Violation of the syllabic structure of a word: correction, preparation for correction. Methodical recommendations and exercises

, teacher-speech therapist, Tosno, Leningrad region.

In order for work on the syllabic structure of a word to be most successful, I propose to start with the development of spatial, dynamic and rhythmic factors of mental activity.

Exercises to develop optical-spatial orientation:

Exercise 1. The child sits on a chair, eyes open or closed.

The adult rings the bell, holds it in front of the child, behind him, above and below the chair, to the right and left. You need to correctly say where it rings (right, left, above, below, in front, behind).

Exercise 2. The child moves in space according to the adult’s verbal instructions (Robot goes forward...... stop. To the right.... stop. Down (under the table).... stop).

Exercises to develop somato-spatial orientation:

Exercise 3. The child independently shows: left little finger, right elbow, right toe, left wrist, left ear, etc.

Exercise 4. The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the left hand the right temple, the middle finger of the right hand the left shoulder, etc.

Exercise 5. An adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left foot to the side, right hand on the belt, etc.

Exercise 6. An adult asks the child to perform the so-called movements without showing a model. The commands are taken from exercise 5.

Exercises to develop orientation in two-dimensional space (on a sheet of paper):

Exercise 7. An adult offers the child the following tasks: “Put a dot at the top of the sheet (a stick down), draw a cross on the right, draw a wave in the lower left corner (a straight line in the lower right corner), etc.

Exercise 8. From the point placed on the sheet, without lifting his hand, the child must draw a line at the command of an adult: “We’re going to the right…..stop, up…..stop, left…..stop, up….stop, etc. ""

Exercise 9. Graphic dictation. The child is asked to draw: a cross to the right of the stick, a dot to the left of the hook, an oval under the triangle, a square in a circle, etc.

Exercise 10. The child must continue the row.

…. “ …. “ …. “ ….

ABOUT! +Oh! +Oh! +

Exercise 11. The child is required to find an extra figure among similar ones, but upside down in space.

Exercises to develop time-spatial orientation:

Exercise 12. Graphic dictation. For the graphic dictation, the following tasks are offered: ""Draw first a house, then a person, and finally a flower; on the tree, first draw a leaf, then a hollow, at the end a nest, etc. ""

Exercise 13. The adult interrupts the child’s actions and asks questions: “What did you do before? What are you doing now? What will you do next?"

Exercise 14. The exercise consists of the child arranging pictures according to the topics “Seasons”, “Parts of the day”. Finally, the adult and child discuss the sequence of pictures.

Exercise 15. An adult and a child talk on the topic “Yesterday – Today – Tomorrow”.

Exercise 16. Let's move on to working with speech material. The adult gives the child the task:

Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.

Exercises to develop dynamic and rhythmic organization of movements:

Exercise 17. Holding dynamic programs. The exercise consists of the child repeatedly repeating the action on his own after visual presentation of the instructions by the speech therapist.

Articulation exercises: open your mouth, bare your teeth, puff out your cheeks; tongue behind the right cheek, lips like a tube; suck in your cheeks, click your tongue, blow, etc.

2. Hand exercises: alternately touch the index, little, and middle fingers with your thumb; put your hand on the table with your fist, edge, palm; ""fist on the table"" alternately show the thumb, little finger, index finger, etc.

After practicing these exercises, you can proceed directly to overcoming violations of the syllabic structure of words.

In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of developing the syllabic structure of a word is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contrary to the natural process of speech development. Therefore, it is of particular importance to determine the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word. In this case, the individual level of speech development of each child and the type of speech pathology (polymorphic dyslalia, dysarthria, alalia, childhood aphasia, rhinolalia) should be taken into account. In working on the syllabic structure of a word, I attach particular importance to “inclusion in work”, in addition to the speech analyzer also auditory, visual and tactile.

Vowel level

Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of a word, and also prevent the substitution and rearrangement of syllables in a word. At the stage of mastering articulatory gymnastics, children should be accustomed to a number of manual poses corresponding to vowel sounds (Fig. 2-7).

Thus, the traditional exercise “Window” (sound [a]) is accompanied by showing an open palm facing the child (Fig. 2).

The “pipe” pose (reminiscent of the articulation of the sound [u]) – the fingers are brought together “in a pinch”, but not closed, and extended towards the child (Fig. 3).

The “Proboscis” pose (lips as with the sound [o]) is similar, but the fingers are spaced wider (Fig. 4).

“Fence” pose (sound [and]) – palm in fist with fingers facing the child, thumb pressed, nails visible (association with teeth) (Fig. 5).

Additionally, poses are introduced for the sounds [s] and [e].

The position for the sound [ы] is similar to [i], but the wrist is more advanced towards the child (association with the lower jaw pushed forward) (Fig. 6).

The pose for the sound [e] is a rounded palm, as if squeezing a ball (Fig. 7).

The double sounds of the letters “e”, “e”, “yu”, “ya”, are also indicated manually, with two consecutive poses.

""e"" = [j]+[e] – clenched fist with fingers towards the child, thumb to the side, nails visible [j] (Fig. 8) + sound posture [e] (Fig. 7)

""ё"" = [j] (Fig. 8) + sound posture [o] (Fig. 4);

""yu"" = [j] (Fig. 8) + sound posture [y] (Fig. 3);

""I"" = [j] (Fig. 8) + sound posture [a] (Fig. 2).

When performing poses, the forearm is positioned vertically or at a slight angle.

Such manual accompaniment during articulatory gymnastics shows the volume of the pose (“window”) and emphasizes the contrast (“fence - tube”, “tube - proboscis”).

Subsequently, when working on the syllabic structure of words, alternating vowel positions makes it easier for the child to switch from syllable to syllable and prevents omissions and replacements.

Children are offered the following exercises:

Exercise 1. The child repeats pairs, triplets and a larger number of sounds from more contrasting to less contrasting:

accompanied by hand symbols;
without them;
without visual support.
Suggested syllables:

A – I – O

U – A – I

I – O – Y

U – A – I – O

E – U – A – I, etc.

Exercise 2. Training pitch, volume, voice strength and tempo of pronunciation. The child pronounces a series of vowels:

On one exhale, smoothly (or abruptly);

Loud (quieter, very quiet);

Alternating volume within one row;

Fast (or slow).

