Diagnostics of phonemic processes in preschool children

International magazine

In modern conditions of social development, changes are taking place in the education system, aimed at the rapid development of the educational system. Qualitatively new approaches, programs, and techniques are emerging.

Today there is a lot of talk about the need to introduce innovative technologies. In education, innovative technologies are designed, first of all, to improve the quality of education, increase children's motivation to acquire new knowledge, and speed up the process of acquiring knowledge.

A methodology is, as a rule, a kind of ready-made “recipe”, algorithm, procedure for carrying out any targeted actions [1].

Before you start working on teaching correct pronunciation, you need to become familiar with the speech of each child.

As a rule, the examination is carried out using special material.

Phonetic-phonemic underdevelopment of speech is a failure in the process of forming the pronunciation system of language in children, which is accompanied by speech disorders due to defects in the perception and pronunciation of phonemes. Phonetic-phonemic speech disorder can manifest itself in children with normal intelligence and hearing in the form of:

– replacing some sounds with others;

– mixing and distortion of sounds;

– rearrangements of the syllabic structure of a word;

– simplification of the syllabic structure of the word;

– vaguely expressed lexical and grammatical errors.

Among the factors in the appearance of phonetic-phonemic underdevelopment of speech as an incomplete process of pronunciation and perception of phonemes in children, a distinction is made between unfavorable environmental conditions, as well as internal (exogenous) and external (endogenous) causes. Phonetic-phonemic speech disorder is a complex and serious problem on the path to mastering writing and reading skills, which can lead to the development of pathologies of the lexical-grammatical system in school-age children [2].

To identify the level of development of the phonetic-phonemic aspect of speech in children of primary school age against the background of mental retardation, O.B.’s technique is used. Inshakova [2].

To carry out the examination, the album contains illustrations with those sounds that are most often disturbed (S, S', Z, Z', Ts, Sh, Zh, Ch, Shch, L, L', R, R', Y, M, N, B, V, K, K', G, G', X, X'). The examination material was selected in accordance with the existing methods of F.F. Rau, M.F. Fomicheva.

The main principle in selecting material for examining phonemic processes was the principle of sequential transition from simple to more complex.

Phonemic perception is studied by determining the presence or absence of a sound in a word, determining the place of a sound in a word, composing words from a given number of sounds, selecting words for a given sound [3].

The examination of phonemic analysis is based on the methodology of L.F. Spirova, who recommends starting the examination by isolating the vowel sounds that are stressed at the beginning of the word and the consonant sounds that are at the end of the word, gradually moving on to sound positions that are more difficult for children

When examining phonemic synthesis, the ability of children to compose words from a different number of sounds in different sequences is determined [4].

In the technique of Fotekova T.A. speech samples were used. The proposed methodology is intended to identify the characteristics of the speech development of children of primary school age: qualitative and quantitative assessment of the disorder, obtaining and analyzing the structure of the speech profile defect, the structure of the defect. Two variants of the technique are proposed: express diagnostics and in-depth study. A point system has been developed to evaluate the completion of the methodology tasks.

This technique is convenient for:

– diagnostics;

– clarification of the structure of a speech defect and assessment of the severity of disturbances in different aspects of speech (obtaining a speech profile);

– building a system of individual correctional work;

– formation of subgroups based on the common structure of speech disorders;

– tracking the dynamics of the child’s speech development and assessing the effectiveness of correctional interventions.

The technique includes six series, each of which combines speech tests of increasing difficulty. To ensure that the score for each aspect of the speech contributed approximately equally to the overall score, the total performance scores for each series were equalized whenever possible. In total, the speech examination includes 157 tests, not counting the test of sound pronunciation, conclusions about the state of which are made on the basis of special tests, and during the examination as a whole. Each test is assessed separately, then the sum of points is calculated for the entire task, for the series, and then from the total scores for each of the six series, the total score for completing all tasks of the method is calculated.

For each series, and in some series for each group and for each group of samples, its own evaluation criteria have been developed.

To build an individual profile, it is necessary to calculate the success of each series in percentage terms (multiply the number of points awarded for the series by 100 and divide the result by the maximum possible, i.e. by 50 - for series I, III, IV; by 10 - for series II and V; by 30 – for series VI). In the first series, it is advisable to use the same method to calculate the percentage of success for each task separately.

