The subject of our conversation is development of phonemic processes.
I had a rather difficult task - to tell you about a topic that is well known and close to you. All of you in your lessons are engaged in the development of phonemic processes.
What interests you? What's new to offer?
I bring to your attention the theory known to you, slightly diluted with historical information, terminology, psychophysiological foundations of phonemic processes, I will share my own findings in this area (the manuals that I use in class, I will introduce you to the literature).
I. History of the study.
II. Terminology.
III. Psychophysiological bases of phonemic processes.
IV. The role of phonemic processes in speech development.
V. Manifestation of violations of phonemic perception during reading and writing.
VI. Development of phonemic processes in speech therapy classes.
VII. Stages of development of phonemic awareness.
VIII. Application of articulatory gymnastics and sound articulation models.
Let us clarify what phonemic processes include.
Phonemic processes include:
Phonemic hearing
- phonemic awareness
- phonemic representations
1. History of the study.
For a long time (until about 1928), scientists believed that the sound side of speech consists only of a number of elements and combinations. Phonetics was based on the physiological nature of speech, on articulation. The development of speech was viewed through the prism of the development of motor skills and fine articulatory movements. The development of motor skills was considered the only source of development of the sound side of speech. No one paid attention to the importance of speech perception.
For the first time, L. S. Vygotsky introduced the concept of “phoneme”: he proved that the unit of development of child speech is the phoneme. From the point of view of this new phonetics, the development of children's speech occurs through the development of a system of phonemes, and not through the accumulation of individual sounds.
A phoneme is not just a sound, but a meaningful sound. L.S. Vygotsky also paid attention to the perception of phonemes. He believed that “every phoneme is perceived and reproduced as a phoneme against a background of phonemes, i.e. the perception of a phoneme occurs only against the background of human speech.” The basic law of perception of phonemes is the law of perception of the sounding side of speech.
L.S. Vygotsky introduced the term “ phonemic awareness", which includes 3 speech operations:
The ability to hear whether a given sound is in a word or not;
the ability to distinguish words that contain the same phonemes arranged in different sequences;
the ability to distinguish words that sound similar but have different meanings.
Somewhat later D.B. Elkonin introduced the term “ phonemic awareness" The scientist was searching for the most effective methods of teaching reading and writing. He drew attention to the fact that to master these skills, phonemic hearing alone is not enough; children need to be specially trained in phonemic perception, which includes 3 operations:
The ability to determine the linear sequence of sounds in a word;
the ability to determine the position of a sound in a word in relation to its beginning, middle or end;
awareness or counting of the number of sounds in a word.
Later D.B. Elkonin isolated from phonemic perception phoneme analysis, including:
1. finding out the order of phonemes in a word;
2. establishing the distinctive function of phonemes;
3. highlighting the main phonemic oppositions characteristic of a given language.
It was this scientist who proved that before teaching a child to write, it is necessary to teach him the skills of phonemic analysis.
2. Terminology.
Professor L.S. Volkova reveals the concept “ phonemic hearing"as "...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."
What's happened phonemic awareness? “Special mental actions to differentiate phonemes and establish the sound structure of a word.” It is based on phonemic hearing. This definition covers both phoneme discrimination and phonemic analysis, synthesis and representation.
Under phonemic analysis we understand the mental actions of analyzing the sound structure of a word - decomposing it into a sequential series of sounds, counting their number, classification. Similarly, by phonemic synthesis we will understand mental actions to synthesize the sound structure of a word - the merging of individual sounds into syllables, and syllables into words.
Based on the concept of “representation” given by I. M. Onishchenko, as one of the mental processes, phonemic representations The following definition can be given: these are images of the sound shells of words preserved in the mind, which were formed on the basis of the perceptions of these words that preceded them.
3. Psychophysiological foundations of phonemic processes.
Many scientists, such as A.R. Luria, P.K. Anokhin, tried to answer the question, thanks to which parts of the central nervous system, thanks to which mechanisms of its functioning, the process of speech perception, in particular phonemes, is carried out. These scientists also established the development of the corresponding brain structures at different age stages. Already in 1874, E. Wernicke established that in the cerebral cortex in the left hemisphere, on the border of the temporal and parietal lobes, there is a zone of sensory speech. When it is damaged, a person hears words, but does not understand their meaning, since sound images of words are stored in it.
Phonemic processes are carried out due to complex analytical-synthetic activity of the brain.
According to the views of most embryophysiologists, in the early stages of ontogenesis, even during the period of embryonic development, the preliminary ability to perceive the sounds of human speech, to phonemic hearing, is laid down.
A newborn child is not yet able to differentiate not only the phonemes of human speech, but also other sounds that differ in strength and pitch. This is due to the fact that the areas of the brain responsible for the perception of sounds are not yet sufficiently formed. A child is born with a very immature brain, weighing 350-400g.
The ability to perceive and distinguish speech sounds (phonemes) is formed gradually, in the process of natural development.
The child begins to respond to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to a word, but only to its intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development.
By the end of the first year of life (according to N.Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound envelope of the word (phonemes included in its composition).
Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation (A.N. Gvozdev). N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language
For speech therapists
According to R.E. Levina, R.M. Boskis, N.H. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation aspect of speech.
A.N. Gvozdev and N.I. Krasnogorsky note that a feature of the transmission of sounds in the initial period of their assimilation is the instability of articulation and pronunciation. But thanks to auditory control, the motor image of the sound is correlated, on the one hand, with the adult’s pronunciation (with the model), and on the other, with one’s own pronunciation. The distinction between these two images is the basis for improving the articulation and pronunciation of sounds by a child. Correct pronunciation occurs only when both images coincide (D.B. Elkonin)
Further development of phonemic functions occurs due to the complication of the structure of the brain, due to an increase in the number of processes of nerve cells and the formation of many connections between them.
In the progressive development of phonemic perception, the child begins with auditory differentiation of distant sounds (for example, vowels - consonants), then moves on to distinguishing the finest nuances of sounds (voiced - deaf or soft - hard consonants). The similarity of the articulation of the latter encourages the child to “sharpen” his auditory perception and “be guided by hearing and only by hearing.” So, the child begins with acoustic differentiation of sounds, then articulation is activated, and, finally, the process of differentiation of consonants ends with acoustic discrimination (D.B. Elkonin, N.H. Shvachkin, S.N. Rzhevkin).
4. The role of phonemic processes in speech development
The theory and practice of speech therapy work convincingly prove that developed phonemic processes are an important factor in the successful development of the speech system as a whole.
Effective and lasting correction of pronunciation defects (sound pronunciation, syllabic structure of words) can only be possible with the advanced formation of phonemic perception.
The relationship between the development of phonemic perception not only with the phonetic, but also with the lexico-grammatical side of speech is indisputable.
Violation of phonemic perception leads to the fact that the child does not perceive by ear (does not differentiate) 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.
Only with systematic work on the development of phonemic processes, children perceive and distinguish the endings of words, prefixes, common suffixes, identify 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.
Conclusion: Violation of phonemic perception prevents children from mastering vocabulary and grammatical structure to the required extent, and inhibits the development of coherent speech (we emphasize that all these processes are interconnected and interdependent).
5. Manifestations of phonemic perception disorders in oral speech, reading, and writing:
During a speech therapy examination of preschoolers, children 6-7 years old are often identified who, with relatively intact pronunciation and correct lexico-grammatical structure of speech, have pronounced phonemic underdevelopment, which manifests itself
Difficulties in differentiating acoustically close sounds (for example: B-B, B-P, Z-Z, etc.);
inability to determine the place, number and sequence of words in a sentence, syllables and sounds in words;
inability to find a word with a certain number of syllables or with a certain sound.
