Work on the formation of phonemic hearing. Development of phonemic hearing as a means of literacy formation

Speech hearing is a broad concept. It includes the ability to auditory attention and understanding of words, the ability to perceive and distinguish between different qualities of speech: timbre (recognize by voice who called you?), Expressiveness (listen and guess, was the bear scared or happy?).

Developed verbal hearing also includes good phonemic hearing, that is, the ability to differentiate all sounds (phonemes) native language- to distinguish the meaning of words that are similar in sound (duck - fishing rod, house - smoke).

Speech hearing begins to develop early. A child at the age of two to three weeks has a selective reaction to speech, to a voice, at five to six months he reacts to intonation, a little later - to the rhythm of speech. By about two years old, the baby already hears and distinguishes all the sounds of his native language, the child has a phonemic hearing, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation.

Availability phonemic hearing enough for practical verbal communication, but this is not enough for mastering reading and writing. When learning to read and write, a child should have a new one, highest degree phonemic hearing - sound analysis or phonemic perception: the ability to establish which sounds are heard in a word, determine their order and number. This is a very complex skill, it involves the ability to listen to speech, to keep in mind the heard word, the named sound.

Work on the formation of speech hearing is carried out in all age groups. An important place is occupied by didactic games for the development of auditory attention, that is, the ability to hear a sound, correlate it with the source and place of presentation. In the younger groups, in the games that are held in speech classes, musical instruments and sound toys are used so that children learn to distinguish between the strength and nature of sound. Simulating thunder in Guess What To Do? at loud sounds a tambourine or rattles children wave flags, with faint sounds they lower the flags on their knees. The games "Where did they call?", "Guess what they are playing?", "What is Petrushka doing behind the screen?"

In older groups, children's auditory perceptions are developed not only during games similar to those described above, but also by listening to radio broadcasts, tape recordings, etc. You should more often practice short-term "minutes of silence", turning them into exercises "Who will hear more?" , "What is the room talking about?" In the course of these exercises, you can invite individual children using onomatopoeia to reproduce what they heard (water dripping from the tap, squirrel wheel buzzing, etc.).

Another category is made up of games for the development of the actual speech hearing (for the perception and awareness of the sounds of speech, words). Games are offered for each age group (lasting from three to seven minutes), which should preferably be carried out with children once or twice a week in and out of class.

Already in younger group children are encouraged to listen to sounding speech, to distinguish by ear its various qualities, to "guess" them (the word is spoken in a whisper or loudly, slowly or quickly). So, for example, the game "Guess what I said?" encourages the child to listen to the speech of the teacher and peers. This is facilitated by the game rule, which the teacher informs: "I will speak quietly, you listen carefully and guess what I said. The one I call will say loudly and clearly what he heard." The content of the game can be made more intense by including material that is difficult for children to guess, for example, in middle group- words with hissing and sonorous sounds, in the older ones - polysyllabic words or words that are difficult in the orthoepic sense, close to each other in sound (sok-suk), as well as sounds.

Middle age is the time to improve auditory perception, phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of the sound analysis of words. In a number of games held in this age group, the task is set increased complexity- from the words called by the teacher, by ear select those in which there is a given sound (for example, "z" - the song of a mosquito), marking them with a clap, a token. Auditory perception facilitates slow pronunciation of a word or prolonged pronunciation of a sound in a word.

In the older groups, naturally, they continue to improve their speech hearing. Children learn to highlight and identify various components of speech (intonation, pitch and strength of voice, etc.). But the main, most serious task is to bring the child to an awareness of the sound structure of the word and the verbal composition of the sentence. The teacher teaches children to understand the terms "word", "sound", "syllable" (or part of a word), to establish the sequence of sounds and syllables in a word.

This work is combined with the education of interest, curiosity in the word and speech in general. It includes independent creative work a child with a word, requiring verbal and poetic hearing: inventing words with a given sound or with a given number of syllables that are similar in sound (gun - fly - drying), agreeing or inventing a rhyming word in poetic lines. In older groups, in the process of exercises and games, children are first introduced to the selection of sentences in speech, as well as words in sentences. They compose sentences, finish words to familiar lines of poetry, correctly arrange scattered words into one complete phrase, etc.

Then proceed to the sound analysis of the word. Exercises and games for this purpose can be arranged approximately in the following sequence:

... "Let's remember different words, let's look for similar words "(in meaning and sound: bird - titmouse - singer - small).

... "There are sounds in the word, they go one after the other. Let's come up with words with certain sounds."

... "There are parts in a word - syllables, they, like sounds, follow one after another, but sound differently (stress). What parts does a given word consist of?"

Often such exercises are playful in nature (jump over the rope as many times as there are sounds in the named word, find and drop into the "wonderful bag" a toy in the name of which the second sound is u (doll, Pinocchio); "buy a toy in a store, name which begins with the sound "m").

So, in the process of teaching the sound analysis of a word, speech for the first time becomes for a child an object of study, a subject of awareness.

Topic 20: Development phonemic perception and speech hearing in children preschool age

1. The concepts of "phonemic perception", "phonemic hearing". Features of the development of phonemic perception and speech hearing in preschool children. page 3-4

Methodology of work on the formation of phonemic perception and speech hearing in preschoolers. p. 5-9

Conclusions page 10

Literature page 11

Application:

Lesson notes

Comments on the lessons.

.The concepts of "phonemic perception", "phonemic hearing". Features of the development of phonemic perception and speech hearing in preschool children

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the general system of teaching a child a native language in preschool, in family. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

Phonemic hearing - a person's ability to analyze and synthesize speech sounds, i.e. hearing, which ensures the perception of the phonemes of a given language.

