WHAT IS PHONEMATIC HEARING AND PHONEMATIC PERCEPTION? consultation on speech therapy

Phonemic awareness is the ability of a person to distinguish, analyze and differentiate the syllables and sounds of human speech.

Phonemic hearing disorder (PHD) is not an ENT disorder. With defects in phonemic hearing, physiological hearing is usually well developed. A child may even have an ear for music. The problem is that it doesn't recognize phonemes—individual sounds—well. For example, instead of the word “porridge” he says “Kafka”, instead of “spoon” he says “loska”, etc.

With such a deviation, acoustic dysgraphia appears in children of school age. Because of this, difficulties arise with learning and correctly reproducing heard words. Spelling and learning new languages ​​are especially difficult. But it will be difficult to succeed in other subjects - the ability to write and speak correctly will be useful everywhere. Failure in studies negatively affects a child’s self-esteem; he gets used to feeling like an outsider, and this is fixed in his subconscious. That is why it is very important to correct this deficiency before school or, if this does not happen, in primary school.

Development of phonemic hearing

Phonemic hearing begins to develop from birth. The baby first learns to distinguish everyday sounds: the sound of a hammer, the sound of water from a tap, the click of a switch. But this is not yet phonemic hearing, but its prerequisites are the discrimination of everyday object noises. The temporal cortex of the right hemisphere is responsible for this function, as well as for musical hearing, the hearing of animals and birds.

The further development of auditory perception can be divided into the following stages:

• A child aged 1-2 months begins not only to respond to environmental sounds, but also tries to repeat them (humming).
• Gradually distinguishes various intonations, practices in reproducing vowel sounds and their combinations.
• Then he learns to distinguish the rhythmic pattern of a word. Already repeats sounds and straight open syllables after adults.
• By about 8 months, the baby uses only those sounds that are present in his native speech (babble).
• At 1-2 years of age, proof of the correct development of phonemic hearing will be the child’s understanding of the speech with which adults address him. He is able to carry out simple instructions, such as: “bring the doll”, “sit on the typewriter”. It also gives adequate answers to basic questions: “where is mom?”, “Are you thirsty?”
• At normal rates of intellectual development, by the age of 3, a child’s phonemic hearing is practically formed; he is able to recognize incorrect pronunciation and distinguish native from foreign speech. Also, at the age of 3-4 years, the child should have back-lingual sounds (H-K-G). If a child pronounces them incorrectly (“kh” instead of “k”) or replaces one sound with another (“D” instead of “G”), then the reason may also be a violation of phonemic hearing.
• At 4-5 years old, a child without deviations well masters the technique of pronunciation of most sounds (except for hissing-whistles and R-L, which normally should appear before the age of 6-7 years). If this does not happen, then there is a violation of phonemic hearing, which must be eliminated in order to avoid problems with pronunciation and learning in the future.

In the process of forming speech hearing and developing speech in a child, the temporal zone of the right hemisphere first develops, and then (at about 1.5 years) the left hemisphere begins to specialize in speech. Accordingly, the temporal cortex of the right hemisphere remains “responsible” for rhythms, music and object noise, and phonemic hearing is “settled” in the temporal cortex of the right hemisphere. Thus, with a severe variant of impaired understanding of addressed speech (speech auditory agnosia), a child can understand intonations, respond to music, even use realistic onomatopoeia of animals, but at the same time not understand human speech.

Phonemic awareness

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 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.

Ontogenetic features of the development of phonemic hearing

A child’s phonemic hearing begins to develop very early. In the second week of life, the child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes.

During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor articulation skill.

From 6 months, the child pronounces individual phonemes, syllables by imitation, and adopts the tone, tempo, rhythm, melody and intonation of speech. By the age of 2, children can distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear-bowl)

. This is how phonemic hearing is formed - the ability to perceive the sounds of human speech. From 3 to 7 years, the child increasingly develops the skill of auditory control over his pronunciation and the ability to correct it in some cases.

