Preparatory stage
The preparatory stage includes work in the following areas:
- formation of spatial concepts and optical-spatial orientation;
- development of temporal-spatial orientation;
- development of dynamic and tempo-rhythmic organization of movements.
Below are sample games and exercises to develop these functions. At the preparatory stage, these games and exercises can be used simultaneously, that is, all areas of work can be included in one lesson. Exercises are used not only in speech therapy classes, but also in classes on the development of elementary mathematical concepts, in music classes, in drawing, physical education, and in classes to familiarize themselves with the outside world.
Stages of working on the syllabic structure of a word
For the formation of the syllabic structure of a word, such non-speech processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of movements and actions, and the ability to serially process information are significant. These non-speech processes are the basic prerequisites for the acquisition of the syllabic structure of a word.
Corrective work to overcome CVS disorders can be divided into 2 stages:
- preparatory, the purpose of which is to prepare the child to master the rhythmic structure of words in his native language; work is carried out on non-verbal and verbal material;
- proper correctional, the purpose of which is the direct correction of cardiovascular system defects in a particular child; work is carried out on verbal material.
I. Formation of spatial representations and optical-spatial orientation
1. Orientation in your own body
- “This is what we are like” (“Show your belly, your back”: The belly is in front, the back is behind. Where is the tummy? Where is the back?).
- “Getting things in order” (in front of the child there are mittens, gloves, sandals, etc. - “Find a pair”, “Place the sandals correctly”).
- “Palms and footprints” (The child is offered the outlines of several palms and footprints and the outline of a palm for which he must find a pair from the proposed options).
2. Orientation in three-dimensional space
- “Train” (Toys are placed in a column in front of the child and questions are asked: “Who is in front? Who is behind? Who is far away? Who is close?”)
- “Assemble a fairy tale” (In front of the child is a set of toys or objects: “Place the horse close to the house. Place the little man between the house and the tree.”)
- “Find the treasure” (orientation using diagrams).
- “Where the locomotive is humming” (determining the location of the sound).
Improving motor skills: general, fine, articulatory
Goal: development of spatial organization of movements; development of switchability of movements; development of the ability to reproduce a given sequence of movements.
- "Do as I do"
The speech therapist performs a series of first two, then three or four movements, the children follow the instructions: “Do as I do”, “Continue yourself”: 1) Sit down - stand up, sit down - stand up, ... 2) Hands to the sides - on the belt, in sides - on the belt, ...3) Leg forward - back - to the side, forward - back - to the side.
- "Skillful Hands"
Alternation of different poses: 1) Fists - palms, ... 2) Rings - ears - horns, ... 3) Fingers say hello.
- Articulation exercises
Alternation of different poses of the organs of the articulatory apparatus: 1) “Frog” - “Proboscis” - “Donut”; 2) “Watch”; 3) “Spatula” - “Needle”.
II. Development of temporal-spatial orientation
- “The bunny went to visit” (The child in the role of a bunny goes, according to instructions, to visit a squirrel, a hedgehog, a frog. Who had it first, then, at the very end?)
- “What first, what then” (The adult gives the child tasks: 1) first jump, then squat, at the end clap your hands; 2) first rock the bear, then feed the bunny, at the end dress up the doll - the child performs and then describes the sequence of his actions).
- “Look and repeat” (The adult shows a series of movements, the child watches, then repeats all the movements in the desired sequence)
Developing a sense of tempo
Goal: to teach to distinguish, reproduce, characterize tempo based on tactile-kinesthetic, visual, and auditory sensations.
- "Mouse and Cat"
An adult shows the children how easily and quickly a mouse runs on its toes, and a cat slowly sneaks behind it. The movements are performed in a circle to the sound of a tambourine. For frequent blows - quickly, like a mouse, for rare blows - slowly, calmly, like a cat.
- "Fists - palms"
An adult reads a poem, and children perform hand movements at the right pace:
Anyone has two fists, one knocks lightly on the other: Knock - knock, knock - knock. Well, the palms don’t lag behind, they beat them cheerfully: Clap - clap, clap - clap. The fists beat faster, how hard they try: Knock - knock - knock, knock - knock - knock, And the palms are just there, scattering: Clap - clap - clap, clap - clap - clap.
Formation of a sense of rhythm
Goals: to teach to perceive metric relationships (accented unaccented beats are a prerequisite for mastering stress), to distinguish and reproduce rhythm based on tactile-kinesthetic, visual, and auditory sensations.