Phoneme (Greek. sound ) - the minimum unit of the sound structure of the language; phonemes are used to construct and distinguish significant units of the language: morphemes, words, sentences.

Speech and non-speech hearing are two independent forms of the auditory system. Non-verbal hearing is the ability to navigate in non-verbal sounds, i.e. in musical tones and noises. Speech hearing is the ability to hear and analyze the sounds of speech (native or other language). In speech hearing, phonemic hearing is distinguished, i.e. the ability to distinguish between phonemes, or meaningful sounds of a given language, on which sound analysis is based individual sounds speech, syllables and words. In Russian, phonemes are all vowel sounds (a, y, u, e, o), their stress; the duration or pitch of the vowel sounds is immaterial. For consonants, the semantic distinctive features are voicedness-deafness, hardness-softness. Thus, the change of vowels or their stress (drink-sing, meka-mukb) and the change of consonants according to their deafness-voicedness (stick-beam) or hardness-softness (ardor-dust) change the meaning of the Russian word. The ability to distinguish between these sound signs is called speech or phonemic hearing (in relation to the Russian language).

In psychology, there is a concept of sensitive age - this is a period of optimal timing for the development of certain aspects of the psyche, during which the developing organism is especially sensitive to certain kinds of influences. At the age of 4-5, children are most sensitive to the development of phonemic hearing.

A child is born with an innate sensitivity to sound. In the third or fourth week of life, a child has auditory concentration not only on a strong sound, but also on the speech of an adult. It is quite obvious that the mere presence of the sensory ability to perceive sound is not enough for the perception of speech. The speech of others is an extremely complex formation, which makes it difficult to perceive it.

Having traced the patterns of the formation of phonemic hearing, it was established that a child, in the transition to mastering the phonemic system of the language, must learn to use the word as the name of a certain thing. Studies of linguists have shown that by the age of two, or rather by the year and seven months, the child's phonemic hearing is formed. (3)

As phonemic development child, more complex forms of phonemic perception appear, based not only on the perception of a word with all its features, consisting in the sequential selection and comparison of the features of the forming image and standard, but also on their simultaneous, one-time comparison. Since the process of perception is a conscious process, the first simple operations of sound analysis appear in a child after the formation of phonemic hearing, actually relying on it.

According to the research of R.E. Levina, there are two possible sources of violation of phonemic perception. The first is rooted in the underdevelopment of perceptual processes proper. The result is a violation of phonemic analysis and the corresponding pronunciation defects, consisting in the pronunciation nondiscrimination of speech sounds.

The child either does not hear significant (from the point of view of a given language culture) phonological differences, or does not attach importance to them.

More often, however, the source of phonemic dysfunction is a defect in the articulatory apparatus or a fixed articulation error, which makes it difficult or even completely blocks auditory discrimination within a particular binary opposition. In other words, the sounds of speech do not differ due to the fact that they are not properly divorced in pronunciation.

Knowing the features of the formation of auditory perception and speech hearing in preschoolers, as well as the problems that may arise as a result of the formation of phonemic perception, the teacher must competently organize the work on the formation of phonemic perception and speech hearing in children.

.Methodology of work on the formation of phonemic perception and speech hearing in preschoolers

phonemic perception hearing preschooler

The relationship between the development of phonemic perception not only with the phonetic, but also with the lexico-grammatical side of speech is indisputable. With systematic work on the development of phonemic hearing, preschoolers perceive and distinguish the endings of words, prefixes, common suffixes much better, highlight prepositions in a sentence, etc., which is so important in the formation of reading and writing skills.

In addition, without sufficient formation of the foundations of phonemic perception, it is impossible to form its highest stage - sound analysis, the operation of mental dismemberment into constituent elements (phonemes) of various sound complexes: combinations of sounds, syllables, words. In turn, without long-term special exercises to form the skills of sound analysis and synthesis (combining sound elements into a single whole), children with speech underdevelopment do not master literate reading and writing.

Doctor of Science, Professor R. E. Levina, who stood at the origins of Russian speech therapy, wrote: “When choosing ways and means of overcoming and preventing speech disorders in children, it is necessary to focus on the nodal formations on which the normal course of not one, but a whole series of speech processes depends. " Such speech formation, a key point in the system for correcting speech disorders, is phonemic perception and sound analysis.

When developing and selecting exercises for the initial, starting, and therefore the most important stage of speech therapy work? the formation of phonemic perception in children, it is possible to distinguish, as it were, several stages.

· Recognition non-speech sounds

· Distinguishing the same sound complexes in pitch, strength and timbre

· Distinguishing words close in sound composition... Differentiation of syllables

· Differentiation of phonemes

· Development of the skills of elementary sound analysis.

It should be noted that when children develop the ability to recognize and differentiate non-speech sounds through a specially matched system of games and exercises, such as, "Guess what sounded?", "What is Petrushka doing?", "Who is the toy sounding?" and so on, the skills of auditory attention and auditory memory are also formed, which further contributes to the development in children of the ability to differentiate the sounds of speech.

It is very important to work with children to distinguish between correct and defective pronounced sound. The need for preschoolers with speech defects to develop auditory control over the quality of their own speech is determined by the fact that auditory perception and distinguishing between correct and defective pronunciation of sounds contributes to the development of phonemic hearing and, in interaction with the motor analyzer, determines the formation of the quality of sound pronunciation.

To achieve this goal, a number of games and exercises are used to distinguish between correct and defectively pronounced sound in someone else's and own speech, conducted in a certain sequence: children are invited to identify incorrect pronunciation

· sounds in syllables of various structures (open, closed, with a confluence of consonants);

· sounds in words of different positions (at the beginning, in the middle, at the end, without a confluence and with a confluence of consonants);

· sounds in phrases.