Exercise 3. To consolidate work on vowels, the child is asked to:

pronounce the sound as many times as there are dots on the die;
pronounce the sound as many times as the speech therapist claps his hands;
come up with as many sounds as there are stars drawn;
singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, writing a series of letters (auditory and visual dictation): A U I O; AU IA OA; AUI IAU; AUA UAU; AUIA IUAO;
the same tasks with emphasis on the impact sound: A UA; A U A, AU A;
guess which vowel symbol the speech therapist or another child is showing with his hand;
make a series of sounds and depict them with hand symbols;
recognizing a series of sounds by silent articulation and pronouncing them with a voice;
repeat the sounds in reverse order;

The speech therapist taps out a rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A - AA, AA -A, A AA, A A A

Syllable level

It is advisable to carry out these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist. Tasks can be the following:

Compiling all possible syllables from the given letters (“Who is bigger?”);

Stringing rings onto rods while simultaneously pronouncing a chain of syllables (one syllable for each ring);
Exercise with fingers ““Fingers say hello”” (for each contact of the fingers of a hand with the thumb of the same hand, pronounce one syllable);
Count how many syllables the speech therapist pronounced (syllables are forward, backward, with a combination of consonants);
Name the stressed syllable in the chain of heard syllables;
Building up syllables (“Say one syllable more than I did”): sa-so….;
Reducing the number of syllables (“Say one syllable less than me”): sa-so-su-sy;
Tapping syllable chains by touching the thumb and middle or thumb and index fingers of the leading hand, and identical syllables are tapped with the same finger: sa-so-so, so-sa-so;
Memorizing and repeating a chain of syllables: sa-so-so, so-sa-so, sa-so-so, sa-sa-so, so-so-sa;
Come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
“Say the opposite” (ball game): sa-as, tsa – ast;
“Who is faster?”: the syllables are written in the table, the child must quickly find and read the syllable named by the speech therapist;
Recording syllables of various types under dictation;
Recording chains of syllables of varying lengths, emphasizing vowels or consonants, hard or soft consonants, voiced or voiceless consonants; performing sound-syllable analysis of a chain of syllables (depending on the correction task)

Word level

The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers.” The author suggests the following exercises:

Exercises to distinguish between long and short words:

Exercise 1. The child has chips, and on the table in front of him is a long and short strip of paper. The speech therapist suggests listening to the word and determining whether it is long (sounds long) or short (sounds short). Having heard the word, the child places a chip under the long or short strip, respectively.

Exercise 2. In front of the child is a set of pictures with monosyllabic and polysyllabic words. It is required to divide them into two groups.

Exercises for reflected scanned repetition of words of the type being studied

Exercise 3. Training the ability to pause between syllables. After the speech therapist names the word, the child must repeat and tap it on the table conjugately (BU….SY, NOT…..BO, LYu…..DI).

Exercise 4. Sound analysis and synthesis.

Counting syllables.
Laying out strips and sticks according to the number of syllables.
Selecting an appropriate word scheme.
Analysis of each syllable (counting and listing sounds).

This type of work is especially important when studying words with consonant clusters. This group of words requires special attention. The following mastering procedure is proposed:

two-syllable words with a cluster in the middle of the word: first, words starting with a vowel sound are given (game, glasses), then words starting with a consonant (heel, nails), after that - words with two clusters of consonants (swallow, leaves);
confluence at the end of a word (bone, bridge);
confluence at the beginning of a word (elephant, table);
monosyllabic words with two sequences (pillar, tail);
polysyllabic words with conjunctions (library).

Exercise 5. Isolated pronunciation of the words "We're walking up the stairs." The child must, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder. There is a stop at each step.

Exercise 6. Variant of the game "" "We walk along the ladder." Pronouncing a series of two or three monosyllable words from a closed syllable: SOUP - SMOKE, GOOSE - CAT, SHOWER - ELK - MOUSE.

Exercise 7. Repeating series of words that are similar in sound composition:

differing in vowel sounds: SUK – SOK
differing in consonant sounds: SUK – SUP
differing in consonant sound and place of stress: WATER - SODA.

Repetition exercises highlighting stressed syllables.

Exercise 8. Two pictures are laid out. Their name contains the same number of syllables, but differ in the position of the stressed syllable (Melon - water). The speech therapist silently slaps words with accents on stressed syllables. The child guesses the planned words.

Exercise 9. Naming words that are similar in sound composition, but differ in the place of the stressed syllable (Zamok - zamok).

Exercises with rearranging syllables.

Exercise 10. The speech therapist pronounces a word consisting of two syllables. You need to swap them and name the resulting word (ZHI-LY - SKI, KI-RA - CRASH).

Exercise 11. The speech therapist pronounces three syllables. Children must make a word out of them (KU-KI-BI - CUBES, SA-GI-PO - BOOTS).

An exercise to assess normativity.

Exercise 12. The speech therapist reads the words, the children raise a green flag if the word sounds correct, and a red flag if it sounds incorrect. The exercise is carried out based on pictures (PAVUK, VUTKA, KOKHE).

Exercises for the transition to continuous pronunciation.

Exercise 13. The speech therapist names the word in syllables, and the children guess the word (KA....PUS.....TA - CABBAGE).

Exercise 14. The speech therapist pronounces the first syllable of a word. Children guess what word was said (VED- - BUCKET, KUH- - KITCHEN).

Exercise 15. The speech therapist says the ending of the word, clapping it syllable by syllable. The child adds the first syllable and names the whole word (-ROAR..... - DE! TREE).

Exercise 16 . The speech therapist calls the word by clapping instead of the second syllable (or any middle syllable). The child adds a syllable and names the whole word (KO - ! – BOK – LO! KOLOBOK) .

Exercise 17. The speech therapist thinks of a word and places as many chips on the typesetting canvas as there are syllables in it. Then the speech therapist names the first syllable: KA. Children guess the intended word based on the number of chips (KA - BINET, KA - LINA, KA - RETA).

Exercise 18. Syllable analysis and synthesis.