Due to this fact that the described speech defect “does not catch the eye”, and, therefore, does not bother parents of preschool children and teachers of preschool educational institutions, children are left without timely assistance, which subsequently leads to persistent reading and writing impairments at school age.
The most common reading errors are:
Difficulty merging sounds into syllables and words;
mutual substitutions of phonetically or articulatory close consonant sounds (whistling - hissing, hard - soft, voiced - unvoiced)
letter-by-letter reading (P, Y, B, A)
distortion of the syllabic structure of words;
reading pace is too slow;
reading comprehension impairments.
Typical writing deficiencies include:
Substitutions of letters indicating the incompleteness of the process of differentiation of corresponding sounds that are similar in acoustic or articulatory characteristics;
vowel omissions;
omissions of consonants in their combination;
merging words in writing;
separate writing of parts of one word;
omissions, rearrangements of syllables;
spelling mistakes.
Conclusion: If a child has even slight deviations in the development of phonemic perception, then there will certainly be difficulties in mastering reading and writing.
Conclusion: thus, a system is needed for the gradual formation of the phonemic aspect of speech in the process of familiarizing students with sounds both in the case of speech pathology (ONR, FFNR, FNR), and in speech development within the lower limit of the speech norm.
It is known that secondary deviations are easier to prevent than to correct already formed violations, so phonemic processes need to be developed!
6. Development of phonemic processes in speech therapy classes
In my classes, correcting deficiencies in sound pronunciation in children begins with their accurate, finely differentiated pronunciation of sound combinations, while at the same time they develop phonemic perception. It is clear that without a full perception of phonemes, without their clear distinction, their correct pronunciation is impossible. That is why, if a speech therapy examination reveals a phonemic hearing disorder, then, first of all, work should begin to develop it.
This work begins on the material of non-speech sounds, gradually introducing speech sounds that are correctly pronounced by children and those that are introduced (or corrected and introduced into the student’s independent speech). In addition, from the first lessons, auditory memory is also taught in parallel. This focus allows us to achieve the most effective results in the development of phonemic awareness. After all, the inability to listen closely to the speech of others is often one of the reasons for incorrect sound pronunciation.
7. Stages of development of phonemic awareness
I bring to your attention the stages of development of phonemic awareness
1. Development of non-speech hearing.
At this stage, exercises are conducted to distinguish non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.
Exercises include recognition tasks:
Sounding instruments (harmonica, whistle, pipe);
sounding objects (cereals in boxes, rattles, rustling leaves, rustling paper);
actions of objects (flapping, creaking, whistling, knocking, sounds of transport).
2. Development of speech hearing.
Distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice
Distinguishing words that are similar in sound composition
Syllable differentiation
Phoneme differentiation
3. Development of skills in elementary sound analysis and synthesis.
This stage has a certain sequence:
Determining the number of syllables in words of varying complexity
Isolation of a vowel in the sound stream, then a consonant sound
Isolating a vowel from a syllable, then a consonant
Highlighting the first and last sound in a word
Isolating a word with a suggested sound from a group of words or from a sentence
Determining the place, quantity, sequence of sounds in a word
Creative tasks (for example, come up with words with given sounds)
Of course, to achieve a positive result, it is necessary to create a unified correctional and educational space, when a team of like-minded people (speech therapist - parent - teacher) works on speech, each of whom is interested in the success of the work and is constantly in interaction with the others.
How to attract parents? This is the most difficult issue for us.
For parents of future first-graders, I have prepared a small reminder, using which any parent can determine whether their child has developed phonemic awareness, and, if problems arise, what exercises will help.
8. Application of articulatory gymnastics and sound articulation models
The use of articulatory gymnastics and sound articulation models can expand the possibilities of conscious assimilation of sounds and help the formation of full-fledged sound discriminations.
Articulatory gymnastics is a simple but effective means of improving the strength, accuracy and coordination of speech movements. Articulation gymnastics can be included in lessons (5-7 minutes daily), recommended by the teacher for daily performance at home. As a result, not only the quality of movements of the speech organs is developed, but also the ability to sense the position of the speech organs is formed, both when performing exercises and when pronouncing individual sounds. In the future, this makes it possible to analyze and compare articulatory postures of similar sounds, to find common features and differences in them.
The use of sound articulation models can make the learning process both visual and educational.
Special symbols have been developed to create models of sound articulation.
Models of articulation of vowel sounds take into account:
Participation or non-participation of the lips;
- vibration of the vocal folds;
- free passage of exhaled air through the mouth.
Models of articulation of consonant sounds take into account:
Patterns of articulation of sounds reflect the position of the organs of articulation at the moment the sound is pronounced and correspond to the characteristics of a particular sound. The models are easily recognizable, which makes them easy to remember. The richer and more varied the means we have for memorization, the simpler and more accessible they are, the better the voluntary memorization; The more effort we put into organizing information and giving it integrity, the easier it is then reproduced in memory.
Articulation models raise visibility to the highest quality level - the level of mental operations. The child will be able to perceive and master the knowledge contained in the models if he comprehends them. By comparing the structure of the organs of the articulatory apparatus using a model or constructing the model itself, children learn to think, analyze, develop phonemic hearing, and see before them a clear example of the correct structure of the speech organs.
Working on each new sound, the child can simultaneously: hear the sound, see on the model how it is pronounced, compare the acoustic image, picture and position of his own speech organs.
Thus, models of sound articulation, along with articulatory gymnastics, expand the possibilities of conscious assimilation of sounds and help to form full sound discrimination, which is the prevention of phonemic dysgraphia and dyslexia in primary schoolchildren.
One of the most important conditions for the effective development of reading and writing skills is a certain level of development of phonemic processes. Phonemic processes include: - phonemic hearing - the ability to auditory perception of speech and phonemes. Phonemic hearing is of utmost importance for mastering the sound side of a language; phonemic perception is formed on its basis. - phonemic perception - the process of listening to certain phonemes, regardless of positional overtones. - phonemic analysis - the mental process of identifying individual phonemes.
phonemic synthesis is the mental process of combining parts into a whole.
Phonemic representations are sound images of phonemes that were previously perceived by a person and do not currently affect his senses. Signs of a violation of phonemic processes are:
disturbances in sound pronunciation (replacement and mixing of sounds).
disruption of the sound structure of a word, which manifests itself in errors in sound analysis (omission of vowels and consonants, syllables; insertion of sounds; rearrangement of sounds, syllables).
impairment of differentiation of sounds by ear that have acoustic-articulatory similarities, manifested in the replacement and mixing of sounds, and in writing in the mixing of sounds.
overcoming violations of phonemic processes is one of the main directions of speech therapy work in the process of correcting various speech disorders. The main objectives of the development of phonemic processes are the following: -Teaching the ability to identify sound in someone else’s and one’s own speech. - Formation of phonemic representations based on phonemic perception, analysis and synthesis. - Development of control and self-control skills in the pronunciation of sounds. In the work on the development of phonemic 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 skills in elementary sound analysis and synthesis. Let us dwell in more detail on how the development of phonemic processes in children occurs at each of these stages. At stage I, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is not possible to successfully teach a child to differentiate phonemes). During stage II, preschoolers learn to distinguish the pitch, strength, and timbre of the voice, focusing on the same sounds, sound combinations and words. Stage III is entirely built on games that can teach a child to distinguish words that are similar in sound composition. At stage IV, children learn to distinguish syllables. At stage V, children learn to distinguish phonemes of their native language. You should definitely start with differentiating vowel sounds. The task of the last VI stage is to develop the child’s skills in sound analysis and synthesis. This work is carried out in the following sequence: 1. Isolation (recognition) of a sound against the background of a word, i.e., determining the presence of a sound in a word. 2 Definition of the first and last sound in a word, as well as its place (beginning, middle, end of the word). 3. Development of complex forms of phonemic analysis and synthesis (determining the sequence, number and place of sounds in relation to other sounds in a word). When working on these stages of development of phonemic processes, the principle of gradualism should be used. The result largely depends on how much you can turn boring work into an exciting game. Conducting classes in a playful way, children’s interest in learning activities increases, and positive dynamics in the development of phonemic processes is observed.
stages of children's speech development.