Having received such a profile, you can immediately identify both the most unformed and the most prosperous components of the child’s speech system and, based on this, develop a correction program. It involves the detection of not just individual symptoms of impaired development, but, first of all, the connections between them, the establishment of a hierarchy of identified deviations, as well as the presence of preserved links. According to modern ideas about the structure of the defect, for children of primary school age with phonetic-phonemic speech impairment, a combination of disorders in pronunciation and perception of phonemes of their native language is typical. A distinctive feature is the incompleteness of the process of formation of pronunciation and perception of sounds that differ in subtle articulatory or acoustic features. At the same time, since speech development is interconnected with such mental processes as memory, attention, perception of various modalities, thinking, children have a wide range of individual differences that characterize the level of both speech and psychophysical development, which should be taken into account in the implementation of correctional development work [5].

The practice of speech therapy confirms that writing disorders caused by phonemic underdevelopment, as a rule, are recognized only during the learning process in grades 2-3. Meanwhile, timely identification of students with these deviations from the first days of school and the organization of remedial education adequate to the defect makes it possible to prevent writing and reading disorders [6].

Thus, the survey process includes three aspects:

– articulatory (clarification of the features of the pronunciation of sounds and the functioning of the organs of articulation in the process of spoken speech);

– phonological (the study of how a child distinguishes the system of speech sounds (phonemes) in different phonemic conditions);

– lexico-grammatical (clarification of vocabulary, the ability to use words in the right form, construct a sentence correctly).

Thanks to such an examination, it is possible to obtain clearer data for diagnosing phonetic-phonemic speech underdevelopment. At the same time, not only children who have incorrect pronunciation are identified, but also those cases where, at first glance, no violations are noticeable and only with a thorough examination can it be established that they have gross violations in phonemic perception and phonemic analysis and synthesis , which can be disrupted selectively, but their simultaneous underdevelopment is also possible [7].

Thus, phonemic underdevelopment manifests itself in disorders of phonemic perception and phonemic analysis and synthesis, which can be impaired selectively or simultaneously. Phonemic underdevelopment is observed both with impaired pronunciation and with normal pronunciation. The primary examination is the main link in the diagnosis of children with phonemic speech underdevelopment.

Phonetic-phonemic underdevelopment (FFN)

With FFF, children have a disorder in the pronunciation aspect of speech and special phonemic hearing, which contributes to the discrimination and recognition of phonemes of their native language. Physiological hearing and intelligence are preserved in children with FFN. The structure of the defect in FFN is characterized by the immaturity of the sound side of speech, a violation of the differentiation of sounds similar in articulatory and acoustic characteristics, a violation of the syllabic structure of the word, and mildly expressed lexical and grammatical violations.

Disturbances in the sound aspect of speech in children with FFN are represented by phonemic (mixing and substitution of sounds) and phonetic defects (distortion of sounds). The most frequently noted replacements of articulatory complex sounds with simpler ones ([r] to [l], [sh] to [f], [ s] to [t], etc.). Another variant of the manifestation of FFN may be the undifferentiated pronunciation of sounds, when one sound can serve as a substitute for a number of other sounds (for example, [t´] instead of [s´], [h], [w]). Another defect in FFN may be the mixing of sounds, their unstable use in speech: in some cases the desired sound is pronounced correctly, in others it is replaced by articulatory or acoustically similar sounds. In the future, such violations will be accompanied by similar substitutions of letters in writing (articulatory-acoustic dysgraphia).

Phonemic disorders are often combined with phonetic deficiencies - distortion of the pronunciation of one or more sounds (rhotacism, sigmatism, lambdacism, etc.). The total number of defectively pronounced sounds in FFN can reach 16-20.

A direct consequence of impaired sound pronunciation in a child with FFN is the inability to master phonemic analysis: to identify sounds against the background of a word, to determine their number and sequence. Children with FFN have difficulty pronouncing words with a combination of consonants and polysyllabic words. When pronouncing such words, omissions of syllables, their rearrangements and replacements, addition of an extra sound within a syllable, etc. are noted. In addition to the listed difficulties, with FFN, blurred articulation may be noted.

The lexical reserve and grammatical structure of speech in FFN are usually within normal limits, but a special examination may reveal errors in inflection, coordination of parts of speech, and use of prepositions.

Along with verbal impairments, children with FFN are characterized by certain features of the course of HMF: instability of voluntary attention, difficulties in switching, narrowing of memory capacity (especially for speech material), difficulties in understanding abstract concepts, slow flow of thought processes, etc. All this hinders successful educational activities and causes unstable academic performance.

Simple (elementary) phonemic analysis

The research is carried out in sequence from simple to complex. To conduct a diagnostic lesson, it is recommended to prepare game sets or conduct a dialogue on behalf of fairy tale characters. Sequence of work:

1. Isolating a specific (specified) sound against the background of a word:

— Can you hear the sound [m] in the word com?

— Can you hear the sound [k] in the word cancer?

