Project topic: formation of phonemic perception. Speech therapy project: “A system of didactic games and gaming techniques aimed at developing phonemic awareness in preschoolers

Project type: correctional pedagogical, creative.

Executor: speech therapist teacher first qualification category MADOU d/s No. 9 “Cockerel” of a combined type.

Addressability: The project is designed for children of the senior group "Fairy Tale" attending speech therapy center; group teachers; parents.

Duration: long-term, September-March 2014-2015 academic year.

Expected result: organization of correctional speech therapy work with children in a speech therapy center at a preschool educational institution, through the successful use of ICT.

This project is aimed at developing phonemic hearing and perception of children with speech impairments with priority use of information and communication technologies.

The project is open in nature: having studied innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, I have planned work on the use of information technologies in working with older children school age with impaired phonemic processes.

Educational information technology is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information.

The project will be implemented through the use of information and communication technologies: special computer programs, games, presentations, pictures, audio recordings (poems, nursery rhymes, tongue twisters), music.

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Municipal autonomous preschool educational institution kindergarten No. 9 “Cockerel” of a combined type

Speech therapy project

on the topic of:

“Improving phonemic processes in children

senior preschool age

using ICT"

"You and your health"

I qualification category

Katkova Elsa Yurievna

Blagoveshchensk

Brief summary of the project

Project type: correctional pedagogical, creative.

Executor: teacher-speech therapist of the first qualification category of MADOU d/s No. 9 “Cockerel” of a combined type.

Addressability: the project is designed for children of the senior group “Skazka” who attend a speech therapy center; group teachers; parents.

Duration:long-term, September-March 2014-2015 academic year.

Expected result:organizing correctional and speech therapy work with children in a speech therapy center at a preschool educational institution, through the successful use of ICT.

This project is aimed at developing phonemic hearing and perception of children with speech impairments with priority use of information and communication technologies.

The project is open in nature: having studied the innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, for the 2014-2015 academic year I have planned work on the use of information technology in working with children of senior preschool age who have a violation of phonemic processes.

Formulation of the problem

IN last years There has been an increase in the number of children with speech disorders and, accordingly, there is a need to find the most effective way to educate this category of children.

The regulatory framework and regulations on the speech therapy center of the preschool educational institution make it possible to reconsider the priorities for the provision of speech therapy assistance and the use innovative technologies, which will contribute to more efficient and quality work speech therapist with children of senior preschool age in a speech therapy center at a preschool educational institution.

The use of various unconventional methods and techniques prevents fatigue in children, supports children with various speech pathologies cognitive activity, increases the efficiency of speech therapy work in general.

Implementation computer technology is a new step in the educational process. Working in a kindergarten, I was actively involved in the process of widespread use of ICT in my practice. To implement correctional tasks, and most importantly, to increase children’s motivation for classes, it is necessary to use computer programs in classes, since I believe that these programs can serve as one of the means of optimizing the process of speech correction, development and improvement of all higher mental functions. Mastery correct speech is important for the formation of a full-fledged personality of the child, for successful learning him at school.

There is no doubt that a sufficient level of formation of phonemic processes has a positive effect on the formation of the phonetic side of speech, the syllabic structure of a word, and their insufficient formation entails specific errors in writing and reading disorders.

Thus, the problem of finding new approaches and means to teaching children with developmental problems that would meet modern achievements science and technology and the interests of children, causing their increased motivation, cognitive activity and curiosity, because it is no secret that children of any age are attracted to computer games.

For a preschool child, play is the leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected educational computer games and tasks are, first of all, for the child. play activities, and then educational.

The use of non-traditional methods and techniques in correctional work, for example, multimedia presentations, prevents children from becoming tired, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general. Their use in speech therapy classes is interesting, educational and exciting for children. The screen attracts attention, which we sometimes cannot achieve when working with children.

That is why implementation in speech therapy process new technologies and techniques that involve making the correction process effective, not tiresome for children, but interesting, the exchange of thoughts, feelings, and experiences.

Using a computer in speech therapy work helps to activate voluntary attention, increasing motivation for classes, expanding opportunities to work with visual material.

Thanks to the sequential appearance of images on the screen, children are able to complete the exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.

There is a computer in the speech therapy room to work with ICT.

Currently, many have been developed computer games, interesting multimedia aids with encyclopedic data for preschoolers, but not enough games have been developed to correct children’s phonemic processes.

As part of the project, I did next job on the use of ICT in speech correction work:

1. Computer programs have been selected, installed and used for the development of phonemic awareness in preschool children:

Computer program “Sound Koleidoscope”;

Computer program “Lyolik is preparing for school” parts 1 and 2;

Computer program “Lyolik learns to read.”

2. Presentations are created and downloaded from the Internet and used to develop phonemic processes.

3. “Speech therapy chants” by T. S. Ovchinnikov

4. Audiobooks of fairy tales, nursery rhymes, etc.

5. I regularly use Internet resources in my work

Classes using a computer are conducted in fragments, but the following rules must be observed: following conditions to preserve the child’s health, i.e. compliance with SanPiNov:

1. Working with a computer in one lesson for a short time (5-10 minutes)

2. Carrying out gymnastics for the eyes; during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds.

Thus, the use of information technology in correction process allows you to intelligently combine traditional and modern means and methods of teaching, increase children’s interest in the material being studied and the quality correctional work, greatly facilitates the work of the speech therapist teacher, electronic resources make the process of correcting phonemic processes more effective and dynamic compared to traditional methods, since the tasks in it are presented in a playful, interactive form. All this increases the child’s motivational readiness for classes, which has a positive effect on the results of speech therapy work. The introduction of computer technology today is a new stage in the educational process.

Goals and objectives:

Objective of the project: development of phonemic awareness and skills sound analysis through the priority use of computer technologies in the correctional speech process in children with functional disabilities.

Project objectives:

For children

For teachers

For parents

1. Develop auditory perception;

2. To develop skills in perceiving and reproducing simple and complex rhythms;

3. To develop the ability to differentiate speech sounds by hardness - softness, sonority - deafness;

4. Develop skills in sound and sound-letter analysis and synthesis of words;

5. Develop the ability to divide words into syllables;

6. Introduce letters.

Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, development of rhythmic sense, speech breathing.

Involve parents in correctional work with children with speech disorders.

Introduce parents to the use of speech games to develop phonemic awareness at home.

Strategy for achieving the set goals and objectives:

No.	Kind of activity	Implementation deadlines
Stage I - Diagnostic
	Speech therapy examination, collection of anamnestic data about the child, individual conversations with parents, observations of children	September (from 1 to 15)
	Studying methodological and popular science literature; planning; selection and creation of computer programs, games and presentations.	September
Stage II - Basic
	Creation of a piggy bank of methodological, practical and electronic materials(programs, games, presentations, audio and video recordings, pictures).	September-December
	Conducting subgroup and individual lessons with children using ICT.	September-May
	Memo for parents “Child’s speech development calendar”	October
	Consultation in a mobile folder for parents “Characteristics of children’s speech”	November
	Memo for parents “When working with your child, remember...”. Consultation for the mobile folder “Obedient Letters”	December
	Consultation in a mobile folder for parents and educators “Developing phonemic awareness in preschoolers”	February
	Workshop for educators “Development of phonemic hearing in preschool children”	February
	Booklet for parents “Games for the development of phonemic hearing in children.”	March
Stage III – Final
	Examination at the final stage to monitor the effectiveness of correctional and speech therapy work using ICT; analysis of work results, formulation of conclusions on the use of ICT in working with children with disorders of phonemic processes.	March
	Project presentation. Reflecting on the experience of project activities and determining the prospects for its further development.	March

Expected Result:

Quality

Reducing the number of children in need of speech therapy support (evaluation mechanism - quantitative analysis);
Creation of a collection of methodological, practical and electronic materials (programs, games, presentations, audio and video recordings, pictures).
Satisfaction of parents and teachers with the quality of services provided (evaluation criterion – results of a parent survey).
Extension information field about the activities of the preschool educational institution’s logo center.

Quantitative

Improving the quality of the correctional educational process;
Increasing the number of older preschoolers released from speech therapy centers with no speech impairments;
Increasing the number of parents of older preschoolers who are satisfied with the quality of educational services.

At the beginning of the school year, I diagnosed older children with speech disorders, where it was revealed that 50% had impaired phonemic perception. When completing tasks, children find it difficult to determine the presence of a sound in a word, come up with a word for a given sound, or select pictures for a given sound. Problems arise in identifying non-speech sounds. Children make mistakes when performing tasks to distinguish syllables.

After corrective speech therapy work on the development of phonemic awareness using ICT, diagnostics showed that the level of development of phonemic awareness became higher.

The dynamics were shown in a comparative chart for the beginning of the year and the end of the year.

Conclusion

Analyzing the work done with children, I concluded that the use of modern computer technologies makes it possible to effectively organize work aimed at developing phonemic processes and gives positive dynamics in the development of all aspects of speech. Children's motivation for speech therapy sessions increases, good results are achieved and the efficiency of the entire correctional and educational process increases.

The computer is becoming a necessary tool for teaching children with speech impairments;

The use of ICT increases the child’s motivation for speech therapy classes, helps improve speech and cognitive activity
Helps improve a child's self-esteem
the use of computer technology in the process of correcting children's speech disorders makes it possible to more effectively eliminate speech deficiencies, thereby overcoming barriers to achieving success.
In the process of corrective speech therapy work based on them, children develop correct speech skills, and subsequently self-control over their speech.

In the future, work on this topic will be continued with children in the preparatory school group. I plan to replenish the card index of games, develop manuals, and also select information for parents of children in the preparatory group, using non-traditional forms work (Question and Answer Evening, round table, oral journal).

