Master class “Correction of errors caused by immaturity of phonemic processes and auditory perception”

The immaturity
of phonemic hearing
is a primary violation
of phonemic
perception, without which the process of developing sound analysis and synthesis is impossible. The difficulty of distinguishing individual elements (phonemes) of isolated sounds, as well as certain sound combinations (syllables, words), leads to the development of dysgraphia and dyslexia. Phoneme (translated from Greek as “sound”) is the minimum unit of the sound structure of a language, which serves to create and distinguish morphemes, words and sentences.

Phonemic
hearing
is a component of linguistic intuition, which is an innate function consisting of a sequence of three operations:

• the ability to hear and distinguish a given sound among others;
• the ability to distinguish words that consist of identical phonemes arranged in different orders;
• the ability to distinguish words that sound similar but have different meanings.

The main sign of undeveloped phonemic hearing is the incomplete formation of sound pronunciation processes. This is especially true for the pronunciation of sounds with similar acoustic and articulatory properties. Even with normalized isolated pronunciation in the stream of speech, sounds are mixed according to voicedness and deafness, hardness and softness, and other characteristics, for example, whistling - hissing, sonorators "R" - "L", affricates - their constituent elements.

Schematically, the immaturity of phonemic hearing can be represented as follows:

Formation of phonemic hearing

During speech therapy work at all stages of correcting sound pronunciation and overcoming OHP, the following stages are important:

1. Teaching the distinction and use of contrasting phonemes in isolation, in words and phrases.
2. Mastering the pronunciation of words of different syllabic structures.
3. Training in the free use of acquired skills in independent speech.

The development of phonemic hearing is a necessary element in the development of a child’s speech and his readiness for schooling. A secondary disorder of underdevelopment of phonemic hearing can be specific errors in writing and reading.

Recommendations

The proposed author's didactic material on the correction of written language disorders (dyslexia and dysgraphia) is a system of special cards with speech therapy tasks for independent correctional work of students to correct their specific errors. This manual is intended for correctional speech therapy work of speech therapists and teachers with primary school students in secondary schools who have a specific impairment of the writing process - dysgraphia. The manual can be printed and made in the form of a card index of tasks on differentiating voiced and voiceless consonant sounds in writing.

Title: Correction of errors caused by immature phonemic hearing. Author: Efimenkova L.N. Publisher: Knigolyub 2005

Program “Correction of phonetic-phonemic speech underdevelopment” for 2nd grade students

Toolkit

Program “Correction of phonetic-phonemic speech underdevelopment” for 2nd grade students

Implementation period - 1 year

EXPLANATORY NOTE.

By the time they start school, most children have fully mastered the rules of sound pronunciation, have a fairly extensive vocabulary, and are able to construct sentences grammatically correctly. However, not everyone's literacy process is the same. In recent years, there has been a tendency in schools for children entering school to be unable to fully master the process of reading and writing at the stage of the entire alphabetic period. It is due to the fact that the student has insufficiently developed phonemic hearing (phonemic perception) and suffers from phonetic-phonemic underdevelopment of speech (FFN), as a result of which the child does not imagine the sound composition of the word and does not feel the sound fabric of the language.

Dysgraphia (partial specific writing disorder) makes up a significant percentage of other speech disorders found among students in public schools.

It is a serious obstacle to students’ mastery of literacy at the initial stages of education, and at later stages to mastering the grammar of their native language.

One of the main tasks of a speech therapist is to correctly determine the reasons underlying violations of the writing process, since the methods and duration of correctional work depend on this. Dysgraphia is based on the immaturity of any aspect of speech (phonetic-phonemic, lexical-grammatical). Depending on the nature of speech disorders, writing disorders manifest themselves in different forms.

Phonetic-phonetic speech underdevelopment (FFSD) is a disruption of the process of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

The defining sign of phonetic underdevelopment of speech is a reduced ability to analyze and synthesize speech sounds, which ensure the perception of the phonemic composition of the language. In the speech of a child with FFDD, difficulties are noted in the process of forming sounds that are distinguished by subtle articulatory or acoustic features. The unformed pronunciation of sounds is extremely important and can be expressed in a child’s speech in various ways (replacing letters with simpler ones in articulation, difficulties in distinguishing sounds, peculiarities of using correctly pronounced sounds in a speech context).

