Development of phonemic processes in children

Article:

A frequent speech disorder in children is phonetic-phonemic underdevelopment - a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
This category includes children with normal hearing and intelligence. This is a whole complex of phonetic-phonemic disorders, including violations:

- phonemic hearing;

— phonemic analysis;

- phonemic synthesis;

- phonemic perception;

- phonemic representations;

Phonetic-phonemic underdevelopment is the basis for the occurrence of dysgraphia and dyslexia - a persistent lag in the ability to write and read.

Phonemic hearing is a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word. Phonemic hearing helps to distinguish some speech sounds from others (zh-sh), (b-p), (z-s), to distinguish by ear syllables and words that differ only in one sound (sa-xia) (zhi-shi), due to which words are distinguished, recognized and understood, for example: house-som-crowbar-com-barrel-kidney-fishing rod-duck-rat-roof.

The development of phonemic hearing occurs very early and is ahead of the child’s expressive speech in its development, i.e. First, phonemic hearing is formed, and on its basis speaking itself is formed.

If phonemic hearing is impaired, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - some exactly, and some very approximately. “Needle” turns into “mist,” “forest” into “leaf” or “fox,” “Misha’s car” into “mice on a car.” The child “does not hear” the endings of words or paired consonants. It is difficult for him to repeat chains of syllables, even with oppositional sounds (ta-pa-ka, ta-da), and it is difficult for him to choose pictures that differ by one sound in the names (bear-mouse, barrel-kidney).

Lack of phonemic awareness is especially pronounced when learning to write and read.

Phonemic analysis and synthesis are mental activities of analyzing or synthesizing the sound structure of a word.

Phonemic analysis is the ability to break down an audible word into its constituent sounds and clearly imagine its sound structure. Phonemic analysis refers to mental actions to analyze the sound structure of a word - decomposing it into a sequential series of sounds, counting their number, classification.

The most complex form of phonemic analysis is determining the sequence of sounds in a word, their quantity, and place in relation to other sounds (after which sound, before which sound). This form of sound analysis appears in children only in the process of special literacy training. Underdevelopment of language analysis and synthesis is manifested:

When writing, distortions in the structure of words and sentences. Particularly common in this case will be distortions of the sound-letter structure of the word. The most typical errors are: omissions of consonants when they are combined (dictation - “dikat”, school - “kola”); vowel omissions (dog – “sbaka”, house – “dma”); permutations of letters (path - “torpa”, window - “kono”); adding letters (taskali - “tasakali”); omissions, additions, rearrangement of syllables (room - “kota”, glass - “katan”).

When reading specific errors:

omissions of consonant sounds when converging (brand - “maka”, barrel - “sides”),

insertion of vowels between consonants when they come together (pasla - “pasala”, girl - “girl”),

permutations of sounds (duck - “tuka”, croup - “kurpa”)

omissions and insertions of sounds in the absence of a combination of consonants in a word (milk - “milk”, raspberries - “maalina”).

For proper mastery of the processes of writing and reading, the formation of phonemic analysis is very important.

Phonemic synthesis is the ability to combine individual sounds into a whole word with subsequent recognition of this word, mentally composed of sounds. Phonemic synthesis refers to mental actions to synthesize the sound structure of a word - the merging of individual sounds into syllables, and syllables into words.

A child who knows how to synthesize sounds into a word should be able to answer a question like: “What word will come from these sounds: k-o-sh-k-a?” (sounds are pronounced one at a time, with pauses between them).

Omissions and rearrangements of letters, the addition of extra letters when writing are often evidence of unformed phonemic synthesis. Only with free orientation in the sound composition of a word will a child be able to master writing at the proper level.

Phonemic perception is special mental actions involving the differentiation of phonemes and the establishment of the sound structure of a word.

Phonemic awareness is the ability to perceive the sound composition of a word. How many syllables are in a word? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? It is phonemic awareness that helps answer these questions.

Formed phonemic perception is the key to clear pronunciation of sounds, the correct syllabic structure of words and the basis for the ease of mastering the grammatical structure of the language, and therefore the successful development of writing and reading.

Children usually learn the basic sounds of language quite early. Due to the physiological characteristics of the structure of the articulatory apparatus, they cannot correctly reproduce all phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic characteristics. He recognizes mispronounced words and is able to differentiate between correct and incorrect pronunciation. At the age of 5-6 years, children should already have a high level of development of phonemic perception. They must correctly form subtle and differentiated sound images of words and individual sounds.

Children with good phonemic awareness speak clearly because they clearly perceive all the sounds of our speech. At the same time, in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot separate phonemes that sound similar, and words with these phonemes sound the same to them, for example: sami-sleigh, kidney-barrel, fox (animal) - forests (plural of the word “forest”).