2. Isolation of the initial stressed vowel:

-What is the first sound heard in a word?

And nya - O la - u tka - willow - e ho.

3. Isolation of the initial consonant:

- What sound does the word begin with?

Mak - fisherman - watch - chalk - varnish .

4. Differentiation of sounds by oppositional characteristics, contrasts:

horns - spoons;

injection - angle;

duck - fishing rod;

bunny - polar cod;

bear - bowl;

bow - hatch.

This technique allows us to assess the development of phonetic-phonemic processes in primary schoolchildren. Unlike existing methods for diagnosing preschool children, these tasks are much more complicated, therefore they are not recommended for use with preschool children. This technique is advisable to use for students from the 2nd-3rd grade, as part of the assessment of dysorthographic disorders.

Source: Lalaeva R.I., Prishchepova I.V. Detection of dysorthography in primary schoolchildren. - St. Petersburg: SPbGUPM, 1999. - 36 p.

1. Study of phonemic awareness

Speech material - pictures of quasi-homonym words: calling-factory, howling-howling, mouse-bear, soap-Mila, spruce-spruce, bow-luk, Yulya-yula, jackdaw-pebble, corner-coal, Leshka-spoon, owl -sofa, class-eye, picture-curtain, cat-year, ear-voice, kidney-barrel, arable-tower, Panya-bath, po-boy, ax-camp, port-board, mascara-shower, reel-reel , duck-fishing rod, tom-house, grass-firewood, wheelbarrow-dacha, melancholy-board, congestion-enthusiasm, cod-bunny, braids-goats, soup-tooth, embroider-survive, Sasha-soot, crush-circle, frame -yama, brand-t-shirt, mouth-iodine, horns-spoons, burki-buns, thunderstorm-eyes, mitten-onion, breakthrough-strait, baron-balloon, crown-column, Marina-raspberry, fries-stings, mustache-ears , bear-bowl, bitch-beetle, cheese-fat, braids-skin, bangs-crack, reads-counts, daughter-rain, crying-raincoat, hot-burning, sharpen-drag, Petka-stove, radish-river, crying -pays, chick-bangs, rolls-swings, light-flower, fox-faces, scales-things, forest-bream, cups-checkers, knife-night, honor-six, stove-pawn, lobe-midge.

Procedure and instructions. In front of the student, pictures are laid out one by one into words - quasi-homonyms. At the direction of the experimenter, he shows this or that image. If there is any difficulty in completing the task, the subject receives additional questions.

Evaluation of results:

5 points - high level - correct, quick completion of the task;

4 points - above average level - the display of pictures is accompanied by unsystematic errors, the experimenter’s instructions lead to correction of the choice of pictures;

3 points - average level - pronounced difficulties in differentiating a certain group of sounds, the task is completed independently;

2 points - below average level - persistent errors in differentiating several groups of sounds, unreasoned selection of pictures;

0-1 point - low level - incorrect completion of the task, refusal to complete it.

2. Features of imitation of a syllable with changing stress

A. Study of the ability to repeat series consisting of 2 syllables (with the same consonant and vowel sounds), with varying stress. Speech material - syllables:

Procedure and instructions. The experimenter gives instructions to listen carefully to pairs of syllables, remember the stressed one, and repeat the syllables with the same stress.

Evaluation of results:

5 points - high level - error-free reproduction of syllabic sequences with emphasis on the stressed syllable;

4 points - above average level - correct repetition of the number and order of syllables, isolated errors when highlighting a stressed syllable or if they needed to be repeated during the task;

3 points - average level - single errors in conveying the number, order of syllables, as well as in reproducing a stressed syllable;

2 points - below average level - the active assistance of the experimenter in the form of repeated repetition of a series of syllables allowed the subject to reproduce single syllable series with emphasis on the stressed syllable;

0-1 point - low level - the experimenter’s help is ineffective, the child is unable to repeat a series of syllables with emphasis on the stressed syllable, refusal to complete the task.

B. Study of the ability to repeat series consisting of 2 syllables (with phonetically distant consonants and identical vowel sounds), with varying stress.

Speech material - syllables:

Procedure and instructions, evaluation of results - see clause 4.1.A.

B. Study of the ability to repeat series consisting of 2 syllables (with different oppositional consonant sounds and the same vowel sounds), with varying stress.

Speech material - syllables:

Procedure and instructions. The experimenter gives instructions to listen carefully to pairs of syllables, remember the stressed one, and repeat the syllables with the same stress.