Project network web

Municipal educational institution

"Secondary school No. 11 with

In-depth study of foreign languages"

Municipal formation of Noyabrsk.

PROJECT

TOPIC: FORMATION OF PHONEMATIC PERCEPTION IN

JUNIOR SCHOOLCHILDREN as one of the conditions for successful

mastering written language.

Teacher speech therapist:

Protasevich Oksana Aleksandrovna.

2011

Introduction………………………………………………………………………………3
Theoretical background project……………………………………………………………..4
Design part………………………………………………………………………………….13
Conclusion………………………………………………………………………………………..24
References………………………………………………………………………………25
Applications.

Introduction.

I was prompted to create this project by the problem that every year the number of first-graders with a low level of development of phonemic processes is growing, as evidenced by the annual diagnosis of the level of speech development of children entering first grade. A very large number of children have a low level of development of phonemic awareness, and the number of such children is increasing every year. More than half of the children examined have a low level of development of phonemic hearing. So, in 2008-2009 academic year out of 167 surveyed - 58.6%, in the 2009-2010 academic year, out of 189 surveyed - 59.2%, in 2010-2011 out of 158 - 60.7% had insufficiently formed phonemic perception.

Insufficiently formed phonemic perception makes it difficult to perform elementary forms of sound analysis and synthesis, which in turn makes it problematic, and in some cases even impossible process mastering written language. The development of differentiated auditory and phonemic perception is a necessary condition for children to successfully learn to read and write. A child’s readiness to learn to write and read is inextricably linked with the ability to understand the sound structure of the language, i.e. the ability to hear individual sounds in a word and their specific sequence. From the above problem arises– a large number of first-graders come to school insufficiently prepared to learn reading and writing.

Thus, timely identification and correction of disorders of phonemic perception reduces the risk of dysgraphia and dyslexia when mastering written language in primary schoolchildren. That's why I think this topic very important and relevant.

Objective of the project: organization of correctional work on the formation of phonemic perception in primary schoolchildren, which influences the successful mastery of written speech.

^ RESEARCH OBJECTIVES :

1. Explore theoretical approaches to the problem of phonemic underdevelopment in primary school age in literature.

2. Systematize knowledge on available methods for the formation of phonemic perception and hearing, develop a system of work to eliminate violations of phonemic perception in primary schoolchildren.

3. Carry out correctional work with 1st grade students in order to eliminate their phonemic underdevelopment.

^ Theoretical justification of the project.

Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova, etc.) proved that there is a direct relationship between the level of speech development of a child and his ability to master literacy.

Research by a number of psychologists, educators, and linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirms that elementary awareness phonetic features sounding word It also affects the child’s general speech development - the acquisition of grammatical structure, vocabulary, articulation and diction. Impaired phonemic awareness is often the primary defect in complex structure speech disorders, affects further development oral and written speech of the child. Phonemic perception, being one of the basic links of speech activity, provides other types of mental activity 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 educational maladjustment in children of preschool and school age, which manifests itself in the form of persistent phonemic dysgraphia, dyslexia (L.S. Tsvetkova, M.K. Shorokh-Troitskaya, A.V. Semenovich, T.V. Akhutina, O.B. Inshakova, etc.).

Perception of oral speech is “one of the highest mental functions of a person. Being “mediated in its structure and social in its genesis” (A.R. Luria), the perception of oral speech is semantic, since “normally includes the act of understanding, comprehension” (S.L. Rubinstein).” (Psychological Dictionary 1983: 59).

That is, in order for a child to master written language (reading and writing) quickly, easily, and also avoid many mistakes, he should be taught sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic awareness or phonemic hearing, which, according to many modern researchers, is the same thing, is commonly called the ability to perceive and distinguish speech sounds (phonemes). Phonemic perception is special mental actions to differentiate phonemes and establish the sound structure of a word; it 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.

This ability is formed in children 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 subject 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 and acquires the character linguistic means, and the child begins to respond to its sound shell (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.

Imperfect 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.

Sound analysis, unlike phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of cognition.

A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he cannot independently decompose words into sounds.”

Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in writing. 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 differentiation (D.B. Elkonin, N.H. Shvachkin, S.N. Rzhevkin).

Simultaneously with the development of phonemic perception, intensive development of vocabulary and mastery of pronunciation occurs. Let us clarify that clear phonemic ideas about sound are possible only if it is pronounced correctly. According to S. Bernstein, “of course, we hear correctly only those sounds that we know how to pronounce correctly.”

Only with clear, correct pronunciation is it possible to provide an unambiguous connection between a sound and the corresponding letter. Memorizing letters when their names are reproduced incorrectly helps to consolidate the child’s existing speech defects and also inhibits his or her acquisition of written language.

Necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

Let's emphasize that all these processes are interconnected and interdependent.

The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary.

Violations phonemic awareness observed in almost all children with speech disorders. Children with speech impairments have specific difficulties in distinguishing subtle differentiated characteristics phonemes that influence the entire course of development sound side speech. They can have a secondary influence on the formation of sound pronunciation. Such shortcomings in the speech of children as the use of diffuse sounds correctly pronounced outside speech in an isolated position, numerous substitutions and confusions with a relatively formed structure and function articulatory apparatus, indicate the primacy of unformation phonemic perception.

When correcting most speech disorders, one of the main and primary tasks is development of phonemic awareness.

Teaching children to distinguish sounds leads to the development of both attention and auditory memory.

The ability to perceive is given to us and to all living beings who have nervous system, But Phonemic awareness is unique to humans.

Phonemic perception is the result of activity phonemic system, which includes difficult work auditory receptor, auditory analyzer, corresponding section in the brain. Normal operation The phonemic system presupposes the possibility of error-free auditory differentiation of all speech sounds (including acoustically close ones) and the correctness of their pronunciation.

The maturation of the speech functional system is based on afferentation, i.e. coming from the outside world through various analyzers, primarily auditory analyzer, various signals and, above all, speech.

The cause of disturbances in the activity of the phonemic system can be any general or neuropsychic disease of a child in the first years of life, an unfavorable speech environment during the period of early speech development, which in turn can cause phonemic awareness disorders.

Speech disorders (including phonemic perception disorders) most often occur in males. Many studies have shown differences in the development of the right and left hemispheres depending on gender. Left hemisphere carries out mainly speech function, and the right one is visuospatial gnosis. Boys develop their right hemisphere faster than girls. In girls, on the contrary, and therefore, they have more early dates speech development, and phonemic perception as well.

Phonemic perception determines the process of recognition and discrimination of both individual phonemes and phonetic series of words. With formed phonemic perception, words are differentiated by meaning and auditory-pronunciation images of sounds. Word recognition is based on the acoustic-articulatory features of the word as a whole.

To determine the features and nature of disorders of phonemic perception in children, it is necessary to have an idea of the sequence of development of normal phonemic perception.

R.E. Levina highlighted the following stages development of phonemic perception:

Stage 1 – complete lack of differentiation of speech sounds. At the same time, the child does not understand speech. This stage is defined as prephonemic.

At the 2nd stage, it becomes possible to differentiate 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.

At the 3rd stage, the child begins to hear sounds in accordance with their distinctive features. However, a distorted, incorrectly pronounced word also correlates with the object. At the same time, R.E. Levina notes the coexistence at this stage of two types of linguistic background: the former, tongue-tied, and the one forming anew.

At the 4th stage, new images predominate in the child’s speech perception. Expressive speech is almost normal, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.

At the 5th stage, the process of phonemic development is completed, when both the child’s perception and expressive speech are correct. The most significant sign of transition to this stage is that the child distinguishes between correct and incorrect pronunciation.

According to N.Kh. Shvachkin, the discrimination of sounds, the development of phonemic perception occurs in a certain sequence. First, the distinction of vowels is formed, then the distinction of consonants. This is explained by the fact that vowels are more sonorous than consonants and are therefore better perceived. In addition, in the Russian language, according to A.M. Peshkovsky, vowels occur five times more often than consonants.

The distinction between the presence and absence of a consonant occurs before the distinction between consonants. The child identifies sonorant ones in speech before other consonants. This is apparently explained by the fact that sonorant sounds are most similar in their acoustic characteristics to vowels. Among noisy consonants, articulated noisy sounds begin to stand out earlier than others, i.e. sounds that are already present in the child’s speech. Until this stage, hearing played the leading role in the development of phonemic perception, then articulation begins to influence.

Thus, in the process of speech development, the speech-auditory and speech-motor analyzers closely interact. Underdevelopment of the speech-motor analyzer has an inhibitory effect on the functioning of the speech-hearing analyzer. Thus, the child first begins to distinguish between hard and soft consonants that are articulated, and then those that later appear in speech. Such an early differentiation of hard and soft consonants can be explained by the fact that this difference is semantically significant in the Russian language and is used very often. For example, according to A.M. Peshkovsky, after every two hard consonants in the Russian language there is a soft consonant.

Subsequently, the child learns differentiation within groups of consonants, first sonorant, then noisy. At the next stage of phonemic perception, sounds that differ in the way they are formed begin to be distinguished, primarily plosives and fricatives.

Somewhat later in the process of development of phonemic perception, the distinction between front- and back-lingual sounds arises, i.e. within a group of linguistic sounds.

The child learns the differentiation of voiceless and voiced consonants quite late. This can be explained by the fact that voiceless and voiced consonants are very close both acoustically and articulatory. Mastering the differentiation between voiced and deaf begins with acoustic discrimination. Based on this auditory discrimination, pronunciation differentiation arises, which, in turn, contributes to the improvement of acoustic differentiation.