From the proposed pictures, name those that have a given syllable (for example, MA): raspberries, tomatoes, popsicle, macaque, ant, lipstick.
Put the pictures in such an order that the last syllable of the previous word and the first syllable of the following word are the same (OWL, VATA).
The speech therapist names the word, inserting the word ““then”” between the syllables (““further””, ““then””). The child makes up a word (PA, then UK - SPIDER).

After practicing words of different syllabic structures at the word level, it is necessary to practice them on material from pure proverbs, complete sentences, poems and other texts.

As a rule, children with severe speech pathology do not remember poetry, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them. Memorization should be carried out based on subject pictures. When memorizing poems, you need to make sure that children understand their content. To do this, the speech therapist asks a question based on the picture. It is also recommended to conduct outdoor games accompanied by speech:

Game “Train”

The green cars are running, running, running

And the round wheels go on and on and on.

(Children stand one after another and imitate the movement of a train).

Game “Geese”

Geese - geese!

Are you thirsty?

Geese - geese, here's the water!

Ha-ha-ha! Ga-ha-ha!

So run here everyone!

(Children run to the driver)

Game “Fox and Geese”

Geese, geese, I'll eat you!

Wait, fox, don't eat!

Listen to our song:

Ha-ha-ha! Ga-ha-ha!

I'm tired of listening to you!

I'll eat them all now!

(“Geese” scatter, “fox” catches).

All of the above exercises are aimed at bringing the level of children’s pronunciation of words as close as possible to the norm.

The described exercises are carried out during speech therapy sessions for 5–7 minutes.

Bibliography

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. – St. Petersburg """Childhood-Press"", 2005
Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. – M.""Sphere", 2007-12-11
Bondarko L.V. Syllable structure and characteristics of phonemes // Issues of linguistics. – M., 1967 No. 1
Esechko L.B. Formation of syllabic composition in the pronunciation of children with general speech underdevelopment in the preparatory class. // Defectology, 1974 No. 3
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. – M., "Sphere", 2007
Markova A.K. Features of mastering syllabic composition in children with speech impairments.//Author's abstract fis. Candidate of Pedagogical Sciences – M., 1963
Markova A.K. Features of the acquisition of the sound-syllable structure of words by children suffering from alalia.// School for children with severe speech impairments. – M., 1961
Titova T.A. On the problem of violations of the syllabic structure of words in children with alalia and dysarthria. – L., 1985

Sections: Speech therapy

The formation of grammatically correct, lexically rich and phonetically clear speech in children, which enables verbal communication and prepares them for learning at school, is one of the important tasks in the overall system of teaching a child their native language in kindergarten and in the family.

To raise a full-fledged personality, you need to eliminate everything that interferes with the child’s free communication with the team. It is important that children master their native speech as early as possible and speak correctly, clearly, and expressively. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. The practice of speech therapy shows that correction of sound pronunciation is often brought to the fore in preschool age and the importance of forming the syllabic structure of words is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllabic structure of words. This defect in speech development is characterized by difficulties in pronouncing words of complex syllabic composition (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Violation of the syllabic structure of a word is usually detected during a speech therapy examination of children with general speech underdevelopment. As a rule, the range of these violations varies: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two- and three-syllable words without a combination of consonants, even with the aid of clarity. Deviations in the reproduction of the syllabic composition of a word can manifest themselves as follows:

1. Violation of the number of syllables:
– syllable reduction;
– omission of the syllabic vowel;
– increasing the number of syllables due to the insertion of vowels.
2. Violation of the sequence of syllables in a word:
– rearrangement of syllables;
- rearrangement of sounds of adjacent syllables.
3. Distortion of the structure of an individual syllable:
– reduction of consonant clusters;
- insertion of consonants into a syllable.
4. Similarization of syllables.
5. Perseverations (cyclic repetition).
6. Anticipations (replacing previous sounds with subsequent ones).
7. Contamination (mixing elements of a word).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word.

The choice of methods and techniques of correctional work to eliminate this disorder is always preceded by an examination of the child, during which the degree and level of violation of the syllabic structure of words is revealed. This will allow you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

This type of work is based on the principle of a systematic approach to the correction of speech disorders and the classification by A.K. Markova, which identifies 14 types of syllable structure of a word in increasing degrees of complexity:

1. Two-syllable words made from open syllables (willow, children).
2. Three-syllable words made from open syllables (hunting, raspberry).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
6. Two-syllable words made from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (hippopotamus, telephone).
8. Three-syllable words with consonant clusters (room, shoes).
9. Three-syllable words with a consonant cluster and a closed syllable (lamb, ladle).
10. Three-syllable words with two consonant clusters (tablet, matryoshka).
11. Monosyllabic words with a cluster of consonants at the beginning of the word (table, closet).
12. Monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
13. Two-syllable words with two consonant clusters (whip, button).
14. Four-syllable words made from open syllables (turtle, piano).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. I built my work in two stages:

– preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
– correctional; The goal of this stage is the direct correction of defects in the syllabic structure of words in a particular child.

At the preparatory stage I conducted the exercises first on a non-verbal level, and then on a verbal one.

Exercise “Repeat the same”

Goal: learn to reproduce a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Progress of the exercise: The speech therapist sets the rhythm with one of the objects, the child must repeat the same.

Exercise “Count correctly”

Goal: learn to count sounds.
Materials: children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as the dots appear on the cube.
Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.

Exercise “Choose a scheme”

Goal: learn to correlate the rhythmic pattern with its diagram on the card.
Material: cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise “Long - short”

Goal: to learn to distinguish between long and short sounding words.
Material: chips, long and short strips of paper, pictures.
Progress of the exercise:
Option 1. The speech therapist pronounces the words, the child places a chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: the long strip and the short one.

At the correctional stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.

Exercises at the sound level:

“Say the sound A as many times as there are dots on the die. Make the sound O as many times as I clap my hands.”
“Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.
Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

– Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
– “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
– Count the number of syllables pronounced by the speech therapist.
– Name the stressed syllable in the chain of heard syllables.
– Memorizing and repeating chains of different types of syllables.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.

Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.
Material: ball.
Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"

Goal: to learn to distinguish correctly sounding words.
Material: pictures.
Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).

Exercise “What has changed?”

Goal: to learn to distinguish between different syllable structures of words.
Material: pictures.
Progress of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.
Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).