From 0 to 12 months
2 – 3 months - the child is walking. Humming is a drawn-out pronunciation of vowels and syllables with guttural consonants (gu, agu, gee). Against the background of a melodious hum, syllables with labial and frontal sounds appear, which are then transformed into babble.
5 - 7 months - babbling appears - repeated repetition of syllables, with labial and frontal consonants (ma-ma-ma, boo-boo-boo).
8 – 10 months - understanding of addressed speech is formed.
10 – 12 months – speaks first words. The transition to words is carried out against the background of ongoing babbling: babbling words - mom, dad, bobo, bang, am, give.
By 1 year of age, the vocabulary consists of approximately 10 words. There are sounds A, U, I, P, B, M.
From 1 year to 2 years
The child uses simplified or onomatopoeic words.
Understanding speech is sharply ahead of the active side of speech - speaking. The child can already, upon request, find a familiar toy among objects, and by 1 year and 3 months he is able to carry out simple actions on instructions.
At one and a half years old, the active vocabulary consists of approximately 40-70 words, mostly nouns: names of toys and objects in the immediate environment, names, adjectives (big, small), less often - verbs, personal pronouns (you, he, she).
Until one and a half years of age, children do not have phrasal speech. After one and a half years, the child increasingly begins to use two-word sentences (for example: Mom, give me!), and at one year and ten months he uses two- and three-word sentences, but the words in them are not yet grammatically connected.
By the end of the second year, the child uses from 100 to 300 words in speech.
Normally, the sounds O, N, N', T, T', D, D', K, G, X, V, F should be formed.
From 2 to 3 years
Normal speech development is characterized by active communication with others using detailed phrases of 3-4 or more words and the use of familiar words in several grammatical forms (for example: I’m going - I’m going - I won’t go, dad - dad - dad.
The child already understands well the speech addressed to him and the content of fairy tales (“Turnip”, “Kolobok”, “Teremok”, “The Ryaba Hen”). Can answer some questions about what you read. Children almost completely memorize small texts that are read many times, but, as a rule, they cannot construct a coherent retelling on their own. Interest in surrounding objects, the need for communication prompts you to turn to adults with questions: What is this?, Where?, When?, etc.
At the end of the third year, the child uses verbs and adjectives denoting the size, color, shape, and quality of objects. The volume of the dictionary is from 200-300 to 800 words.
Children do not yet pronounce many sounds clearly and correctly, so their speech as a whole is not always understandable to others. Sounds that are complex in articulation: T, Sh, Zh, Shch, Ch, S, Z, Ts, L, R are replaced with simpler ones.
From 3 to 4 years
Children can already make simple judgments about objects and surrounding phenomena and draw conclusions. The need for communication is great, so questions are actively asked: Why?, Why?, For what?, but due to instability of attention, they do not listen to the adult’s answer.
The active vocabulary is already represented by various parts of speech, but children experience difficulties in conveying the content of a fairy tale or in describing an event in which they were participants. There are no generalizing words in their dictionary: clothes, vegetables, furniture, and others. There are no words for the names of parts of objects. During this period, the vocabulary increases from 800 to 1900 words.
Children gradually master the sound system of the language, mastering the whistling sounds: S, Z, Ts. By the age of 4, the sounds Y, L, E, S, S, Z, Z, Ts should be formed.
From 4 to 5 years
Increasing the active vocabulary allows the child to more fully construct his statements and express his thoughts, but increasing the vocabulary and developing coherent speech often leads to children making grammatical errors (for example, they do not agree on words in gender, number, case, or use prepositions incorrectly). At this age, there is a great attraction to rhyme. Children like to rhyme words and make up poems. This desire is natural and contributes to the formation of speech hearing.
The dictionary consists of 1900 – 2200 words.
Sound pronunciation improves significantly, the sounds Ш, Ж, Х, Ш, Л, Р, Рь appear. At the age of 5, the sound system of the language should normally be fully formed.
From 5 to 7 years
In the future, the grammatical structure of speech is constantly being improved, the child’s vocabulary increases to 3500 or more words, figurative words and expressions, stable phrases (no light, in a hurry, etc.) are actively accumulating in it.
Grammar rules for changing words and combining them in sentences are learned. During this period, the child actively observes the phenomena of language: tries to explain words based on their meaning, reflects on the gender of nouns.
Thus, linguistic and speech attention, memory, logical thinking and other psychological prerequisites necessary for the further development of the child and his successful learning at school develop.
Causes and types of speech disorders
Among the factors contributing to the occurrence of speech disorders in children, a distinction is made between unfavorable external (exogenous) and internal (endogenous) factors, as well as external environmental conditions. Examples of the adverse effects of the speech environment include underdevelopment of speech in hearing children raised by deaf parents; in long-term ill and frequently hospitalized children; the occurrence of stuttering in a child during prolonged psychotraumatic situations in the family, etc.
In preschool children, speech is a vulnerable functional system and is easily subject to adverse influences.
The main causes of child speech pathology:
Various intrauterine pathologies, especially fetal development disorders in the period from 4 weeks to 4 months, toxicosis of pregnancy, viral and endocrine diseases, injuries, blood incompatibility according to the Rh factor, etc.;
Birth trauma and asphyxia (oxygen starvation of the brain due to respiratory failure) during childbirth, which leads to intracranial hemorrhage;
Diseases in the first years of a child’s life (infectious viral, meningo-encephalitis, early long-term gastrointestinal disorders);
Skull injuries accompanied by concussion;
Hereditary factors;
Unfavorable social and living conditions leading to pedagogical neglect and deficits in speech development.
Early diagnosis of various speech development anomalies is of great importance. If speech defects are discovered in a child in kindergarten or preschool age, early medical and pedagogical correction significantly increases the likelihood of full-fledged education at school.
Types of oral speech disorders:
- aphonia, dysphonia– absence or disturbance of voice;
-bradyllalia– pathologically slow rate of speech;
- tachylalia– pathologically rapid rate of speech;
-stuttering– violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus;
-dyslalia– violation of the pronunciation side of speech with normal hearing and preserved innervation of the speech apparatus;
- dysarthria– violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus;
- alalia– absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex;
- aphasia– complete or partial loss caused by local brain lesions.
Severe deviations in a child’s speech development have the most negative consequences:
a) the child’s mental development is delayed;
b) the formation of higher levels of cognitive activity slows down;
c) disturbances in the emotional-volitional sphere appear, which leads to the formation of special personal qualities (withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);
d) difficulties arise in mastering writing and reading, which reduces the child’s academic performance.
Currently, great attention is paid to the problem of early recognition and correction of speech development disorders in children. The experience of correctional work with young children is being widely disseminated through the creation of diagnostic groups with appropriate methodological support.
work on the formation of phonemic processes in children with speech disorders.