At the next stage of development of phonemic perception, according to N.Kh. Shvachkin, the differentiation of hissing and whistling, smooth and iotated ones is learned. Hissing and whistling sounds appear late in children’s speech; moreover, these sounds are very similar in their articulatory characteristics. Normal process phonemic discrimination, like the process of pronunciation differentiation, ends in preschool age.

Violations phonemic awareness are observed in all children with speech disorders, and there is an undoubted connection between disorders of the speech-auditory and speech-motor analyzers. It is known that dysfunction of the speech motor analyzer in dysarthria and rhinolalia affects auditory perception phonemes (G.F. Sergeeva, 1973). At the same time, there is not always a direct relationship between disturbances in the pronunciation of sounds and their perception.

Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes, which affect the entire course of development of the sound side of speech. They can have a secondary influence on the formation of sound pronunciation. Such defects in children's speech, such as the use of diffuse sounds of unstable articulation, distortion of sounds correctly pronounced outside speech in an isolated position, numerous substitutions and confusions with a relatively formed structure and functions of the articulatory apparatus, indicate a primary immaturity of phonemic perception. Sometimes such children demonstrate auditory discrimination of those phonemes that are not contrasted in pronunciation, while in other cases, those phonemes that are differentiated in pronunciation are not distinguished either. However, there is a certain proportionality here: the greater the number of sounds differentiated in pronunciation, the more successfully the phonemes are distinguished by ear. And the fewer “supports” there are in pronunciation, the worse the conditions for the formation of phonemic images. The development of phonemic hearing itself is in direct connection with the development of all aspects of speech, which, in turn, is determined general development child.

The attention of the teacher-speech therapist should be concentrated on the timely prevention of possible secondary, more distant consequences of speech pathology. Particular attention should be paid to the state of the sound side of speech, because insufficient formation of phonemic processes, even with full compensation of pronunciation defects, can lead to deficiencies in mastering writing and reading skills.

Blurred perception of sounds may be reason:

- pronunciation defects;

Mastery failures sound composition words;

Difficulties in mastering the sound composition of a word disrupt the normal course of mastery grammatical structure language, i.e. The child exhibits manifestations of speech underdevelopment, which are in this case will be secondary to the primary defect - insufficient phonemic awareness.

When the disorder covers the phonetic-phonemic and lexical-grammatical system, it manifests itself general speech underdevelopment, in which lexico-grammatical and phonetic-phonemic disorders represent a single interconnected complex.

Interconnectedness various components speech can be represented by the example of the relationship between the sound structure of a word, its lexical and grammatical meanings.

Thus, a change in the number, nature and location of sounds in a word changes its lexical, and often grammatical meaning.

Example 1: changing the first sound And in a word needle on m, we get a new word with a new meaning haze. Substitution in a word writing sound at sounds no, changes the grammatical meaning of a word.

Example 2: appending to the beginning of a word walked sound y gives a new meaning.

Example 3: changes in the meaning of words are known depending on the replacement of similar-sounding sounds onion-meadow, caviar-game.

In what speech disorders can phonemic awareness disorders most often be identified?

^ Phonetic phonemic underdevelopment speeches – disturbances in the processes of formation of the pronunciation aspect of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes (and the pronunciation defect is often a consequence of a defect in phonemic perception). (According to the clinical and pedagogical classification, these are dyslalia, mild forms of dysarthria, rhinolalia with elements of dyslexia and dysgraphia).

Phonemic perception is also impaired in children with general underdevelopment speeches(a complex speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired. (According to the clinical and pedagogical classification of speech disorders developed by R.E. Levina, reading and writing disorders are considered as part of phonetic-phonemic, general underdevelopment speech, as their systemic delayed consequences, due to the immaturity of phonemic and morphological generalizations, one of the root causes of which is a violation of phonemic perception.

Thus, timely formed phonemic perception will prevent the possible appearance of secondary speech defects (in the above examples, these are phonetic-phonemic underdevelopment, lexical-grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of difficulties in mastering written language.

R.E. Levina believes that reading and speaking disorders are based on underdevelopment of the phonemic system. R.I. Lalaeva gives a description of the state of phonemic perception in first-graders with phonemic dyslexia.

By the end of the alphabetic period, a certain number of schoolchildren are still at the early stages of phonemic development. ^ From the point of view of the characteristics of phonemic perception, schoolchildren with dyslexia can be divided into 2 groups:

1- children with severe underdevelopment of phonemic perception;

2- with less pronounced manifestations of phonemic underdevelopment.

Children first group(mainly children with mental retardation or ZPR) are at a very low level of phonemic development. Their underdevelopment of phonemic perception is very significant, since they have difficulty distinguishing between correct and distorted words. Children correlate both corresponding words and asemantic sound combinations that are similar in sound-syllable structure to the object. The degree of difficulty is determined by the nature of the syllabic structure of the presented words and asemantic combinations. If the syllabic structure of a word and an asemantic combination is different, then children differentiate them more easily, correlating only correctly pronounced words with a certain picture or object ( window, not "kono"). There are difficulties in distinguishing words and asemantic combinations that are similar in sound structure ( cup- “skatan”), the greatest difficulties are caused by tasks to distinguish words and asemantic combinations that differ only in one sound ( onion– “duk”, lemon- “limot”). There are also errors in distinguishing quasi-homonym words that differ only in one sound ( dacha-car, roof-rat).

Children also find it difficult to complete tasks for repeating a number of syllables with both similar and dissimilar acoustic sounds ( ta-ma-na, sa-sha-za). When differentiating words and syllabic series, they rely primarily on the general sound-syllable structure of the word.

With significant underdevelopment of phonemic perception, systemic disturbances in oral speech are also observed, which manifest themselves in polymorphic disturbances in sound pronunciation in the form of distortion, replacement of sounds, distortions of the sound-syllable structure of words, agrammatisms, inaccurate use of words, and poor vocabulary.

Children with underdevelopment of phonemic perception of the first group have significant difficulties in learning letters. Learning letters is mechanical in nature. By the end of the alphabetic period, a small number of letters are acquired, mainly denoting vowels. Merging sounds into syllables and reading words turns out to be impossible.

U second group In children, phonemic underdevelopment is less pronounced and manifests itself in the incompleteness of the process of differentiation of those sounds that are distinguished late even with normal phonemic development, especially whistling and hissing ones (S-Sh, Z-Zh, Shch-Ch, S-C). The differentiation of acoustically and articulatorily close sounds is still unstable, and phonemic representations of similar sounds are unclear. They can correctly repeat series of syllables with phonetically distant sounds (TA-MA-SA), but when repeating a series of syllables with similar acoustic sounds, substitutions of sounds (CH-SH, Ts-S, D-T) and rearrangements will be observed. Voiced sounds are replaced by unvoiced ones, and affricates are replaced by sounds that are an integral part of them.

Phoneme differentiation can be difficult for children in a variety of ways. In some cases, there is a violation of auditory and pronunciation differentiation (Sh, for example, is mixed in pronunciation with the sound S). quasi-homonyms with these sounds do not differ in hearing, the sound structure of the syllabic series is distorted. In other cases, only auditory differentiation is impaired, or auditory-pronunciation images and phonemic representations of these sounds may be unclear. Quasi-homonym words differ; in expressive speech, substitutions of close phonemes are not noted. However, when repeating unfamiliar words and syllable series that include similar sounds, substitutions and rearrangements of phonemically similar sounds are observed. This vagueness of phonemic representations also manifests itself in substitutions when writing. The most difficult is differentiation Ш-Ш, Ch-Shch, Sh-S, D-T.

Successful formation of the reading and writing process is possible only if there is a clear image of sound that is not confused with others either auditorily or articulatory. If the sound is confused by hearing or pronunciation, correlating the sound with the letter becomes difficult. Letter assimilation occurs slowly; a specific sound is not assigned to the letter. The same letter is associated not with one, but with two or more mixed sounds.

In the process of mastering reading, difficulties are observed in the assimilation and discrimination of letters denoting similar sounds (D-T, Shch-Ch, S-Sh, etc.), their mutual substitutions, and confusion during reading.

^ Thus, phonemic underdevelopment in schoolchildren manifests itself :

1) in the lack of clarity in distinguishing and recognizing phonemic rows that are similar in sound structure (words, asemantic combinations, rows of syllables);

2) in the incompleteness of the process of differentiation of sounds, especially sounds distinguished by subtle acoustic or articulatory features.

In the majority of children enrolled in school speech centers, various speech disorders are combined with a lack of phonemic awareness.

In this regard, they have difficulties in mastering sound analysis and word synthesis, and as a result, low performance in writing and reading.

Many children with impaired EF continue to have monomorphic and polymorphic sound pronunciation defects even at primary school age.

^ The nature of the errors associated with violations of physical function in students is varied: substitutions, omissions of consonants and vowels, omissions of syllables and parts of words, rearrangements, additions, separate writing parts of a word.

Conclusions on the first chapter: having studied the problem of unformed phonemic perception in first-graders, I came to the conclusion that the state of physical function affects the child’s level of readiness to master written speech. FV that is not formed in time leads to secondary speech disorders that interfere with successful learning to read and write, which is the foundation for everything that follows. schooling. This implies the need for timely diagnosis and development of a system of correctional intervention through the creation of special conditions taking into account the ontogenesis of the development of physical function, the characteristics of schoolchildren with speech disorders, their psychophysiological characteristics, the principles of correctional and personality-oriented education.

^ Practical part.