Exercise “Which word is different”

Goal: learn to distinguish words with different rhythmic structures.
Material: pictures.
Progress of the exercise: the speech therapist names a series of words, the children identify the extra word (use pictures if the children find it difficult).
Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.

Exercise “Name the same syllable”

Goal: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Progress of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “What word did you get?”

Goal: to practice simple syllabic analysis.
Material: ball.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine

Exercise “Call me kindly”

Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
Material: ball.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise “Say the word correctly”

Goal: to learn to clearly pronounce words of type 7 syllable structure, to develop auditory attention and memory.
Material: subject pictures.
Progress of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and names it.

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Chain of words"

Goal: to consolidate the ability to analyze and synthesize two- and three-syllable words.
Material: cards with pictures and words divided into parts.
Progress of the game: children lay out a chain of words (pictures) like dominoes.

Game "Logocube"

Goal: to practice syllabic analysis of one-, two- and three-syllable words.
Material: cube, set of subject pictures, cards with numbers.
Progress of the game: children select from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.

Train game

Goal: learn to select words with a given syllable pattern.
Material: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.

Game "Pyramid"

Goal: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Progress of the game: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise “Collect a word”

Goal: learn to synthesize two- and three-syllable words.
Material: cards with syllables on tinted paper.
Progress of the exercise: each child lays out one word. Then a set of cards is exchanged and the game continues.

Exercise “Choose a word”

Goal: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with diagrams of syllable structure. Cards with words (for reading children).
Progress of the exercise:
Option 1. The child matches the diagrams to the pictures.
Option 2. The child matches the pictures to the diagrams.

Game "Let's put things in order"

Goal: improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Progress of the game: children select syllables from the total number and arrange them in the right order.

Game "Who is more"

Goal: improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Progress of the game: from the total number of syllables, children lay out as many variants of words as possible.

Literature:

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. Moscow: Sfera, 2007.
Volina V.V. We learn by playing. Ekaterinburg: Argo, 1996.
Kozyreva L.M. We read syllable by syllable. A set of games and exercises for children 5 – 7 years old. Moscow: Gnom i D, 2006.
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. Moscow: Sfera, 2007.
Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. St. Petersburg: Soyuz, 1999.
Lopukhina I.S. Speech therapy. Moscow: Aquarium, 1996.
Tkachenko T.A. Correction of violations of the syllabic structure of words. Moscow: Gnom i D, 2001.
Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. Moscow: 1991.
Chetverushkina N.S. The syllabic structure of the word. Moscow: Gnom i D, 2001.

Didactic games for the development of the syllabic structure of words.

Speech therapist teacher: Ananyina G.N.

To make it easier for a child to learn the structure of a word, a speech therapist needs to involve as much physical activity as possible, since with movement the child will better consolidate speech material. Words of different syllabic structures can be clapping, tapping, jumping, stepping away, and so on.

At the preparatory stage Exercises are carried out first on a non-verbal level, and then on a verbal one.

Exercise “Repeat the same”

Exercise “Count correctly”

Exercise “Choose a scheme”

Exercise “Long - short”

At the correctional stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.

Exercises at the sound level:

1. “Say the sound A as many times as there are dots on the cube. Make the sound O as many times as I clap my hands.”

2. “Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.

3. Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
- “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
- Count the number of syllables pronounced by the speech therapist.
- Name the stressed syllable in the chain of heard syllables.
- Memorization and repetition of a chain of syllables of different types.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Game "Say the correct word"

Exercise “What has changed?”

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Exercise “Which word is different”

Exercise “Name the same syllable”

Game “The end of the word is yours”

Game “What word did you get?”

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine

Exercise “Call me kindly”

Exercise “Say the word correctly”

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Chain of words"

Game "Logocube"

Train game

Game "Pyramid"

Exercise “Collect a word”

Exercise “Choose a word”

Game "Let's put things in order"

Game "Who is more"

“Walk the word.”

On the floor are “maple sheets” (“pebbles”, “clouds”, “flowers”, etc.), cut out of colored paper. Children are divided into two teams. When pronouncing words, a step is taken for each syllable. If the word is divided into syllables incorrectly, the child returns to the starting position. The second player starts moving from the sheet where the first player stopped, etc. The team that reaches the finish line first wins. The total number of syllables in the words of both teams must be equal.

“Climb the stairs.”

It is necessary, pronouncing the word syllable by syllable, to climb the steps of a toy ladder with your fingers. The words can be suggested orally or depicted in a picture.

"Shop".

The players are given “money” - cards with dots drawn (one, two, three, four). The speech therapist has pictures of goods laid out on his table. Children take turns “buying” a product so that its name has as many syllables as there are dots on the card. The game continues until players have spent all the "money".

Products: butter, cheese, tomatoes, milk...

School supplies: notebook, ruler, glue, textbooks...

Toys: bear, cubes, ball, Pinocchio...

"Ball game"

You need to hit the ball on the floor (or throw the ball low) as many times as there are syllables in the word. Strikes (or tosses) are accompanied by clear pronunciation of syllables.

"Postman".

Each child has a “telegram” on which a certain syllable is printed and the dots indicate the number of vowels and, accordingly, syllables in the word. There are pictures on the desks. Each child must find a picture not only with the required syllable, but also with the required number of syllables. For example, for the “telegram” the following pictures were selected: moon, bananas, tulip, pencil case.

Pyramid game

Place a pyramid in front of the child, discuss it, then take it apart, and start putting on the rings, pronouncing words of different syllabic structures. It is necessary to pronounce a syllable for each ring.

Button game

Invite your child to play with buttons, sort through them, select buttons of different colors and sizes. After sorting through the buttons, together with your child, lay them out in a row, pronouncing the words, one syllable for each button. The child should see the composition of the word, after you collect the word, repeat it again, and put the buttons collected in a row separately from the others, then discuss how you collected a lot of words, how well done you are!

Ball game

Let your child play with various small balls, leave them or roll them around.

After this, invite the child to throw balls into the basin, pronouncing the words syllable by syllable. Practice this exercise with your child, gradually increasing the distance to the pelvis into which you need to throw the balls and the syllable structure of the spoken words.

Game with matryoshka

Play matryoshka with your child, disassemble and reassemble it. Then disassemble and assemble each small nesting doll separately and arrange the toys in a row, pronouncing the words syllable by syllable - for each toy one syllable.