In general, a violation of phonemic perception leads to the fact that the child does not perceive speech sounds that are close in sound or similar in articulation. His vocabulary is not replenished with words that contain sounds that are difficult to distinguish. The child gradually begins to lag behind the age norm. For the same reason, the grammatical structure is not formed to the required extent. It is clear that with insufficient phonemic perception, many prepositions or unstressed endings of words remain “elusive” for the child.

Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible. The use of special techniques for the development of phonemic processes leads to the fact that children perceive and distinguish the endings of words, prefixes, common suffixes, highlight prepositions in a sentence, etc., which is so important when developing reading and writing skills.

The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Phonemic representations are images of the sound shells of words preserved in the mind, which were formed on the basis of previous perceptions of these words.

To fully master reading and writing, it is not enough to be able to differentiate speech sounds only at the moment of their immediate auditory perception. It is necessary that the child retains a stable idea of each sound in his memory, that is, he can mentally imagine the sound of any sound. During independent reading and writing, he can correlate each sound with its corresponding letter only on the basis of such mental ideas about sounds - after all, at this time he does not have the ability to perceive these sounds by ear.

Underdevelopment of phonemic representations leads to difficulties in mastering the process of reading and writing, specific persistent errors in reading and writing, and, consequently, to failure in school, and a number of behavioral and psychological problems.

It is possible to form appropriate phonemic representations only with the help of special correction techniques.

Not only children with FPD experience underdevelopment of phonemic hearing and perception, but also children with ODD levels I-IV, with dysarthria, dyslalia, alalia, dysgraphia, dyslexia.

It should be noted that phonemic perception in the process of ontogenesis occurs at certain stages:

Complete lack of differentiation of speech sounds. No understanding of speech. The stage is defined as prephonemic;

It becomes possible to distinguish between acoustically distant phonemes, while acoustically close phonemes are not differentiated. A child hears sounds differently than an adult. Distorted pronunciation probably corresponds to misperception of speech. There is no difference between correct and incorrect pronunciation;

The child begins to hear sounds in accordance with their distinctive features. However, a distorted, incorrectly pronounced word is associated with the object. The coexistence of two types of linguistic background: the former, tongue-tied and the formative new one.

Expressive speech is almost normal, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.

The completion of the process of phonemic development, when both the perception and expressive speech of the child are correct. A sign of transition is the distinction between correct and incorrect pronunciation.

In my work with children, I use special exercises to develop phonemic hearing and phonemic perception.

In the work on the formation of these processes, the following stages can be distinguished:

Stage I – recognition of non-speech sounds;

Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;

Stage III – distinguishing words that are similar in their sound composition;

Stage IV – differentiation of syllables;

Stage V – differentiation of phonemes;

Stage VI – development of basic sound analysis skills.

Sample games and exercises that I use in my work:

For example, when working on recognizing non-speech sounds, I use the computer method “Development and correction of speech of children 4-8 years old (Akimenko V.M.)” to develop auditory attention, distinguish non-speech sounds (the game “What sounds?”), I also use various toys and objects for the game “Guess what sounds” (the game uses objects that can produce characteristic sounds: bell, drum, paper, pipe, keys, etc.)

Game “Which word is different?”

Of the four words clearly pronounced by an adult, the child must name the one that differs from the rest: ditch-ditch-cocoa-ditch, com-com-cat-com, duckling-duckling-duckling-kitten, booth-letter-booth-booth, screw-screw-bandage-screw, minute-coin-minute-minute buffet-bouquet-buffet-buffet, ticket-ballet-ballet-ballet, pipe-booth-booth-booth.

Exercise “Name the first sound in words” (A, O, I, U).

Stork, duck, needle, queue, vegetables, snail, morning, pharmacy, army, album, search, leave, play, groan, gasp, Africa, India, harvest, sparks, turkey, matinee, address, Aibolit, aquarium, antelope, washbasin, island.

Exercise “Name the last sound in words” (A, O, I, U, Y).

Head, game, wall, leg, hat, thread, bench, pen, watering can, window, coat, cinema, a long time ago, wing, move away, name it, carry, lights, streams, books, pies, poppies, shovels, bouquets, lemons, ribbons, candy, I’m going, I’ll call, I’ll hug, cockatoo, I’ll throw, I’ll shout, I’ll go, I’ll spin, I’ll come.

Exercise “Name all the sounds in order”

Buck, hall, var, your, howled, din, goal, hum, gift, smoke, house, shower, beetle, heat, lump, cat, whale, crowbar, varnish, onion, poppy, soap, small, moss, nose, our, steam, dust, floor, cancer, mouth, dug, rum, himself, juice, bitch, son, dream, soup, litter, current, so, knock, choir, jester, ball.