Phonemic hearing is formed in a child in the process of learning to understand oral speech as the primary form of speech activity. Mastering the phonemic structure of the language precedes other forms of speech activity - speaking, writing, reading, therefore, phonemic hearing is the basis of all complex speech system and hearing loss in children leads to underdevelopment of the entire speech system (deaf-mute). This is the normal course of the formation of a native language. Mastery foreign language obeys other laws. However, in this case, auditory afferentation is also the basal one for mastering spoken language. As he masters a foreign language, a person learns to hear it, since he develops a phonemic hearing in relation to this language.

Speech, or systematized hearing is a very complex formation. At preschool age, the child is quite ready to learn the grammatical series of the language, to learn to recognize sounds both at the beginning and at the end and, most difficult of all, in the middle of a word. Some difficulties arise only in children with speech therapy disabilities, in which they may confuse different sounds.

However, it is well known that the speech of a two-year-old child in its sound composition differs sharply from that of an adult, replete with all sorts of inaccuracies and inaccuracies. Therefore, we are talking about the need for special sound exercises for the development of phonemic perception of preschoolers. It is advisable to start teaching children the action of sound analysis of words from the age of four in learning activities- in special classes.

Work on the development of phonemic perception is carried out in the following sequence:

.Acquaintance with isolated sound associated with a specific image (in stories).

.Distinguishing isolated sounds associated with a specific image.

.Distinguishing the sound in the word.

.Determination of the place of sound in a word (at the beginning, in the middle, at the end of a word).

.Distinction by ear in words of sounds similar in sound or articulation (sibilant - hissing, voiced - deaf, R - L, etc.).

.Coming up with words for a specific sound.

At preschool age, the main activity of a child is play. An entertaining play situation helps the child to comfortably and effectively develop phonemic hearing and overcome defective pronunciation in individual, group and frontal exercises.

First, we teach children to hear, distinguish and identify the first sound in one word (d / and Identify the first sound ), then - the first and last sounds in a number of words (play Word chain).

Then they determine any position of the sound in the word: at the beginning, in the middle or at the end (game exercise Find the place of sound in a word ). In addition, older preschoolers practice finding words with a certain sound (games Who lives in the house? , Collect a bouquet ), in the differentiation of the most complex sounds: S-W, R-L (games Who will collect things faster? , Shop ).

In play exercise Find a pair the child, moving the arrow on the disk, learns to select words by sound: a bowl is a bear, a mustache is a wasp, a coma is a catfish, etc.

Through fun puzzle games like Build a pyramid preschoolers are trained in determining the number of sounds and syllables in words. So, in flower shop you can buy a flower if you can determine the number of syllables in its name.

Original game What are their names? , according to the terms of which the child composes the name of a girl or boy, focusing on the first sounds in the names of objects: poppy-stork-cap-watermelon = M-a-sh-a.

Determination of the hardness or softness of the first consonant sound can be fixed in d / and Two houses .

By a series of pictures, children determine third wheel sound focusing on the beginning of the word. The distinction between the mixed sounds is confirmed in the game. The fourth is superfluous.

The division of words into syllables is fixed in the game Decorate the Christmas tree (two- and three-syllable words: star-yes, bla-push-ka, etc.). (10)

Cardboard girl dolls (vowel sounds) and boy dolls (consonants) train preschoolers from the age of four to determine the desired sound by articulation. Kids lay out pictures according to the sounds of men (Anya - watermelon, album, bus, etc.) Recognition and discrimination of speech sounds, syllabic division of words is formed in word games: Echo , Field of Dreams , Live sounds , For mushrooms , Hit the word by syllable with the ball ... Develop a phonemic interest in the game: Pick up a rhyme , Say a word , Upside-down words , Add-ons .

Preschoolers especially like games with various manipulations: Catch a fish , Ringing-buzzing , Telegraph . (4)

Feed the pea man - so called d / i, contributing to both the formation of phonemic hearing and development fine motor skills hands. First, the child must isolate the control sound from the sound series. For example, the teacher calls BUT - the child answers No , F - No , M - No , R - Yes. Eat, Roma, please! and with these words he sends into his mouth little man one pea. Then the child performs a similar task with the syllable row and only then - with the verbal one. When two control sounds are found in one word, it is necessary to give little man two peas. Children give different names pea man - depending on the control sound (Semyon, Zakhar, Misha, Zhenya, Volodya, Roma, Igor, Kostya, Gena, etc.).

Exercises and games to develop auditory attention: (4)

· What sounds break the silence ?,

· Who will hear more sounds ?,

· Name the group room sounds

· Name the sounds of the street

· Remember the sounds of the forest, meadows, swamps,

· Find the same box with cereals by the sound,

· Man's buff with a bell

Goodies ,

Morse code ,

· Sun or rain

· Guess what to do by the sound ?,

· The sound of musical instruments.

· Songs of insects.

· Transport sounds.

· Sounds of working tools.