Good speech is the most important condition for the comprehensive, full development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. A child’s full speech is an indispensable condition for his successful learning at school. Therefore, it is very important to eliminate all deficiencies in preschool age, before they turn into a persistent, complex defect. In addition, it is important to remember that it is during the preschool period that the child’s speech develops most intensively, and most importantly, it is the most flexible and pliable. Therefore, all types of speech disorders can be overcome more easily and quickly. The main structural components of speech are: sound composition, active and passive vocabularies and grammatical structure. Phonetics studies the sound composition of speech. The theory and practice of speech therapy work convincingly prove that developed phonemic processes are an important factor in the successful development of the speech system as a whole. Violation of phonemic perception leads to the fact that the child does not perceive by ear (does not differentiate) speech sounds that are close in sound or similar in articulation, as a result of which his sound pronunciation is impaired. 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. Only with systematic work on the development of phonemic processes, children perceive and distinguish the endings of words, prefixes, common suffixes, identify 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 perception is the process of listening to certain phonemes, regardless of positional overtones. The physiological basis is complex conditioned reflex connections. Phonemic analysis is the mental process of decomposing the whole into its component parts (sentence - words - syllables - sounds) or the mental isolation of individual phonemes, establishing the relationship of the part to the whole, to other parts of the whole and its constituent elements. Phonemic representations are sound images of phonemes that were previously perceived by a person and do not currently affect his senses. The physiological basis is the result of the activity of not one, but two or more analyzers. Phonemic synthesis is the mental process of combining parts into a whole. The process is opposite to analysis, but they are closely interrelated and inseparable from each other.
Variants of external defects in the pronunciation of speech sounds: Complete absence of sound Complete replacement of one speech sound with another, usually simpler in articulation Mixing in speech of two correctly pronounced sounds Distorted pronunciation of the sound In this case, he says “fish” instead of “fish” and “lamp” instead "lamp". Occurs at a later age (after 5-6 years). The child says “lryba” instead of “rryba” and “saba” instead of “fur coat”, but these substitutions are observed at a later age. A child who knows how to pronounce both sounds correctly and has already emerged from the period of “age-related tongue-tiedness” does not always use them correctly in speech (he says either “fish” or “fish”). In this case, the sound is not absent from the child’s speech and is not replaced by another sound - the child pronounces the sound P, but pronounces it distorted.
Speech therapy work on the development of phonemic perception in children N.A. Cheveleva conventionally divides it into six stages: Recognition of non-speech sounds differentiation of phonemes differentiation of syllables discrimination of identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice discrimination of words similar in sound composition development of elementary sound analysis
Games to develop phonemic awareness GUESS WHAT IT SOUNDS. Visual material: drum, hammer, bell, screen. The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. What does it sound like? - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.
WONDERFUL BAG. Visual material: a bag, small toys depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc. All the toys listed above are put in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him.
SELECT SIMILAR WORDS. The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.
Game “MAKE A WORD” Purpose of the game: development of sound analysis and synthesis. Objectives: -learn to highlight the initial sound in a word. -learn to synthesize words from given sounds. - learn to create a sound diagram of a word. -learn to denote a sound with a letter. Progress of the game: Option 1: The child names the first sound of each word and draws an icon under the picture indicating a vowel or consonant (soft or hard) sound. Option 2: The child names the first sound of each word and writes the letter denoting this sound under the picture.
“DINOSAUR” GOAL: “Development of sound-letter analysis” OBJECTIVES: -Learn to highlight the first letter in a word. -Learn to find the common letter in words. -Develop visual attention and thinking. INSTRUCTIONS: Guide the dinosaur to the house so that along the way he encounters words starting with the same letter. Game “SOUND BUBBLES” GOAL: “Development of phonemic hearing” OBJECTIVES: -Learn to identify a sound against the background of a word. -Learn to differentiate sounds that are similar in acoustic-articulatory characteristics. -Learn to correlate sounds with letters. -Develop thinking. INSTRUCTIONS: Help the Sound Tubbies catch the balls with your sound.
In the world of sounds (phonemics) (we develop phonemic hearing, attention, memory) Description: This game is very similar to traditional walking games with cubes and chips, where the winner is the one who reaches the finish line first. But "Phonematics" is also an educational game. Parents, teachers, and speech therapists can use it for classes with children. With the help of this game you can determine and improve the state of phonemic hearing in a child. By moving the chip across the playing field and getting to different cells, the baby will receive tasks: name the initial or final sound of the word that denotes the object drawn on the card, choose a rhyme for a particular word. The game is suitable for children of different ages (from 2 to 10 years). The rules offer various options for playing the game for children of different age categories. Technical description: Contents: field, 42 cards, 84 small cards, 4 chips, dice, rules. Packaging - cardboard, package size 33*22*2.8 cm.
speech underdevelopment phonetic speech
For the first time, L. S. Vygotsky introduced the concept of “phoneme” and proved that it is the unit of development of child speech. A phoneme is not just a sound, but a meaningful sound. L.S. Vygotsky also paid attention to the perception of phonemes. He believed that “every phoneme is perceived and reproduced as a phoneme against the background of phonemes, i.e. the perception of a phoneme occurs only against the background of human speech.” The basic law of perception of phonemes is the law of perception of the sounding side of speech.
L.S. Vygotsky introduced the term “phonemic hearing,” which includes 3 speech operations: the ability to hear whether a given sound is in a word or not, the ability to distinguish words that include the same phonemes arranged in different sequences, the ability to distinguish closely sounding ones, but the words have different meanings.
In modern pedagogical, psychological and methodological literature, different terms are used to denote phonemic hearing: speech hearing, phonemic hearing, phonemic perception.
The term speech hearing refers to the ability to distinguish individual speech sounds in a speech stream, ensuring the understanding of words and their meanings. Without speech hearing, speech communication is impossible. Speech hearing begins to develop in children when they perceive the speech of others and when they speak it themselves. Speech hearing is a component of the linguistic sense. In connection with learning to read and write, the mechanism of speech hearing changes, as the ability of sound-letter analysis is formed, taking into account the rules of graphics of the native language. All this is connected with the need for orientation in the morphemic composition of the word and word formation. The methods of developing speech hearing are different: practice of listening and speaking; phonetic analysis and synthesis, etc. The term speech hearing is used in methodological literature on the Russian language and methods of speech development. In psychological research and speech therapy, speech hearing is called phonemic awareness.
The ability to perceive and distinguish speech sounds develops in children gradually, in the process of natural development. The child begins to respond to any sounds from 2 to 4 weeks from birth, and at 7 to 11 months he responds to a word, but only to the intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development.
N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language.
Imperfect phonemic perception negatively affects the development of children's sound pronunciation, inhibits and complicates the formation of sound analysis skills, without which full reading and writing are impossible. D.B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words in their internal pronunciation.” Phonemic awareness is the first step in the progressive movement towards mastering literacy. It is formed in the period from one to four years.
According to R.E. Levina, N.Kh. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation aspect of speech. A.N. Gvozdev and N.I. Krasnogorsky notes that a feature of the transmission of sounds in the initial period of their assimilation is the instability of articulation and pronunciation. But thanks to auditory control, the motor image of the sound is correlated, on the one hand, with the adult’s pronunciation (with the model), and on the other, with one’s own pronunciation. The distinction between these two images is the basis for improving the articulation and pronunciation of sounds by a child. Correct pronunciation occurs only when both samples match (D.B. Elkonin).
In the progressive development of phonemic perception, the child begins with auditory differentiation of distant sounds (vowels - consonants, voiced - deaf, hard - soft). So, the child begins with acoustic differentiation of sounds, then articulation is activated and, finally, the process of differentiation of consonants ends with acoustic discrimination (D.B. Elkonin, N.H. Shvachkin, S.N. Rzhevkin).
It is important that the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech, including the syllabic structure of words. With systematic work on the development of phonemic hearing, children perceive and distinguish much better: endings of words, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc.
According to L.S. Tsvetkova, the underdevelopment of phonemic analysis and synthesis leads to a profound change in the semantic structure of the language, and, above all, to a violation of the meaning and subject relevance of the word. Phonemic hearing, being one of the basic links in speech activity, also provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. As a result, according to many authors, the immaturity of phonemic perception ranks high among the reasons leading to to educational maladaptation of school-age children, which manifests itself in the form of persistent phonemic dyslexia and acoustic dysgraphia.
Correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e., on a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.
With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A. N. Gvozdev, V. I. Beltyukov, N. X. Shvachkin, G. M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e., analyze the sound structure of the word.
D. B. Elkonin called these special actions to analyze the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis.
The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills. Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical-synthetic activity, i.e., the skills of analysis, comparison, synthesis and generalization of language material.
Levels of development of phonemic hearing in children:
- 1. Primary level. Phonemic perception is primarily impaired. The prerequisites for mastering sound analysis and the level of sound analysis activities are not sufficiently formed.
- 2. Secondary level. Phonemic perception is impaired for the second time. Speech kinesthesia disorders are observed due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disrupted - the most important mechanism for the development of pronunciation.
The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary.
ChapterI.
Theoretical foundations for studying the problem of the formation of phonemic processes in preschool children with general speech underdevelopment.
1.1Characteristics of the phonemic system and phonemic processes.
At present, it can be considered established that the mechanism of development of oral speech is not limited to the quantitative accumulation of motor skills in the pronunciation of speech sounds. Analysis of the uniqueness of speech sounds, developed in modern linguistics, points to new ways of psychological study of the process of their assimilation. The sound of speech must have properties that characterize any sound as a physical phenomenon: strength, pitch, timbre, etc. Further, the sound of speech from the physiological side arises as a result of the functioning of the speech organs (larynx, soft palate, tongue, etc.) However, neither the physical , nor the physiological side does not exhaust the qualitative originality of the sound of speech. The uniqueness of the sound of speech, which distinguishes it from all other sounds, lies in its social quality. The sound of speech becomes only a sound that can serve as a means of conveying the meaning of words. This is its fundamental difference from sounds made by animals (for example, barking, bleating, etc.), as well as from sounds produced by the human vocal apparatus, but not involved in speech (cry, babble of a baby, etc.) ( , 1957).
Each language uses many different sounds, but all this variety of sounds is subject to its own system. Each language has a certain number of basic sounds that can be distinguished, despite the variety of shades of sound of each of them. Each individual pronunciation of a particular speech sound has individual qualities determined by specific conditions. On the one hand, these include pitch, timbre, intonation and other qualities depending on the properties of the voice; on the other hand, various combinations of a given sound with others (ba, bo, bu, etc.) and, finally, different positions of the sound (stressed, unstressed, transition from voiced to voiceless, etc.). Thus, the characteristics of the voice, the influence of neighboring sounds, different places in the word, stress influence the nature of the sound, the multiplicity of its pronunciation (, 1977).
Language as a system of speech sounds involves only basic sounds. There are few such basic sounds in each language, but verbal communication with their help is quite possible. The meaning-distinguishing function performed by speech sounds acquires decisive importance here. To differentiate the meanings of words, it is not necessary that these words consist of completely different sounds. This goal is achieved even if there is at least one distinct sound, for example, in the words house - volume, mountain - bark, replacing one first sound with another is sufficient to change the meaning of the word. In these examples, the meaningful sounds are acoustically very close (d-t, g-k). The language also uses sounds that are acoustically more distant, which serve the same purpose.
Thus, it is clear that the acoustic difference of sounds is the basis due to which the exceptional flexibility of meanings found in human speech is realized. The sounds that make up the distinctive features of words and taken independently of individual shades are called phonemes.
(1975) by “phoneme” means a stable sound of speech, a change in which changes the meaning of the word (for example, - d - as opposed to - t - in the words: daughter and dot).
A well-known linguist in his work “Phoneme and Morpheme” gives the following definition (1967, p. 24): “A phoneme is a unit of the sound structure of a language that serves to identify and distinguish significant units - morphemes, of which it is included as a minimal segmental component, and through them - for recognizing and distinguishing words. Phoneme is an invariant unit of language."
The phoneme is the basic insignificant unit of language, associated with the distinction of meaning only indirectly. Performing perceptual (identification) and significative (distinctive), and sometimes delimitive (discriminating) functions in the text, phonemes in the language system are in a relationship of opposition (opposition) with each other. The opposition is based on distinctive features that represent a generalization of the articulatory and/or acoustic properties of sounds, so that a phoneme can be represented as a bundle of distinctive features - differential, forming the oppositions into which a given phoneme enters, and integral, not forming oppositions of a given phoneme with others.
(1946) gives a definition of a phonemic system: a phonemic system is a system of phonemes of a language in which each element is characterized by certain semantic distinctive features. In the Russian language, such features are voicedness or dullness, hardness or softness, place of formation, method of formation, participation of the velum palatine.
Depending on the participation of the vocal folds, sounds are divided into voiced and voiceless. According to the degree of tension in the middle part of the back of the tongue, sounds are divided into hard and soft. Depending on the participation of the soft palate, sounds are divided into oral and nasal. According to the method of formation, sounds are divided into fricatives, stops, stops, tremors, and affricates. According to the place of formation, sounds are classified into labial (labial-labial, labial-dental) and lingual (front-lingual, posterior-lingual, middle-lingual).
If phonemes differ from one another by several semantic distinctive features, then these sounds are distant and not similar to each other. If phonemes differ in only one semantic distinguishing feature, then they are close, oppositional.
Currently, there are different points of view about the essence of phonemic functions. In the literature, the concepts of “phonemic hearing”, “phonemic perception”, and “phonemic analysis” are often confused. There are also studies that distinguish between the concepts of phonemic and phonetic hearing.
An adult perceives spoken speech as being divided not only into phrases, synonyms, words, but also into phonemes. The minimum unit perceived in oral speech is the word, since it is the word that is an independent meaningful unit. The child unconsciously analyzes the word, as a result of which ideas about the phoneme system of his native language are formed in his mind. The identification of phonemes by native speakers is determined not by acoustic or physiological factors, but by semantic relationships. The semantic relations expressed using phonemes are most clearly manifested when comparing quasi-homonym words. Perceiving a word as a non-discrete segment of spoken speech, the child at the same time identifies in it that differential feature (or complex of differential features) that distinguishes one word from another (1979).
proposes the following criterion for establishing a phoneme system: “The formation of phonemes occurs only when the child recognizes previously mixed sounds and their stable use to distinguish words” (1995, p. 48).
From the above statement it follows: until the child masters the strong skill of not mixing sounds in his own speech, one cannot talk about a system of phonemes that has been fully formed in his mind. The practice of speech communication from a psycholinguistic point of view includes, on the one hand, the processes of speech perception, and on the other hand, the processes of speech generation, therefore, the mechanisms of formation of the phoneme system in ontogenesis should be considered taking into account two main types of speech activity.
(1983) gives a definition of phonemic hearing through the characteristics of its functions: 1) differentiation of sounds as phonemes; 2) the formation of sounds as phonemes.
In order to pronounce a word as an integral sound complex, the child must already have an idea of the phoneme system of his native language, which is formed in the process of perceiving the speech of other people. In connection with this contradiction, the question arises: does the formation of an idea of the phoneme system of the native language, on the one hand, and, on the other hand, the differentiation of the corresponding sounds in one’s own speech occur simultaneously? Based on the proposition that expressive speech is formed later than impressive speech, first, based on the perception of the speech of others, the child forms an idea of the system of phonemes of his native language, and only after some time is their differentiation carried out in the process of generating his own speech.