By the age of 3-4 years, the child’s phonemic perception improves so much that he begins to differentiate first vowels and consonants, then soft and hard, sonorant, hissing and whistling sounds.

By the age of 4, a child should normally differentiate all sounds, i.e., he should have developed phonemic perception. By this time, the child has completed the formation of correct sound pronunciation.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e., on a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A. N. Gvozdev, V. I. Beltyukov, N. X. Shvachkin, G. M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e., analyze the sound structure of the word.

D. B. Elkonin called these special actions to analyze the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills.

Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical-synthetic activity, i.e., the skills of analysis, comparison, synthesis and generalization of language material.

The concept of phonetic-phonemic speech underdevelopment

Phonetic-phonemic underdevelopment of speech is a disruption of the pronunciation formation processes in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

R. E. Levina, N. A. Nikashina, R. M. Boskis, G. A. Kasha assign a large role to the formation of phonemic perception, that is, the ability to perceive and distinguish speech sounds (phonemes).

According to T. A. Tkachenko, the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech and the syllabic structure of words.

There is no doubt that there is a connection in the formation of lexico-grammatical and phonemic concepts. With special correctional work on the development of phonemic hearing, children perceive and distinguish much better the endings of words, prefixes in words with the same root, common suffixes, prepositions, and words of complex syllabic structure.

Without sufficient development of phonemic perception, the formation of its highest level - sound analysis - is impossible. Sound analysis is the operation of mental separation into component elements (phonemes) of different sound complexes: combinations of sounds, syllables and words.

R. E. Levina wrote that “the key formation, the key point in the correction of speech underdevelopment, is phonemic perception and sound analysis.”

In children with a combination of impaired pronunciation and perception of phonemes, the processes of formation of articulation and perception of sounds that differ in acoustic-articulatory characteristics are incomplete.

The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary. The following levels can be distinguished:

1. Primary level. Phonemic perception is primarily impaired. The prerequisites for mastering sound analysis and the level of sound analysis activities are not sufficiently formed.

2. Secondary level. Phonemic perception is impaired for the second time. Speech kinesthesia disorders are observed due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disrupted - the most important mechanism for the development of pronunciation.

Several conditions are identified in the phonetic-phonemic underdevelopment of children:

- difficulties in analyzing sounds that are disturbed in pronunciation;

- with formed articulation, inability to distinguish sounds belonging to different phonetic groups;

- inability to determine the presence and sequence of sounds in a word.

Features of speech of children with FFDD

The state of sound pronunciation of these children is characterized by the following features:

1. Absence of certain sounds and replacement of sounds in speech

.
Sounds that are complex in articulation are replaced by simple ones in articulation, for example: instead of [s], [w]-[f], instead of [r], [l]-[l'], []'], instead of voiced - voiceless; whistling and hissing (fricatives) are replaced by the sounds [t], [t'], [d], [d']. The absence of a sound or its replacement by another on an articulatory basis
creates conditions for mixing the corresponding phonemes. When mixing sounds that are articulatory or acoustically close, the child forms an articulome, but the process of phoneme formation itself does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of incorrectly pronounced or incorrectly used sounds in speech can reach a large number - up to 16-20. Most often, whistling and hissing sounds turn out to be unformed ([s]-[s'], [z]-[z'], [ts], [w], [zh], [h], [sch]); sounds [t'] and [d']; sounds [l], [r], [r']; voiced ones are replaced by paired deaf ones; pairs of soft and hard sounds are not sufficiently contrasted; missing consonant []']; vowel[s].

2. Replacing a group of sounds with diffuse articulation

.
Instead of two or several articulatory close sounds, an average, indistinct sound is pronounced, instead of [sh] and [s] - a soft sound [sh], instead of [h] and [t] - something like a softened [h].
The reasons for such replacements are insufficient development of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic

.

3. Unstable use of sounds in speech

.
some sounds according to instructions
, but they are absent in speech or are replaced by others.
Sometimes a child pronounces the same word differently in different contexts or when repeated. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such disorders are called phonetic-phonemic
.