The leading defect in FFND is the immaturity of the processes of perception of speech sounds.

Basically, children with phonetic-phonetic speech underdevelopment write as they hear. Students have impaired auditory differentiation of phonemes (voiceless-voiced sounds, hard-soft, hissing-whistles) and phonemic analysis and synthesis.

In the letter there are letter substitutions: p-b, t-d, sh-zh and so on.

This category of children needs correctional assistance from a specialist.

This program is compiled taking into account the Russian language program for primary grades.

Relevance of the program.

Among the various deviations of speech development among second-grade students of secondary schools, writing and reading disorders come to the fore. Children are often slow to learn material in the Russian language and other subjects, since reading and writing impairments negatively affect the productivity of knowledge acquisition. Difficulties in mastering certain subjects are the most common cause of school maladaptation, a sharp decrease in school motivation, and behavioral difficulties that arise in connection with this. Among them, reading and writing disorders are in the foreground.

Persistent impairments of written speech can occur in children with normal intelligence, with intact oral speech, full vision and hearing, who have immaturity of some mental processes, which may show almost nothing in everyday life, but create serious obstacles in mastering writing and reading . These include phonetic-phonetic underdevelopment of speech.

The prevalence of writing disorders among children is quite high. In this regard, the urgency of the problem of quickly identifying such students among other students using a survey is increasing. The problem of timely and effective provision of assistance in the form of comprehensive correctional work with children with phonetic-phonetic speech underdevelopment is especially acute.

Conceptuality of the program

This program is written in accordance with the basic principles of speech therapy and has the implementation of speech therapy methods at all stages of correction.

The program is based on the following principles: consistency, complexity, general didactic principles (visuality, accessibility, individual approach, consciousness).

Oral and written speech are a type of temporary connections of the second signaling system, but written speech, unlike oral speech, is formed only under conditions of targeted learning. As a result of reflex repetition, a dynamic stereotype of a word is formed in the unity of acoustic, optical and kinesthetic stimuli (L.S. Vygotsky, V.G. Ananyev). Mastering written language is the establishment of new connections between the audible and spoken word, the visible and written word, because The writing process is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.

A.R. Luria defined writing as a special form of expressive speech, noting that writing begins with a specific idea, the preservation of which helps to inhibit all extraneous tendencies.

The formation of written speech is influenced by a number of ontogenetic factors: the formation of oral speech mechanisms and the evolution of spatial differences in a normally developing child.

The formation of the speech function in ontogenesis occurs according to certain patterns that determine the consistent and interconnected development of all aspects of the speech system (phonetic side, vocabulary and grammatical structure of speech). For mastering written speech, the degree of formation of all aspects of speech is essential.

Violations of sound pronunciation, phonetic and lexico-grammatical development are reflected in writing and reading.

Purpose of the program.

The purpose of this program is the correction of phonetic-phonemic speech disorders. Development and improvement of phonetic-phonemic and lexical-grammatical speech in 2nd grade students with phonetic-phonetic speech underdevelopment.

Program objectives.

The priority objectives of the program are:

1. Development of phonemic perception and ideas.

2. Development of phonemic hearing.

3. Development of visual and auditory attention, memory.

4. Formation of sound-letter connections.

5. Development of mnesis and successive functions. (These are functions involved in reproducing a sequence of movements, sound and graphic rhythms, images, a temporal sequence of verbal stimuli: words, numbers; in the automation of speech sequences: seasons, days of the week, etc.)

6. Consolidation of spatio-temporal concepts.

7. Development of the ability to combine speech with various channels of communication (olfactory, tactile, visual, auditory, vocalization, posture and gestures. The development of this skill is aimed at the development of full speech actualization).

Destination.