Evaluation of results:

5 points - high level - error-free reproduction of a syllabary with emphasis on the stressed syllable;

4 points - above average level - correct repetition of the number and order of syllables, isolated errors when highlighting a stressed syllable or if they needed to be repeated during the task;

3 points - average level - single errors in conveying the number, order of syllables, as well as in reproducing a stressed syllable;

2 points - below average level - the active assistance of the experimenter in the form of repeated repetition of a series of syllables allowed the subject to reproduce single syllable series with emphasis on the stressed syllable;

0-1 point - low level - the experimenter’s help is ineffective, the child is unable to repeat a series of syllables with emphasis on the stressed syllable, refusal to complete the task.

D. Study of the ability to repeat series consisting of 2 syllables (with different consonants and vowels), with varying stress.

Speech material - syllables:

Procedure and instructions, evaluation of results - as in the task above.

D. Study of the ability to repeat series consisting of 3 syllables (with the same consonant and vowel sounds), with varying stress. Speech material - syllables:

Procedure and instructions, evaluation of results - task 1.

E. Study of the ability to repeat series consisting of 3 syllables (with phonetically distant consonants and identical vowel sounds), with varying stress.

Speech material - syllables:

Procedure and instructions, evaluation of results - see paragraph 1

G. Study of the ability to repeat series consisting of 3 syllables (with different consonants and vowels), with varying stress.

The materials for the study were the following syllables:

Procedure and instructions. The experimenter gives instructions to listen carefully to pairs of syllables, remember the stressed one, and repeat the syllables with the same stress.

Evaluation of results:

5 points - high level - error-free reproduction of syllabic sequences with emphasis on the stressed syllable;

4 points - above average level - correct repetition of the number and order of syllables, isolated errors when highlighting a stressed syllable or if they needed to be repeated during the task;

3 points - average level - single errors in conveying the number, order of syllables, as well as in reproducing a stressed syllable;

2 points - below average level - the active assistance of the experimenter in the form of repeated repetition of a series of syllables allowed the subject to reproduce single syllable series with emphasis on the stressed syllable;

1 point - low level - the experimenter’s help is ineffective, the child is unable to repeat a series of syllables with emphasis on the stressed syllable, refusal to complete the task.

Study of language analysis, synthesis, representations

1. Study of the ability to analyze sentences into words and synthesize words in a sentence.

A. Analysis of sentence structure.

Speech material - sentences: Children plant a tree. A car is driving along the road. The guys are picking mushrooms in the forest. (2nd grade). It is raining outside. A new student came to the class. A rich harvest has ripened in the garden. During the lessons, students learn a lot of interesting things. (3rd grade).

Procedure and instructions. The experimenter reads the sentences aloud and asks the student to listen to them carefully and determine how many words there are in them.

Evaluation of results: high level - correct determination of the number of words in all sentences; level above average - identifying words in a sentence requires repeating them several times, mistakes made are found and corrected by the test taker independently; average level - mistakes are made in half of the sentences, concepts such as prefix and preposition are mixed; level below average - tasks are performed only with the help of a speech therapist with repeated correction of errors, involving either the motor component in the form of bending the fingers or visual material in the form of strips; low level - the task is not completed, assistance is ineffective.

B. Composing a sentence from words given in disorder.

This study makes it possible to clarify how correctly the student establishes semantic and syntactic connections between words.

Speech material - words of sentences: in, mushrooms, collect, forest, children; on, catch, boys, pond, fish.

Procedure and instructions. Before starting the study, the student is given instructions to listen carefully to the words of the sentence, try to change some of them, the order of the words, and compose a sentence.

Evaluation of results:

5 points - high level - correct and independent completion of tasks;

4 points - above average level - to correctly complete the task, the student is required to repeat the words of the sentences; individual errors are noticed by him and corrected independently;

3 points - average level - error-free composition of half of the sentences with the help of an experimenter);

2 points - below average level - persistent errors in establishing the semantic and syntactic connection between the words of a sentence, the sentence is compiled when given word forms are presented in writing, with the help of a speech therapist;

0-1 point - low level - the task is not completed when the words of the sentences are repeated many times, as well as when they are presented in writing, the experimenter’s help is ineffective.

2. Dividing words into syllables

A. Study of the ability to divide words just spoken by the experimenter into syllables.

Speech material - words: midge, button, potato, carpenter, warms up (2nd grade); wall, violet, boiler room, square, electricity (3rd grade).

Procedure and instructions. The student is given instructions to carefully listen to the words sequentially named by the experimenter and clap his hands for the number of syllables in each word.

Evaluation of results:

5 points - high level - correct and independent completion of the task;

4 points - above average level - to determine the number of syllables, the student needs to repeat individual words or clarify the task, incorrect answers are corrected independently, the pace of work is slow;

3 points - average level - errors are noted in half of the proposed words, self-test in some cases does not give positive results, there is a confusion of the concepts of syllable and sound;

2 points - below average level - persistent errors, correct determination of the number of syllables in individual words only with the help of an experimenter;

0-1 point - low level - the task was not completed, the experimenter’s help is ineffective.