4. Distorted pronunciation of one or more sounds

.
A child may distortly pronounce 2-4 sounds or speak without defects, but cannot distinguish a larger number of sounds from different groups by ear.
The relative well-being of sound pronunciation may mask a deep underdevelopment of phonemic processes. The cause of distorted pronunciation of sounds is usually insufficient development of articulatory motor skills or its impairment. These are phonetic violations that do not affect the meaning of the word.

Knowing the forms of sound pronunciation disorders helps determine the methodology for working with children. In case of phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and gross motor skills; in case of phonemic disorders, the development of phonemic hearing.

If there are a large number of defective sounds in children with FFND, the syllabic structure of the word and the pronunciation of words with consonant clusters are disrupted: instead of tablecloth

- they say “katil” or “roll”, instead of
bicycle
they say “sped”.

The state of phonemic awareness in children with FFDD

The nature of impaired sound pronunciation in children with FFDD indicates a low level of development of phonemic perception. They experience difficulty when they are asked, while listening carefully, to raise their hand at the moment of pronouncing a particular sound or syllable. The same difficulties arise when repeating syllables with paired sounds after a speech therapist, when independently selecting words that begin with a certain sound, when identifying the initial sound in a word, when selecting pictures for a given sound. The lack of formation of phonemic perception is expressed in:

- unclear differentiation by ear of phonemes in one’s own and someone else’s speech;

— unpreparedness for elementary forms of sound analysis and synthesis;

— difficulties in analyzing the sound composition of speech.

In addition to the listed features of pronunciation and phonemic perception, children with FFDD exhibit: general blurred speech; unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (for example, errors in case endings, the use of prepositions, agreement of adjectives and numerals with nouns).

Development of phonemic hearing. Where to start?

Non-speech hearing

Distinguishing speech sounds - phonemic hearing - is the basis for understanding the meaning of what is said.

When speech sound discrimination is not formed, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - some exactly, and some very approximately.

Lack of phonemic hearing manifests itself especially clearly in school when teaching writing and reading, which are subsequently responsible for the optimal course of any learning process in general.

Therefore, it is no coincidence that both specialists and parents devote a lot of time to working on the development of phonemic hearing. But this work is not always easy and successful. Sometimes parents conscientiously try to follow all the teacher’s recommendations, but do not get any tangible results.

Most likely, this means that the previous stage - the development of non-speech hearing - has not been worked out in sufficient detail.

Speech is dealt with by a structure of the nervous system that is relatively late in origin. Non-speech hearing - the perception of the sound of water, wind, household noises, sounds of music - is much more ancient in origin. As complex mental processes take shape, they rely on and depend on more elementary functions that underlie them and constitute, as it were, the “base” for their development. A child can learn to speak and think only by perceiving.

The formation of speech perception begins with the recognition of natural, everyday and musical noises, the voices of animals and people.

In this case, the discrimination of non-speech sounds must necessarily be accompanied by the development of a sense of rhythm. In order for the image of an object making a sound to be more complete and the child to be able to guess about it based on the situation, this object must be examined, if possible touched, picked up. On the other hand, it is also useful to perform exercises with your eyes closed, analyzing sounds only by ear, without relying on vision. Usually the work begins with the most elementary types of discrimination - “quiet-loud”, “fast-slow”, and musical fragments that are contrasting in rhythmic and emotional structure are selected. It’s good if children, while listening to music, begin to sing along, conduct, and dance. It is important to take these exercises seriously and devote as much time and attention to them as needed.

The proposed games do not require punctual execution; rather, they are a topic for free play improvisation.