The experimental part of the project was carried out on the basis of the Municipal Educational Institution “Secondary School No. 11 with the Institute of Fine Arts” in the city of Noyabrsk. The school has organized a speech center, which enrolls schoolchildren with oral and written speech disorders. Experimental work was carried out with 1st grade. 21 students took part in the experiment. To solve the problems, a diagnosis was made of the level of development of phonemic perception at the beginning of schooling. Diagnostics were carried out with two groups of children: 1) experimental - children enrolled in a speech therapy center in the amount of 11 people, 2) control - students with speech disorders who were not enrolled in a speech therapy center in the amount of 11 children). During ascertaining and control During the experiment, we used elements of T. A. Fotekova’s test methodology to diagnose the oral speech of primary schoolchildren.

The proposed methodology is intended to identify the characteristics of the speech development of children of primary school age: qualitative and quantitative assessment of the disorder, obtaining and analyzing the structure of the speech profile defect, the structure of the defect.

Developed by T.A. Fotekova point system to evaluate the implementation of the methodology tasks. If necessary, clarify the state of any aspect of speech Each series of the technique can be used independently.

The technique uses speech tests proposed by R.I. Lalaeva (1988) and E.V. Maltseva (1991).

First group of tasks consists of 15 samples, which are chains of syllables with phonetically similar sounds. In speech therapy practice, this technique is traditionally used to phonemic awareness tests.

Second group of tasks aimed at research sound pronunciations through reflected pronunciation of specially selected words. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check pronunciation different sounds in different speech situations.

Third group of tasks - study of language analysis skills- consists of ten tasks that reveal the extent to which the child has mastered the concepts of “sound”, “syllable”, “word”, “sentence” and the skills of isolating them from the flow of speech. The maximum score is 10 points.

^ 1. Checking the state of phonemic awareness

Instructions: Listen carefully and repeat after me as accurately as possible.

Presentation - reproduction - presentation - reproduction

Ba-pa-pa-ba-

Sa-za-za-sa-

Zha-sha-sha-zha-

Sa-sha-sha-sa-

La-ra-ra-la

Ma-na-ma - na-ma-na-

Yes-ta-da - ta-da-ta-

Ga-ka-ga - ka-ga-ka-

For-sa-for-sa-for-sa-

Zha-sha-zha-sha-zha-sha-

Sa-sha-sa-sha-sa-sha-

Tsa-sa-tsa-sa-tsa-sa-

Cha-cha-cha-cha-cha-cha-

Ra-la-ra-la-ra-la-

First, the first member of the pair (ba - pa) is presented, then the second (pa - ba). The reproduction of the test as a whole is assessed (ba - pa - pa - ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because The purpose of the examination is to measure the current level of speech development.

Grade: 1 point - accurate and correct reproduction at the pace of presentation;

0.5 points - the first term is reproduced correctly, the second is similar to the first

(ba - pa - ba - pa);

0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions;

0 points - refusal to perform, complete impossibility of reproducing the test. Maximum number points for all tasks - 10.

^ 2. Study of sound pronunciation

Instructions: repeat after me the words:

Dog - mask - nose;

Hay - cornflower - heights;

Castle - goat;

Winter - shop;

Heron - sheep - finger;

Fur coat - cat - reed;

Beetle - knives;

Pike - things - bream;

Seagull - glasses - night;

Fish - cow - ax;

River - jam - door;

Lamp - milk - floor;

Summer - wheel - salt.

Grade: it is proposed to conditionally divide all sounds into five groups: the first four are the most frequently violated consonants (group 1 - whistling С, Сь, З, Зь, Ц; 2 - hissing Ш, Ж, Ш, Шch; 3 - Л, Ль ; 4 - P, Pb) and the fifth group - the remaining sounds, defects of which are much less common (vestopalatal sounds G, K, X and their soft variants, the sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds).

The pronunciation of sounds in each group is assessed separately according to the following principle:

3 points - perfect pronunciation of all sounds of the group in any speech situations;

1.5 points - one or more sounds of the group are pronounced correctly in isolation and in reflection, but are sometimes subject to substitutions or distortions in independent speech, i.e. not sufficiently automated;

1 point - in any position only one sound of the group is distorted or replaced, for example, as often happens, only the hard sound P suffers, while the soft version is pronounced correctly;

0 points - all or several sounds of the group are subject to distortion or substitution in all speech situations (for example, all whistling sounds are pronounced defectively, or the sounds C, 3, C suffer, but Cb and Zb are preserved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15.

^ 3. Study of language analysis skills

How many words are there in a sentence?

The day was warm.

2. A tall birch tree grew near the house.

How many syllables are in a word?

4. pencil

Determine the place of the sound in the word:

the first sound in the word roof;
the third sound in the word school;
the last sound in the word glass.

How many sounds are in a word?

bag
dictation

The child is offered three attempts with stimulating assistance: “Think again”

Grade: 1 point - correct answer on the first try;

0.5 points - correct answer on the second attempt;

0.25 points - correct answer on the third attempt;

0 points - incorrect answer on the third attempt.

The maximum number of points for all tasks is 10.

^ Results of diagnosing the level of formation of phonemic perception at the ascertaining stage of the project in table 1,2. (Annex 1)

Only with a clear sound pronunciation of all sounds is it possible to ensure the relationship between a letter and the corresponding sound, which is also necessary for mastering reading and writing, and almost always, phonemic hearing that is not formed in time entails certain shortcomings in sound pronunciation. That is why pronunciation diagnostics were carried out in the experimental and control groups. Results of diagnosing sound pronunciation at the ascertaining stage of the project in table 3.4. (Annex 1). Since leading scientists have proven the existing direct relationship between the level of development of phonemic perception and the ability to master the skill of sound analysis and synthesis, we also carried out diagnostics of the formation of the skill of elementary sound analysis in the experimental and control groups in order to trace the influence low level development of phonemic awareness. Results of diagnosing the level of formation of the skill of sound analysis and synthesis at the ascertaining stage of the project in table 5,6 (Appendix 1)

As a result ascertaining experiment We obtained initial data on the level of formation of phonemic processes, which are necessary prerequisites for learning to read and write, namely: the level of formation of phonemic perception, sound pronunciation, and the elementary skill of sound analysis and synthesis. As can be seen from the diagrams, in children of the experimental and control groups the percentage of quality of performance in all tests is low, i.e. the basic basis for mastering written language has not been formed. Table 7 (Appendix 1)

^ Formative experiment.

System of correctional work on the formation of physical fitness in younger schoolchildren

It is clear that eliminating speech defects is impossible without specially organized correction of phonemic processes.

Correction classes were carried out frontally (3 times a week), individually (correction of sound pronunciation 1 time a week). It is clear that without the ability to clearly differentiate phonemes of the native language by ear, it is impossible to master the skills of sound analysis and synthesis, and this makes it impossible to fully master writing and reading skills.

The development of phonemic perception is carried out from the very first stages of speech therapy work. If a child has a defect in sound pronunciation, then work on the development of phonemic perception should be carried out simultaneously with the production and automation of sounds because Without a full perception of phonemes, without their clear distinction, their correct pronunciation is impossible. To solve this problem, we used traditional methods of well-known speech therapists-practitioners (T.B. Filicheva, G.V. Chirkina, Z.V. Repina, V.I. Seliverstova, T.A. Tkachenko, etc.)

Throughout the correctional work, it is necessary to take into account the state of children’s pronunciation skills, which allows us to determine the content of individual work on the formation of pronunciation. Particular attention should be paid to the development of auditory attention and memory, as well as eliminating deficiencies in motor skills and performing gymnastics that develop the articulatory apparatus. Many authors note the interdependence of speech and motor activity, the stimulating role of training fine finger movements. To achieve better results in making sounds, so that the process is more entertaining and captivates children, we use the following method in the process of correctional work: bioenergoplastics is a friendly interaction between hand and tongue. According to Yastrebova A.V. and Lazarenko O.I. body movements, joint movements hands and articulatory apparatus, if they are flexible, relaxed and free, help to activate the natural distribution of bioenergy in the body. This is extremely beneficial influence to enhance the intellectual activity of children, develop coordination and fine motor skills. The essence of this technique is that hand movement is added to all classic articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, making them precise, easy, and rhythmic. The child forms a visual image of the required articulatory structure and sound production based on kinesthetic sensations occurs much faster.

(Appendix 2)

The teacher can independently select the hand movement for any articulation exercise. The important thing is not what exactly the child will do, but how he will do it. The child’s attention is drawn to the simultaneous execution articulation exercises and movements of the hand.

An important link in correctional work is the development in children of the ability to differentiate sounds in pronunciation that are similar in sound or articulatory position. This skill can be developed through specially selected games.

All speech therapy system Based on the development of children’s ability to differentiate phonemes, we can roughly divide in six stages:

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of the language (from sounds already mastered by children to those that are introduced and introduced into independent speech).

In parallel, from the very first lessons, work is carried out to develop auditory attention and auditory memory, which allows us to achieve the most effective and accelerated results in the development of phonemic perception. This is very important because... The inability to listen to the speech of others is often one of the reasons for children’s incorrect speech.

Stage 1.Recognition of non-speech sounds. At this stage, 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 impossible to successfully teach children to differentiate phonemes).

Game 1. Children stand in a circle. Unnoticed by the driver, they pass the bell behind each other's backs. The driver must guess and show which child the bell rang behind.

Game 2. The speech therapist places several objects (or voiced toys) on the table, manipulating the objects (knocks a pencil on the table, rattles a box with buttons, a rattle), he invites the children to listen carefully and remember what sound each object makes. Then he covers the objects with a screen, and the children guess what is ringing or rattling. On at this stage it is possible to use ICT (Sound in MP 3 format: car, water, guitar, door, doorbell, telephone)

Game 3. “Sounds of School.” Close your eyes, listen to the sounds coming from the corridor, from the street.