B. Study of the ability to determine the number of syllables in words when a student repeats them.

Speech material - words: leaf, compote, vermicelli, centipede (2nd grade); cabinet, frying pan, rushed, cyclist (3rd grade); cards with numbers.

Procedure and instructions. The experimenter gives the instruction: “Now I will name a word, repeat it syllable by syllable and tell me how many syllables there are in this word.”

Evaluation of results:

5 points - high level - clear and correct pronunciation of words syllable by syllable, pace of work - fast;

4 points - above average level - completing the task causes difficulties, the presence of individual errors, clarification of the division of individual words into syllables leads to the correction of errors;

3 points - average level - dividing words into syllables causes numerous errors, completing the task in writing does not reduce them, and in some cases increases them, self-testing does not reveal errors;

2 points - below average level - persistent errors in most words, intensive assistance from the experimenter helps to complete the work;

0-1 point - low level - cannot cope with the task, refusal to complete the task.

B. Study of the ability to determine the number of syllables in words named by the experimenter without the student repeating them.

Speech material - words: give, rule, lark, more beautiful.

Procedure and instructions. The experimenter gives instructions to listen carefully to the words and asks them to name how many syllables there are in each word.

Evaluation of results:

5 points - high level - clear and correct pronunciation of words syllable by syllable, pace of work - fast;

4 points - above average level - completing the task causes difficulties, the presence of individual errors, clarification of the division of individual words into syllables leads to the correction of errors;

3 points - average level - dividing words into syllables causes numerous errors, completing the task in writing does not reduce them, and in some cases increases them, self-testing does not reveal errors;

2 points - below average level - persistent errors in most words, intensive assistance from the experimenter helps to complete the work;

0-1 point - low level - cannot cope with the task, refusal to complete the task.

D. Analysis of the syllabic structure of a word based on representations.

1. Determining the number of syllables in the names of pictures.

Material - pictures with the following images: ball. boat, parachute, dump truck.

Procedure and instructions. The experimenter gives instructions to carefully examine the pictures and determine how many syllables are in the names of these pictures (the pictures are not named out loud).

Evaluation of results: high level - the task is completed quickly and accurately; level is above average - pictures take a long time to look at, numbers are placed uncertainly, self-test helps to find errors; intermediate level - to determine the number of syllables, it is necessary to pronounce 1 the name of the character in the picture by the student or experimenter himself, while the numbers of the cards in half the cases correspond to the number of syllables; level below average - confusion of the concept of syllable and sound is noted, single correct answers are achieved with the help of a speech therapist in the form of naming the characters in the pictures and clarifying the content of the instructions; low level - all tasks are not completed, intensive help from a speech therapist is ineffective.

2. Determining the number of syllables using numbers.

Material - pictures with the following images: bun, table, birch, excavator, strawberry; cards with numbers.

Procedure and instructions. The child receives instructions to carefully look at the pictures, determine the number of syllables in the words and put the corresponding number under each picture.

Evaluation of results:

5 points - high level - the task is completed quickly and accurately;

4 points - above average level - pictures take a long time to look at, numbers are placed uncertainly, self-test helps to find errors;

3 points - average level - to determine the number of syllables, the name of the character in the picture must be pronounced by the student or experimenter himself, while the numbers on the cards in half the cases correspond to the number of syllables;

2 points - below average level - confusion of the concept of syllable and sound is noted, single correct answers are achieved with the help of a speech therapist in the form of naming the characters in the pictures and clarifying the content of the instructions;

0-1 point - low level - all tasks are not completed, intensive help from a speech therapist is ineffective.

D. Study of the ability to divide words into syllables presented in written form.

Speech material - words printed on cards: car, walk, pass, hoop, button (2nd grade); steamer, knocked, ran away, concrete mixer (3rd class).

Procedure and instructions. Before starting the study, the experimenter gives instructions to carefully read the words printed on the cards, and then divide them into syllables with vertical lines.

Evaluation of results:

5 points - high level - dividing words into syllables does not cause difficulties;

4 points - above average level - task completion is accompanied by commentary, individual errors are corrected independently, the pace of work is slow;

3 points - average level - errors were made in almost half of the words, not all of them are corrected during self-test;

2 points - below average level - slow pace of work, incorrect division of words into syllables in most of the proposed words, self-test does not reveal errors, confusion of syllable-sound-letter concepts;

0-1 point - low level - persistent difficulties do not allow you to cope with the task, the experimenter’s help is ineffective, refusal to complete the task.