1. Miracle sounds. Listen with your child to audio recordings of natural sounds - the sound of rain, the murmur of a stream, the surf of the sea, spring drops, the sound of a forest on a windy day, the singing of birds, the voices of animals. Discuss the sounds you hear - what sounds are similar, how the sounds are different, where they can be heard, which of them seem familiar. You need to start by listening and recognizing sounds that differ well from each other, then - similar in sound. Listen to these same sounds while walking - in winter - the creaking of snow under your feet, the clinking of icicles, the silence of a frosty morning. In spring - drops, the murmur of a stream, the chirping of birds, the sound of the wind. In autumn you can hear the rustling of leaves and the sound of rain. In the summer, grasshoppers chirp, beetles and bees buzz, and mosquitoes ring annoyingly. There is a constant background noise in the city: cars, trains, trams, people's voices. And also the smells. Don’t forget about them either - they are the pillars of your baby’s life.

2. Listen, try how it sounds. Explore the sound nature of any objects and materials at hand. Change the volume and tempo of the sound. You can knock, stomp, throw, pour, tear, clap.

3. Guess what it sounded like. Analyze household noises with your child - the creaking of a door, the sound of footsteps, a telephone ringing, a whistle, the ticking of a clock, the noise of pouring and boiling water, the clanking of a spoon on a glass, the rustling of pages, etc. The child should learn to recognize their sounds with open and closed eyes, gradually it is necessary to accustom him to retain in his memory the “voices” of all objects, increasing their number from 1-2 to 7-10.

4. Noisy boxes. You need to take two sets of small boxes - for yourself and the child, fill them with different materials, which, if you shake the box, make different sounds. You can pour sand, cereals, peas into the boxes, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, listens carefully to the sound. Then he takes his boxes and searches among them for one that sounds similar. The game continues until all pairs are found. This game has many options: an adult shakes several boxes one after another, the child remembers and repeats a given sequence of different sounds. Don't forget to switch roles and be sure to make mistakes sometimes.

5. What does it sound like? Make a magic wand with your child, tap the wand on any objects in the house. Let all the objects in your home sound. Listen to these sounds, let the child remember what it sounds like and find objects that sounded, at your request: “tell me, show me, check what sounded,” “what sounded first, and what then.” Give the wand to the child, let him “voice out” everything that comes to his hand, now it’s your turn to guess and make mistakes. Don't forget to take your magic wand with you on your walk.

A more difficult option is recognizing sounds without relying on vision.

The child answers the questions: “What object did I knock on? And now? What sounds similar? Where have we heard similar sounds?

6. Where they called - determine the direction of the sound. This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”. The child is the driver.

7. Choose a picture or toy. You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded - and selects the corresponding picture or toy.

8. Create a melody. Enter into a dialogue with your child on instruments - alternate “statements”, listening carefully to each other. When your child plays something fairly structured, repeat his “cue.” Continue the game until the child has worked out his sudden discovery.

9. We practice rhythmic structures. You set the rhythm by tapping it with your hand, for example: 2 beats-pause-3 beats.

The child repeats it. First, the child sees your hands, then performs this exercise with his eyes closed.

Game options:

- the child repeats the rhythmic pattern with his right hand, left hand, two hands at the same time, alternately (claps or hits the table);

- the child reproduces the same rhythmic pattern with his feet;

— the child comes up with his own rhythmic patterns and controls their implementation.

Possible ways to complicate the task: lengthening and complicating the rhythm, playing sounds of different volumes within the rhythmic pattern. Rhythmic structures can be written: a weak beat is a short vertical line, a strong beat is a long vertical line.

10. Loud and quiet. Ask the child to pronounce a vowel sound, syllable or word loudly, then quietly, drawn out, then abruptly, in a high voice - low. Game option: come up with or remember some fairy-tale characters, agree on which of them speaks what, and then act out small dialogues, recognize your characters by their voices, change roles.

11. Tuning fork. Invite your child to pronounce any poetic text syllable by syllable and at the same time tap its rhythm according to the rules: syllables are tapped (each syllable is one beat), on each word, including prepositions, the hand or foot changes.

12. Know your voice. You need to record on a tape recorder the voices of friends, relatives, and definitely your voice and the voice of your child. Listen to the tape together; it is important that the child recognizes his own voice and the voices of loved ones. Perhaps the child does not immediately recognize his voice on the tape; you need to get used to its sound.