When automating sounds, I always include tasks to determine the position of a sound in a word (at the beginning, in the middle, at the end). Children especially love the game with the train (1 car - the sound "hid" at the beginning of the word, 2 car - in the middle of the word, 3 car - at the end of the word).

In many classes, my children and I come up with words with given sounds: at the beginning, in the middle, at the end of the word.

If the child accurately completes all tasks at all stages and masters the concepts of “sound, syllable, word,” then we move on to the most complex tasks, for example, drawing up word diagrams. The child learns to characterize sounds (vowels, consonants, hard and soft consonants, voiceless and voiced) and draw diagrams of words.

Thus, we see that phonemic processes are formed in the child gradually. Phonemic hearing is a basic element of speech activity and needs to be developed.

Bibliography:

Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. —— M.: Humanite. ed. VLADOS center, 1998. - 680 p.

Tkachenko T. A. Development of phonemic perception. Preschooler's album: A manual for speech therapists, educators and parents. M.: GNOM i D, 2005.

Tkachenko T. A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg: DETSTVO-PRESS, 2000. – 32 p.

Formation of phonemic perception in children with general speech underdevelopment

Kravtsova Maria Konstantinovna, speech therapist teacher

City Psychological and Pedagogical Center of the Moscow Department of Education, territorial branch "Otradnoe"

The formation of phonemic perception, according to many researchers (G. A. Kashe, R. E. Levin, G. A. Nikashin, T. B. Filicheva, etc.) occupies an important place in the correction of general speech underdevelopment. Developing phonemic perception in preschoolers, we have a positive influence on the development of the child’s entire phonetic base of speech, which in turn contributes to the formation of the correct syllable structure of the word. Consistent and correct sound pronunciation in preschoolers can only be achieved with well-formed phonemic perception. In the future, this will have a positive impact on the development of reading and writing skills [2, p. 3]. Let's consider the main directions of work on the formation of phonemic perception [1, p. 15].

Discrimination and recognition of non-speech sounds

Work in this area involves developing in preschoolers the ability to differentiate and recognize non-speech sounds through a selection of special exercises and games. The skills of auditory attention and memory formed in the process of this work contribute to the further development in children of the ability to distinguish and differentiate speech sounds.

Games and exercises:

“Don’t yawn, pick up the right toy (picture).” Several toys are laid out in a row in front of the child: a drum, a bell, a pipe. The speech therapist shows how these toys sound, and then invites the child to play with them and pay attention to how each of them sounds. Then the toys are covered with a screen, and the child is asked to determine what sounded. If the child’s speech capabilities do not allow him to name the sounding toy, he shows it in the picture. The number of toys increases from three to five.

“What rattles.” This game is played in the same way as the previous one, only it uses various rattling objects, toys, and bulk materials.

“Stamp-clap.” The child is asked to stomp his foot if he hears the sound of a tambourine, and clap his hands if he hears the sound of a drum.

“Clap like me.” During this exercise, different sound sources can be used. This can be clapping, tapping, or the sound of musical instruments (tambourine, spoons, drum, rattle). Game options:

– clapping (tapping) the rhythm by imitating the speech therapist by ear and visually relying on the diagram;

- clapping a rhythmic pattern without support to the ear.

– according to the scheme, independently clap the rhythmic pattern.

Distinguishing between defective and correct pronunciation

This direction involves educating children in auditory control skills, since the ability to distinguish between impaired and correct pronunciation of phonemes contributes to the development of phonemic hearing and improves the quality of sound pronunciation.

Games and exercises:

“Dissatisfied Fedya.” The speech therapist asks the children to listen carefully to a series of words or a single phrase. If children hear the incorrect pronunciation of any sound, they must pick up a card with a picture of a dissatisfied Fedya.

“Help Dunno.” The speech therapist tells the child that Dunno doesn’t know how to pronounce a word correctly, then deliberately distorts the pronunciation of sounds in a word or phrase. Children are invited to correct the mistakes that Dunno made.

“Teacher.” The child is asked to look at cards with images of various objects, then he is asked to play the role of a teacher. To do this, the speech therapist asks him to listen carefully; if the picture is called incorrectly, the child corrects the speech therapist, or gives a conventional sign, for example, ringing a bell. Spoken words:

Syanki, shanki, sleds, vanki, tanks;

Banka, punka, bianca, tanka, bayanka.

Recognition and discrimination of words with similar sound composition

As speech therapy work progresses, exercises and games aimed at differentiating words gradually become more complex. First, children are offered words that differ only in a few sounds, and then move on to words that differ in one sound.

Games and exercises:

“Find a pair.” On the table in front of the child there are pictures with different and similar-sounding words. The child must find a pair for each picture with a word that sounds similar.

“Similar words.” The speech therapist pronounces the word and invites the children to think and name words that will be close in sound to the given word (dog - current, day - shadow, pussy - bowl, goat - thunderstorm).