- “Thunder” (clap your hands loudly, or quietly, leaning on the drawing - a large cloud - a loud clap, a small cloud - a quiet one).
- Graphic switching exercises: “Beads” (alternating beads of different colors - for example, red - yellow - red - yellow, etc.), “Path” (alternating two or three geometric shapes, various objects).
- Reproduction of rhythms based on clarity, on patterns: “Snowflakes”, “Rain”, “Woodpecker” (“Rain” - a large drop - a long clap, a small drop - a short one).
- Reproduction of a given ri
The adult has wooden spoons in his hands, the children stand in a circle. An adult walks around the circle and sings: Gray Little Bunny has come to visit. The little gray bunny found a spoon. I found the spoons and went up to the house. He stops behind the child and knocks on the spoons: knock - knock - knock. The child asks: “Who’s there?” The adult replies: “It’s me, Bunny, and who are you?” The child answers: “….” The adult continues: “Come on... come out and knock on the spoons with me!” The adult plays the child on the spoons with any of the proposed rhythms: / //; // /; // //; / // / etc.
Working on vowels
- Pronouncing a series of two, three or more sounds:
- accompanied by symbols (“Men - sounds”)
- without visual support.
- Pronunciation of a number of vowels with emphasis on one of them (also - with support for clarity and without it - by ear).
- Recognition and pronunciation of a series of vowels from the silent articulation of an adult.
- "Musical Ball"
An adult, throwing a ball to a child, makes one or two (at the next stage more) sounds. The child repeats and returns the ball.
- Pronouncing a series of vowels, changing the volume, tempo, “mood” (sad, angry, affectionate) of the voice.
- Pronounce as many vowels as there are flowers in the meadow.
- Stand up when a series of two (or other specified number) sounds sounds.
Corrective stage
Corrective work is carried out on verbal material and consists of several levels. The transition to the next level occurs after mastering the material of the previous level.
The following levels are distinguished:
- level of vowel sounds;
- syllable level;
- word level;
- level of short sentences;
- level of pure proverbs, poems and other texts.
Particular importance at each level is given to “inclusion in work” in addition to the speech analyzer, also the auditory, visual and tactile ones. Below are suggested exercises for each level.
A system of correctional work to overcome violations of the syllabic structure of words in children
Angela Shulga
A system of correctional work to overcome violations of the syllabic structure of words in children
Among the various disorders , such a special manifestation of speech pathology as a violation of the syllabic structure of words great difficulty for correction . This defect in speech development manifests itself in difficulties in pronouncing words with complex syllabic composition . Violation of the syllabic structure of words is revealed during a speech therapy examination in children with general speech underdevelopment; it can also occur in children with phonetic-phonemic underdevelopment. The range of these violations is quite wide : from minor difficulties in pronouncing words ; in conditions of spontaneous speech, up to a gross violation of the child’s repetition of 2-3 words without a combination of consonants, even with the support of clarity.
The issues of etiology and pathogenesis of this specific disorder are not sufficiently covered in the literature. It is known that this type of speech pathology occurs in all children with motor alalia . When analyzing the anamnestic data of children suffering from a violation of the syllabic structure of words , a delay in speech development at an early age is noted. The first words of abnormal child speech can be classified as follows:
1) correctly pronounced words : mom, give;
2) words - fragment : moko (little)
‘,
3) words - onomatopoeia , denoting an object, situation, action: bi-bi;
4) outlines of words : pa-pa-ta (shovel)
;
5) words that do not at all resemble words in their native language .
Violation of the syllabic structure of words accompanies children with pathology of speech development for many years of life. As speech develops, it can gradually disappear, but it always reveals itself as soon as the child encounters a new sound-syllable and morphological structure of the word . An insufficient degree of correction of violations of the syllabic structure of words in preschool age leads to the occurrence of dyslexia and dysgraphia during the school period, and also causes the appearance of so-called secondary mental layers associated with more or less painful experience of it.
In correctional work, two stages can be distinguished: preparatory - goal: preparing the child to master the rhythmic structure of words in his native language and correctional - goal : direct correction of defects in the syllabic structure of a particular speech-language pathologist child.
I. Preparatory stage.
At this stage, the child is asked to complete a number of tasks.
1. Games and exercises to develop concentration of auditory attention, auditory gnosis and auditory memory based on non-speech sounds ( “Recognize a musical instrument by sound ”
,
“How many times did you hit the drum?”
).