E. Study of the ability to divide words into syllables, taking into account the transfer rule.

Speech material - words printed on cards: collect, cover, thundered, stepped.

Procedure and instructions. The student is given instructions to carefully listen to the words printed on the card and divide them into syllables, taking into account the rules of transference, then explain the task.

Evaluation of results:

5 points - high level - the task is completed quickly and without corrections;

4 points - above average level - independent completion of the task, self-test leads to the correction of mistakes, the pace of work is slow;

3 points - average level - violation of the basic rules of hyphenation in half of the proposed words, self-test does not lead to the correction of mistakes; below average level - persistent errors in most words, confusion of such concepts as syllable-letter, syllable-sound;

0-1 point - low level - disorderly, unreasoned division of words, repetition and clarification of instructions by the experimenter does not allow mistakes to be corrected, refusal to complete the task.

G. Study of the ability to divide words into syllables in a sentence.

Material—sentence: The cat drinks milk from a bowl. (2nd grade), The sun's rays poured in a dazzling stream. (3rd grade).

Procedure and instructions. The student is instructed to listen carefully to the sentence and write it down, speaking out loud syllable by syllable. The experimenter records the correctness of the work. Additionally, it is proposed to divide some words into syllables using vertical bars.

Evaluation of results:

5 points - high level - clear and correct pronunciation of words syllable by syllable, pace of work - fast;

4 points - above average level - completing the task causes difficulties, the presence of individual errors, clarification of the division of individual words into syllables leads to the correction of errors;

3 points - average level - dividing words into syllables causes numerous errors, completing the task in writing does not reduce them, and in some cases increases them, self-testing does not reveal errors;

2 points - below average level - persistent errors in most words, intensive assistance from the experimenter helps to complete the work;

0-1 point - low level - cannot cope with the task, refusal to complete the task.

3. Study of phonemic analysis, synthesis, representations

A. Isolating a sound against the background of a word.

Speech material - words: window, roof, house, bark, scarf, TV, robot, lion cub; signal cards.

Procedure and instructions. The experimenter asks the subject to raise the signal in the presence of the agreed sounds.

Evaluation of results:

5 points - high level - quick and error-free completion of the task;

4 points - level above average - isolated errors, pointing them out by the experimenter leads to their correction;

3 points - average level - the presence of errors in the most complex words in terms of sound-syllable structure, implementation requires the active assistance of the experimenter;

2 points - below average level - persistent errors that are not noticed and not corrected by the student;

0-1 point - low level - incorrect answers in most words, refusal to complete the task.

B. Determining the first and last sound in words.

Speech material - words: steam, rat, hillock, brought, whitewash, beautiful.

Procedure and instructions. Before starting the task, the student is instructed to listen carefully to the words and name the first and last sound in the spoken word.

Evaluation of results:

5 points - high level - quick and error-free completion of the task;

4 points - level above average - isolated errors, pointing them out by the experimenter leads to their correction;

3 points - average level - the presence of errors in the most complex words in terms of sound-syllable structure, implementation requires the active assistance of the experimenter;

2 points - below average level - persistent errors that are not noticed and not corrected by the student;

0-1 points - low level - incorrect answers in most words, refusal to complete the task.

B. Determining the number of sounds in words.

Speech material - words: cancer, fur coat, roof, steppes, cranes, parquet, snowman.

Procedure and instructions. At the beginning of the study, the experimenter gives instructions to listen carefully to the word and determine the number of sounds in it.

Evaluation of results:

5 points - high level - quick and error-free completion of the task;

4 points - level above average - isolated errors, pointing them out by the experimenter leads to their correction;

3 points - average level - the presence of errors in the most complex words in terms of sound-syllable structure, implementation requires the active assistance of the experimenter;

2 points - below average level - persistent errors that are not noticed and not corrected by the student;

0-1 points - low level - incorrect answers in most words, refusal to complete the task.

D. Determining the place of a sound in relation to other sounds of a word.

Speech material - words: cat, skating rink, dot, breakfast, snowdrop.

Procedure and instructions. Before pronouncing each word, the speech therapist calls the subject a specific sound, then gives the task to determine the place of this sound in the word. For example: “What is the number of sounds Ш in the word CAT? etc.

Evaluation of results:

5 points - high level - quick and error-free completion of the task;

4 points - level above average - isolated errors, pointing them out by the experimenter leads to their correction;

3 points - average level - the presence of errors in the most complex words in terms of sound-syllable structure, implementation requires the active assistance of the experimenter;

2 points - below average level - persistent errors that are not noticed and not corrected by the student;

0-1 points - low level - incorrect answers in most words, refusal to complete the task.