Games for developing phonemic awareness in preschoolers

ECHO

The game serves to exercise phonemic awareness and accuracy of auditory perception.

Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”

Then they appoint a driver - “Echo”, who must repeat what he is told.

It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).

LIVING ABC

A game for developing sound discrimination.

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

ENCHANTED WORD

The game promotes the development of phonemic hearing and sound analysis of words.

The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.

The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o.”

CONFUSION

A game for developing sound discrimination.

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

Does the child need what the poet has confused? What words should be used instead of these?

WE WILL FIX YOUR DAMAGED PHONE

A game for developing phonemic awareness.

It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken Phone”. The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word “on the phone.”

The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.

Games for developing auditory attention

Guess what it sounds like

You need to show your baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must try to guess what object makes such a sound.

Sun or rain

The adult tells the child that they will now go for a walk. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it is raining (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”

Conversation in a whisper

The point is that the child, being at a distance of 2 - 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.

Let's see who's talking

Prepare images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.

We hear the ringing and know where it is

Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand.

Development of phonemic hearing

Give me a word

Read to your child a poem that is well known to him (for example: “It’s time to sleep, the little bull fell asleep...”, “They dropped the bear on the floor...”, “Our Tanya is crying loudly...”). At the same time, do not say the last words in the lines. Invite your child to say the missing words himself.

Little teacher

Tell your child that his favorite toy wants to learn how to speak correctly. Ask your child to “explain” to the toy the name of this or that object. At the same time, make sure that the baby pronounces the words correctly and clearly.

Games with sound symbols

It is necessary to depict sound symbols on cardboard cards measuring approximately 10 x 10 cm. The symbols are drawn in red, since the child is first introduced to vowel sounds (the sound “a” is a large hollow circle; the sound “u” is a small hollow circle; the sound “o” " - a hollow oval; the sound "and" - a narrow red rectangle).

It is recommended to study sounds in the following sequence: “a”, “u”, “o”, “i”. Do not move on to learning the next sound until the previous one has been mastered.

Progress of the lesson:

show the child the symbol and name the sound, clearly articulating: the child should see your lips well;

relate the symbol to the actions of people or animals (the girl cries “ah-ah-ah”, the locomotive hums “oo-oo-oo”, the girl groans “oo-oo-oh”, the horse screams “ee-ee-ee”)

pronounce the sound with your child in front of the mirror and draw the child’s attention to the movement of the lips (when we pronounce the sound “a” - the mouth is wide open; when we pronounce “o” - the lips look like an oval; when pronouncing “u” - the lips are folded in a tube; when pronouncing “and” - lips stretched into a smile)

After the child has mastered these sounds, you can move on to the tasks:

- catch the sound

The adult pronounces vowel sounds, and the child must clap his hands when he hears the given sound.

Attentive baby

The adult names the sound, and the child must show the corresponding symbol.

Conductor

Draw the given letter in the air with your child’s hand. Then have your child try it on their own.

Architect

Form the given letter using sticks or matches. Then have your child try to do it on their own. Help him if necessary.

Choir member

We sing the given sound with different intonations.

Broken TV

You need to make a TV screen with a cut out window out of a cardboard box. Explain to the child that the sound on the TV has broken and therefore it is impossible to hear what the announcer is saying (the adult silently articulates vowel sounds in the TV window). The child must guess what sound is being pronounced. Then you can switch roles.

Sound songs

Invite your child to compose sound songs like “a-u” (children scream in the forest), “u-a” (a child cries), “ee-a” (a donkey screams), “o-o” (we are surprised). First, the child determines the first sound in the song, singing it drawn out, then the second. Then the child, with the help of an adult, lays out this song from sound symbols and reads the compiled diagram.

Who is first

Show your child a picture of an object that begins with the vowel “a,” “u,” “o,” or “i.” The child must clearly name what is drawn in the picture, emphasizing the first sound in his voice (for example, “oo-oo-oo-duck”). The child must then choose the appropriate symbol.