Stage 2. ^ Distinguishing the pitch of the timbre and the strength of the voice. “Cubs” (imitate voices, find out whose voice) The use of ICT will make classes for children extremely interesting and memorable (Sound in MP 3 format: Game “Three Bears” - Mikhail Ivanovich, Mishutka, Nastasya Petrovna; “Cubs” - hens - chickens , cat-kitten, dog-puppy)

Stage 3. ^ Distinguishing between words that are similar in sound composition. 1. Clap your hands when you hear the correct name of the picture (wagon-wagon-wagon-wagon-fakon-wagon). You need to start with words that are simple in sound composition and gradually move on to more complex ones.

2. The speech therapist puts pictures on a typesetting canvas, the names of which are similar in sound (rak lak mak bak juice suk house kom lom som goat spit puddles skis) Then he names 3-4 words, and the children select the corresponding pictures and arrange them in the named order.

3. The speech therapist puts the following pictures on the typesetting canvas in one line: lump, tank, branch, branch, skating rink, slide. Then everyone is given a picture. The child must place this picture under the one whose name sounds similar. As a result, you should get approximately the following rows of pictures on the typesetting canvas:

Com tank bitch branch skating rink slide

House cancer bow cage scarf crust

Catfish poppy beetle heel leaf mink

Stage 4. Syllable differentiation. Example: The speech therapist pronounces several syllables (na-na-na-pa). Children determine what is unnecessary here. The work is carried out in the following sequence:

1. open syllables; 2. closed syllables; 3. syllables with consonant clusters;

Stage 5. Distinguishing phonemes of the native language.

The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the differentiation disorder. Work on differentiating mixed sounds should begin by relying on more intact visual perception, tactile and kinesthetic sensations received from the organs of articulation during the pronunciation of speech sounds.

At this stage we used one from correctional health-saving technologies – speech rhythm V which is based on the methods of T.M. Vlasova, A.N. Pfafenroth and L.P. Noskova.

Speech rhythm is a system of exercises in which various movements of the head, arms, legs, and torso are combined with the pronunciation of certain speech material, which are based on the relationship between articulation, hearing and movement. Speech rhythms can be used at the very beginning of school education individually and in groups and included in any speech therapy session.

The duration of speech exercises is regulated by a speech therapist, based on the individual characteristics and capabilities of the child, and is usually 5-10 minutes. The material for the exercises are individual sounds, sound “chains”. All exercises are carried out by imitation. You should start working with vowels, then move on to consonants, taking into account the sequence of differentiation of sounds in ontogenesis. ( Appendix 3).

Examples of exercises used at this stage of work:

1. Determine by silent articulation what sound the speech therapist pronounces (in front of the mirror). The ability of kinesthetic discrimination is developed. The schemes of vowel sounds presented in the methodology of T.A. are used. Tkachenko

2. Determining the presence of a sound in a word:

1) Raise the letter corresponding to the given sound.

2) Name the pictures whose names contain the given sound.

3) Match a given letter to a picture whose name contains the given sound.

4) come up with words that include the sound corresponding to the presented letter.

3. Games for differentiating consonants in Lopukhina’s book “550 entertaining exercises for speech development.”

Stage 6. Formation of sound analysis skills.

Phonemic analysis involves both elementary and complex forms of sound analysis. It is considered elementary to highlight a sound against the background of a word. A more complex form is to isolate the first and last sound from a word and determine its place in it.

The most complex form of analysis is determining the sequence of sounds in a word and their amount of space in relation to other sounds. This form appears in children only during special training.

^ Isolating a sound against the background of a word.

Stressed vowels stand out much more easily than unstressed ones. Frictional and sonorant sounds, being longer, stand out better than plosives.

With great difficulty, children determine the presence of a vowel in a word and isolate it from the end of the word. A vowel sound is often perceived not as an independent sound, but as a shade of a consonant.

Work on isolating sounds against the background of a word begins with articulatory simple ones.

First, it is necessary to clarify the articulation of the consonant - using visual perception, and then based on kinesthetic sensations. At the same time, attention is paid to the sound characteristic of each sound, the presence or absence of sound in syllables presented aurally is determined. Then the speech therapist suggests determining the absence or presence of sound in words of varying complexity (one-syllable, two-syllable, three-syllable). First, the presence of sound is determined by hearing and on the basis of one’s own pronunciation, then only by hearing and, finally, by auditory pronunciation ideas in the mental plane.

Tasks:

1. Show the letter if the word has a corresponding sound.

2. Select a word from the sentence that includes the given sound and show the letter.

3. Match the letters with pictures whose names contain the given sound.

Isolating the first and last sound from a word.

A) Isolating the first stressed vowel from a word. The work begins with clarifying the articulation of vowel sounds.

1. Determine the first sound in words.

2. Choose words starting with vowels A, O, U.

3. Select pictures whose names begin with stressed vowels A, O, U.

B) Isolating the first consonant from a word. Isolating the first consonant from a word is much more difficult for children than isolating a consonant from the background of a word. The main difficulty lies in dividing a syllable into its constituent sounds. The development of the phonemic analysis function of isolating the first sound from a word is carried out after children have developed the ability to isolate a sound from the reverse and direct syllables and recognize the sound at the beginning of a word

1. Choose names of flowers, animals, birds, dishes that begin with a given sound.

2. Based on the plot picture, name the words starting with this sound.

3.Guess the riddle, name the first sound in the answer.

c) Determining the place of sound in a word.

First of all, it is proposed to determine the place of the stressed vowel in monosyllabic and disyllabic words. Then the definition of the consonant sound in the word.

1. Choose words in which L is at the beginning, at the end, in the middle.

2. Playing lotto. Cards with pictures for a specific sound and cardboard rectangular strips, divided into 3 parts.

^ Development of complex forms of phonemic analysis (determining the sequence of the number and place of sounds in a word) Speech therapy work is carried out in close connection with teaching reading and writing. We can distinguish the stages of formation of phonemic analysis as a mental action.

1 - formation of phonemic analysis based on aids, on external actions(pictures, graphic diagrams)

2 - formation of the action of phonemic analysis in speech terms.

3 - formation of phonemic action in the mental plane (without naming the word)

Complication expected speech material. In the process of correcting reading disorders, not only oral analysis of words is used, but also composing words from letters split alphabet, written exercises.

When developing a system of speech therapy work we took into account ontogenetic principle.

In the process of forming phonemic perception, we took into account the stages and a certain sequence of distinguishing sounds in ontogenesis when determining the order of differentiation of sounds (according to N.Kh. Shvachkin).

Also when choosing methods and technologies I took into account the principle of maximum reliance on multimodal afferentations, on the greatest possible number functional systems, to various analyzers (especially initial stages work). Thus, the process of differentiation of sounds is first carried out with the participation of visual, kinesthetic, and auditory afferentations. Later, auditory differentiation takes on a leading role. In this regard, with underdevelopment of phoneme differentiation, initial reliance is placed on the visual perception of articulation, kinesthetic discrimination when pronouncing sounds, and on auditory images of differentiated sounds. As a result, the development of speech kinesthesia is carried out initially based on visual and tactile sensations.

Since the sensation of the position of the speech organs in the process of articulation is difficult, children cannot immediately determine the position of the lips and tongue when pronouncing a particular sound, then in this case an effective technology is bioenergoplasty – (friendly movements of the organs of articulation and hands) and speech rhythms .

Due to the fact that speech disorders can be caused by organic damage to the cortical areas of the brain involved in the process of reading and writing, a delay in the maturation of these systems, and disruption of their functioning , included in the classes tasks for orientation in space and one’s own body, which activate nervous processes, sharpen attention and kinetic memory; breathing exercises – stimulating brain function, regulating neuropsychic processes; kinesiological exercises, influencing interhemispheric interaction (“brain gymnastics”), promoting the activation of various parts of the cerebral cortex or correcting problems in various areas psyche. By performing these exercises in the system, a person’s hidden abilities are revealed and the boundaries of his brain’s capabilities are expanded. Children studying at a speech center, as a rule, do not differ good health, and in working with these children, health care plays a huge role and increases the effectiveness of correctional work. Elements of health-saving technologies were included in almost every lesson. I also used ICT (sounds, diagrams, visual symbols) in the classroom. Thanks to the above technologies, it was possible to construct speech therapy work on the differentiation of sounds based on various analyzers: speech-auditory, speech-motor, visual. During physical education sessions, work was also carried out to develop phonemic awareness. Ball games aimed at developing phonemic processes were used. The exercises are presented in the “Collection of exercises for the development of phonemic awareness in primary schoolchildren” (The collection was published on the pages of the electronic publishing house ZAVUCH.INFO)).

This material was also recommended for use by teachers. primary classes in work on the development of phonemic awareness in the classroom and in other regime moments in order to prevent dysgraphia and dyslexia, develop the skills of sound analysis and synthesis.

Control stage.

A year later, after the formative experiment, re-examination of phonemic processes in the experimental and control groups (control diagnostics) using the same speech tests as at the ascertaining stage. Tables 8-13 (Appendix 1) Comparison of the results of the first and second sections makes it possible to evaluate the effectiveness of the correction. As a result of the correction, there is a significant increase in the percentage of quality of tests performed in children experimental group. (The percentage of the quality of performing tests on phonemic perception in children from the EG increased from 55.9% to 98.6%, sound pronunciation - from 77.57% - to 97.87%, the development of sound analysis skills - from 59.72% to 99 .5% Slight positive dynamics are observed in children of the control group (the percentage of the quality of test performance on phonemic perception in children from the control group increased from 66% to 80.5%, sound pronunciation - from 73.3% to 83.3%, skill development sound analysis - from 69.5% to 83%). Without special correctional training for children with oral speech disorders, the process of forming the phonemic processes necessary for successful mastery of reading and writing is impossible. Tables 14-15 (Appendix 1)

We can conclude that the activities I conducted contributed to the development of phonemic awareness and other phonemic processes necessary for the successful acquisition of written language. Thus, the goals have been achieved, the tasks set during the project have been completed.