The program is addressed to second grade students who are studying in the 1-4 program and have writing disorders - phonetic-phonemic underdevelopment of speech, which is based on underdevelopment of phonemic hearing.

Forms and mode of classes.

All classes will take place within the school classroom.

The correctional lesson is carried out in the form of a lesson in a group of 6 students.

Classes are held 2 times a week.

At the beginning, middle and end of the course, parent meetings are held at which the goals and content of this stage of correctional work are explained, recommendations on the problem and references are given.

In the classroom, they use manuals for correcting oral and written speech, handouts, didactic games, visual material, and educational literature.

Expected results and ways to check them.

Forms for summing up the results of the program implementation.

Evaluation of the results of correctional work is carried out in several stages. An error classifier is compiled for each child. Using an error classifier, errors are analyzed in the first and last lessons and at the end of each stage of correctional work.

Of particular importance is the comparison of the results of error analysis at the beginning of the first stage and at the end of the last stage of correction work.

Depending on this, a plan for subsequent work with the child is drawn up (if the program is not mastered, this may be a transition to another form of work, to easier material, or re-taking some topics of the correction course; if mastered, subsequent accompaniment of the child in order to consolidate skills).

The main form of summing up in the middle and end of the year is open lessons for parents, in which students show the results of their work through oral and written assignments.

PROGRAM CONTENTS.

All classes are divided into two blocks.

Block I is aimed at:

• development of phonemic perception and ideas
• development of phonemic hearing
• development of visual and auditory attention, memory
• on the formation of sound-letter connections
• to develop skills in language analysis and synthesis, which implies the development of the ability to analyze a sentence into words, words into syllables, syllables into sounds and letters.
• development of a sense of rhythm, which is basic for the correct placement of stress and division into syllables.

Block II is aimed at:

• developing skills to differentiate mixed pairs of sounds.

Thus, the work on differentiating affricates and sounds close to them was not built by chance. In connection with the corresponding principle from simple to complex, the first differentiated pair is [ts]-[s], since the sound [s] is part of the complex sound [ts]. The work already begun with the sound [ts] continues by distinguishing it from the sound [t'], paired with the sound [t], which is also part of [ts]. Next, the sound [w'] is taken into account and first compared with the simple sound [s'], and only then with the complex sound [h'], which consists of the sounds [t'] and [w']. Therefore, the next pair for differentiation will be the sounds [ch'] - [t']. The differentiation ends with a comparison of complex affricates [ts] - [h].

Educational and thematic plan

METHODOLOGICAL SUPPORT OF CORRECTION PROGRAM.

1. Split alphabet (wall) 1 pc. 2. Cash registers of letters (individual) 8 pcs. 3. Letter fans: vowel letters 8 pcs. consonants 8 pcs. 4. Teaching aids. 5. Chalkboard 1 pc. 6. Stationery table 1 pc. 7. Computer chair 1 pc. 8. Desks 4 pcs. 9. Chairs 8 pcs. 10. Tape recorder 1 pc. 11. Overhead projector (filmoscope) 1 pc. 12. Floppy disks.

BIBLIOGRAPHY:

For the teacher:

1. Kashe G. A., Filicheva T. B., Chirkina G. V. Program for the education and training of children with phonetic-phonemic speech underdevelopment (7 years of age). – M.: Ministry of Education of the USSR, Scientific Research Institute of Defectology, Academy of Pedagogical Sciences of the USSR, 1986 2. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. — M.: Humanite. ed. VLADOS center, 1998. - 680 p. 3. Meshcheryakova N. M., Zubovich E. V., Leontyeva S.V. Correction of written speech in elementary school. – Volgograd: Publishing house. “Teacher” 2008 4. Development of phonemic analysis and synthesis//Lalaeva R.I. Speech therapy work in correctional classes. - M.: Vlados, 2004. - p. 112-129 5. Filicheva T.B., Chirkina G.V., Tumanova T.V., Smirnova S.A., Lagutina A.V. Correction of speech disorders. Programs of compensatory preschool educational institutions for children with speech impairments. – M.: Enlightenment. 2008 6. Shuifer R.I. Speech therapy classes with first-grade students who have pronunciation deficiencies // Disadvantages of speech and writing in children: from the experience of speech therapy work / Edited by R. E. Levina. – M.: Publishing House of the Academy of Pedagogical Sciences of the RSFSR

For students:

1. The appendix offers an approximate list of games that students can play at home. 2. Manual Efimenkova L.N. -Correction of errors caused by immaturity of phonemic perception. Issue 1 - Correction of errors caused by immature phonemic hearing: Issue 2, Part 1, 2, 3.