Signs of phonemic hearing impairment

As mentioned above, the most severe type of auditory speech perception disorder is auditory speech agnosia. When phonemic hearing is impaired, the child develops FFSD (phonetic-phonemic speech disorder). In preschool children it manifests itself as follows:

1. The pronunciation of individual sounds is impaired, not due to a violation of articulation. For example, voiced sounds can be replaced by voiceless or similar ones; hissing and whistling sounds predominate in speech. “Kladrat” instead of “square”;
2. The child skips or swaps consonants and vowels in words. Instead of the word “machine” - “manisha”, “mshina”; “turn” instead of “turn”;
3. Softening consonants where this is not required, or, conversely, pronouncing a hard consonant instead of a soft one: “karyandash” instead of “pencil”, “pyu” instead of “drink”, “song” instead of “song”.
4. Missing words in speech or syllables in words.

Impaired phonemic hearing can lead to dyslalia.

Schoolchildren exhibit the following signs of FFND:

1. Phonological writing (writes as it hears);
2. Substitution of soft characters or their omission. “Bear” - “bear”, “wound” - “wound”, etc.;
3. Missing words in sentences, syllables in words. Prepositions and particles are usually skipped: “I’m driving,” “Let’s go shopping”;
4. Grammatical errors in writing - unstressed vowels are omitted, consonants are doubled, incorrect placement of a soft separating sign, which is defined as acoustic dysgraphia during diagnosis.
5. The inability to determine the correct stress in a word because the child does not hear the stressed sound; for him it is similar to an unstressed sound.

Causes of phonemic hearing impairment

Since the left hemisphere of the brain is responsible for phonemic hearing, the state of this particular zone is very important. When examining children with FS disorders, the following are often revealed:

1. Problems of blood supply to the brain (for example, increased intracranial pressure, venous congestion, dilatation of the cerebral ventricles, especially on the left);
2. Disturbance in the conduction of auditory impulses at the level “to the cortex,” especially from the right ear to the left hemisphere (detected by examination using the evoked potentials method). This is not a gross hearing impairment (as a rule, an ENT doctor writes in this case: “normal”), but it manifests itself precisely when perceiving speech sounds at certain frequencies.
3. On the EEG, children with FFND also have a disturbance of electrogenesis in the area of ​​the left temple (but not necessarily).

Thus, we can say that FS disorder is a neurological, neurophysiological disorder, which is most often caused by problems of pregnancy and childbirth. In addition to phonemic hearing impairment, such children often have associated problems: hyperactivity, behavioral problems, nutritional problems, and emotional-volitional problems.

Phonemic hearing and phonemic awareness

Phonetic perception is one of the components of phonemic hearing, which is the ability to determine the sound structure of a word, its syllabic “skeleton”. This skill is necessary for the child to be able to analyze his own speech, “adjusting” it to the “adult” version. This is a complex process that takes place in several stages:

1. The child learns to determine the presence of a particular sound in a word. If you ask him to highlight the first sound with his voice, he will be able to do it. He also becomes able to name several words beginning with a certain vowel.
2. Then he manages to recognize the extreme sounds in a word. It is easier to determine the latter, but gradually the former can also be analyzed.
3. Afterwards, the ability to pronounce a word by sounds is formed. At first, this exercise can be performed only with short words, but with age the skill improves.
4. Last of all, the ability to find the place of sound among neighboring ones appears. This suggests that phonetic perception has been formed.

The baby can master the first two stages on his own, but the subsequent ones - only with the help of teachers, during special exercises. If targeted training sessions are not carried out to train phonemic perception and phonemic hearing, the child will experience difficulties in mastering spoken and written speech.

Literacy learning is based on sound analysis, so phonemic awareness also plays a big role in the process of learning to read. Teachers, speech therapists, and parents are involved in its improvement, but the foundations of this ability are laid from the first days of the baby’s life.