Tasks for the formation of phonemic perception in preschoolers

• Establishing emotional contact with the child.
• Developing a positive interest in classes.
• Formation of the foundations of auditory and visual attention.
• Formation of the ability to perceive speech and non-speech sounds.
• Developing an understanding of addressed speech.
• Drawing attention to objects and phenomena.
• Formation of the regulatory function of speech, i.e. the ability to manage their behavior based on verbal instructions in the activity.
• Development of a system of inter-analyzer connections as a basis for the analysis of non-speech and speech sounds.
• Instructions for organizing classes
• Remember the main focus of the lesson.
• Prepare the necessary toys aimed at movement and sound effect, as well as pictures, accessories, musical instruments.
• Always respond to the sounds your child makes.
• Speak slowly and clearly with facial expressions.
• When communicating with your child, verbalize every action.
• Use various forms of support for the child - smiling, stroking, hugging.
• Do not give physical assistance to a child who has difficulty turning his head or fixing his gaze.
• Finish the task before the child gets tired of it, switching it to other activities in a timely manner. (6)

Thus, we can conclude that the formation of phonemic perception and speech hearing occurs in children in stages. For work with children are used play exercises and games, at each stage their own. Games are included in speech development classes, individual classes aimed at the formation of phonemic perception, at the development of phonemic skills.

.Formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the general system of teaching a child's native language in a preschool institution, in a family. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

.Phonemic perception and speech hearing have characteristics at every age stage. The sensitive period for phonemic perception is preschool age from 4 to 66 years.

.Work on the development of phonetic perception and speech hearing should be carried out in accordance with the methodology.

.Well-organized classes help the development of phonemic perception and speech hearing in children, help prepare children for the sound analysis of words.

Literature

1.Borodich A.M. Methodology for the development of children's speech. M., Education, 1981.

2.Gerbova V.V. Classes on the development of speech in the middle group kindergarten... M., Education, 1983.

3.Children with developmental disabilities. Toolkit... - (compiled by Shmatko N.D.) - M., 1997, p.88-89.

4.Zhinkin N.I. Mechanisms of speech. - M .: Pedagogy, 1959 .-- P.63.

5.Games in speech therapy work with children. (Edited by V. Seliverstov / I.) - M., 1974, p. 15-32.

.Kirillova E.V. Development of phonemic perception in young children. - M .: TC Sphere, 2010 .-- 64 p.

7.Mironova S.A. The development of the speech of preschoolers in speech therapy classes. M., Education, 1991.

8.Fomina T.G. Phonemic and phonetic analysis words // www.ka-zanlinguist.narod.ru<#"justify">10.Shvaiko G.S. Games and play exercises for the development of speech. - M., 1988, p. 42-63.

Application

.Lesson notes

Classes on the formation of phonemic perception in children 4-6 years old

Topic: “Wow !!! Oh!!!"

Program content: the formation of the skill of phonetic-phonemic perception based on exercises for distinguishing and recognizing lexical units (reflective exclamations); development of a speech-motor image of sound [x] and an adequate emotional response.

Material: pictures; candies; record player.

1.An adult consistently shows the child pictures (an owl, a girl laughs, a girl cries), names them and gives a sample of onomatopoeia.

• This is an owl. She screams: uh-uh!
• This is a girl. She saw an owl and was scared: ooh-ooh-ooh!
• And the other girl was not scared, she laughs: ha ha ha.
• Show the owl (the girl who cries, laughs).
• How does an owl cry?
• How does the girl cry (laughs)?
• Have pity on the sad girl, treat her to candy.
• When we say: oh! wow! Oh! Ha!

3.Exercises for the development of visual-kinesthetic sensations.

An adult shows a child correct articulation sound [x], accompanying it with hand movements:

-I.P. - the arms are bent at the elbows, the elbows are down, the hands are clenched into fists at shoulder level.

Pronouncing [x]? Sharply lower your arms down (movement in intensity - with significant muscle tension).

Complication. Without an interval in movement, an adult pronounces onomatopoeia (the sound [x] combined with the sounds [y], [a], [o], [e]) (see lesson 25) and asks:

• guess which syllable I have chosen;
• repeat the syllable and perform the appropriate actions with your hands: ah, oh, eh, uh, them;
• think of your syllables and say them with hand movements, and we will record you on a tape recorder.

Topic: "Horses"

Program content: development of auditory attention and associative memory based on exercises for distinguishing and recognizing lexical units.

Material: rocking horse; record player; mosaic.

Organization and methodology:

Horse game

• Vova rides a horse, nno-nno;
• show me how you will ride a horse;
• what needs to be done to make the horse run faster? Tell her out loud: "B-but, horse."
• 2.Exercise for the development of visual-kinesthetic
  sensations.
• An adult demonstrates movement corresponding to the sound [n]:
• I. p. - hands in front of the chest, palms towards you, bent at the elbows, elbows down. While pronouncing nana-na, perform the movements as if you were giving, giving something (movement in intensity - with slight muscle tension).
• 3.Exercises in the auditory differentiation of syllables but also on.
• An adult invites the child to listen to a tape recording. Simultaneously with the syllable he heard, he must put the yellow mosaic detail on the track, with the syllable on - red:
• lay out any path using red and yellow mosaic details;
• Now pronounce the chain of syllables but, on, pressing your finger on each of the mosaic details, and we will record you on the tape recorder.

Option. An adult invites the child to clap when he hears a no, to knock when he hears a: no-no-na-no-na-na.

Theme: "Train"

Program content: to form the skill of phonetic-phonemic perception based on exercises in distinguishing and recognizing onomatopoeic words with sound [t] (onomatopoeic words imitating non-speech complexes of sounds); to consolidate the concept of "transport", to develop an active vocabulary; cultivate perseverance

Material: pictures; record player; large and small mugs.

Organization and methodology:

.Examination of pictures with images of transport, conversation on pictures.

.Exercise to develop auditory attention. The adult consistently shows the child pictures and names them (train, clock, hammer). Then he pronounces onomatopoeia, accompanying them with imitative movements:

knock-knock - fist movements from top to bottom;

tutu - arms bent at the elbows and pressed to the sides, arms movements back and forth;

tick-tock - hands on the hips, tilting the body to the sides (or tilting the head alternately to the right and left shoulder).