“Hide and seek.” The speech therapist explains to the child that one word is hidden, and in order to find it, you need to carefully listen to a number of words and guess which one is different from the rest:

duckling, kitten, duckling, duckling;

bear, bear, bear, bowl.

“Choose a word.” A two-line poem is read to the child. The last word in the first line stands out intonationally. Next, the task is given to choose from the proposed words the one that will rhyme and fit in meaning:

No matter how much Dima wants,

plane (did not run, did not fly, did not float).

Our Dasha on Sunday,

celebrates... (Victory Day, New Year, Birthday) and other similar options.

Distinguishing syllables that are similar in sound composition

In order to teach children to differentiate syllables that differ in one or more sounds, they are asked to repeat syllables with different vowels and consonants, with phonetically distant and close sounds. The syllables used in the exercises can be closed and open with and without a confluence of consonant sounds.

Games and exercises:

Reproduction of syllables with the same consonants and different vowels:

yes-yes-do

mu-me-we

etc.

Reproduction of syllables with the same vowel and different consonants:

ta-ha-ka

we-we-you.

Reproduction of syllables that differ in deafness and voicedness:

TA-dah

pa-ba-pa.

If a child has difficulty differentiating sounds by voicedness or deafness, you can invite him to put his hand to his throat and note that when pronouncing voiced sounds, the throat rings - there is a voice; when pronouncing dull sounds, the neck is silent - there is no voice. Then play the game:

“Voiced - voiceless.” When pronouncing a syllable with a voiced consonant, ring a bell, with a voiceless consonant, put your finger to your mouth.

Reproduction of syllables that differ in hardness and softness:

peeps

mu-mu

By pronouncing these syllables you can play the game:

“Hard - soft.” First, the speech therapist asks the child to lift up a soft toy, then a hard one. Next, it is explained to the child that sounds can also be soft and hard. After this, the speech therapist pronounces the syllables and asks the child to pick up a soft toy if he hears a syllable with a soft sound and a hard toy if he hears a syllable with a hard sound.

Reproduction of syllables in which the number of consonant sounds increases when combined:

ka-tka

taffeta.

Reproduction of syllables with different vowel sounds and a combination of identical consonants:

nky-nka-nko-nku

hty-hty-hte-hta.

When repeating a series of syllables, games can be played in the same way:

“Echo.” Children sit in a circle. The speech therapist speaks one syllable or a series of syllables into the ear of one of the children, then they whisper this syllable to each other, and the last one pronounces it out loud. As the game progresses, the speech therapist changes the syllables, and if it is a series of syllables, then their sequence.

“Pass it to someone else.” Children take turns repeating syllable sequences after the speech therapist and throwing or passing the ball to each other.

“Find the extra syllable.” The speech therapist invites the children to listen carefully to the syllable series and find a syllable that differs from other syllables; it will be extra:

fa-fa-fo

nka-npa-nka.

Distinguishing acoustically close sounds

Before you begin to differentiate sounds, it is necessary to clarify the articulation and auditory image. For differentiation, consonants and vowels are used, starting with acoustically distant sounds and gradually moving to acoustically close ones.

Sounds are distinguished and compared, first in isolation and then in syllables and words. Certain visual images are selected for each sound [3, p. 7], therefore, these exercises, in addition to working on the differentiation of sounds, include the development of auditory and visual memory.

Games and exercises:

“Who gave the vote.” On the table in front of the children there are toys, each of which the speech therapist assigns a conventional sound (for example: mouse - squeaks p-p-p, frog - croaks-k-k, goose - cackles g-g-g). Then the speech therapist says one of the conventional sounds and invites children to guess who cast the vote?

“Be careful.” Children are asked to listen to a series of sounds and repeat after the speech therapist only the given sound. Then the task becomes more complicated, and you need to repeat syllables, and then words with a certain sound.

Variants of this game can be tasks using different toys, for example, if you hear the sound t, press the bell or hear the sound g, show the parsley, or catch the ball only when you hear the sound l, if I make other sounds, throw the ball back to me.

“Pick up pictures.” The speech therapist asks the children to pick up pictures that match the given sounds. For example:

Hard - soft. Place pictures in the name of which you hear a hard sound near the brick, and those in which you hear a soft sound - near the cotton wool.

Voiced - deaf. The game is played using phonetic symbols. The meaning of the symbols is first explained to the children. A voiced sound is a bell, a dull sound is a bell crossed out. Then the children place pictures next to the symbols.

Hissing - whistling. The game is played using phonetic symbols for consonants, similar to the game with voiced and unvoiced sounds.

“Shop.” On the table there are upside-down cards depicting phonetic symbols of consonant sounds, and toys are nearby. Children take turns coming to the table, choosing a card, turning it over, calling the sound that this symbol represents, then choosing a toy whose name begins with the sound they have chosen.

