reasons for FFNR
The cause of the appearance of FFND is damage to the areas of the brain that are responsible for the perception of sounds and the clear functioning of the speech apparatus. There are “congenital” causes, which include: pathology of pregnancy, abnormal development of the fetus, severe toxicosis, fetal poisoning, infectious diseases of the mother during pregnancy (especially in the first 4 months, when the child’s speech system is developing), incompatibility of mother and child according to Rh factor, birth trauma.
And acquired: viral diseases of the child in the first year of life, heredity, brain injuries of the child, traumatic situations after birth, unfavorable environment and others.
The category of children with FFND includes children with normal hearing and intelligence. The cause of impaired auditory perception of sound is incorrect articulatory interpretation of sound.
For example, a child hears [sh], but pronounces [s] (sapka instead of cap) only because his tongue is not strengthened and cannot withstand the articulation necessary to pronounce the sound [sh], choosing an easier articulatory position, as with the sound [s ]. In combination with defects in the pronunciation of sounds, the incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features, is noted. Violation of clear articulation often occurs with anatomical and motor defects of the speech apparatus, for example, a high palate, overhang of the upper jaw over the lower jaw and vice versa.
Types of FFNR
FFNR can be primary or secondary.
Primary
– underdevelopment of phonemic hearing, incorrect perception of sound, for example, a baby confuses sounds that are similar in sound: hard and soft, deaf and voiced consonants, for example, tom instead of house, pebble instead of daw.
Secondary
– primary phonemic underdevelopment affects the mastery of sound analysis, and established incorrect articulation of reproduced sounds leads to disruption of normal auditory-pronunciation interaction. That is, a child can hear one sound and pronounce another. In the secondary form of FFND, the child’s cognitive activity and attention decrease, since when one speech function is underdeveloped, there is a lag in other areas of mental development. Therefore, by the age of seven, a child cannot separate the simplest words consisting of three letters into sounds, or name the first or last sound in a word.
There are several degrees of FFNR:
- Mild degree of impairment
– insufficient discrimination and difficulty in analyzing only disturbed sounds. The lack of formation of pronunciation of sounds is expressed variably. Voiced ones are replaced by unvoiced ones, [r] with [l], [l] with [th], [s] and [sh] with the sound [f]. The entire remaining sound composition of the word and syllable structure are analyzed correctly.
- Average degree
– insufficient discrimination of a large number of sounds from several phonetic groups: hissing, whistling, sonorous. The process of differentiation of sounds has not yet occurred and instead of articulating close sounds, the child pronounces an average, indistinct sound. For example: soft [sh] instead of [sh], instead of [s] - soft [s], instead of [h] soft [t]. In these cases, the sound analysis is more severely disrupted; the child “does not hear” the sounds in the word, does not distinguish the relationships between sound elements, and is unable to isolate them from the composition of the word and determine the sequence. Pronunciation errors affect only the formation of phoneme shades and do not violate the meaning of the utterance.
- Severe degree
– the impossibility of isolating sounds in a word and determining their sequence, while the meaning of the statement is violated. In the presence of a large number of defective sounds, the pronunciation of polysyllabic words with a combination of consonants (“kachiha” instead of weaver) is impaired. Children find it difficult to analyze the sound composition of speech.
Children with FFDD experience blurred speech, “compressed” articulation, and insufficient expressiveness and clarity of speech. These are mainly children with rhinolalia, dysarthria and dyslalia of various forms. The more sounds a child has not formed, the lower his phonemic awareness. Existing impairments in oral speech will subsequently manifest themselves in writing in the form of persistent errors, which are called dysgraphia.
Correction of FFNR
If a child is diagnosed with FFND, then painstaking work with a speech therapist will be required to correct the sound aspect of speech.
After examining the child, you must:
|
After this, it is necessary to carry out comprehensive systematic work
on production, automation and differentiation of disturbed sounds, development of phonemic hearing, targeted training in linguistic analysis of words, breaking them into syllables, sounds, determining the place of sound in a word. It is very important to draw the child’s attention to the position of the organs of articulation when pronouncing a particular sound, to the parts of the word that change when combined with other words in a sentence.
Games such as “Catch the Sound” are good for developing phonemic awareness in children with FFND
An adult pronounces words of different sounds, the child must clap if he hears a given sound [r], [w] or any other sound you come up with.
The skill of language analysis is instilled in children through games such as “Come up with a word”
, in which an adult, throwing a ball, asks to come up with a word starting with a letter or even a syllable, gradually complicating the task and choosing complex syllables with concurrence: bra, nra, adult, etc. d.
The following tasks are also used:
identifying the first (second) vowel from words, naming the third (fourth) sound in a word, etc. Children are given the first idea that sounds can be arranged in a certain sequence; they learn to isolate the last consonant from the end of a word (cat, poppy). Then they begin to isolate the initial consonants and stressed vowels from the position after the consonants (house, tank). After these exercises, children can easily master the analysis and synthesis of a direct syllable like sa.