However, the creation of the correct “internal phonemic model” of a word does not mean that the implementation of this phonemic model when a child pronounces the word will be adequate. In this regard, the question arises: is it possible to talk about the formation of phonemic hearing in a child who distinguishes phonemes by ear in the speech of other people, but due to the imperfection of the articulatory apparatus, he himself cannot pronounce two sounds that differ in one or more articulatory features. The basis for a positive answer is the child’s statements such as “this is not a rat, but a rat” (this is not a rat, but a roof). This means that in his linguistic memory two different phonemic models of words are stored, denoting two different objects of objective reality. Consequently, in such cases, when generating speech, the child hears not what he actually utters himself, but what he would like to utter. In addition, by pronouncing the same sound complex twice, he is convinced that he is pronouncing different words. When perceiving the speech of another person, the child differentiates certain phonemes, but in his own speech the corresponding sounds are not contrasted. At this stage of development of the phonetic component of language ability, the child can create an adequate internal phonemic model of the word, since he is guided by the standard pronunciation of the people around him. The significance of this sample of reference pronunciation is so great that it does not allow the child to hear himself (1970).
To highlight the various stages in the formation of the phonetic component of language ability, it may be advisable to use the concept of “phonetic hearing” along with the concept of “phonemic hearing.” The concept of “phonemic hearing” (1999) was proposed to be used to characterize the process of speech perception, while the concept of “phonetic hearing” – to characterize the process of speech generation.
Thus, phonemic hearing is the child’s ability to distinguish sounds in the speech of the people around him that perform a meaningful function; therefore, the basis for the formation of phonemic hearing is the unconscious analysis of the speech of the people around him. As (1965, 1977) points out, if phonemic hearing were not formed early enough, the child would not be able to understand the speech of the adults around him addressed to him. To recognize a word means to find out what phonemes it consists of and in what sequence they appear in it.
Phonetic hearing, as he writes (1999, p. 49), is “the child’s ability to differentiate in his own speech sounds that are realizations of different phonemes of the native language; the basis for the formation of phonetic hearing is the comparison of his own pronunciation with the standard pronunciation of adults and the unconscious correction of his own pronunciation in the direction of maximum approximation to the standard one.”
Auditory differentiation of speech sounds allows you to distinguish words based on the perception of each phoneme that makes up the word. Some authors, for example, (1948), (1957), (1968), call this function “phonemic perception”, others, such as (1959), (1967), (1970), call it “phonemic hearing”. But the term “phonemic hearing” does not fully reflect the essence of this function: it assumes only an auditory component. At the same time, it has been established (1964, 1977; 1977) that the perception of speech sounds is carried out on the basis of auditory and pronunciation images of sounds, i.e., it is sensorimotor in nature.
Thus, phonemic perception (or auditory pronunciation differentiation of phonemes) is the process of recognizing and distinguishing speech sounds. When perceiving speech, words are not divided into their component parts, and their sound composition is not realized. Recognition of words occurs depending on the conditions of perception, either based on individual elements or on features of the entire word as a whole. This gives grounds to classify the process of phonemic perception as a simpler function, in the formation of which the main role is played by the speech-auditory and speech-motor analyzers, as well as such mental processes as attention and memory.
Phonemic analysis is the decomposition of a word into its constituent phonemes. The function of phonemic analysis is not only complex, but also multifaceted. (1946) identifies the following forms of operating with phonemes: 1. recognition of sound against the background of a word; 2. highlighting the first and last sounds from a word; 3. determination of the sequence, number of sounds, their place in a word in relation to other sounds.
The formation of phonemic analysis is associated not only with the state of gnostic-practical functions, but also with the evolution of higher forms of cognitive activity, as indicated by (1957). He notes that phonemic analysis is a successive process, which is a vulnerable prerequisite for intelligence and suffers even with mild residual organic lesions of the central nervous system.
(1946) does not identify the process of phonemic synthesis as a function of the phonemic system. However, we consider it necessary to consider this process as a function of the phonemic system, closely related to phonemic analysis.
Phonemic synthesis is the mental action of synthesizing the sound structure of a word, merging sounds into a word. According to (1956), the process of phonemic synthesis is not only not inferior in difficulty to phonemic analysis, but is much more complex than analysis.
Based on phonemic perception and phonemic analysis, phonemic representations are formed. In addition to the above processes, attention and memory play an important role in their development (, 1948; , 1957; , 1970, etc.)
1.2Formation of phonemic processes in ontogenesis.
The formation of the speech function in ontogenesis occurs according to certain patterns that determine the consistent and interconnected development of all aspects of the speech system (phonetic side, vocabulary and grammatical structure).
In its development, the speech function goes through a number of physiological stages, and in its completed form it is a physiological stereotype, a complex balanced system of connections that arise and strengthen during the development of the organism as a result of its interaction with the environment.
Regarding ontogenesis, this idea was mainly developed, emphasizing that the development of speech comes from diffuseness and differentiation in all components (vocabulary, grammatical structure, phonetics) and is socially conditioned.
The problem of the development of phonemic functions in ontogenesis was dealt with by such researchers as, , , , , and others.
A child’s phonemic understanding of the sound composition of a language is formed on the basis of the acquired ability to hear and distinguish sounds (phonemic perception), identify sounds against the background of a word, and compare words by identified sounds (phonemic analysis). Since phonemic analysis, synthesis and representations are formed on the basis of phonemic perception, phonemic perception in the process of ontogenesis goes through certain stages of its development. , , , , , , , distinguish different numbers of stages in the development of children's speech, call them differently, and indicate different age limits for each stage. But it must be said that this division into periods is arbitrary and is introduced only for the convenience of studying the ways of development of children's speech.
For example, he distinguishes two levels of speech perception. The first level is phonetic (sensorimotor) - distinguishing speech sounds by ear and transforming them into articulatory images based on the preservation of acoustic and kinesthetic analysis. This level ensures the fullness of impressive and expressive speech.
The second level is phonological (linguistic) phonemic recognition of speech, establishing the sequence of sounds and their quantity.
I share the same opinion. According to the speech that a child hears, it is an extremely complex sound composition, a fluid and changeable process. The child faces the most difficult task - to single out from the entire sound diversity of living speech those sound relationships that play the role of meaning distinguishers in language.
The child must perform a very complex operation of not only isolating, but also generalizing the pronunciation auditory features of speech sounds. The basis for a generalization can only be the semantics of the language itself. Due to the fact that the child’s communication is mediated by words, he, gradually mastering the meaning of the word, begins to generalize sounds, forming a word. Through the word, the child moves to phonemic perception of speech.
Thus, he identified two periods in the development of children's speech. Speech of the first period is pre-phonemic, prosodic speech, speech of the second period is phonemic. The author determined that the sequence of distinguishing speech sounds goes from distinguishing contrasting sounds to distinguishing increasingly similar sounds. First, the discrimination of vowels is formed, then consonants, since vowel sounds are more common and are better perceived. The distinction between the presence and absence of a consonant appears before the distinction between consonants. At first, the child distinguishes sonorant and noisy sounds in speech. Among noisy consonants, it begins to distinguish articulated noisy sounds earlier than others. At this stage, not only hearing takes part in the development of phonemic perception, but articulation also has an influence. Thus, in the process of speech development, the speech-auditory and speech-motor analyzers closely interact with each other. Underdevelopment of the speech-motor analyzer inhibits the activity of the speech-hearing analyzer. The child first distinguishes between hard and soft consonants that are articulated, and then those that later appear in speech. After this, the child learns differentiation within groups of consonants from sonorant to noisy. In the further development of phonemic perception, sounds different in the method of formation begin to be distinguished, primarily plosives and fricatives. Plosive consonants are distinguished and articulated earlier, since the presence of a stop enhances kinesthetic sensations in the process of articulating these sounds. Then the distinction between anterior and posterior lingual sounds appears. The difficulty in differentiating these consonants is explained by the inaccuracy of the kinesthetic sensations of the position of the tongue in the oral cavity.
At the next stage of phonemic perception, the child masters the differentiation of voiceless and voiced consonants. First, their acoustic differentiation occurs, on the basis of which pronunciation differentiation arises, which contributes to the improvement of acoustic differentiation. At this stage, a large role is also given to the interaction of the speech-auditory and speech-motor analyzers.