The proposed games and exercises can be used both in individual and frontal classes.

As practice shows, the use of a variety of tasks in speech therapy work helps create a positive motivational mood in children and helps maintain interest in classes throughout the entire period of training.

Literature:

Golubeva G. G. Correction of violations of the phonetic aspect of speech in preschool children. - SPb.: RGPU im. Herzen. Union, 2000.
Tkachenko T. A. Phonemic perception. Formation and development. Speech therapy notebook. - M.: Knigolyub, 2008.
Tkachenko T. A. Preparing preschool children for reading and writing: phonetic symbols: a manual for speech therapists. - M.: VLADOS, 2013.

“Development of sound analysis and synthesis skills in preschoolers.” Author: Matveeva Eleonora Andreevna

SKILL DEVELOPMENT

SOUND ANALYSIS AND SYNTHESIS IN PRESCHOOL CHILDREN

What is sound analysis? And why should these skills be developed by the start of school?

Analysis is the division of a whole into its component parts.

Sound analysis is the division of the whole (the whole is the word) into its component parts (the components of the word are sounds). That is, sound analysis is the division of a word into the sounds of which it consists. Why do we need sound analysis? Sound analysis is at the core of the writing process.

When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent elements (sounds), establishing their quantity and sequence.

Before starting to write, the child needs to analyze the word, but already during writing, synthesis occurs, that is, a mental combination of sound elements into a single whole.

Thus, teaching writing is impossible without the formation of sound analysis. If the sound analysis is not formed or not fully formed, then children will write with errors, for example: instead of country - sana, tana, etc.

This is what sound analysis is all about. Now about sound synthesis. Synthesis is the joining of parts into a whole, and sound synthesis is the joining of sounds into words. Sound synthesis is at the core of the reading process.

To read a word means using a combination of individual letters that reflect the order of sounds in the word, synthesizing them so that they form a real, “living” word. Full synthesis is possible only on the basis of an analysis of the sound structure of words.

If synthesis is disrupted, the child is not able to form a word from a series of sounds. For example, to an adult’s question: “What word will you get if you combine the sounds K, O, R, M?” The child answers ROMA.

Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.

Reading for children who have preserved (even mildly expressed) speech impairments is characterized by:

-difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonant sounds: whistling - hissing, hard - soft, voiced - deaf (helmet-kashka, help-help, chew-yawn);

-distortion of the syllabic structure of words (recovered instead of crossed, operation instead of surgical, took out instead of pulled out),

-grammatical errors (the boat capsized with two friends),

- letter-by-letter reading (K, A, Sh, A),

-impaired reading comprehension,

-reading pace is too slow

- “guessing reading”.

The writing of children whose general speech underdevelopment (for various reasons) has persisted is characterized by:

-replacement of sounds: whistling - hissing, voiced - deaf, soft - hard, etc.;

- distortion of the syllabic structure of words - rearrangements, omissions, addition of syllables, separate spelling of parts of a word and the merging of two words, indicating an unformed sound analysis;

- grammatical errors - shortcomings associated with the transfer of agrammatisms into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).

Preparation for learning to read and write is the development of phonemic awareness and skills of sound analysis and synthesis.

Phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them in spoken language, and sound analysis is the ability to distinguish the same thing, but to reproduce them in writing.

Thus, mastering the skills of sound analysis and synthesis:

1. ensures readiness to master literacy;

2. helps prevent the occurrence of violations in written speech during school education.

Therefore, sound analysis and synthesis should be based on stable phonemic perception. To develop this perception, I suggest parents play with their child.

I. Preparatory stage

1. Development of auditory perception

-Game "Silence"

Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.

-Game “Guess what sounds?”

The speech therapist puts musical toys on the table, names them, and makes sounds. Then he invites the children to close their eyes (“night has fallen”), listen carefully, and find out what sounds they heard.

2. Development of auditory memory

Game "Remember and Tell"

Children are asked to memorize a series of sounds and repeat it. First, rows of only vowel sounds are used, then rows of consonant sounds:

AOU, IOA, AUOI, EOIA...

SChP, KTR, PTSM...

Combinations of vowels and consonants should be excluded in order to eliminate the memorization of syllables.

II. We focus the child’s attention on a specific sound.

Game 1. - “Say it like me” The adult pronounces the word, highlighting one sound, and the child repeats (mmm, machine, domm). It is necessary for the child to learn to isolate the sound when pronouncing a word.

- “Hear the sound” clap your hands when you hear the sound “C” (sound range, syllables, words)

Game 2. “Find the place of the sound in the word.” To make it interesting for your child, make a path out of colored paper, divide it into 3 parts, choose a small toy or chip that you will move along the path with your child. Decide where the sound is and in what word you will be looking. Pronounce the word slowly and emphasize the sound (sssanki, podnosss). If the sound is heard at the beginning of the word, then the chip remains at the beginning of the track. If a sound is heard at the end of a word, the piece moves to the end of the track and stops there.