Diagnostics

If you suspect your child has FFND, it is important to seek help from a speech therapist. At the first appointment, the specialist must conduct a mandatory examination of phonemic hearing. To do this, the following procedures are carried out: the child determines the source of the sound, distinguishes similar words, differentiates syllables and phonemes, sound analysis.

In our center, we also recommend that you undergo a consultation with a neuropsychologist and bring the necessary conclusions based on the results of an EEG, an examination using the method of evoked potentials (ASVP, EVP), Dopplerography and a neurologist’s report to understand the full picture of the child’s development.

Based on the results of all diagnostic procedures, the teacher draws up an individual program for correcting defects.

Correction of violation

To develop phonemic hearing, first of all, regular classes with a speech therapist are needed. Our center also successfully uses the Tomatis method of neurosensory auditory stimulation to improve auditory-verbal and phonemic perception. Listening to a special program using bone conduction headphones expands the range of frequencies perceived by the brain, including those at which the temporal cortex recognizes speech sounds. Auditory-verbal attention also improves.

During speech therapy sessions, our center’s specialists use a Forbrain headset, which also has bone conduction and special dynamic filters. With the help of this device, a child with phonemic hearing impairment begins to hear his mistakes and can correct them. With regular practice with Forbrain, speech improves, its fluency, pronunciation, rhythm and musicality, auditory discrimination and memory.

Correction of FFNR should be carried out comprehensively. A speech therapist conducts classes, and a neurologist prescribes therapy aimed at eliminating problems in the functioning of the nervous system (normalizing the functioning of blood vessels, nourishing the brain, etc.). In addition to classes with a speech therapist, parents should work with their child at home. To do this, the specialist gives homework.

Causes and mechanisms of violations

In order to eliminate the problem, you need to know the causes of its occurrence. Delay or impairment of phonemic hearing and perception is not just pedagogical neglect, although this option may be appropriate.

The mechanisms of occurrence can be started even in intrauterine development. Therefore, it is necessary to know the root cause, since it is this information that will allow us to determine methods of working with the child: speech therapy assistance alone is not always enough; in some cases, drug treatment is also necessary.

The main causes of FFN in children include the following:

• Pathological changes in the ontogenesis of the fetus during the period of intrauterine development of the speech zones of the cerebral cortex or the formation of speech organs. This is especially pronounced in cases of disturbances in the structure of the articulatory apparatus, when a child is born with a gothic palate, cleft lip, cleft palate and other pathologies.
• Birth injuries, this also includes fetal asphyxia, incorrect position of the forceps at the moment when the doctor directs the fetus, prolonged, complicated labor. As a result, the functioning of speech centers may be disrupted.
• Viral, somatic or infectious diseases suffered in early childhood.
• Social factors contributing to the development of FFN: neglect, psychological trauma, fear, an unfavorable environment for speech development (parental deafness, lack of emotional connection between mother and child) and much more.

Having identified cause-and-effect relationships, specialists will be able to prescribe treatment if necessary and select appropriate corrective methods of work. In some cases, such as children with a cleft lip or cleft palate, surgery will be recommended. All these measures will help get rid of speech problems.

Exercises and games to develop phonemic awareness

Game "Catch the Sound". The adult says a word, and the child’s task is to clap his hands when pronouncing a pre-agreed sound. First, choose words that begin with the desired sound. Then complicate it - the sound should be in the middle or end of the word. The task can be varied to make it more interesting for the child, and also to develop various channels of sound perception. To do this, tell your child words from the next room. After some time, you should read the text in which he will catch the desired sound. This method perfectly trains attention and concentration.

Game "Say the word." The child is told the beginning of a phrase, and he must finish it: to play, you need a game, to sew, you need... (a needle). Come up with as many similar consonances as possible.

Play Rhymes. Say a word and throw the ball to the child. He must catch it and say a rhyme in response. If the rhyme is not named, say it yourself. Start with very simple words and gradually move on to more complex ones. The game is designed for children aged 4-5 years and older.

To make an appointment with a speech therapist or neuropsychologist, call...