APPLICATION.

Texts of test dictations.

Birds.

December has arrived. Fluffy snow fell. He covered the entire earth with a white carpet. The river froze. Good for birds. They are looking for food. Children put bread and grains in the feeder. In summer, crops need protection. Birds save the harvest.

Eagle.

A mighty eagle flies high. He looks vigilantly at the ground: might a nimble hare or a cautious partridge flash somewhere. Like an arrow, he falls on his prey and carries it to his distant nest. There are hungry eaglets waiting for the eagle. Their powerful scream can be heard from afar.

Hare.

The hare is wearing a new coat for winter. The hare's summer gray fur comes out and grows back light and fluffy. It is difficult to distinguish a hare in the snow. The bunny has no hole, no reserves. The hare is afraid not of frost and blizzard, but of hunters, wolves, foxes and owls. His light skin and brisk jumps save him from various enemies.

At night in the forest.

Night. The inhabitants of the forest are rushing to prey. The wolf came out of the thicket and wandered towards the village. A fox crawled out of the hole. Hares gathered in the depths of the forest. There is silence all around. Only a light wind shakes the tops of the pine trees. A snowball fell from a spruce branch. The hares got scared and ran off into the thicket.

Didactic games.

1. "Fishing".

Goal: to develop FFW, to train children in choosing words with the same sound, to consolidate sound analysis skills.

Progress of the game. The instruction is given: “to catch words with the sound [l]” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap. Number of players: one or more people.

2. "TV."

Goal: to develop physical expression skills, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia against the background of FFN. Practice reading skills.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child(ren) correctly named the word, the TV screen opens.

For example: month is a hidden word.

Pictures: bear, spruce, dog, apple, heron.

Number of players: one or more people.

3. “Rest the animals.”

Goal: to train children in differentiating oppositional sounds and to develop phonemic hearing.

Progress of the game. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, and place them in the windows with slits. For example: houses with the letters c and w. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. The number of players is 1-2 people (or the whole class divided into two teams).

4. “Chain of words.”

Goal: to develop physical function, exercise children in differentiating sounds, and practice the skills of sound analysis of words.

Progress of the game. A picture is laid down, the next one is attached to it in the form of a chain, starting with exactly the sound that ends the previous word, etc. Number of players: one person or more.

5. “Collect a flower.”

Goal: to practice differentiation of oppositional sounds, to develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it (for example, c). “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s]. Number of players: 1-3 people (or the whole class divided into two teams).

6. “Dunno with a pocket.”

Goal: to develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Progress of the game.

Option I

The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

Option II

The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern.

Number of players: one or more people.

7. “Find the mistake.”

Goal: to teach children to distinguish between vowel and consonant sounds and letters, hard and soft consonant sounds, to improve the skills of sound-letter analysis of words, to develop physical function and attention. Prevention of dysgraphia.

Progress of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any. Number of players: 1-4 people (or the whole class divided into groups or teams).

8. “Pick up a bouquet.”

Goal: to develop phonemic hearing, to practice differentiating sounds [p] - [l], to train children to distinguish between primary and tinted colors.

Progress of the game. In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you should put the flowers in with the sound [l], and which one with the sound [r].” (Pink - [p], blue - [l].) Flowers of different colors lie nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. Students arrange flowers. The blue flower must remain.

Number of players: 1-2 people (or the whole class divided into two teams).

9. “Speech Lotto”.