Conclusion.

Theoretical study problems of immature phonemic perception in first-graders and results pedagogical project allowed us to conclude that the state of physical fitness affects the child’s level of readiness to master written language. FV that is not formed in time leads to secondary speech disorders (phonetic-phonemic, lexical-grammatical, general underdevelopment of speech) that interfere with successful learning to read and write, which is the foundation for all further school education. This implies the need for timely diagnosis and development of a system of correctional intervention through the creation of special conditions taking into account the ontogenesis of the development of physical function, the principles of correctional and developmental, personality-oriented education, the psychophysiological characteristics of primary schoolchildren with speech disorders in order to prevent and correct dyslexia and dysgraphia.

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Vocabulary and grammar. Leading place In a comprehensive approach to speech correction, many researchers (and others) focus on the formation of phonemic perception, i.e., the ability to perceive and distinguish speech sounds (phonemes).

Analysis of the data allows us to establish that children with speech disorders have underdevelopment of all functions of the phonemic system.

My practical experience also confirms 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.

Permanent correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception.

There is no doubt that there is a connection between phonemic and lexical-grammatical representations. 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.

In addition, without sufficiently formed foundations of phonemic perception, its formation is impossible. highest level– sound analysis, the operation of mental division into the constituent elements of various sound complexes, combinations of sounds, syllables and words. Without long-term exercises to develop the skills of sound analysis and synthesis (combining sound elements into a single whole), children with speech impairments do not master competent reading and writing.

What is it phonemic awareness- this is “a subtle, systematized hearing that allows you to distinguish and recognize phonemes of your native language” (T. Filicheva).

Phonemic awareness it represents “the ability to distinguish phonemes and determine the sound composition of a word” (T. Filicheva).

In the work on the development of phonemic hearing and phonemic perception, it is customary to distinguish the following stages:

exercises in distinguishing non-speech sounds; exercises in distinguishing identical sounds, syllables, words, sentences of different pitch, strength and timbre in the voice; exercises in distinguishing similar sounds, syllables, words that differ in one sound; exercises aimed at forming and developing skills in sound analysis and synthesis.

I want to talk about the last two stages in the development of phonemic awareness through didactic games and exercises.

Let us dwell on the exercise of distinguishing between children correctly and incorrectly pronounced words by a speech therapist. This gradually develops in children the ability to hear mistakes, first in someone else’s speech, and then in their own speech. This is the simplest form of phonemic awareness.

Exercises:

“Disgruntled gnome.” Children are asked to listen to a series of syllables (words or a separate phrase). If they hear incorrect pronunciation of sounds, they raise a picture with the image of a dissatisfied gnome.

“How to say it correctly?” The speech therapist imitates a distorted and normal pronunciation of a sound in a syllable (word) and invites the children to compare the two types of pronunciation and reproduce the correct one.

"Be careful". Pictures are laid out in front of the child (banana, album, cage) and asked to listen carefully to the speech therapist: if the speech therapist names the picture correctly, the child raises a green flag; if incorrectly, the child raises a red flag. Spoken words:
Baman, paman, banana, banam, wavan, davan, bavan, vanan, etc.
Anbom, aybom, almom, album, anbom, abbom, alpom, alnom, ablem, etc.
Cell, ketka, celta, tletka, quekta, tlekta, quvetka, etc.

Another variant:

The adult shows and names a picture with a picture of a banana, and then explains that now he will name the picture correctly and incorrectly, and the children must clap (stomp, raise a signal card) if the adult pronounces the word correctly.

Examples of games and exercises used

“Dunno is confused.” The speech therapist tells the children a story about Dunno, who found a lot of pictures and can’t select from them the ones he needs. The speech therapist invites the children to help Dunno and lays out pictures on the table (onion, beetle, bough, crayfish, varnish, poppy seed, juice, house, crowbar, catfish, spoon, midge, matryoshka, potato, etc.). Children receive the first task: put pictures into boxes with objects depicted on them that are pronounced similarly. Then the children receive a second task: choose from certain group pictures of the one that Dunno needs (the object shown in the picture is called by the speech therapist).

“Come up with a word.” The speech therapist invites children to listen to a word and come up with words that sound similar (mouse-bowl, bear, lid, cone, donut, chip; goat-braid, wasp, fox, etc.).

“What is the difference between words?” The speech therapist invites the children to look at a couple of pictures and name the objects depicted on them (whale-cat, beetle-bitch, ball-scarf, Masha-porridge, slide-mink, etc.). Children must determine, with the help of leading questions from a speech therapist, the difference in the sound of these words.

"Superfluous word". The speech therapist clearly pronounces the words and asks the child to name a word that is different from the rest:

ditch, ditch, cocoa, ditch;

duckling, kitten, duckling, duckling;
com, com, cat, com;

minute, coin, minute, minute;
screw, screw, screw, bandage;

pipe, booth, booth, booth, etc.

“My word.” The speech therapist offers the child three pictures, asks him to name the objects depicted on them, and then pronounces the word and asks the child to determine which existing word is similar in sound to the one named:
pictures: poppy, house, branch; words for comparison: mesh, lump, tank, cage;
pictures: scoop, carriage, gnome; words for comparison: house, lemon, can, corral, skating rink;
pictures: gate, house, skating rink; words for comparison: scarf, leaf, skein, gnome, lump, snail, etc.

"Poet". The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and invites the child to choose one word from those proposed for the rhyme:

Whispers different fairy tales in my ear at night... (feather bed, pillow, shirt).
Without a key, believe me, you won’t open this... (bedside table, door, book).
Even the table got dirty late in the evening... (ran away, left, galloped away).
Two sisters, two foxes found somewhere... (matches, brush, spoon).
A doll for you, a ball for me. You are a girl, and I... (toy, bear, boy).
The mouse said to the mouse: how much I love... (cheese, meat, books).
A gray wolf in a dense forest met a red... (fox, squirrel).
The pavement was empty, And they left... (buses, trams, taxis).
Katya asks Lena for Paints, a pencil... (pen, notebook, book), etc.

“Put it in its place.” The speech therapist reads a poem and asks the child to choose the right word from words that are similar in sound composition, denoting the objects depicted in the picture, and answer the question. Previously, the objects in the pictures are called a child, complex concepts to be confirmed.

I’ll give you a task – to put everything in its place:
What did we roll in winter...? What did they build with you...?
Got hooked in the river...? Maybe everyone, even if they are small...?
Words to choose from: house, com, gnome, catfish.
I’ll give you the task again – to put everything in its place:
What did the playful cat steal...? Mommy weaves for the children...?
Does it come down from the mountains, flow? What kind of slippery, smooth ice...?
Words to choose from: skating rink, stream, wreath, skein, etc.

A large percentage of children who turn to a speech therapist are diagnosed with an “erased form of dysarthria” and it is unclear articulatory images that cause unclear auditory differentiation (discrimination) of sounds. Therefore, work on sound pronunciation requires certain efforts from the speech therapist and is carried out over a long period.

At this stage, it is necessary not only to teach how to distinguish sounds by ear. But also remember and reproduce (pronounce) series of sounds and syllables.

It should be noted that the exercises use those sounds that the child pronounces correctly. Be sure to include game characters.

Aliens have come to visit us. We must learn their language, repeat after them:

Ta-Ta-ta - I am a dzodzik.

Pa-po-poo - hello.

Pa-ta-ka - How are you?

But somehow - We flew from a distant planet, etc.

What do we do when doing these exercises? We learn to reproduce:

Syllable row with a change in stressed syllable;

Syllable combinations with one consonant and different vowel sounds (we use sounds that differ sharply in articulatory structure);

Syllable combinations with consonants similar in acoustic-articulatory patterns.

At this time, work is actively being carried out to clarify the pronunciation of preserved sounds and consolidate them in speech, then work begins on production, automation in various positions (in open, closed syllables and with a combination of consonants), and then in clarifying perception by ear and in speech. In working on clarifying a sound by ear or distinguishing it, certain stages are distinguished:

differentiation in a series of sounds; differentiation in a series of syllables; differentiation in a series of words; differentiation in offers.

For example:

Games and exercises to clarify children's perception of sound[l].

“Build a fence”, “Lay out a path”, “Hang apples”, “Decorate your fingers”, etc. d.,

if you hear a sound, syllable, word, sentence with the sound [l].

Work on differentiating sounds:

Similar in acoustic-articulatory characteristics;

According to deafness - voicedness;

By hardness - softness

is carried out according to the same stages (sound, syllable, word, sentence).

For example:

When introducing children to voiced and voiceless consonants, you can explain to them that when pronouncing voiced consonants, “the neck trembles,” and invite them to put their hand on the front surface of their neck and say ringing sound; and when pronouncing dull consonant sounds, “the neck is not working,” which can also be checked by placing your hand on your neck and pronouncing a dull sound.

Let's consider the stages of work on distinguishing the consonant sounds [p] and [b]. The explanation begins with the step described above.

Exercise.

Children are given cards and given the task of picking up a card with a bell if they hear the sound [b], and with a crossed out bell if they hear the sound [p]. A similar exercise is carried out to distinguish these sounds in syllables and words.

Game "Telephone". Children sit in a row one after another. The speech therapist calls a syllable or series of syllables (for example: ee, bu-bu-bo, pa-pa-ba, etc.) in the first child’s ear. A series of syllables is passed down the chain and the last child pronounces it out loud. The sequence of the chain changes.