D. Selection of pictures whose titles contain a certain sound.

Material - a set of pictures depicting a cheese, a bush, a cow, a hammer, a spoon, a lemon, a chicken, a sieve, a robe, socks, a ring, a roof, a pencil, etc.

Procedure and instructions. Before starting the experiment, the student is asked to carefully examine the pictures, and then select those whose names contain the sounds S, R, L, etc.

Evaluation of results:

5 points - high level - selecting words with a certain number of sounds does not cause difficulties;

4 points - upper-intermediate level - correct completion of the task with the active help of a speech therapist in the form of leading questions, independent correction of an erroneous answer after clarifying the task;

3 points - average level - incorrect selection of words consisting of 6 or more sounds;

2 points - below average level - persistent errors in most of the named words;

0-1 point - low level - single correct answers, the selected words are elementary in sound structure and form part of the everyday vocabulary.

E. Coming up with words consisting of a certain number of sounds (study of phonemic representations).

Material - cards with numbers 3, 4, 5, 6, 7 and diagrams of words indicating the number of sounds: ..., .... ,

Procedure and instructions. The student is asked to come up with a word consisting of the number of sounds indicated on the card or diagram.

Evaluation of results:

5 points - high level - error-free and quick completion of the task;

4 points - above average level - isolated errors are corrected independently or after prompting from a speech therapist;

3 points - average level - half of the words presented do not correspond to the content of the task;

2 points - below average level - the names of the images in the pictures are in most cases erroneous, self-test or the experimenter’s hint does not lead to the correct solution;

0-1 point - low level - the presentation of pictures is erroneous, there is no argumentation when selecting a particular image.

4. Determining the nature of sound in words

A. Study of the ability to differentiate vowels and consonants in words.

Speech material - words: map, jump, raspberry, textbook, October.

Procedure and instructions. At the beginning of the study, the experimenter gives the student instructions to listen carefully to the words he pronounces sequentially and name the vowels in them first, and then the consonants, and explain his choice.

Evaluation of results:

5 points - high level - given sounds are classified correctly and confidently;

4 points - above average level - during the task, individual errors are made, which are corrected at the prompting of the experimenter;

3 points - average level - severe difficulties in classifying the semantic features of sounds in words, the training instructions of the speech therapist lead to correct answers in most cases;

2 points - below average level - significant difficulties in mastering and applying terminology, persistent errors in differentiating sounds, the task is performed only with the help of a speech therapist, the pace of work is slow;

0-1 point - low level - the task is not completed, the experimenter’s help is ineffective.

B. Determination of consonant sounds based on voicedness - deafness.

Speech material - words: daughter, pillow, square, poacher, rule.

Procedure and instructions. The student receives instructions to determine whether the consonants belong to voiced or voiceless sounds in the words spoken by the experimenter using the questions: “Which consonants are voiceless in this word? Which ones are sonorous?”

Evaluation of results:

5 points - high level - given sounds are classified correctly and confidently;

4 points - above average level - during the task, individual errors are made, which are corrected at the prompting of the experimenter;

3 points - average level - severe difficulties in classifying the semantic features of sounds in words, the training instructions of the speech therapist lead to correct answers in most cases;

2 points - below average level - significant difficulties in mastering and applying terminology, persistent errors in differentiating sounds, the task is performed only with the help of a speech therapist, the pace of work is slow;

0-1 point - low level - the task is not completed, the experimenter’s help is ineffective.

B. Research of existing knowledge and skills about ways to indicate the softness of consonants in writing,

The research material is the student’s existing knowledge.

Procedure and instructions. The experimenter asks the student to remember and name ways to indicate the softness of consonants in writing, give examples, as well as examples of those consonants that are always hard or always soft consonant sounds.

Evaluation of results:

5 points – high level – correct and reasoned completion of the task;

4 points - above average level - knowledge of the basic ways of indicating softness in writing, some shortcomings in naming always hard and always soft consonant sounds;

3 points - average level - the knowledge revealed is fragmentary, the answers are not reasoned, clichés predominate;

2 points - below average level - there are only a few correct answers;

0-1 point - low level - level of knowledge does not meet program requirements, refusal to complete the task.

Study of stress in syllables and words

1. Study of the ability to find stressed and unstressed vowels in syllables

The research material is the syllables: / yes-ash-li-no va-za-su-ry kru - yes - pa - my Procedure and instructions. The experimenter gives instructions to listen carefully to the syllables, identify the stressed syllable and name the vowel sound in it.