Next, the main unit of study becomes not the individual sound within a word, but the whole word.
Children learn to divide words into syllables. As a visual support, a diagram is used in which words are indicated by a long line or strip of paper, and syllables by short lines. They are made up of strips of diagrams of one-, two- and three-syllable words. Various exercises are carried out to strengthen the skill of dividing words into syllables. Then children master a complete sound-syllable analysis of monosyllabic, three-sound (like poppy) and two-syllable (like teeth) words, and draw up appropriate diagrams in which not only words and syllables, but also sounds are indicated. Gradually, a transition is made to a complete analysis and synthesis of words without the help of a diagram. Further complication of the material involves the analysis of words with a combination of consonants as part of a syllable (table, cabinet); two-syllables with one closed syllable (cat, hammock, ball), some three-syllables (ditch), the pronunciation of which does not differ from the spelling. Exercises are introduced in transforming words by replacing individual sounds (bow - bough, poppy - cancer). Much attention is paid to all kinds of word transformations, for example: porridge-porridge-cat-midge. At the same time, it is said that a change in only one sound in a word is enough to form a new word.
By the end of training, children should master conscious syllable reading, be able to read not only words, but also simple sentences and texts. By the time they enter school, children who have completed a special education course are prepared to master the general education curriculum. They are able to distinguish and differentiate by ear and pronunciation all the phonemes of their native language, consciously control the sound of their own and others’ speech, consistently isolate sounds from the composition of a word, independently determine its sound elements, learn to distribute attention between various sound elements, retain the order of sounds in memory and their position in the word. This is a decisive factor in the prevention of writing and reading disorders.
Formation of phonemic hearing in preschool children with speech disorders
Bibliographic description:
Gorbenko, E. L. Formation of phonemic hearing in preschoolers with speech disorders / E. L. Gorbenko.
— Text: direct // Theory and practice of education in the modern world: materials of the I International. scientific conf. (St. Petersburg, February 2012). - T. 2. - St. Petersburg: Renome, 2012. - P. 262-264. — URL: https://moluch.ru/conf/ped/archive/21/1552/ (access date: 11/19/2021). Among students of secondary schools, there are increasingly children who have certain deviations in speech development.
Such violations are a serious obstacle to children’s mastery of writing and reading at the initial stages of education, and at later stages to their mastery of the grammar of their native language, as well as other general education subjects.
Early detection of speech pathology and its timely correction, as well as the prevention of secondary speech and neuropsychiatric disorders are the most important tasks for speech therapists, teachers, doctors, and parents of children.
The problem of overcoming phonetic-phonemic speech underdevelopment in children with speech pathology has long attracted the attention of specialists in various fields of scientific knowledge. The significance of the study of the phonemic factor is due to the fact that today the majority of the child population has a delay in speech development at the level of sound discrimination, which has a harmful effect not only on oral (impressive and expressive), but also written speech.
The role of phonemic hearing for the development of all speech functions necessary for mastering reading and writing is indisputable. It is no coincidence that children with unformed phonetic-phonemic perception have difficulties in mastering literacy.
When they come to school, they often find themselves among the underachievers. The specificity of their phonemic perception leads to fragile, superficial, fragmented knowledge and skills not connected into a single system. This “passive” baggage cannot provide the basis on which further learning can be successfully built.
The lack of full perception of phonemes of the native language makes it impossible for children to pronounce them correctly. In addition, impaired phonemic hearing does not allow children to master vocabulary and grammatical structure to the required extent, and, therefore, inhibits the development of coherent speech in general. This means that eliminating severe speech defects is impossible without special correction of phonemic processes.
That is why speech therapists and teachers of speech therapy groups pay great attention to correcting the pronunciation of sounds and the development of the following phonemic processes: phonemic perception, phonemic analysis and synthesis.
Phonemic awareness or phonemic hearing
, it is customary to call the ability to perceive and distinguish speech sounds (phonemes) that make up the sound shell of words.
This ability is formed in children gradually, in the process of natural development. And only with phonemic hearing is it possible to understand the meaning of individual words. Therefore, phonemic hearing is also called semantic hearing. The child begins to respond to any sounds from 2 to 4 weeks from the moment of birth, and from 7 months he responds to a word, but only to the intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development. By the end of the first year of life, the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound shell. Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation. N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language. Imperfect phonemic perception negatively affects the development of children's sound pronunciation. It hinders the formation of sound analysis skills, without which full reading and writing would be impossible in the future.
D.B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words in their internal pronunciation.” It can be noted that phonemic perception does not require special training. It is formed in the period from one to four years.