Game with geometric shapes

Invite your child to study the shapes: circle, square, triangle. Separate all the figures into separate piles. Then, together with your child, lay out the figures in a row (for example, only circles) and pronounce the words syllable by syllable, for each circle a syllable. So play with all the figures. Then discuss with your child the number of words spoken and their length (words with one syllable are short, words with many syllables are long)

Game with dice

Take the cubes, build a tower or fence out of them, then invite the child to talk and pronounce the words syllable by syllable, arranging the cubes in a row in a “fence”, one syllable for each cube.

Game with children's stamps

An adult invites the child to make a beautiful picture and gives him a stamp. In a joint activity, adults and children print pictures in a row, pronouncing words syllable by syllable. For each printed picture - one syllable. Words printed syllable by syllable should be located separately from each other on a sheet of paper.

A system of game exercises aimed at development

syllabic structure of the word

Speech therapy work to eliminate violations of the syllabic structure of words in preschoolers involves influencing all components of the speech system.

A comprehensive system of speech therapy includes:

development of general, fine and articulatory motor skills;
development of speech breathing and voice;
correction of sound pronunciation (staging, automation, differentiation of sounds);
development of phonemic hearing, formation of phonemic perception skills;
work on the syllable structure of a word;
expansion and enrichment of the vocabulary (active and passive);
development of grammatical structure of speech;
formation of intonation-expressive aspects of speech;
formation of coherent speech;
education of self-control over speech;
formation of practical skills and abilities to use correct speech.

The development of the syllabic structure of words in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of the child’s cognitive activity. Corrective work was carried out in individual and subgroup speech therapy sessions.

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:

preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
actual correctional work; The goal is to correct defects in the syllabic structure of words in a child.

Preparatory stage.

At this stage, game exercises are offered, first on non-verbal material, and then on verbal material.

Working on non-verbal material.

Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory based on the material of non-speech sounds (Where did you call? Recognize a musical instrument by its sound. How many times did you hit the drum?)
Work on the rhythm (first on a simple one, and then on a complex one). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping a ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.

Types of tasks:

Clap your hands as many times as there are dots on the die;

Comparison of rhythms: !-!!, !!-!!-;

Recognition of rhythms and correlating them with a certain rhythmic pattern written in symbols;

Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;

Arbitrary reproduction of rhythm by a child followed by recording of the rhythmic pattern with symbols;

Playing long sounds (pipe, harmonica - “-” symbol and short “+” - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+--, etc.

Formation of general coordination of movements to rhythmic music:

marching, easy running.

Exercises for the development of dynamic hand praxis: performing movements (with the left, right hand, two hands) according to a model, according to verbal instructions or by counting: fist-rib, fist-rib-palm.
Exercises to develop hand coordination: performing movements with both hands simultaneously (fist of the left hand – edge of the right hand, etc.)
Graphic exercises for switching (continue the line): 0-0-0…;+=+=…

Work on verbal material.

Game exercises aimed at developing spatiotemporal concepts such as beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of sound-syllable series, the sound content of words of a simple and complex syllabic structure.

Exercises to develop optical-spatial orientation.

Exercise 1.

The child sits on a chair, eyes closed. The adult rings the bell, holding it in front of the child, behind him, above and below the chair, on the right and left. You need to correctly say where the bell rings.

Exercise 2.

An adult names the action of an object or an object. The child answers whether it is far or close.

(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)

Exercise 3.

The child moves in space according to the instructions of the adult.

The robot moves forward... stop. To the right...stop. Down... (under the table)... stop. Left...stop, etc.

Exercises to develop somatic-spatial orientation.

Exercise 1.

After showing it to an adult, the child repeats the movements, answering questions.

Adult. Where is the heart?

Child. Left.

Adult. Where is your crown?

Child. From above.

Adult. Where is your back?

Child. Behind.

Adult. Where's the belly?

Child. Front.

Exercise 2.

The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.

Exercises 3.

The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the left hand the right temple, the little finger of the right hand the left eye, etc.

Exercises 3.

The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left leg to the side, etc.

Exercises 4

An adult asks you to perform the so-called movements without showing a model.

Exercises to develop orientation in two-dimensional space.

Exercise 1.

Place a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.

Exercise 2.

From the point placed on the sheet, the child, without lifting his hand, must draw a line according to the adult’s commands.

We go right, stop, up, stop, right, etc.

Exercise 3

The child must continue the series: xx\ xx\ xx\; ...

Exercise 4.

Copying by a child of various figures from simple to more complex.

Exercise 5.

An adult and a child draw a plan of the room, indicating the position of windows and furniture doors.

Exercises to develop time-spatial orientation.

Exercise 1.

Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)

Exercise 2.

Tasks: first jump, then sit, clap your hands at the end, etc.

Exercise 3.

The adult interrupts the child’s performance and asks questions.

What did you do before? What are you doing now? What will you do next7

Exercise 4.

Arranging pictures according to the themes “Seasons”, “Parts of the day”.

Exercise 5.

An adult and a child talk on the topic “Yesterday-today-tomorrow.”

Exercise 6.

Transition to working with speech material. An adult gives a child a task.

Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.

Exercises to develop dynamic and rhythmic organization of movements.

Holding dynamic programs. The exercise consists of the child repeatedly repeating an action independently after presenting instructions to an adult.

Articulation exercises.

Open your mouth, bare your teeth, puff out your cheeks;

Tongue behind the right cheek, lips in a tube, tongue on the lower lip;

click your tongue twice, blow once;

Pull in your cheeks, click your tongue, blow once;

Silently articulate vowels (i-u-a);

Hand exercises.

– use your thumb to alternately touch your index finger, little finger, and middle finger;

Place your hand on the table with your fist, edge, palm;

Show a ring of fingers, palm vertical, “bunny ears”;

From and. p. “fist on the table” alternately show the thumb, little finger, index finger;

3.Body exercises:

Lean to the right, squat, stand, clap your hands;

Wave your arms above your head, put your hands behind your back, jump in place;

Stomp your foot, hands to your shoulders, down, raise your head, lower it.

Exercise 7.

Repeating rhythmic patterns after an adult - tapping, clapping, stamping.