Then the adult asks the child to lift up that object (picture), the sound of which he heard:

-tell me how the clock sounds, how the train hums, how the hammer knocks, and we will record you on a tape recorder.

Variants

1.Exercise to correlate the rhythmic pattern of poetry, text with the rhythm of movement.

The adult encourages the child to pronounce the desired word and show the corresponding movement.

Tutu - here's our train, the wheels are knocking:

Tutu, tutu, tutu!

And the guys are sitting on this train:

Tutu, tutu, tutu.

Knock knock - we build, we build a new house: Knock knock - with a hammer.

Tick-tock - our clock is knocking: Tick-tock, tick-tock.

2.An exercise to consolidate the characteristics of voice strength.

An adult asks:

-how will the big clock tick? small? (Intonationally highlights words large, small.);

-the big clock ticks slowly when it is running (says tick-tock in slow motion), and the small clock ticks quickly (says tick-tock at an accelerated pace). Complication. After listening to a tape recording, a child should guess which clock is ticking - big or small. If they are large, he should take a large circle in his hands.

Topic: Reading the fairy tale "Three Little Pigs"

Program content: teach children to determine the directions of sound, form grammatically correct speech, promote the development of an active vocabulary.

Material: bells, rattles, boxes with small objects, ratchet.

Organization and methodology:

1. Reading the fairy tale "Three Little Pigs", a conversation about the fairy tale.

2. Bell game

Two bells are in the room at a distance of 1 - 1.5 m from each other (in the child's field of vision). The adult alternately rings the bells, inviting the child to turn to the sounding object. When pronouncing a phrase, an adult accompanies it with demonstration actions.

• Where, where is the bell? Shows the bell and hides it in a box.
• No no no no. Shakes his head, prompting the child to do the same.

Where, where is the bell? Takes out a bell from another box.

Just about, just about. Rings a bell, prompting the baby to do the same with his hand.

Options. Using a rattle, boxes with small objects, ratchets. A gradual increase in the distance between objects.

An outdoor game "Who is faster?"

Topic: "Attendants"

Program content: teach children to listen to the text, answer the questions posed; exercise in the selection of synonyms for words; develop the ability to compose small sentences; develop memory, attention, the ability to retell; cultivate diligence

Organization and methodology:

1.Reading the story "DUTY"

The names of the actors are replaced by the names of the children of the group. Tanya, Vova and Petya are on duty. Tanya is watering flowers. Vova feeds the parrot. Petya is setting the table.

2.Storytelling conversation Storytelling questions

The child responds with a full, clear sentence.

What did Tanya water?

What was Tanya doing?

What was Vova doing?

What did Petya put on the table?

Where did Petya put the dishes?

What did Petya do?

What did all the children do?

It is important that children do not repeat the word did, but immediately use the desired verb.

3. Exercises

1. Selection of words.

Tanya watered the flowers. What else can you water? (cucumbers, tomatoes, flower bed, garden bed, path, asphalt, slide, bushes, etc.)

An adult helps the child with leading questions, showing the appropriate gesture, but does not name objects, seeking activation vocabulary baby.

Vova was feeding the parrot. Who else can you feed? (dog, cat, canary, hedgehog, hamster, rabbit, fish, puppy, kitten, etc.)

What can be placed on the table? (vase, plates, bowl, bread basket, saucers, cups, napkin holder, salt shaker, pepper shaker, salad bowl, milk jug, candy bowl, etc.)

What can you put on the table? (spoons, forks, knives, napkins, teaspoons, etc.)

The difference between the actions to put and to lay is clarified. It is important that, when answering this question, the child uses the verb to put (and not to lay down, which is often found) in each riz.

Replacing an action in a sentence.

An adult reads sentences in which the verbs are used incorrectly. Explains that there may be mistakes in sentences - after all, it was Dunno!

The napkin holder lies on the table.

The knife is on the table.

The cup is on the table.

Tanya pours a flower.

Vova pours out a cactus.

At this stage of learning, it is still too early to go beyond 3-4-word sentences.

Analysis of a sentence with the aim of including or not including it in the story.

Flowers are on the windowsill. The word sill is pronounced by syllable.

Tanya loves to paint. Vova loves a parrot. Vova put away the toys. Petya washed his hands. Petya put on an apron. Petya was building a house. Petya put down the plates. Petya put down the spoons.

Retelling the story entirely from memory or using a picture.

The adult should encourage the child to add details if they relate to the events described in the story. At this stage, the child retells the story in short but clear sentences, without rearranging words or making long pauses between phrases.

Currently, new and higher requirements are imposed on preschool education and preparing children for school. This requires a system of classes for the formation of correct oral speech. This is done in a speech therapy kindergarten.

Violations of sound pronunciation, phonemic perception and phonemic representations create obstacles, mainly at the initial stage of mastering reading in the alphabetical period, and insufficient awareness of the sound side of the word prevents the full assimilation of sound-letter symbols, which can lead to reading and writing disorders in schoolchildren, i.e. e. dyslexia and dysgraphia.

This most often occurs as a result of the underdevelopment of the phonetic and phonemic components of speech in preschoolers. The underdevelopment of phonemic perception is expressed in permutations, omissions and mixing of sounds, as well as in the addition of syllables, sounds in a syllable and a reduction in the number of syllables. Pronunciation difficulties are especially evident in independent speech children. Hence, children are unprepared to master sound analysis and synthesis, which leads to specific mistakes in writing, difficulties in mastering the lexical and grammatical structure of speech and disorders of various mental functions.