Game “Which one is different?” The speech therapist pronounces a series of syllables (for example: bu-bu-bo, pa-pa-ba, ba-pa-ba, etc.) and invites the children to determine which syllable differs from the others and in what way.

Game "Finish the word."

The teacher pronounces the initial syllables, and the child ends them with the syllable ba or pa: gu, li, ry, shu, la, Liu, tru, shlya.

Game "Gifts".

Today is the birthday of the boy Bori and the girl Poly. They were given a lot of gifts, he will help sort them out. Pictures with the sound [b] will be given to the boy Bora, and with the sound [p] to the girl Pole.

Game "Say the opposite".

The teacher throws the ball and names words with a voiced and a voiceless consonant, the child catches the ball if the word has a voiced consonant, and if the word has a voiceless consonant, then hits the ball.

Another variant.

The teacher throws a ball to the child and pronounces a word containing a voiced consonant, the child catches the ball, returns it to the teacher and pronounces a word containing a paired voiceless consonant, or vice versa.

The work on differentiation of sounds and hard and soft consonants that are similar in acoustic-articulatory characteristics is structured in a similar way.

Game "Merry Travelers"

The teacher lays out pictures containing the sounds [c] and [w] in their names. Then he puts up images of a car and a bus and asks the children to seat the animals whose names contain the sound [s] in the bus, and with the sound [w] in the car.

Another variant.

Children place animals with the sound [w] in the bus, and with the sound [c] in the car. Then tell which animals are on the bus and which are in the car. "There's a dog in the car." "There's a cat on the bus."

Game "Colorful Mosaic".

The teacher lays out pictures with hard and soft consonants [v] and [v’] in front of the children. A blue clothespin should be attached to pictures with a hard sound, and a green clothespin to pictures with a soft consonant.

One should not rush to move on to such a serious stage of work as developing sound analysis skills and syllabic analysis and synthesis. Work on syllable structure words prepare the ground for this work.

First you need to exercise the children in distinguishing long and short words by ear. The teacher gives the children long and short strips and offers to raise the short one when they hear short words and vice versa (house, milk, caterpillar, whale, ball, escalator, Cheburashka, poppy, tape recorder, world). You can play outdoor games: sit down when you hear a short word and rise on your toes when you hear a long word.

Then we teach children convey the rhythmic pattern of words, it is the inability to reproduce a rhythmic pattern that leads to the fact that words in children with speech disorders do not find their syllable-by-syllable expression for a long time.

First, we teach children to complete the task by imitation. The child (tapping, clapping, stamping) a rhythmic pattern of two-syllable words from open syllables (pa-pa, ma-ma, ki-no, wa-ta, Vo-va, ka-sha, no-gi, bo-by, du- ha, dy-nya) by imitation, and then together with an adult and independently. After two-syllable words, we move on to three-syllable words (mo-lo-ko, ra-du-ga, ma-shi-na, ko-ry-to, ka-na-va) and only then to monosyllabic type(cat, smoke, poppy, top, tank). It is important to teach children to combine one clap with a one-syllable word.

To complicate the work on the syllabic structure of words, we exercise:

In dividing words with a consonant cluster into syllables (tap-ki, pal-ka, ban-ka), remembering that division occurs at the junction of morphemes;

In pronouncing consonant clusters, including sounds that a child can pronounce.

· With a common combination of two consonant sounds and different vowels (pta-pto-ptu-pty, tma-tmo-tmu-tmy, fta-fto-ftu-fty, etc.)

· With a change in the position of consonant sounds in their combination (pta-pto-tpa-tpo).

Work on developing skills in sound analysis and synthesis includes the following stages:

a) analysis and synthesis of vowel sounds ay, ua, ia;

b) isolating the initial stressed vowel sound from words like (duck, arch, needles, donkey, wasps, hoop);

c) isolating the initial unstressed vowel from words like (watermelon, turkey, snail, alphabet, popsicle);

d) isolating final vowels from words like (poppy, whale, top, floor, soup, house);

e) analysis and synthesis of reverse syllables (ak, ip, ut, em, on);

f) analysis and synthesis of direct syllables (pa, tu, po, we);

f) isolating initial consonants from words like (nose, cat, godfather, us, poppy);

g) determining the place of any sound in a word (beginning, middle, end);

h) complete sound analysis of words (how many sounds are in a word, what is their sequence, characteristics of the sound).

The development of phonemic analysis and synthesis skills is carried out gradually: at the beginning of work, based on materialization (the use of various auxiliary means - graphic diagrams of words, sound lines, chips), on speech pronunciation (when naming words), at the final stage, tasks are performed on the basis of ideas without relying on auxiliary means and pronunciation.

Assignments are offered in game form, using such techniques as inventing words, working with subject pictures, signal flags (symbols, pictures), lowering the last (first) sound in a word when pronounced by a speech therapist and restoring it by children based on subject pictures, working with cards, etc. d.

Game "Who will fly to the moon"

The teacher lays out pictures of birds and animals in front of the children. Places an image on the board spaceship. Only those animals and birds whose names contain the sound [k] will go to the moon.

Game “Couples” (“Make a chain”, “Close the ring”).

The teacher gives the children one picture at a time and asks them to look at and identify the last sound. Then the pictures from the second set are laid out on the table. The teacher invites the children to choose one picture, the name of which begins with the sound that ends the name of the first picture. Pairs are made.

Another variant.

Children with a teacher stand in a circle, hands palms up and placed on a neighbor. The teacher says the first word, highlighting the last consonant, and claps his palm on the neighbor’s palm. The neighbor names the word with the sound that the teacher's word ends with (forehead-can-bus-sleigh-turkey).

Practical significance of the work: the presented system of game tasks and projects can be used by speech therapists, preschool teachers educational institutions in the process of correctional speech therapy and general education work on child development. Relevance: Work on the development of phonemic awareness in children with speech disorders has great importance for mastering correct sound pronunciation and for the further successful education of children at school.

Tasks: - consider modern approaches to the study and correction of phonemic perception disorders in preschool children with phonetic-phonemic disorder (PPD); - systematize and expand the system of gaming techniques for the formation of phonemic hearing and perception, taking into account the developmental characteristics of children with FFN; - develop in children a conscious interest in their native language and its laws, directing their attention to the external, sound side of speech based on didactic games and exercises; - to form correctional and speech therapy competence of parents and teachers on the development of phonemic perception in preschool children through the implementation of the “Phonics for Preschoolers” project. Goal: system improvement correctional speech therapy work on the development of phonemic awareness in children with speech impairments.

Theoretical study of phonemic perception in children with FFN With the development of speech therapy science and practice, physiology and psychology of speech (R.E. Levina, M.E. Khvattsev, N.X. Shvachkin, L.F. Chistovich, A.R. Luria and etc.) it became clear that in cases of violation of the articulatory interpretation of an audible sound, it may varying degrees his perception also deteriorates. R. E. Levina, based on a psychological study of children’s speech, came to the conclusion that vital importance phonemic perception for the full assimilation of the sound side of speech. It was found that children with a combination of violations of pronunciation and perception of phonemes show incompleteness of the processes of formation of articulation and perception of sounds that differ in subtle acoustic characteristics. articulatory features. These children belong to the category of children with phonetic-phonetic speech underdevelopment

Stage 1 - recognition of non-speech sounds. Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words and phrases. Stage 3 - distinguishing words that are similar in sound composition. Stage 4 - differentiation of syllables. Stage 5 - differentiation of phonemes. Stage 6 - development of basic sound analysis skills. Stages of work on the formation of phonemic perception in preschool children with FFN

Games aimed at developing phonemic awareness help children develop a focus on the sound side of speech, develop the ability to listen to the sound of a word, recognize and isolate individual sounds, distinguish sounds that are similar in sound and pronunciation “Sound Lotto” “Choose pictures with the desired sound”

Didactic games are carried out differentially, depending on the degree of impairment of phonemic perception, on the characteristics of symptoms, and on the individual psychological characteristics of children. “Sound wheels” “Identify the first sound in a word” “Singing sounds” “Sound balls”

Educational project for children of senior preschool age “Phonics for preschoolers” Plan of events for the project “Phonics for preschoolers” 1. Evening of riddles “Singing sounds” (riddles - answers to vowel sounds). 2.Competition “Make the letter yourself” (making three-dimensional letters parents with children). 3.Integrated lesson “Birthday of the letter Sh.” 4. Workshop for parents “Phonetic serpentine” (games based on phonemic material. Consultation for parents “Developing phonemic awareness.” 5. Information in the corner for parents: “Phonetics is...”; “Crib sheet for parents”; “Developing phonemic hearing” Toy library “Kaleidoscope of Sounds”: Individual presentations of selected sounds by children

1. Systematization and replenishment of the base of didactic games for the development of phonemic hearing and perception. 2. Positive dynamics in the correction of speech disorders. 3. Increasing the interest, activity, and creative participation of parents in the lives of their children, strengthening the cooperation of gymnasium teachers and families in preparing future first-graders for school. Work results