Game3. “Name the first sound in the word.” The game is played with a ball. The adult says the word and throws the ball to the child. The child, having caught the ball, names the first sound in the word

Game 4. “Name the word with the given sound.” The game is played with a ball. The adult names the sound and throws the ball to the child. The child, having caught the ball, names the word with the given sound.

III. In the preparatory group, children get acquainted with the characteristics of sounds and learn to make a sound analysis of a word using special color designations. To help a child make a sound analysis, an adult must navigate this himself. Which sounds are vowels and which are consonants. Let's remember that vowel sounds are sounds during the formation of which the air in the oral cavity does not encounter any obstacles on its way. Only the voice is involved in the formation of vowel sounds. When pronouncing these sounds, the stream of air does not meet any obstacle. These sounds can be sung freely. Sing them together with your child: A, O, U, Y, E, Yu, I, E, E... We denote vowel sounds in red.

Consonant sounds are speech sounds consisting of voice and noise or only noise that is formed in the oral cavity, where a stream of air meets various obstacles: teeth, lips, tongue and palate. Say these sounds with your child: B, V, G, D, Z, Z, K, L. M, N. P, R, S, T, F, X, C, Ch, Sh, Shch. Consonant sounds are hard and soft. We denote soft sounds in green, and hard consonants in blue.

To make it interesting for your child, use entertaining moments, try to maintain a strong interest in classes, a desire to learn new things and acquire knowledge and skills. A child can make diagrams of words not only with the help of cards, but also with the help of small buttons - toys of appropriate colors, which promotes the development of finger muscles.

Select the items you like and make a sound analysis of the word MAK.

MMMAC - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take a token that represents a consonant sound and place it under the picture.

MAAAK - tell me how I am. What sound do you hear after M? What sound is this? Take the token that represents the vowel sound and place it after the M.

MAK - (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the sound A.

Name all the sounds in the word MAC in order.

Where is the sound A: at the beginning, at the end or in the middle of the word?

What is the first sound in the word MAC ? What is the last sound in this word?

Name the vowel sound in the word.

Name the consonant sounds in the word.

How many sounds are there in the word MAC ?

Sound analysis produces a colorful diagram. Now you can invite the child to sketch it in a squared notebook or on a piece of paper and once again invite the child to pronounce the word by sounds. It is not recommended to move on to sound analysis of complex words without mastering simple words. Only after you have mastered the material from the previous lessons, move on to the next lessons.

To develop synthesis of thinking, play the game “Guess the Word” with your child. The adult names individual sounds, and the child guesses the word (r ak - cancer).

Remember, you have the power to help your child overcome the difficulties associated with speech impairment. By developing the skills of sound analysis and synthesis at home, you will certainly help your child succeed in school!

EXERCISES FOR DEVELOPMENT

PHONEMATIC ANALYSIS AND SYNTHESIS

1. Determining the number of sounds in a word and their sequence. (How many sounds are in the word “faucet”? Which one is 1,2, 3, 4?),

2. Coming up with words with a certain number of sounds.

3. Recognition of words presented to the child in the form of sequentially pronounced sounds. (What word will come from these sounds: k-o-sh-k-a).

4. Formation of new words using “increasing” sounds. (What sound should be added to the word “mouth” to make a new word? Mole-grot, steam-park, Olya-Kolya, Tolya, Fields).

5. Formation of new words by replacing the first sound in a word with some other sound (Dom-som, crowbar, lump, Tom, crowbar).

6. Formation of as many words as possible from the sounds of a given word, TRACTOR - cancer, so, mouth, rock, current, cat, who, company, bark, cake, court, mole, tact, tract.

7. Select pictures whose titles contain 4-5 sounds.

8. Insert the missing letters into the words: vi.ka, di.an, ut.a, lu.a, b.nocle, etc.

9. Choose words in which the given sound would be in 1st, 2nd, 3rd place (fur coat, ears, cat).

10. Compose words of different sound-syllable structure from the letters of the split alphabet: himself, nose, frame, fur coat, cat, bank, table, wolf.

11. Select words with a certain number of sounds from the sentences, name them orally and write them down.

12. Add a different number of sounds to 1 and the same syllable to get the word: pa-par, pa-park, pa-par, pa-sails.

13. Choose words for each sound. The word is written on a piece of paper. For each letter, choose a word that begins with the corresponding sound. Words are written in a certain sequence: first words with 3 letters, 4, 5, etc.

PEN

Ulya's mouth chas cat Anya

rose corner bowl porridge stork

sleeve street cover cork aster

14. From the written word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous word: house-mac-cat-axe-hand.

15. Dice game. Children throw a cube and come up with a word consisting of a certain number of sounds in accordance with the number of dots on the top face of the cube.