Therefore, one of the prerequisites for the formation of phonetically correct clear, intelligible and expressive speech in preschoolers is the upbringing of active voluntary attention to other people's and their own speech, the development of memory, as well as fine and general motor skills. All these tasks are solved in the process of developing phonemic perception and education of pronunciation skills in speech therapy kindergarten.

From the very beginning of education, children develop voluntary attention to their own pronunciation by developing precise, well-coordinated movements of the speech motor apparatus, and therefore, work is underway to form phonemic perception. This, first of all, is carried out on individual lessons with a speech therapist. When pronouncing sounds, the child listens to himself and if the sound is pronounced correctly, then he can put a chip, a circle and other objects. Thus, children gradually learn to hear their own pronunciation and distinguish distorted from correct pronunciation. This helps, subsequently, to exercise self-control over their own speech.

Children also learn to distinguish by ear the correct pronunciation of sounds from the wrong ones, if these sounds are pronounced by a speech therapist. For example: a speech therapist pronounces the sound "Ш" 3 times. Of which only one time is correct, and the other two are not. The sounds are pronounced several times in a different order. The child determines which sound was pronounced correctly. Work on the formation of phonemic perception is carried out with children in subgroup lessons. First, it is proposed to recognize and distinguish by ear non-speech sounds. Then auditory attention is drawn to distinguish between the individual vowels of the most sharply opposed, both acoustically and articulationally. These are the sounds A, U, I. The work is necessarily carried out with the support of visual, tactile and kinesthetic sensations.

Acquaintance with vowel sounds begins with an explanation of the position of the organs of the articulatory apparatus during their pronunciation and with their main characteristics

(you can sing and pull, pronounce softly and loudly, long and short). It is proposed to perform certain actions and at the same time pronounce vowel sounds: U-U-U - train, A-A-A - swinging the doll, A - arms to the sides, U - arms up, I - arms diverge to the sides of the chest, etc. ...

Simultaneously with the work on acquaintance with vowel sounds, the material of the exercises includes consonants that are correctly pronounced by children, and then those that children have learned to pronounce correctly. Introducing following concepts: consonant voiceless, voiced, hard, soft, hissing, sibilant. There is a place for each vowel and consonant sound in the textbook "City of Letters and Sounds", on cards, in houses, where consonant sounds are voiced by a bell, hardness - in blue, softness - in green. Vowels are red.

When a sound passes in the city, a house appears or a window opens in houses where sounds "live", indicated by a letter of a certain color.

When passing consonants, we teach children to hear them among other sounds, in syllables, words and phrases. Gradually, the transition to more subtle differentiations is carried out, i.e. the processed sound is compared with other sounds. Deaf, whistling, hissing sounds are compared with each other in their own group of sounds. Then groups of sibilant sounds are compared with sibilants, deaf with voiced, always hard with always soft sounds.

For example: about the sounds P, T, K, X, children say that they are all consonants, deaf, hard and soft - this is the same. These sounds are pronounced differently - they are different.

In the course of working with children, we teach them to hear consonants, first among other sounds, and then as part of syllables. First, we select the sound in the stressed syllable, then in the unstressed, then at the beginning, middle and end of the word.

At the same time, at the beginning of work, when pronouncing sounds and syllables, we involve visual control, and then we work without it. Working with syllables in order to develop phonemic hearing is carried out in almost all classes. It begins with the repetition of syllables with the same sounds:

direct ta-ta

something or

Inverse: at-at

Syllabic exercises are gradually becoming more complicated, the number of elements in rows from 2 to 4 increases, the composition of elements in the rows becomes more complicated: direct, inverse or a combination of direct and inverse syllables, closed syllables, syllables with a confluence of consonants, syllables requiring switching articulation to another. The sequence of elements in the rows also changes.

For example:

1. Syllables to consolidate knowledge of the differentiation of consonants.

• Deaf or ringing sounds

KA-HA OK-OH OR-OL RA-LA

HU-KU UK-UH UL-UR RU-LU

KA-KA-HA RA-RA-LA

HA-KA-HA LA-RA-RA

• Hard and soft sounds

CLA-CLA GLA-GLYA PLA-PLA-PLA HRU-HRYU-HRYU

CLO-CLE GLO-GLE SLO-SLO-SLO TRY-THREE-THREE

CLU-CLU GLU-GLU VLU-VLI-VLI PRE-PRE-FRIEND

• Sibilant and sibilant

SA-SHA OS-OSH SPA-SHPA SLA-SHLA

SO-SHO AS-ASH SHTA-STA SVA-SHVA

• Deaf and ringing sounds

ABA-APA-ABA

OBO-OPO-OBO

EBE-EPE-EBE

2. Syllables for the differentiation of acoustically close sounding sounds

AL-AL ASA-AZA IRI-IRI OR-ILA

3. Syllables to help overcome violations syllabic structure

AZHMA ABDNA EDNA STA STA

OZHNA USNA EGNA ZHDA ZHVA

The number of syllables can be gradually increased to 4 with two or three sounds.

4. For correct setting stress in words you can repeat the following syllables:

• Syllables with a change of stress on another syllable.

KO-KO KO-KÒ TÀ-TA-TA TA-TA-TÀ

TÀ-TA TA-TÀ TA-TÀ-TA

• Syllables, first with a given stress, and then by typing off with a variable stress.

TÀ-TA TA-TÀ TÀ-TA-TA TA-TÀ-TA

• Tempo syllables ZHA-ZHA-ZHMA

SHA-SHA-SHTA

JA-JA-JDA

Also, work on the development of phonemic perception is carried out when pronouncing various words:

1. On the differentiation of sounds in 2 words. E.g .:

Bowl-bear bunny-saika

2. On the differentiation of sounds in one word. E.g .:

Clamp (h-g). drying (s-sh). Larissa (l-r), clean (h-s).