Introduction
With the development of speech therapy science and practice, physiology and psychology of speech (R. E. Levina, R. M. Boskis, N. Kh. Shvachichkin, L. F. Chistov, A. R. Luria, etc.) it became clear that in In cases of impaired articulatory interpretation of audible sound, its perception may also deteriorate to varying degrees. R. E. Levina, on the basis of a psychological study of children’s speech, came to the conclusion about the critical importance of phonemic perception of analysis and synthesis for the full assimilation of the sound side of speech.
At the present stage of development of speech therapy, the issue of a sharp increase in speech disorders in preschool children is acute. Among all speech defects, impairment of phonemic perception of analysis and synthesis is the most common. According to research by T.B. Filicheva, among 5128 preschoolers in different regions of Russia, 1794 children were identified with a violation of phonemic perception of analysis and synthesis, which is 34.98% total number children. According to the results of an examination of a teacher-speech therapist at secondary school No. 4, 37% of children were identified with a violation of phonemic perception of analysis and synthesis. The results of a survey of children in the Buratino kindergarten showed that a large number of children have violations of the same nature, which is 50% in the senior and preparatory groups. Impaired phonemic awareness is often associated with children’s inability to differentiate the phonemes of their native language by ear. The lack of full perception of phonemes makes it impossible to pronounce them correctly, and, in addition, does not allow children to master to the required degree vocabulary and grammatical structure and, therefore, inhibits the development of coherent speech as a whole. Therefore, the question of increasing the efficiency of a speech therapist’s work on the formation of phonemic perception of analysis and synthesis remains relevant.
Working with children with various speech pathologies and facing problems in their learning, the speech therapist has to look for auxiliary means that facilitate, systematize and guide the process of children’s learning new material. One of these tools is visual modeling. Practice shows the advantages of visual modeling in working with children:
the material is interesting to students;
visual material is absorbed better than verbal;
has a situation of success;
evokes positive emotions.
Many teachers (R. E. Levina, R. M. Boskis, A. R. Luria, T. B. Filicheva, L. N. Efimenkova, V. K. Vorobyova) believe that for the full assimilation of the sound side of speech through the use visual modeling, the work will be effective if the following pedagogical conditions are met:
1. Formation of interest in speech activity and visual modeling;
2. Organization subject – subject interaction teachers and children;
3. Organization of interaction between the preschool educational institution and the family.
Based on the above, the main goal of the project was determined - the development of phonemic perception, analysis and synthesis, through visual modeling, in children with general speech underdevelopment.
To achieve this goal, the following tasks have been set:
1. Develop a project for the development of phonemic perception, analysis and synthesis with children with general speech underdevelopment.
2. Use visual methods and means to encourage children to engage in the process of speech development.
3. Create a special environment that encourages the child to an active educational process and to the development of phonemic perception of analysis and synthesis through visual modeling;
4. Create a unified educational space for preschool educational institutions and families.
Abstract part
Visual modeling is becoming one of the popular methods of teaching preschool children.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
Visual modeling is successfully used as a method of communicating a variety of knowledge to children, as well as a means of developing phonemic awareness, analysis and synthesis.
Scientific research and practice confirm that visual models are the form of highlighting and designating relationships that is accessible to preschool children (Leon Lorenzo, L.M. Khalizeva, etc.). Scientists also note that a schematized image reflects the most essential connections and properties of objects.
Many preschool teaching methods are based on the use of visual modules, for example, the method of teaching preschoolers literacy developed by D.B. Elkonin and L.E. Zhurova, involves the construction and use of a visual model (diagram) of the sound composition of a word.
Schemes and models various structures(syllables, words, sentences, texts) gradually accustom children to observing language. Schematization and modeling help the child see how many and what sounds are in a word, the sequence of their arrangement, and the connection of words in a sentence and text. This develops interest in words, speech sounds, and communication of the child.
Using this method, the teacher and the child depict objects, phenomena, actions, concepts, episodes of the text using simplified schematic images - symbols and signs. The schematized image reflects the most essential connections and properties of objects. Visual modeling is based on the use of a substitute (model), which can be diagrams, drawings, plans, symbols, stylized and silhouette images, pictograms, and other objects. The ability to create and apply models allows a child to clearly identify the properties of objects, the hidden relationships of things, take them into account in his activities, and plan solutions to various problems.
Forming visual modeling skills involves a certain sequence of techniques for solving such problems:
1. Familiarity with the graphical method of presenting information.
2. Development of the ability to decipher the model.
3. Formation of independent modeling skills.
The basis for working with children is the following principles, aimed at a person-centered approach to learning and education.
1. The principle of a systematic approach is based on system structure and the systemic interaction of various components of speech: the sound side, phonemic processes, lexical and grammatical structure.
2. The principle of assessing communicative behavior in the process of communication is important for the analysis of speech disorders, for understanding their genesis and, especially for determining ways to overcome and correct them.
3. The principle of developmental education lies in the correct determination of the leading learning goals: cognitive, educational, developmental.
4. The principle of humanization, cooperation, partnership presupposes a respectful attitude towards the child’s opinion, support for his initiative, and seeing the child as a purposeful partner.
5. The principle of differentiation, taking into account individuality - ensuring optimal conditions for the self-realization of each pupil in the process of mastering speech activity, taking into account the age, gender of the child, accumulated individual experience, features of his emotional and cognitive sphere.
Expected results:
- increasing the rate of speech development in general, due to inclusion in subgroup and individual sessions, games and tasks for the formation of phonemic perception of analysis and synthesis based on visual modeling;
- full mastery of the sound side of speech, phonemic perception of analysis and synthesis;
- increasing the level of parental competence in matters of speech development and raising children.
Project part
The implementation of the project “Development of phonemic perception, analysis and synthesis in children with general speech underdevelopment through visual modeling” with pre-school pupils and parents involves four stages: stage 1 - diagnostic and motivational, stage 2 - project-organized, stage 3 - practical, stage 4 - final
Implementation stages
Stage 1 – diagnostic and motivational
Tasks:
1. To identify the level of development of phonemic perception, analysis and synthesis in children with general speech underdevelopment.
2. Create conditions for the active participation of children and parents in the project.
Date: Working with children
- Diagnosing children with general speech underdevelopment.
-Analysis of the results obtained.
Working with parents
- Notification to parents about the results of the diagnosis.
- Discussion of the goals and objectives of the project with parents and children during advisory hours.
Stage 2 – design and organizational

Develop a project “Development of phonemic perception, analysis and synthesis in children with general speech underdevelopment through visual modeling.”

Development of project stages

Development of a set of game tasks for the formation of phonemic perception of analysis and synthesis using visual modeling

Development long-term plan with parents

Creating the conditions necessary for the implementation of the project (selection of didactic material, production of diagrams, pictures - symbols, layouts; creation of multimedia presentations)

Stage 3 – practical

1. Implement with children a set of game tasks aimed at developing phonemic perception, analysis and synthesis.

2. Create a unified educational space for preschool educational institutions and families for the development of phonemic perception of analysis and synthesis.

The preparatory stage includes the following sections:

Section No. 1: “Development of auditory perception”

Section No. 2: “Development of auditory memory”

The main tasks of this stage:

Form phonemic perception based on non-speech sounds;

Develop the ability to recognize and distinguish non-speech sounds;

Learn to distinguish words that are similar based on their sound composition;

Learn to distinguish syllables and then phonemes of your native language.

The main stage includes the following sections:

Section No. 1: “Teaching simple forms of phonemic analysis”

Section No. 2: “Teaching complex forms of phonemic analysis”

Section No. 3: “Formation of sound synthesis skills”

Section No. 4: “Formation of phonemic representations”

The purpose of this stage:

developing children's phonemic perception skills of analysis and synthesis using visual modeling.

First year of work

September

Parent meeting “Based on the results of an examination of children in the senior speech therapy group”

Consultation on the topic: “Correct pronunciation is one of the aspects of a child’s speech development, development of didactic material on sound pronunciation for classes at home”

Exhibition of visual modeling aids: “Development of phonemic perception, analysis and synthesis”

Screen “Sounds and their characteristics”

Multimedia presentation: “Auxiliary schematic tools that facilitate and guide the process of formation of phonemic processes in a child”

Screen exhibition: “Sounds, syllables and words”

Open event “Come in and take a look”

Game “What? Where? When?".

Working with parents

Second year of work

September

Parent meeting “Based on the results of examination of children in the preparatory speech therapy group”

Consultation on the topic: “Development of phonemic awareness in preschoolers through visual modeling”

“Promotion from a speech therapist” - competition “Sounds as we see them”

Exhibition of didactic and methodological aids for the development of phonemic perception, analysis and synthesis

"To help parents"

Open event “Come in and take a look”

Screen exhibition: “Sounds and letters. Word and sentence"

(using diagrams)

Quiz for parents and children “I know sounds better than anyone”

May Multimedia presentation: “Being friends with sounds and letters”

Throughout the year Individual consultations “On the Light”

Stage IV - final

Analysis of the results of working with children, processing of the data obtained, correlation with the goal.

Bibliography

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2. Davshchova T.G. Import V.M. Using support schemes in working with children. // Handbook of senior preschool teacher No. 1, 2008.

3. Efimenkova L.N. Formation of speech in preschool children. – M., 1985.

4. Correctional pedagogical work in preschool institutions for children with speech disorders. / Ed. Yu.F. Garkushi. – M., 2007.

5. Kudrova T.I. Modeling in teaching literacy to preschoolers with speech underdevelopment. // Speech therapist in kindergarten 2007 No. 4 p. 51-54.

7. Omelchenko L.V. The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.

8. Overcoming general speech underdevelopment in preschool children. / Ed. T.V. Volosovets. – M., 2007.

9. Rastorgueva N.I. Using pictograms to develop word formation skills in children with general speech underdevelopment. // Speech therapist. 2002, No. 2, p. 50-53.

10. Smyshlyaeva T.N. Korchuganova E.Yu. Using the visual modeling method in the correction of general speech underdevelopment in preschool children. // Speech therapist. 2005, No. 1, p. 7-12.

11. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in special conditions kindergarten. M., 1991.

12. Tkachenko T. A. If a preschooler speaks poorly - St. Petersburg, 1997.

13. Tkachenko T.A. To the first grade without speech defects - St. Petersburg, 1999.

14. T.V. Friday, T.V. Soloukhina-Bashinskaya Handbook of preschool speech therapist - R-n-D 2009