16. Riddle word. Write 1 letter of the word and put dots in place of the remaining letters. If the word is not guessed, the 2nd letter is written, etc.

P . . . . . . . . . . (yogurt).

17. Write the letter in the circle. Cancer-raO, kaOa, etc.

EXERCISES TO DEVELOP SYLLABAL ANALYSIS AND SYNTHESIS

1. Determining the number of syllables in a word and their sequence. (How many syllables are in the word “hammer”? Which one is 1? 2? 3?).

2. The child comes up with words with a certain number of syllables.

3. Composing words from syllables given separately. (The syllables have lost their place, we need to help them find it: na-ro-vo, tok-lo-mo, ka-sum).

4. Recognition of words presented to the child in the form of sequentially pronounced syllables. (What word comes from the syllables: go-lo-va).

5. Formation of new words by the child adding syllables to a given word. (Which syllable should be added to the word “gender” to make a new word?).

6. Rearranging syllables in a word to get a new word. (Get a new word by swapping syllables).

7. Distribution of pictures according to the number of syllables in a word. (Put pictures whose names consist of one-syllable words in one place, and whose names consist of 2,3,4-syllable words in another).

8. Clap or tap out the word syllable by syllable and name their number.

9. Identify vowel sounds. (As many syllables in a word as there are vowels).

10. Name the vowels in the word. Words are selected whose pronunciation does not differ from their spelling (puddle, saw, crowbar, ditch).

11. Write down the vowels of this word.

12. Select 1 syllable from the names of the pictures and write it down. By combining the syllables into a word or sentence, read the resulting word or sentence. Beehive, house, car, moon, toad There is a puddle near the house.

13. Identify the missing syllable in a word using a picture: - buz, ut-, lod-, ka-, ka-dash.

14. Select from a sentence words consisting of a certain number of syllables.

EXERCISES TO DEVELOP LANGUAGE ANALYSIS AND SYNTHESIS

1. Determining the number of words in a sentence and their sequence. (How many words are in the sentence “Vova is reading a book”? What is 1? 2? 3?).

2. Coming up with sentences consisting of a certain number of words.

3. Coming up with sentences based on the plot picture and determining the number of words in it.

4. Composing sentences from words given separately, or working with the so-called deformed text. (The words have lost their place, we need to help them find it: children, ball, in, played; tall, grow, forest, pine, in.)

5. Spreading sentences by increasing the number of words.
Author:
Matveeva Eleonora Andreevna

Job:

SKILL DEVELOPMENT

SOUND ANALYSIS AND SYNTHESIS IN PRESCHOOL CHILDREN

What is sound analysis? And why should these skills be developed by the start of school?

Analysis is the division of a whole into its component parts.

Sound analysis is the division of the whole (the whole is the word) into its component parts (the components of the word are sounds). That is, sound analysis is the division of a word into the sounds of which it consists. Why do we need sound analysis? Sound analysis is at the core of the writing process.

Before starting to write, the child needs to analyze the word, but already during writing, synthesis occurs, that is, a mental combination of sound elements into a single whole.

This is what sound analysis is all about. Now about sound synthesis. Synthesis is the joining of parts into a whole, and sound synthesis is the joining of sounds into words. Sound synthesis is at the core of the reading process.

To read a word means using a combination of individual letters that reflect the order of sounds in the word, synthesizing them so that they form a real, “living” word. Full synthesis is possible only on the basis of an analysis of the sound structure of words.

Reading for children who have preserved (even mildly expressed) speech impairments is characterized by:

-distortion of the syllabic structure of words (recovered instead of crossed, operation instead of surgical, took out instead of pulled out),

-grammatical errors (the boat capsized with two friends),

- letter-by-letter reading (K, A, Sh, A),

-impaired reading comprehension,

-reading pace is too slow

- “guessing reading”.

The writing of children whose general speech underdevelopment (for various reasons) has persisted is characterized by:

-replacement of sounds: whistling - hissing, voiced - deaf, soft - hard, etc.;

Preparation for learning to read and write is the development of phonemic awareness and skills of sound analysis and synthesis.

Phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them in spoken language, and sound analysis is the ability to distinguish the same thing, but to reproduce them in writing.

Thus, mastering the skills of sound analysis and synthesis:

1. ensures readiness to master literacy;

2. helps prevent the occurrence of violations in written speech during school education.

Therefore, sound analysis and synthesis should be based on stable phonemic perception. To develop this perception, I suggest parents play with their child.

I. Preparatory stage

1. Development of auditory perception

-Game "Silence"

Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.

-Game “Guess what sounds?”