2. Work on rhythm . Children are offered various ways to reproduce rhythm: clapping their hands, tapping their palms on the table, stamping their feet, tapping the ball on the floor using musical instruments : drum, tambourine, glockenspiel.
Types of jobs :
1) comparison of rhythms: / //, // …. // /;
2) recognizing rhythms and correlating them with a certain rhythmic pattern;
3) reproduction of a certain rhythm according to the model of a speech therapist, according to a given rhythmic pattern;
4) tasks using stress to highlight part of the rhythmic pattern / / /; / / / / ;
3. Formation of general coordination of movements to rhythmic music: marching, walking, easy running.
1. Exercises to develop dynamic praxis of the hands: performing movements (with the left, right hand, two hands)
according to the model, according to
verbal instructions , counting: fist-edge, fist-edge-palm.
2. Exercises to develop reciprocal hand coordination: performing simultaneous movements: fist (left hand)
- rib
(right hand)
, etc.
3. Switching exercises (graphic)
: • + • +; o–o–
II. Corrective work on verbal material.
The work is carried out at different levels.
1. Level of vowel sounds. Types of jobs :
1) singing a series of sounds with clear articulation, repeating sounds, reading letters: A, U, I, O; AU, IA; AUI, IUA; AIUA, IUAO; AIA, IAI;
2) the same tasks, highlighting the shock sound: UA, AA, AU;
3) recognition of a series of sounds by silent articulation and pronouncing them with a voice;
4) the speech therapist taps out the rhythm: the child must pronounce a vowel sound in accordance with the rhythm as follows: aa, aa, aa.
2. Syllable . these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist:•
1) count how many syllables the speech therapist pronounced ;
2) name the stressed syllable in the chain of heard syllables ;
3) building up syllables : “say 1
syllable more than I do” (sa-so.)
;
4) reduction of syllables : “say 1
syllable less than I do” (sa-so-su)
;
5) reading chains of syllables : sa-so-su-sy, sa-sa-so, sa-as-sa;
6) reading and repeating a series of syllables : a-sa, a-so, a-su, a-sy;
i-sa, i-so, i-su, i-sy”;
o-sa, o-so, o-su, o-sy;
7) remember and repeat: sa-so-so. so-sa-sa. so-sa-.so. sa-so-sa;
repetition, reading syllables with consonant clusters:
hundred, hundred, hundred, hundred; ast, ost, mouth, ist;
a-sta, a-hundred, a-stu, a-sta;
sa-sta, so-hundred. su-stu, s-stu;
sta-tsa, etc.
9) “come up with a chain of as many syllables as there are dots on the die, write them down”;
10) come up with a syllable for the scheme : SG, GS, SGS, SSG, GSS;
11) "say it the other way around"
: sa-
“as”
, tsa-
“ast”
;
3. Word . When practicing words of different syllabic structures, the following must be taken into account: a) the structure of the word expands due to constructions already present in the child’s speech; b) the formation of the syllabic structure of words is carried out on the basis of certain word , which are fixed both in isolation and as part of a phrase;
c) in the most severe cases, work should begin with evoking or consolidating existing onomatopoeic words . Particular attention should be paid to repetition of onomatopoeia (for example, aw-aw-aw)
;
d) the transition to two-syllable words is carried out using already acquired simple syllabic structures . Children are offered two-syllable words like : SG + SG with the same repeated syllables (mother, woman)
.
The procedure for practicing words with different types of syllabic structure , the purpose of which is to clarify the contour of the word , was proposed by Bolshakova E. S.
A. Phonemic and syllabic analysis of words :
1) game "Telegraph"
:
“transmit” a word by tapping out its rhythmic structure ;
2) games of assigning words to syllables : hit the ball on the floor as many times as there are syllables in the word , the hits are accompanied by a clear pronunciation of the syllables ;
3) dividing words into syllables , pronouncing syllables while simultaneously performing an action, compare words : where there are more rings, the word is longer ;
4) the child writes down a number indicating the number of syllables in a word ;
5) analysis of a word with quantitative and qualitative analysis of its sound-syllable composition ;
6) analysis of a word according to the scheme : how many syllables , which is the first, the last, which syllable comes before the syllable , after the syllable , between syllables ;
7) "cut pictures"
: cut the pictures into as many equal parts as there are
syllables in the word , sign, name each syllable ; “the animals were settled in their homes”
: one-story - cat, two-story - fox;
9) playing with a ball: children pass the ball to each other and at the same time name the syllable of a word ;
10) explain the meaning of the word steamer : from what 2 words is it formed ;
11) correct the mistake in the words : motalok, mokolo
a) the words are written incorrectly; b) the words are pronounced incorrectly by the speech therapist. If it is difficult, then an object picture is given to help;
12) name an extra word : monkey, hippopotamus, giraffe, crocodile;
13) what has changed in the word : fox-fox-fox;
14) the child is offered a number of pictures, from them choose the longest word , the shortest, name words with the same number of syllables ;
15) the speech therapist shows pictures, and the children must show the number indicating the stressed syllable in these words ;
16) word : has the number of syllables in a word with the appearance of a new letter (sound)
: bottom - down, sewed - sewed;
B. Phonemic and syllabic analysis of words :
1) supplement this syllable with the same syllable ША : ma., ka. .