Corrective stage

Working on vowels

Accurate perception and clear articulation of vowels ensure the correct transmission of the syllable outline of the word, and also prevent the replacement of vowels and rearrangement of syllables.

Exercise 1.

The child repeats pairs, triplets and a large number of sounds from more contrasting to less contrasting. Suggested syllables:

A – I A – I – O U – A – I – O

A – U U – A – I E –U – A – I

I – O I – O – Y A – I – O – Y

S – A E – U – A I – E – U – A

U – E A – Y – O U – A – Y – O

A – O I – Y – E O – I – Y – E

O – U O – U – A E – O – U – A

Exercise 2.

Practice pitch, volume, voice strength and pronunciation tempo. The child pronounces a series of vowels:

on one exhalation, and smoothly;
loud (quieter, very quiet);
alternating volume within one row;
with changing voice pitch (on behalf of different family members);
fast slow).

Exercise 3.

Additional tasks. To consolidate work on vowels, the child is asked to:

count the number of sounds;
show the same number of fingers as sounds;
tap out sounds silently;
stand up when a series of three sounds sounds;
name two (three, five) vowel sounds yourself;
come up with as many sounds as there are stars drawn;
recognizing a series of sounds by silent articulation and pronouncing them with a voice;
repeat the sounds in reverse order.

Working on syllables

Exercise 1.

The exercise consists of repeating rows, starting with two to three syllables. Syllables taken:

with common consonants:

MA – MO – MU – WE – ME;

with common vowels:

BU – KU – VU – NU – DU;

reverse:

AN – EUN – OH – EN – UN

OF – OP – OH – OT – OM;

closed syllables, their rows and pairs:

MAK – MOK – MUK – MYK – MEK

POP - POP - POP - POP

TUK – MUK BOK – WOK;

direct and reverse syllables with hard and soft consonants:

BA – BYA AP – EL

VU - VU UV - UV

MO – MY EN – EN

Exercise 2.

To consolidate work on syllables, the child is asked to:

count the number of syllables;
arrange the sticks according to the number of syllables;
take as many steps and jumps as there are syllables;
identify the same sound in a series;
come up with syllables with the same vowels (consonants);
invent and (“guess”) syllables with a given consonant;
repeat a series of syllables in reverse order;
repeat only the first and last syllable of the row;
pronounce syllables smoothly (shortly), loudly (quietly), different in height, quickly (slowly);
highlight the stressed syllable (reflected);
name the first (second, third) sound of the syllable;
make a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;
compare two syllables: MA - AM, UT - KUT, KOP - POK, VIN - PYN.
syllable building;
reducing the number of syllables;
tapping syllable chains.

Working on syllables with consonant clusters.

Exercise 1.

Suggested syllables:

open and closed:

kna-akn gna-agn

dmo-odm tmo-otm

PTU-UPT BMU-UBM

With oppositional consonants:

fta-fta fta-vda

tko-tke tko-dgo

kmu-kmu kmu-gmu

Syllable chains:

I-I-I-I-I-I-I

gwa-gwo-gwu-gwy-gwe

hwa-hwi-hwi-hwe

Syllables with a change in consonant position:

mna – nma

sko – xo

xtu – thu

zby - bzy

Exercise 2.

To consolidate work on syllables with consonant clusters, the child is asked to:

analyze the syllable (name the first, third, second sounds);
make a syllable from these sounds so that the consonants (or vowels) come first;
come up with a syllable of two consonants and one vowel;
compare syllables:

NA – KNA

AC – AKS

INT – YNT

UBR - UPR.

Types of syllabic structure of words.

Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.
Three-syllable words consisting of open syllables: shovel, dog, cubes, Panama hat, etc.
Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.
Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.
Two-syllable words with a consonant cluster in the middle of the word: bank, skirt, duck, thread, etc.
Two-syllable words with a closed syllable and a cluster of consonants in the middle of the word: cactus, bear, soldier, peacock, etc.
Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.
Three-syllable words with a combination of consonants: apple, sausage, cuckoo, girl, etc.
Three-syllable words with a consonant cluster and a closed syllable: bus, gardener, orange, grapes, etc.
Three-syllable words with two consonant clusters: toys, light bulb, jump rope, strawberry, etc.
Monosyllabic words with a consonant cluster at the beginning or end of the word: leaf, bush, tank, umbrella, etc.
Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.
Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.
Four-syllable words with a combination of consonants: refrigerator, motorcycle, teacher, towel, etc.

14 types of syllable structure of a word are proposed according to increasing degrees of complexity (classification by S.E. Bolshakova).

Working on words.

Stage 1.

Exercises to distinguish between long and short words.

Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child places a chip under the long or short strip, respectively.

Words: bitch, bicycle, soup, beetle, fly agarics, etc.

Exercise 2.

In front of the child are pictures with monosyllabic, polysyllabic words. We need to divide them into two groups.

Exercise 3.

Two are selected from a group of children. One child looks for objects in the room with short names, the other with long ones. Having found the object, player 2 names it.

Exercises to explain the meanings of unfamiliar words.

Since knowledge of the lexical meaning is necessary for mastering correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).

Exercises for reflected scanned repetition of words of the type being studied.

Exercise 1. Training the ability to pause between words. The speech therapist calls the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand comes down.

Example: bu…..sy, not…..bo, lyu…..di, ko…..le-but (ko-le…..but), o-le…..ni (o…..le -ni), si…..ni-tsa (si-ni…..tsa).

Exercise 5.

Sound analysis and synthesis.

Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of the speech therapist.

Laying out strips according to the number of syllables.
Selecting an appropriate word scheme.
Analysis of each syllable (counting and listing sounds). This type of work is important when learning words with consonant clusters. Offered:

1-two-syllable words with confluences in the middle of words starting with a vowel sound: needle, sheep, glasses, etc.

Then - words starting with a consonant sound: heel, nails, bag, etc.

Words with two consonant clusters: swallow, sun, leaves, etc.

2-conjunction at the end of a word (bone, bridge, bandage, etc.)

3- confluence at the beginning of a word (chair, kvass, key, etc.)

4- one-syllable words with two sequences (tail, nail, pillar, etc.)

5-polysyllabic words with conjunctions (pan, medicine, library, etc.)

Exercise 6.