According to R.E. Levina, and other scientists, during this period the development of phonemic perception occurs in parallel with the mastery of the pronunciation side of speech. A.N. Gvozdev and N.I. Krasnogorsky note that a feature of the transmission of sounds in the initial period of their assimilation is the instability of articulation and pronunciation. But thanks to auditory control, the motor image of the sound is correlated, on the one hand, with the adult’s pronunciation (with the model), and on the other, with one’s own pronunciation. The distinction between these two images is the basis for improving the articulation and pronunciation of sounds by a child. Correct pronunciation occurs only when both patterns match.
According to L.S. Tsvetkova, underdevelopment of phonemic processes leads to a profound change in the semantic structure of the language, and, above all, to a violation of the meaning and subject relevance of the word.. As a result, according to many authors, the immaturity of phonemic perception is one of the first places among the reasons leading to educational maladaptation school-age children, which manifests itself in the form of persistent phonemic dyslexia and acoustic dysgraphia. (L.S. Tsvetkova, M.K. Shorokh-Troitskaya, A.V. Semenovich, T.V. Akhutina, O.B. Inshakova, etc.).
Signs of phonemic hearing impairment are:
- Violations of sound pronunciation (replacement and mixing of sounds);
- Violations of the sound structure of a word, which manifests itself in errors in sound analysis (omission of vowels and consonants, syllables; insertion of letters; rearrangement of letters, syllables);
- Impaired differentiation of sounds by ear that have acoustic-articulatory similarities, manifested in the replacement and mixing of sounds, and when writing, in the mixing of letters.
As practice has shown, students with hearing loss make many mistakes on grammatical rules, for example on unstressed vowels, double consonants, and soft separating signs. The child does not hear the stressed vowel, therefore it is difficult to identify the unstressed vowel, and, consequently, to correctly select the test word.
Overcoming phonemic hearing disorders is one of the main directions of speech therapy work in the process of correcting various speech disorders.
The main tasks of the development of phonemic processes are the following:
- Learning the ability to identify sound in someone else’s and one’s own speech.
- Formation of phonemic representations based on phonemic perception, analysis and synthesis.
- Development of control and self-control skills of sound pronunciation.
In work on the formation of phonemic perception
The following stages can be distinguished:
Stage I – recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;
Stage III – distinguishing words that are similar in their sound composition;
Stage IV – differentiation of syllables;
Stage V – differentiation of phonemes;
Stage VI – development of basic sound analysis skills.
Let us dwell in more detail on how the development of phonemic perception in children occurs at each of the indicated stages of speech therapy intervention.
At stage I, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach a child to differentiate phonemes).
During stage II, preschoolers are taught to distinguish between the pitch and strength of voice timbre, focusing on the same sounds, sound combinations and words.
Stage III is completely built on games that can teach a child to distinguish words that are similar in auditory composition (for example, a speech therapist reads words, and the child must put them in the named order.)
At stage IV, the child is taught to distinguish syllables.
At stage V, children learn to distinguish phonemes of their native language. You should definitely start with differentiating vowel sounds.
The task of the last VI stage is to develop the child’s sound analysis skills.
Speech therapy work is carried out in the following sequence:
1. Isolation (recognition) of sound against the background of a word, i.e. determining the presence of a sound in a word.
2. Determination of the first and last sound in a word, as well as its place (beginning, middle, end of the word).
3. Development of complex forms of phonemic analysis (determining the sequence, quantity and place of sounds in relation to other sounds in a word).
When working on these stages of development of phonemic hearing, the principle of gradualism should be used for better assimilation of tasks by children.
Mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure.
Based on sound analysis and synthesis, children master reading syllables and words. Awareness of the sound structure of a word and work on sound analysis and synthesis are a necessary prerequisite for learning to read and write.
By conducting classes with children in a playful way, we thereby arouse interest in learning activities and achieve positive dynamics in the correction of phonemic underdevelopment, thereby helping children prepare for further education at school.
Literature:
1. Beltyukov V.I. On children's acquisition of speech sounds. - M.: Education, 1964. - 91 p.
2. Gvozdev A.N. Children's acquisition of the sound side of the Russian language. – M.: Aktsident, 1995. – 64 p.
3. Zhurova L.E., Elkonin D.B. On the issue of the formation of phonemic perception in preschool children. // Sensory education of preschoolers. - M., 1963. - P.213-227.
4. Fundamentals of the theory and practice of speech therapy. / Ed. R.E. Levina. – M.: Education, 1968. – 367 p.
5. Shvachkin N.Kh. Development of phonemic speech perception at an early age. // News of the APP of the RSFSR, issue 13. 1948. – P.101-133.
6. Elkonin D.B. Formation of the mental action of sound analysis of words in preschool children. // Reports of the Academy of Pedagogical Sciences of the RSFSR. Vol. 1. 1957. – P.107-110.
Key terms
(automatically generated)
: phonemic perception, phonemic hearing, sound analysis, child, native language, word, sound, grammatical structure, further education, speech therapy work.