3. On the differentiation of sounds in a sentence. E.g .:

They made a noise at the edge of the jay and the cuckoo (ssh).

The main material designed to consolidate the correct pronunciation of sounds are individual words. Their correct pronunciation makes it possible to select phrasal and then text material. To practice pronunciation skills, it is good to use memorization of nursery rhymes, stories and poems. All this helps to develop in children the ability to distinguish sounds in their own speech by ear.

Consequently, the development of phonemic perception, i.e. auditory-pronunciation differentiation of phonemes, goes from comparing the sounds of the most distant acoustically and articulationally to the ability not only to distinguish them in the speech of others, but also in their own pronunciation to distinguish the most subtly opposed sounds. Thus, the speech of children becomes phonetically correct.

The development of phonemic perception helps preschoolers with speech disorders to overcome difficulties in sound analysis and word synthesis.

Children, relying mainly on lexical meaning words do not feel the sequence of sounds in the word, which can subsequently lead to dysgraphia. In writing, this can manifest itself in the form of permutations, omissions, under-writing or building up words with unnecessary letters.

From the very beginning of children's acquaintance with phonetics, speech-sound analysis was gradually introduced, and later synthesis, which, on the one hand, helps to speed up the process of learning the correct pronunciation, and on the other, is a necessary condition for preparing for literacy.

This work begins with an acquaintance with vowel sounds: they are compared with each other, they are distinguished among consonants and other vowels. First, children learn to determine the place of a vowel in combinations of vowel sounds, starting with two sounds - AU, and then in combinations from all passed vowel sounds - from six AUOIEI. At the same time, we acquaint ourselves with the concept of "word" and its designation by the symbol - a green strip.

___________ word

! __________ capitalized word

We explain to the guys that the beginning of the word is on the left on the strip, the end is on the right, the middle is in the center. We mark the vowel sounds with a red circle and show the letter corresponding to this vowel sound.

When children become familiar with the six basic vowel sounds, we introduce four more "funny" sounds. At the same time, we only name them and show the corresponding letters. We mark the vowel sounds and lay them out in pairs, it turns out 5 pairs of red circles and 5 pairs of vowel sounds. We play the game "Name a couple": A - Z

After passing through the vowel sounds, we begin to acquaint children with consonant sounds. At the beginning of the second period, we make a phonemic analysis of the closed, and then open syllables... To do this, we tell a small fairy tale about two sounds that walked along two paths, and then met, made friends and walked along the same path side by side. For example:

After getting acquainted with several consonant sounds, it became possible to graphically draw up a word scheme and consistently name sounds in words such as: TOP, TUK, SOK, SOUP, etc.

During 2-3 periods of study, children learned to independently analyze words, determining the place and sequence of sounds in them. Gradually, the number of sounds in the words increased. Children learned not only to designate and analyze words, but also to change the number of sounds in them. For example: CAT-CAT-CAT. At the same time, the children explained how the new word came about. For example: “I added 1 vowel sound (red circle), this is the sound Ы. He is a vowel, etc. ”.

Then we play the attention game. Children answer questions:

1. How many words they designated.
2. How many sounds are in the word.
3. How many vowels.
4. How many consonants.
5. How many solid consonants.
6. How many soft consonants, etc.

After that, they call the sounds that are in the place indicated by the speech therapist.

In order and in disarray. Gradually, the guys learn to find sounds in words anywhere. For example: in the word KASHA - the sound "Ш" is in third place. Or call the sound at the specified place.

For example: Name the third sound in a word.

Words with a confluence of consonants of the type: MOST, KUST, STOP cause a particular difficulty for the analysis. Therefore, such words were pronounced by a speech therapist more clearly, if the confluence of consonants was in the middle, then during pronunciation the words were divided into syllables. When such words were denoted by symbols, the circles were bred a little to the sides when drawing up diagrams.

When children learned to find sounds in words, they were asked to divide words into syllables, counting vowel sounds. When pronouncing words, they divided them into syllables, highlighting them with a voice. The syllable is symbolized by a yellow stripe.

Gradually, children themselves learn to divide words into syllables, naming vowels, independently invent words with a certain number of syllables.

We carry out all the work done with children on the formation of phonemic hearing in close contact with educators. They include various tasks, games and exercises in speech therapy five-minutes.

As a result of the work done, pre-preschoolers learn:

1. Correctly pronounce defective sounds, hear your own speech and exercise self-control over it, hear the speech of others.

Thus, a phonemic hearing was formed.

2. Hear what sounds the words consist of, divide words into syllables, determine the number of sounds (number of vowels and consonants) and the number of syllables.

Thus, the children acquired the skills of phonemic analysis and synthesis.

Sections: Working with preschoolers

WORLD OF SOUNDS. PHYSIOLOGICAL, MUSICAL, PHONEMATIC HEARING.

The world of sounds is wonderful! It is beautiful because it is joyful and interesting to live in it. As soon as we close our ears for a moment, all sounds are silenced and the world becomes impoverished for us. So swim in the ocean of sounds and enjoy their lovely variety! ..

If the child hears the door creak cautiously, distinguishes the approaching drone of a helicopter from the drone of an airplane, then everything is in order with physiological hearing.

And now the child has a maracas (or tambourine) in his hands, and if he does not break the rhythmic pattern of the Russian folk song "There was a birch in the field ..." - he has a delightful musical hearing (!).

Here is a five-year-old preschooler, without mistakes, lays out pictures in two piles: in one - with the first sound [C], in the other - with sound, - the child has a formed phonemic hearing. This is the ability to select, reproduce, distinguish the sounds of speech; in other words, it is verbal hearing.