2) puzzles: kof., las., braid. .
3) form one word from two words : ice, chop (icebreaker)
;
4) the speech therapist pronounces the word slowly, syllable by syllable : so...ba...ka, and the child guesses the whole word ;
5) "cut pictures"
: the child is given the task of putting together a picture that is cut into as many parts as there are
syllables in the word .
6) form a word by analogy : house-house, cat-...
7) complete the word with a suitable syllable : earthen, currant. .
8) adding names to the pictures: cars, cubes. .
9) from cards on which syllables , make words that are devoid of meaning, read them.
B. Mixed exercises for analysis and synthesis of words :
1) swap the syllables , make up the word : glad-hole, pine-pump;
2) form a new word from the first syllables of two words : teapot + cabbage: seagull;
3) one child pronounces the word slowly syllable by syllable , and the other calls the whole word : pu. th. in and. tsa—button.
G. Phonemic representations:
1) arrange the pictures of the climbs: a) –––––––––– ––––––––– ––––––––––
–––- ––– ––- –– –– ––
b) ––––––––– ––––––––––
–––– –––- –––- –––-
2) come up with related words for the word snow (snow, snowball, snowflake, snowmen)
;
3) name any word , come up with a word 1 syllable longer (shorter)
;
5) come up with words consisting of 1,2, 3,4 syllables ;
6) chain of words : tigers-fish-...
7) finish the word : la., la., la.
come up with words ending in CHOC;
9) come up with names for the dolls, consisting of 2 and 3 syllables . “Give them things consisting of 2 and 3 syllables .” “Why didn’t anyone get a raincoat and sandals?”
10) arrange the pictures into 2 piles: who is this? What is this? Explain the meaning of the words : builder, construction; wig, hair salon, etc.
4. The syllabic structure of words based on purely proverbs, sentences, poems, texts. Children can be offered the following types of work depending on the stage of correctional work .
1) learning simple sayings
Children are encouraged to clap their hands for each syllable or specific sound;
2) come up with a simple saying yourself: sa-sa-sa. ;
3) memorizing chants, performing movements during speech;
4) reading simple poems, pure sayings, sentences, texts is associated with an adult;
5) reading poetry, stories with tapping rhythm:
- Geese, geese!
- Ha-ga-ha!
- Do you want something to eat?
- Yes Yes Yes!
7) singing chants with a clear rhythmic structure to musical accompaniment: ko-ko-ko - go far;
8) finish the sentence: a) the cat is basking in the sun... he is looking at him... What identical syllable is added ?
9) composing sentences with words of a complex syllabic structure based on subject and plot pictures;
10) exercise on managing words with a complex syllabic structure : Who is this? - This is a policeman. No one? - there is no policeman. Help whom? - to a policeman.
11) choose from 3 words the one that fits the rhyme: Whispers different fairy tales in my ear at night... (feather bed, pillow, shirt)
;
10) come up with a rhyme for the rhymed lines yourself: where in the spring it was empty, in the summer it grew... (cabbage)
;
We are collecting very large... (potatoes)
;
11) reading sentences by syllables (they are divided into syllables and sentences by a speech therapist)
;
14) reading sentences and texts syllable by syllable with independent division of words into syllables .
The above syllaborhythmic exercises are aimed at correcting the syllabic structure of words , and the speech therapist will choose specific types of work independently depending on the level of speech and intellectual development of the child, his age and the type of speech pathology. A child with speech underdevelopment at the 1st stage of learning needs more repetitions. Work on correcting the syllabic structure of words should be carried out over a long period of time, taking into account the principles from simple to complex, consistency in the presentation of material , taking into account the leading activity of the child and the principle of clarity.