Later, in the process of developing phonemic perception, the child learns the differentiation of sibilant sibilants, smooth sibilants, and i (th). Hissing and whistling sounds in the speech of children appear late, due to their similarity in their articulatory characteristics, and differ only in the subtle differentiation of movements of the anterior part of the back of the tongue.
Another famous scientist also studied in detail the formation of phonemic functions in the ontogenesis of speech. For example, he studied in detail the complexity of the interaction between speech motor and auditory analyzers in the process of developing phonemic hearing and explained it by the uniqueness of purely motor difficulties associated with mastering the articulation of certain phonemes and their differentiation in pronunciation.
experimentally proved that by the end of the second year of life, the phonemic hearing of a normally developing child is already formed, however, to master the correct pronunciation, the child needs at least the entire third year, and sometimes several years. In addition, the sequence of mastering the pronunciation of phonemes and articulatory oppositions only partly, mainly in relation to vowels, coincides with the sequence of the formation of auditory differentiations. That is, the implementation of the auditory images and phonemes accumulated by the child in his pronunciation depends mainly on the specific course of development of the analytical-synthetic activity of his speech motor analyzer, on those stages of purely motor difficulties that include mastery of the articulation of certain phonemes and the ability to clearly mark them in pronunciation from each other and from all other phonemes.
Research suggests that the cause of this phenomenon can be considered to be unclear auditory perception, when the speech motor analyzer has an inhibitory effect on the auditory one.
However, and this can be traced from the works, in the process of further development the child masters the ability not always to take into account the articulation of sounds and to build sound images of words in accordance with their acoustic characteristics. These correct sound images, formed in accordance with auditory perception, stimulate the improvement of the child’s correct pronunciation. Thus, in the future, the auditory analyzer is freed from the inhibitory influence of speech motor and this is facilitated by the development of the skill of comparing words (pronounced by the child himself and by those around him by sound), i.e., the development of elementary types of phonemic analysis, which contributes to the coordination interaction of analyzers.
indicates that after the babbling stage, the distinction between sonorant and noisy consonants (mom-dad, aunt-uncle) occurs first in children's words. He writes: “First of all, in children’s speech sounds are differentiated, the basis of the distinction is the opposition of the extension pipes: oral and nasal.”
Further, in children's speech there is a distinction between voiced and voiceless consonants (papa-baba). The contrast of sounds differs in terms of voicedness and deafness and is, apparently, the next differentiation of consonants in the developing speech of a child, and therefore relatively less contrasting than the previous one.
The next stage in the development of children's speech is characterized by the distinction in the pronunciation of plosive and fricative consonants.
Notes that the distinction between the lightest-sounding phonemes is established first, gradually spreading to acoustically closer sounds. Gradually, the child masters phonemes that differ little from each other in their acoustic properties (voiced-voiceless, hissing, whistling, r and l, etc.). The path of phonetic development of speech ends only when all the phonemes of a given language are mastered.
identified the following stages of the formation of phonemic perception:
Stage 1) A complete lack of differentiation of the sounds of surrounding speech characterizes the pre-phonemic stage of development of linguistic consciousness and is accompanied by a complete lack of understanding of speech and active speech capabilities of the child.
Stage 2) Next, we can talk about the initial stages of phoneme processing, which is characterized by the differentiation of acoustically more distant phonemes and the undifferentiation of close ones. At this stage, the child hears speech sounds differently than we do. The language background of such a child corresponds to the sound images that he possesses and correlates with the capabilities of his perception. At this stage, the child’s pronunciation is incorrect, distorted, and corresponds to how he perceives speech.
Stage 3) This stage can be characterized by the fact that further shifts have occurred in the perception of surrounding speech. The child begins to hear sounds in accordance with the phonemic features found in the speech of others. Apparently, at this stage it is appropriate to talk about the existence of two types of linguistic background: the former tongue-tied and the formation of a new one.
Stage 4) In the fourth phase, new images of perception gain dominance in the linguistic background. However, linguistic consciousness has not yet completely supplanted the previous form. At this stage, the child’s active speech reaches almost complete correctness, which is still unstable.
Stage 5) The fifth stage marks the completion of the process of phonemic development. The child hears and speaks correctly.
Thus, mastery of sound speech [according to 1968] occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relationships that are formed in the process of mastering speech.
Based on the facts presented, we can say that the differential features by which a phoneme is recognized by ear by people who speak speech without any distortion are the acoustic properties of these phonemes.
As for the differential features underlying the subsequent acquisition of sounds in the act of speech, they are of an articulatory nature.
Phonemic analysis is a more complex function of the phonemic system. Phonemic analysis includes identifying sounds against the background of a word, comparing words based on the selected sounds, and determining the quantitative and consistent sound composition of a word.
Phonemic analysis not only recognizes and distinguishes words, but also pays attention to the sound composition of the word. Even with the most elementary types of phonemic analysis, words are compared by sound, sounds are isolated from the background of a word, etc. The formation of phonemic analysis is associated not only with the state of constantly practical functions, but also with the evolution of higher forms of cognitive activity, in particular thinking [1957]. This is confirmed by different periods of formation of phonemic analysis and perception skills in ontogenesis. In the process of ontogenesis, the development of phonemic analysis occurs gradually. Simple forms of phonemic analysis arise spontaneously during the development of oral speech in preschool age. Complex forms (determining the quantitative and consistent sound composition of a word) are formed in the process of special training.
There are several periods in the formation of phonemic representations. At the first stages (from one to three years), phonemic representations develop in accordance with their own incorrect pronunciation. In the process of further development, the child masters the ability not to always take into account the articulation of sounds, i.e., the speech-auditory analyzer is freed from the inhibitory influence of speech-motor analysis [, 1977].
Thus, the development of all phonemic functions in the process of ontogenesis goes through certain stages of its development. Normally, the activities of the functions of the phonemic system are carried out in unity and inextricable connection.
1.3 Violation of phonemic processes in preschool children with general speech underdevelopment.
One of the pressing problems of modern speech therapy is the problem of violations of phonemic functions in children with general speech underdevelopment.
Children with ODD exhibit underdevelopment of phonemic awareness. Their blurred, incomprehensible speech does not provide the opportunity for the formation of clear auditory perception and control. This further aggravates the violation of phonemic analysis of the structure of a word, since failure to distinguish between one’s own incorrect pronunciation and the pronunciation of others inhibits the process of phonemic perception of speech as a whole (, 2001).
When there is a violation of the phonemic aspect of speech in children with OHP, as noted (1980), several conditions are identified:
– insufficient discrimination and difficulty in analyzing only those sounds that are impaired in pronunciation (the mildest degree of underdevelopment);
– violation of sound analysis, insufficient discrimination of a large number of sounds belonging to different phonetic groups when their articulation is formed in oral speech;
– inability to distinguish sounds in a word, inability to isolate them from the word and determine the sequence (severe degree of underdevelopment).
These errors are assessed differently: some affect only the shades of phonemes and do not violate the meaning of the statement, others lead to confusion of phonemes, to their indistinction. The latter are more rude, as they make the statement more difficult to understand.
Features of phonemic perception in children with OSD were first presented in (1966, 1968). The researcher notes that in children of the first level of speech development, the phonetic-phonemic aspect of speech is characterized by phonemic uncertainty and unstable phonetic design. Phonemic development is in its infancy: the task of isolating individual sounds for a child with such speech development is incomprehensible and impossible.