Isolated pronunciation of the words “Let's go up the stairs.” The child should, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder.

Exercise 7.

Repetition of words similar in sound composition:

Differing in vowel sounds: suk-sok, ball-sword, kit-cat, forest-fox, sam-som;

house-smoke-dam, fur-mah-moh; bull-buck-buck-buck;

skis-puddles, hands-rivers, crayfish-hands, etc.

Differing in consonant sounds: suk-sup, nose-knife, fur-mel; oak-cube-soup, horse-com-cat-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.

Differing in consonant sound and stress location:

water-soda, goat-rose, hands-beetles, skin-goat, etc.

Repetition exercises highlighting stressed syllables.

Exercise 1.

The child repeats after the speech therapist the entire word, syllable by syllable, and then names only the stressed syllable: ko-fe…..ko-fe, ko; li-sa…..li-sa, sa.

Exercise 2.

Using a graphic representation of the stress on the word diagram, the child is asked to:

Guess the word that another student clapped;

Come up with a word for the diagram;

Put emphasis on the diagrams (in the form of a dictation).

Exercise 2.

Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.

Exercises with rearranging syllables.

Exercise 1.

Swap the syllables and name the resulting word:

Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, na-sos;)

Syllables: ka-mu, ma-do, pa-li, ka-sum, wa-tyk, zha-lu, duk-sun, breath-lan, tuk-far, etc.

Exercise 2.

Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.

Exercises to assess normativity.

Exercise 1.

The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.

Words: spider, spider; vutka, duck; window, window; Isa, scales; devereux, tree; moko, milk; mimon, lemon; manina, raspberries; nebel, furniture; hunter, hunter; dark snake, snake; tol, table; melon, afternoon; pinino, piano; motorcyclist, motorcyclist, etc.

Exercises for the transition to continuous pronunciation.

Exercise 1 “Guess, say the word.”

Syllables: ved-, set-, kukh-, dos-, white-, met-, waf-, color-.

Exercise 2. The child adds the first syllable and names the word: -zhama, -shina,

Goda, -keta, -midor, -reza, -tyata, etc.

Exercise 3 The speech therapist names the word, making a clap instead of the second syllable. The child adds a syllable and names the whole word.

Syllables: sa-!-let, py-!-sos, pa-!-hod, te-!-fon, mo-!-tok, vita-!-ny, ba-!-rina, etc.

Exercise 2

The child says his name. At the teacher’s signal, each player must stand next to the one whose name has the same number of syllables.

Exercise 3.

Syllable analysis and synthesis. From the proposed pictures, name those that contain a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.

Arrange the pictures so that the last syllable of the previous word and the first syllable of the following word are the same (owl, cotton wool).

Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.

Exercises to form phrases.

Exercise 1.

Pronouncing phrases:

A small light bulb, a small swallow, a small ribbon, etc.

Words: jacket, blouse, tassel, little book, bench, etc.;

Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.

Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;

Exercise 2.

Formation of the genitive plural using the word “many”: melon...many melons, owl...many owls, goat...many goats, etc.

Exercise 3.

The speech therapist names the object, and the child responds with a phrase using the words round - oval: moon... round moon, cloud... oval;

words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.

Exercise 4.

The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:

newspaper….newspaper rectangular, screen…..screen square, cap….cap triangular;

words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.

Exercises to write short sentences using learned words.

Exercise 1. It is proposed to select a suitable action for the name of the object (standing, sleeping) and make up sentences:

The kettle......The kettle is standing. Dolphin......Dolphin is sleeping. The bear..... The bear is sleeping.

Exercise 2. Put the words in the correct order and name the sentence.

In, tomatoes, greenhouse......Tomatoes in the greenhouse.

Under the apple tree, under, apples……..Under the apple tree there are apples.

Popsicle, table, on……..Popsicle on the table.

Words. Above, icicle, the window. Tree, on, cuckoo. Uh, chess, boy. Home, above, clouds. Candy, girls, y.

Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllable structure.

Exercise 1.

“Animals were brought to our zoo. We must place them in cages. In the first place we will place animals whose names have one syllable. Secondly, with names of two syllables, etc.”

Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.

Exercise 2.

When pronouncing different words, you can take a different number of steps (for example, cheese is an airplane). Then the children walk through the words called by the speech therapist.

Exercises to consolidate the material.

Repetition of sentences with complex syllabic composition.

A long-legged stork flies over the house.

Aunt Dina is sitting on the sofa.

Nikita was bought sneakers and a cap.

There are eggplants and apricots in the refrigerator.

The bread box is on the refrigerator.

There is a purple sugar bowl in the cupboard.

Maxim loves to take pictures.

The librarian issues books.

A plumber fixes a water pipe.

A policeman regulates street traffic.

The postman delivers letters, newspapers, magazines.

The guide conducts excursions.

A border guard guards the border.

Practicing the syllabic structure of words using the material of pure phrases.

(B) Beep, beep, smoke is coming from the chimney.

Beavers wander into the cheese forests. The hippopotamus opened its mouth, the hippopotamus asks for rolls.

Bananas were thrown to a funny monkey.

They threw bananas to a funny monkey.

Beep beep. The car is humming without gasoline.

(P) Whoop-whoop-whoop, mom is making soup.

The parrot says to the parrot:

I'll scare you, parrot.

The cockerel jumped onto the threshold:

Give me a pie, baker.

(P-B) Our grandmother lost her beads.

Grandma's bean grows in the rain.

The baker baked the bagel, bagel, loaf and loaf from the dough early in the morning.

Two bulls were fighting their heads against the fence.

All sides were pierced in a noisy argument.

(B) Va-va-va an owl is sitting on a branch.

Three crows on the gate.

The water carrier was carrying water from the water supply.

Delicious halva - praise to the master.

The fidgety wind tore out the gates like turntables.

(F) Af-af-af, there is a closet in the corner.

Fani has a sweatshirt, and Fedya has shoes.

The fleet is sailing to its native land, a flag is on every ship.

Fedya went to the buffet for candy, the fact was that there would be no candy in the buffet.

(V-F) Our Filat is never to blame.

Don't go into the forest to be afraid of wolves.

Mikhail played football and scored a goal.

The eagle owl, even with a flashlight, cannot see anything during the day.