Corrective work with children with physical disabilities

If, based on the results of a psychological, medical, and pedagogical examination of speech, a diagnosis of FSD is made, the student will be sent to a speech therapy group to correct and eliminate the identified problem. If this happened in a timely manner and the baby has a mild or moderate degree of FFN, then there is every chance of eliminating the violations by the end of preschool age.

Speech therapy work with children suffering from delays in the development of phonemic perception and hearing is carried out systematically as part of the correctional program of the preschool educational institution. Individual work, depending on the specifics of the violations, is carried out in the following areas:

1. Understanding spoken speech.
2. Distinguishing between speech and non-speech sounds: at this stage, depending on age, musical instruments, listening to the sounds of nature and its phenomena (murmur of water, chirping of birds, thunder, rain, etc.), everyday noises (knocking on the door, sounds of people working) can be used. devices, telephone call).
3. Correction of perception of words similar in pronunciation, but different in meaning (butterfly - grandmother).
4. Distinguishing words that differ from each other in only one sound (bow - hatch, shelf - stick, magpie - hassle).
5. Work on the replacement and differentiation of paired sounds (b-p - barrel - kidney, z-s - goat - braid).
6. Development of the ability to determine the syllabic and sound structure of a word.

Games to develop phonemic awareness for younger preschoolers

In early preschool age, games are used to develop phonemic perception and hearing:

• To develop an understanding of the addressed speech - fulfillment of instructions.
• Imitation games: games with movements “Do as I do”, “Repeat after me” (for example, the teacher invites the children to jump like bunnies, then stomp like bears, initially showing the children and performing the corresponding movements with them). “Who says hello, how (cat - meow, cow - moo, etc.).” It differs from previous games in that the speech of the child himself, and not just the teacher, is actively used.
• With musical instruments, a screen, etc.: “Guess what’s playing”, “Loud - quiet”, “Where is the knock heard from”.

Games for middle preschool children

Children of middle preschool age can be offered more complex games:

1. “Find a pair”: kids are asked to find identical boxes, but not by their appearance, but by their sound. To design such a game, you will need boxes of the same size and made of the same material. Iron containers from push pins or “yolks” from kinders are perfect. Fill them halfway with cereals or other bulk substances (sugar, salt, pepper, pasta). You should get two jars with the same filling, but they will not look different from each other. To find a pair, the child needs to determine by ear which jars “sound” the same.
2. Didactic games are actively used to develop syllabic analysis of words. Game “Echo”: the child first repeats the entire word after the teacher, then removes the first syllable, the second, and at the end names only the last (for example, steam locomotive - rovoz - voz). If children find it difficult, you can first try to give short words with an open stressed last syllable (example: fox - sa, owl - va).

To develop phonemic perception of such a part of a word as a syllable, educational games and exercises “Say a word”, “Name the word”, “Count how many syllables are in a word”, etc. are suitable.

Didactic games and exercises for older preschoolers

In older preschool age, the child is offered tasks on the perception of sound, determining its characteristics and place in a word. First, they give easier games where the child needs to differentiate the sound in an isolated sound or in a syllable, then in words:

• The game “Catch the Sound” is suitable for strengthening the ability to hear and distinguish certain sounds. For example, a speech therapist will ask to catch the sound “L”, first he calls the children a chain of isolated sounds “r – o – s – l”; when the given sound is named, the children must have time to clap their hands (as if to “catch” it). The same is true for syllables and words (“sa – ko – we – li”). This game will help develop auditory attention and perception.
• Games to determine the place of a sound in a word (at the beginning and at the end): “Find the mistake”, “What did the author mix up”, “Come up with a word from the given sound”.

If everything is corrected by the time they start school, then by the age of 6-7 years children will even be able to perform phonetic analysis of words.

In frontal and individual lessons with a speech therapist, during routine moments, on a walk, when involved in sedentary games, for example, “Guess who called,” continuous correctional work takes place to eliminate phonetic-phonemic disorders in pupils of the speech group.