2. Development of auditory memory

Game "Remember and Tell"

Children are asked to memorize a series of sounds and repeat it. First, rows of only vowel sounds are used, then rows of consonant sounds:

AOU, IOA, AUOI, EOIA...

SChP, KTR, PTSM...

Combinations of vowels and consonants should be excluded in order to eliminate the memorization of syllables.

II. We focus the child’s attention on a specific sound.

Game 1. - “Say it like me” The adult pronounces the word, highlighting one sound, and the child repeats (mmm, machine, domm). It is necessary for the child to learn to isolate the sound when pronouncing a word.

- “Hear the sound” clap your hands when you hear the sound “C” (sound range, syllables, words)

Game 2. “Find the place of the sound in the word.” To make it interesting for your child, make a path out of colored paper, divide it into 3 parts, choose a small toy or chip that you will move along the path with your child. Decide where the sound is and in what word you will be looking. Pronounce the word slowly and emphasize the sound (sssanki, podnosss). If the sound is heard at the beginning of the word, then the chip remains at the beginning of the track. If a sound is heard at the end of a word, the piece moves to the end of the track and stops there.

Game3. “Name the first sound in the word.” The game is played with a ball. The adult says the word and throws the ball to the child. The child, having caught the ball, names the first sound in the word

Game 4. “Name the word with the given sound.” The game is played with a ball. The adult names the sound and throws the ball to the child. The child, having caught the ball, names the word with the given sound.

III. In the preparatory group, children get acquainted with the characteristics of sounds and learn to make a sound analysis of a word using special color designations. To help a child make a sound analysis, an adult must navigate this himself. Which sounds are vowels and which are consonants. Let's remember that vowel sounds are sounds during the formation of which the air in the oral cavity does not encounter any obstacles on its way. Only the voice is involved in the formation of vowel sounds. When pronouncing these sounds, the stream of air does not meet any obstacle. These sounds can be sung freely. Sing them together with your child: A, O, U, Y, E, Yu, I, E, E... We denote vowel sounds in red.

Select the items you like and make a sound analysis of the word MAK.

MMMAC - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take a token that represents a consonant sound and place it under the picture.

MAAAK - tell me how I am. What sound do you hear after M? What sound is this? Take the token that represents the vowel sound and place it after the M.

MAK - (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the sound A.

Name all the sounds in the word MAC in order.

Where is the sound A: at the beginning, at the end or in the middle of the word?

What is the first sound in the word MAC? What is the last sound in this word?

Name the vowel sound in the word.

Name the consonant sounds in the word.

How many sounds are there in the word MAC?

To develop synthesis of thinking, play the game “Guess the Word” with your child. The adult names individual sounds, and the child guesses the word (r ak - cancer).

EXERCISES FOR DEVELOPMENT

PHONEMATIC ANALYSIS AND SYNTHESIS

1. Determining the number of sounds in a word and their sequence. (How many sounds are in the word “faucet”? Which one is 1,2, 3, 4?),

2. Coming up with words with a certain number of sounds.

3. Recognition of words presented to the child in the form of sequentially pronounced sounds. (What word will come from these sounds: k-o-sh-k-a).

4. Formation of new words using “increasing” sounds. (What sound should be added to the word “mouth” to make a new word? Mole-grot, steam-park, Olya-Kolya, Tolya, Fields).

5. Formation of new words by replacing the first sound in a word with some other sound (Dom-som, crowbar, lump, Tom, crowbar).

6. Formation of as many words as possible from the sounds of a given word, TRACTOR - cancer, so, mouth, rock, current, cat, who, company, bark, cake, court, mole, tact, tract.

7. Select pictures whose titles contain 4-5 sounds.

8. Insert the missing letters into the words: vi.ka, di.an, ut.a, lu.a, b.nocle, etc.

9. Choose words in which the given sound would be in 1st, 2nd, 3rd place (fur coat, ears, cat).

10. Compose words of different sound-syllable structure from the letters of the split alphabet: himself, nose, frame, fur coat, cat, bank, table, wolf.

11. Select words with a certain number of sounds from the sentences, name them orally and write them down.

12. Add a different number of sounds to 1 and the same syllable to get the word: pa-par, pa-park, pa-par, pa-sails.

PEN

Ulya's mouth chas cat Anya

rose corner bowl porridge stork

sleeve street cover cork aster

14. From the written word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous word: house-mac-cat-axe-hand.

15. Dice game. Children throw a cube and come up with a word consisting of a certain number of sounds in accordance with the number of dots on the top face of the cube.

16. Riddle word. Write 1 letter of the word and put dots in place of the remaining letters. If the word is not guessed, the 2nd letter is written, etc.

P . . . . . . . . . . (yogurt).

17. Write the letter in the circle. Cancer-raO, kaOa, etc.

EXERCISES TO DEVELOP SYLLABAL ANALYSIS AND SYNTHESIS