Goal: to develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

Number of players: 1-18 people (can be played in pairs or groups).

10. Lotto “Read it yourself.”

Goal: to develop phonemic and visual perception, develop sound-letter analysis of words, teach to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN, development of reading speed.

Progress of the game.

1 option

Children are given cards with 6 words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (Who has the floor?).” The first one to fill out the card without errors wins.

// option

The children are dealt cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns.

Number of players: 1-8 people (can be played in groups).

11. "Magic Circle".

Goal: to train children in selecting words that differ from each other in one sound, to develop phonemic awareness, and to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Progress of the game.

Option I

A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs by one sound from the name of the object to which the other arrow is pointing. (All words are spoken out first.) The rest of the children mark the correct answer with a clap.

For example:

bear - mouse fishing rod - duck poppy - cancer goat - scythe whale - cat grass - firewood mustache - ears tub - reel house - smoke

Option II

Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops.

Number of players: 1-2 people or more.

12. “Find the words in the word.”

Goal: expand the volume of the dictionary, consolidate the spelling of words, understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it down in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”

Number of players: 1-3 people or more.

13. “Mathematical grammar.”

Goal: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card (“+”, “-”) and, using addition and subtraction of letters, syllables, words, find the desired word.

For example: s + tom - m + fox - sa + ia - ? (capital).

Number of players: 1-2 people or more.

14. “Add a word.”

Goal: automation of sounds, development of physical functions, analysis and synthesis processes, understanding of the semantic distinguishing function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example:

The sparrow flew higher, You can see everything from the high (roof).

Number of players: 1-2 people or more.

15. “Entertaining grammar.”

Goal: consolidation of phonetic and grammatical analysis of words, formation of the process of inflection and word formation, development of physical expression and prevention of dysgraphia.

Progress of the game. Compose a word from two words according to the scheme:

Words are components that make up syllables, encrypted according to the principle of a crossword puzzle.

For example:

1) the first syllable is the smallest three-digit number;

the second syllable denotes the part of a person’s head where the eyes, mouth, nose are located, only in the plural; together - the main city of the country (capital);

2) the first syllable is a personal pronoun; the second syllable is also a personal pronoun; together they mean something that interferes with traffic on the roads (potholes). So, the listed games can be used not only in speech therapy classes on the development of phonetic-phonemic processes, but also in Russian language lessons. The value of such games lies in the fact that using their material the teacher can also practice reading speed (see the games “Dunno with a Pocket”, “Magic Circle”, lotto “Read It Yourself”, etc.), the syllabic composition of the word (see. games “Entertaining Grammar”, “Mathematical Grammar”, etc.), develop spelling vigilance (see games “Add a Word”, “Entertaining Grammar”, etc.) and much more.

The value of entertaining didactic games also lies in the fact that they help relieve tension and fear when writing in children who feel their own inadequacy in grapholexical activity, and create a positive emotional mood during the lesson. And knowledge acquired without interest, not colored by one’s own positive attitude, positive emotions, does not become useful - it is “dead weight.” And most importantly, rejoicing at the opportunity to play, the child happily completes any of the teacher’s assignments and necessary exercises, which naturally stimulates the student’s correct speech, both oral and written.

In conclusion, we can conclude: timely identification of children with speech impairment and properly organized work with them in the close collaboration of a speech therapist, teacher and parents are of great importance in a secondary school. Taken together, all this makes it possible to improve children’s performance in reading and the Russian language, and helps the child avoid difficulties and problems in mastering reading and writing.

Zakharkina N.A., teacher-speech therapist

1. Program for the correction of systemic speech underdevelopment for 1st grade
2. Work program for correcting general speech underdevelopment in 1st grade students
3. “Automation of sound C” - summary of an individual lesson on the correction of phonetic-phonemic speech underdevelopment in a child with dysarthria
4. Lesson notes on the correction of phonetic-phonemic speech underdevelopment in mentally retarded primary schoolchildren
5. The use of gaming technologies in the system of work to overcome phonetic-phonemic underdevelopment of speech in preschool children

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