(D) Gu-gu-gu, geese are grazing in the meadow.

There is cackling on the mountain, a fire is burning under the mountain.

The road to the city is uphill, from the city down the mountain.

There is a jackdaw on the willow, and there are pebbles on the shore.

(K) Ko-ko-ko, don’t go far.

Knock, knock, I nail the heel.

Our river is as wide as the Oka.

A fly bit her pussy and her ear hurts.

A cat with a kitten, a hen with a chicken.

(K-G) They go in single file, gander after gander.

The breast warms the side in the sun. The fungus goes into the box.

(X) Ha-ha, you won't catch the rooster.

Prokhor and Pakhom were riding on horseback.

A grief fly landed on my ear.

(D) Doo-doo-doo, apple trees are growing in the garden.

Daria gives Dina melons.

A woodpecker was hammering a tree and woke up my grandfather with his knock.

Grandfather Danil divided the melon.

(T) Ta-ta-ta, the cat has a fluffy tail.

Our guest bought a cane.

Again the guys found five honey mushrooms.

(D-T) Tom the dog guards the house.

A woodpecker was healing an ancient oak tree.

I am shaggy, I am shaggy, I am above every house in winter.

(M) Mu-mu-mu, milk for anyone?

Mom washed Mila in the bath.

Where there is honey, there are flies.

Toma sat on a bench near the house all day.

(N) An-an-an, dad is fixing the tap.

The nanny is babysitting Nadya and Nina.

Nina plays the piano.

Feet dressed up in new boots.

As-as-as, our gas has gone out.

Os-os-os, there are a lot of wasps in the clearing.

Mow the coconut while there is dew.

Little Sanya's sleigh moves on its own.

Senya carries hay in the canopy.

Sonya and Sanya have a catfish with a mustache in their nets.

(Z) For-for, go home, goat.

Zu-zu-zu, we wash Katya in a basin.

Buba the bunny has a toothache.

(N-W) Sa-za, sa-za the dragonfly flew away.

Za-sa, za-sa, a wasp flew towards us.

Sonya brought elderberries to Zina in a basket.

The net caught on a twig.

(Ts) Tso-tso-tso, there’s a ring on my hand.

The ring has no end.

Two chickens are running around right on the street.

The heron, standing on the porch, wrote the letter C.

(S-C) So-tso, so-tso, the chicken laid an egg.

Tits are funny birds.

The chicken laid an egg under the porch.

He drinks water from a nearby well all day long.

There is a cart of oats, next to the cart there is a sheep.

The sun is shining brightly through Sonya’s window.

(Sh) Sha-sha-sha, the mother is washing the baby.

Shu-shu, I'm writing a letter.

Ash-ash, Pasha has a pencil.

Hush, mice, the cat is on the roof. Make some noise - he will hear.

Our Masha was given semolina porridge.

I can't find this frog's ears.

Masha, finish your porridge, don’t bother mom anymore.

(S-Sh) Su-shu, I’m writing a letter home.

Shu-su, I met a bear in the forest.

Sasha loves sushi, and Sonya loves cheesecakes.

Cones on the pine tree, checkers on the table.

Sasha bought dryers.

(F) Zha-zha, the hedgehog has needles.

Ju-ju, let's give milk to the hedgehog.

The hedgehog has a hedgehog, the grass snake has a snake.

Snakes don’t live where hedgehogs live.

The beetle and grass snake need dinner.

(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.

Zha-sha, Zhenya is feeding the baby.

Acorns for the mouse, cones for the monkey.

The cat has spoons in a basket.

The pie is good, there is curd inside.

On the roof of Shura lived the crane Zhura.

Midges flew around the lamp, warming its thin legs.

Be careful, midges, you will burn your legs.

(Uh) Now, we're bringing home bream.

Whoa, whoa, I’m putting on a raincoat.

Wolves prowl, looking for food.

The puppy squeaks pitifully.

(Ch) Cha-cha-cha, a candle is burning in the room.

Chu-chu, I'm knocking with a hammer.

Ooh, it's night.

A sheep's fur coat is warmer than any stove.

The student was learning his lessons, his cheeks were inky.

This is ice cream on a plate for Lenochka.

(Ts-C-C) Tsu-Chu, I'm flying on a rocket.

Chu-tsu, they gave the grains to the chick.

Tanya's saucers clash very often.

The mischievous student received one.

(L) La-la-la, I have a top.

Lo-lo-lo, it's warm outside.

We caught burbot in the shallows.

Mom washed Mila with soap.

Julia was little and was spinning around

like a spinning top.

Put the coal in the corner.

The sea wave is strong and free.

(R) Ra-ra-ra, it's hot outside.

Ro-ro-ro, there's a bucket outside.

Ar-ar-ar, there is a lantern hanging on the wall.

Three trumpeters blew their trumpets.

The crow missed the crow.

There are oak trees on the mountain, and grids growing under the mountain.

Egorka quickly says a tongue twister.

(R-L) La-ra, La-ra, the game begins.

Lara washed the floor, Lilya Lara helped.

Lara was playing the piano at Valya's.

A fisherman was catching fish, and the entire catch floated into the river.

Kandrat drew a square in his notebook.

The ship was carrying caramel, and the ship ran aground.

And the sailors ate caramel aground for three weeks.

Thus, the types of exercises were selected depending on the level of speech and intellectual development of the children, their age and type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children and using clarity. Thanks to this, significant results were achieved in the formation of the syllabic structure of words in children.

Games and exercises for forming the syllabic structure of a word.

Exercises at the sound level:

“Say the sound [A] as many times as there are dots on the die. Say the sound [O] as many times as I clap my hands.”
“Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.
Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

Pronounce a chain of syllables while simultaneously building a tower of cubes (arranging beads, buttons).
- “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
- Count the number of syllables (pronounced).
- Name the stressed syllable in the chain of heard syllables.
- Memorization and repetition of a chain of syllables of different types.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the given word with the ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the given words and lays out pebbles (pyramid rings, cubes, buttons, beads). Compare words: where there is more, the word is longer.

Exercise “What has changed?”

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Which word is different”

Exercise “Name the same syllable”

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the adult begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Pyramid"

Exercise “Choose a word”

Game "Let's put things in order"

Game "Who is more"