Evaluation of results:

5 points - high level - error-free repetition of syllabic sequences and correct naming of stressed and unstressed sounds in them;

4 points - above average level - correct transmission of the number and sequence of a series of syllables, isolated errors in identifying stressed syllables, as well as stressed and unstressed sounds; to correctly complete the task, it was necessary to repeat the pronunciation of the syllables by a speech therapist;

3 points - average level - single errors in conveying the sequence and number of syllables, incorrect naming of stressed and unstressed sounds in half the cases;

2 points - below average level - persistent errors in reproducing syllabic sequences, correct identification of stressed and unstressed sounds only in isolated cases;

0-1 point - low level - incorrect repetition of the number and sequence of syllables and the emphasis in them, as well as stressed and unstressed sounds, or refusal to complete the task.

2. Study of the ability to find stress in words

A. Study of the ability to identify stressed syllables in words.

Speech material - words: month, kilometer, bouquet, noun, small forest, carried away.

Procedure and instructions. The student is given instructions to listen carefully to the words, divide them into syllables and name the stressed syllable in each word.

Evaluation of results:

5 points - high level - independent and error-free completion of the task;

4 points - above average level - single errors when naming a stressed syllable (sound) or independently finding and correcting incorrect answers;

3 points - average level - stressed syllables (sounds) are named in half of the proposed words;

2 points - below average level - persistent errors, intensive assistance from the experimenter allows you to name only individual stressed syllables (sounds);

0-1 point - low level - the task is not completely completed or refusal to complete it.

B. Study of the ability to determine the stressed vowel sound in words.

Speech material - words: school, means, site, documents, professor, ships, apply, ending, friendly, railway.

Procedure and instructions. Before starting the study, the experimenter gives instructions to listen carefully to the spoken words and name the shock sound.

Evaluation of results:

5 points - high level - independent and error-free completion of the task;

4 points - above average level - single errors when naming a stressed syllable (sound) or independently finding and correcting incorrect answers;

3 points - average level - stressed syllables (sounds) are named in half of the proposed words;

2 points - below average level - persistent errors, intensive assistance from the experimenter allows you to name only individual stressed syllables (sounds);

0-1 point - low level - the task is not completely completed or refusal to complete it.

B. Study of the ability to isolate a stressed vowel in written exercises.

Speech material - words: car, shirt, porch, traffic light, getting brighter, task.

Procedure and instructions. The student is given instructions to listen carefully to the words, then write down only the vowels, highlighting the vowel corresponding to the stressed sound, for example, instead of the word machine - aIa, shirt -uAa, etc.

Evaluation of results:

5 points - high level - error-free and independent completion of the task;

4 points - above average level - correct determination of the number of vowels, isolated errors in the designation of stressed sounds in capital letters, unstressed sounds in lowercase letters, errors are independently noticed and corrected;

3 points - average level - when completing a task, it requires repeated clarification by the experimenter, correct coding of vowels is carried out only in half of the proposed words;

2 points - below average level - persistent errors, intensive assistance from the experimenter. allows you to “encrypt” stressed and unstressed vowels in some cases;

0-1 point - low level - the task is not completely completed or refusal to complete it.

At the moment we do not have a ready-made calculation for this method, perhaps it will appear later. If you want to order an exclusive calculation using this method with your conditions or in combination with other methods, write to us by clicking on the second link. If you think that the methodology contains unreliable data or you have questions about conducting research on it, click on the third link.

Phonemic analysis (according to D.B. Elkonin)

Normally, phonemic awareness becomes quite early, often long before the child begins to pronounce the first phrases. Therefore, the author proposes the following examination algorithm:

1. Finding out the order of phonemes in a word.

2. Establishment of the distinctive function of phonemes.

3. Identification of basic phonemic properties and contrasts inherent in the Russian language.

The objects of phonemic analysis are:

− The word as an elementary unit of human communication.

− Structural-morphemic parts of words as carriers of all kinds of messages.

− Articulatory-pronunciation parts of words - syllabic elements.

Complex phonemic analysis

The child's ability for sequential and quantitative phonemic analysis is studied.

1. Determination of the sequence of sounds in the presented word.

2. Determining the place of a sound in a word (the speech therapist exaggerates the sound that the child must determine).

3. Determining the number of sounds in a word (words are selected from sounds that are not impaired in the children’s pronunciation).

Poppy - flour - lump.

4. Determining the number of sounds in words that the child pronounces abnormally.

Juice - braid - noise - hat - mountain.

The principle of choosing words offered to children for analysis is that if a word contains a sound that is complex in articulatory and acoustic characteristics, for example [s], [hi],

, then the remaining sounds should be simple.

How to write a term paper on speech therapy

07.09.2010 239549

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.