The phonemic aspect of speech of children at the second level of speech development is characterized by the presence of many distortions, substitutions and confusions; They have impaired discrimination between soft and hard sounds, hissing, whistling, affricates, voiced and voiceless. According to (1993), the replacement of some sounds with others, simpler in articulation, is most often found in the group of sonorants (“dyuka” instead of “ruka”, “palokhod” instead of “parokhod”), whistling and hissing (“totna” instead of “ pine", "duk" instead of "beetle"). Confusion most often concerns iotized sounds and the sounds “l”, “g”, “k”, “x”. That is, one of the characteristic features of children at level II of speech development is insufficiency of phonemic perception, unpreparedness for mastering the skills of sound analysis and synthesis.
Children of the III level of speech development are characterized by undifferentiated pronunciation of sounds (whistling, hissing, sonorant), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group (the sound “s” replaces the sounds “s”, “sh”, “ts” , “ch”, “sch”). That is, the phonemic underdevelopment of children in this group is manifested in the immaturity of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, coming up with a word for a given sound (1966, 1968).
Thus, on the basis of a psychological study of children’s speech, I came to the conclusion that phonemic analysis of the structure of a word is of utmost importance for the full assimilation of the sound side of speech. She notes that deviations in phonemic perception can be derivative, i.e., have a secondary nature, “this phenomenon is observed in violation of speech kinesthesia, which occurs with morphological and motor lesions of the speech organs” (1968, p. 56). In children with OHP, the perception of phonemes is characterized by the incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features. The state of children's phonemic development influences the acquisition of sound analysis. In oral speech, the undifferentiation of phonemes leads to substitutions and mixtures of sounds. Based on acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and voiceless consonants; labialized vowels; sonorous; whistling and hissing; Affricates are mixed both with each other and with any of their components. This state of development of the sound side of speech interferes with mastering the skills of analysis and synthesis of the sound composition of a word and often leads to a secondary (in relation to underdevelopment of oral speech) defect, reading and writing disorders.
According to (1957), the low level of phonemic perception in children with ODD is most clearly expressed in the following: a) unclear auditory discrimination of phonemes in their own and others’ speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - whistling - affricate, etc.); b) lack of preparation for elementary forms of sound analysis and synthesis; c) difficulty in analyzing the sound composition of speech.
(1957) examined children with correct speech and with phonemic underdevelopment before they entered school and obtained the following interesting figures:
1. Isolation of vowel sounds at the beginning of a word was performed by 78% of the examined children with correct speech and only 46.2% of children with phonemic underdevelopment.
2. Isolation of consonant sounds at the beginning of a word was accomplished by 53.4% of children with correct speech and only 18% with phonemic underdevelopment.
3. Isolation of vowel sounds at the end of a word: 23.5% were performed by children with correct speech and 3.1% by children with phonemic underdevelopment.
However, there is not always an exact correspondence between pronunciation and perception of sounds. So, for example, a child may distortly pronounce 2-4 sounds, but cannot distinguish a larger number by ear, and from different groups. The relative well-being of sound pronunciation may mask a deep underdevelopment of phonemic processes. If any link is violated (auditory, kinesthetic analysis, phoneme selection operation, auditory and kinesthetic control), the entire process of phoneme recognition becomes difficult.
and (2001) identified in children with a history of general underdevelopment of speech, peculiarities in the skills of phonemic analysis and synthesis in children who had a history of general underdevelopment of speech, established the presence of a number of persistent specific difficulties that arise in the process of producing phonemic analysis of words proposed by the experimenter .
Thus, the researchers found that children with ODD made a large number of errors when performing a complete phonemic analysis of words of varying complexity, and also found it difficult to complete elements of phonemic analysis. The errors were persistent, varied in their manifestations, and were detected in all series of experimental tasks designed for oral performance (, 2001).
A study of the phonemic aspect of speech in children with general speech underdevelopment, conducted by (2003), showed that phonemic processes were grossly impaired in 85% and not formed in 15% of children. Most of the children did not cope with any of the tasks, it was difficult for them to repeat a simple syllable chain after the speech therapist, they could not name the first sound in a word, did not hear the sound in the flow of speech, and could not determine its position in the word. Some children found it difficult to determine the position of a sound in a word; they made virtually no mistakes when repeating syllable chains with the help of a speech therapist. These researchers concluded that the phonemic aspect of speech of children with ODD is not sufficiently formed, the mechanism of violation of the phonemic aspect of speech is not the same in them, and the symptoms of the manifestation of defects are different.
As (1957) notes, if a child with insufficient development of phonemic hearing, when starting to learn to read and write, experiences difficulties in sound-letter analysis, then as he goes through the rules of grammar and spelling, he cannot master them. Mastery of many rules depends on the ability to distinguish sounds and clearly analyze the sound composition of words. If a child does not sufficiently distinguish between hard and soft consonants in oral speech, then he cannot learn the rules of spelling words with hard and soft consonants before vowels. When spelling dubious consonants in the middle and at the end of a word, a student who poorly distinguishes between voiced and voiceless consonants will not be able to use the rule for checking words.
Thus, a violation of phonemic hearing can lead to dysgraphia, namely to such types as articulatory-acoustic dysgraphia, which is based on incorrect pronunciation, dysgraphia due to violations of phonemic recognition (acoustic dysgraphia), dysgraphia due to violations of language analysis and synthesis .
Children with phonemic underdevelopment may also develop reading disorders associated with insufficient understanding of the sound-letter composition of a word. It is no coincidence that (1983) identifies phonemic dyslexia, which is associated with underdevelopment of the functions of the phonemic system. The sound image of a syllable or word that arises in a child during such reading is not immediately recognizable. This is how reading by guesswork arises with frequent replacement of one word with another. This also explains such errors in reading as repeated repetition of individual letters or syllables, omissions, rearrangements, substitutions, etc., which often leads to distortion of what was read, to misunderstanding and causes a slow pace of reading.
Thus, underdevelopment of the function of the phonemic system in children with ODD may manifest itself in undifferentiated phonemic perception, inaccuracy of phonemic representations, as well as in the immaturity of phonemic analysis and synthesis. Phonemic disorders can be of a primary or secondary derivative nature, and also lead to a violation of the grammatical and lexical aspects of speech, that is, coherent speech in general. Therefore, the development of these functions is of great importance for further learning at school.
In general, an analysis of the literature showed that not all children with special needs development have the same delay in the development of phonemic functions.
In some cases, children cannot divide a word into individual sound elements. Words are perceived globally or supporting consonant sounds are highlighted. Children cannot cope with the task of isolating the initial vowels from a word or the final consonants, which are in the most difficult position for isolation. Children do not distinguish sound complexes or words consisting of the same sounds, presented in different sequences or differing in one sound.
In other cases, children cope with simple forms of sound analysis, distinguish sounds in words, isolate vowels from the beginning of a word or consonants from the end of a word, but they are unable to cope with more complex forms of sound analysis (isolating a consonant from the beginning of a word, etc.). These difficulties are especially clearly visible when words are offered for analysis, the first sounds of which differ in subtle acoustic-articulatory features.
In less pronounced cases, children with OHP correctly hear and identify sounds in different words in different positions; difficulties arise when words with defectively pronounced sounds are offered for analysis. This is where one sound is replaced by another. Children find it difficult to select pictures that include a given sound, and to independently invent and name words with a given sound. With insufficiently formed differentiation of sounds, children develop inaccurate ideas about the sound composition of a word.
But in all cases, underdevelopment of the sound side of speech, insufficient development of phonemic processes and sound pronunciation prevent the timely formation of prerequisites for spontaneous mastery of practical skills in the analysis and synthesis of the sound composition of a word. This creates difficulties in children's literacy skills. And the immaturity of the phonetic-phonemic aspect of speech in children with general speech underdevelopment, the interdependence of speech and non-speech processes, the structural features and mechanisms of phonemic disorders determine the main directions of corrective action.