AGE BOUNDARIES AND CONDITIONS FOR FORMATION OF PHONEMATIC HEARING.

A child is born with an innate sensitivity to sound. In the third or fourth week of life, a child has auditory concentration not only on a strong sound, but also on the speech of an adult. It is quite obvious that the mere presence of the sensory ability to perceive sound is not enough for the perception of speech. The speech of others is an extremely complex formation, which makes it difficult to perceive it.

Having traced the patterns of the formation of FS (phonemic hearing), it was established that a child, in the transition to mastering the phonemic system of the language, must learn to use the word as the name of a certain thing. Studies of linguists have shown that by the age of two, or rather, by the age of one and seven months, the child's FS is formed.

However, it is well known that the speech of a two-year-old child in its sound composition differs sharply from that of an adult, replete with all sorts of inaccuracies and inaccuracies. Therefore, we are talking about the need for special sound exercises for the development of phonemic perception of preschoolers. It is advisable to start teaching children the action of sound analysis of words from the age of four in educational activities - in special classes.

EXAMINATION OF CHILDREN WITH SPEECH DISORDERS. PSYCHOLOGICAL OBSERVATIONS OF THE DEVELOPMENT OF HEARING PERCEPTION.

The speech therapist identified a child with speech impairments. Directs him to the PMPK meeting, where the otolaryngologist examines and concludes:

a) “physiological hearing - N” (norm);
b) “hearing loss” (the degree of its severity);
c) “deafness”.

The speech therapist himself can check the physiological hearing of the pupil:

1. Can the child hear loud speech in both ears from six meters? Give words: ear, fly, leg, tub, jackdaw, winter, owl, teeth, heron. If he hears - note at what distance.

2. Does he hear whispered speech at a distance of one to six meters in both ears? Give the same words for verification.

When testing the hearing, the teacher turns the child with his back to himself or covers his mouth with a sheet of paper so that the examinee cannot lip read.

The speech therapist can use the “Human Image” psychological test.

If on In a child's drawing, a person is depicted without ears - then the young artist has problems with auditory perception.

Psychologists advise to carefully observe the direction of the child's gaze during the first conversation. This will help determine the main (leading) type of perception:

1. The child looks above eye level: his main perception is visual, or visual.

2. The child's gaze is below eye level, glides on the table, hands, knees, on the floor: the leading perception is through tactile sensations, i.e. ... kinesthetic.

3. The child looks at eye level to the left and to the right (activating the functions of the ears - hearing organs): one can judge the basic type of perception - auditory, or auditory perception. In such a child, when checked, the FS turns out to be sufficiently formed.

4. The gaze of the child in relation to the level of the eyes constantly changes its direction: up - down - to the right, etc .; in this case, we can safely say that this child has comprehensive (universal) perception of the surrounding world. His visual, kinesthetic and auditory analyzers are quite harmoniously developed.

In the first two cases, the help of a speech therapist is needed in the development of auditory attention and the formation of FS. The specialist contributes to the development of the auditory analyzer based on the preserved ones (visual, kinesthetic).

With further examination, the speech therapist teacher determines the formation of the FS, asks the child:

• select pictures, for example, for the sound [P];
• arrange pictures in two piles, for example, with the sound [S] - into one, with the sound [W] - into the other;
• name the first sound in a word.

Speech therapy practice allows you to observe the correction process in children with various speech disorders. It should be noted that without the development of FS in each of them (regardless of speech pathology) it would be impossible to achieve the levels of good or improved speech. Attention to the formation of speech hearing should not subside throughout all stages of corrective work with speech pathologists, and not only preparatory.

CORRECTIVE WORK:

1) DEVELOPMENT OF HEARING ATTENTION;
2) FORMATION OF PHONEMATIC HEARING

Correctional work on the formation of FS with children suffering from speech disorders is built in two stages:

1) development of auditory attention;
2) the formation of FS.

1. Development of auditory attention on non-speech sounds at the preparatory stage.

Distinguishing non-speech sounds: loud - quiet, long (long) - short, high - low, pleasant (kind, affectionate) - unpleasant (angry, rude).

Exercises and games to develop auditory attention:

• "What sounds break the silence?"
• "Who will hear more sounds?"
• “Name the sounds of the group room”,
• "Name the sounds of the street"
• “Remember the sounds of the forest, meadows, swamps”,
• “Find the same box with cereals by sound”,
• "Man's buff with a bell",
• "Okay"
• "Morse code",
• "Whose voice?"
• "Sun or rain"
• “Guess what to do by the sound?”
• The sound of musical instruments.
• Songs of insects.
• Voices of animals, birds.
• Transport sounds.
• Sounds of working tools.

2. Formation of phonemic hearing throughout all stages of correctional work.

The main educational tasks in this area of ​​correctional work:

• to form in children systems of clearly distinguishable phonemes opposed to each other;
• teach to pronounce words of various syllable complexity;
• teach to freely use the acquired skills in independent speech.

Work on the development of phonemic perception is carried out in the following sequence:

1. Acquaintance with isolated sound associated with a specific image (in stories).
2. Distinguishing isolated sounds associated with a specific image.
3. Distinguishing the sound in the word.
4. Determination of the place of sound in a word (at the beginning, in the middle, at the end of a word).
5. Distinguishing by ear in words sounds similar in sound or articulation (whistling - hissing, voiced - deaf, R - L etc.).
6. Coming up with words for a specific sound.

At preschool age, the main activity of a child is play. An entertaining game situation helps the child to comfortably and effectively develop FS and overcome defective pronunciation in individual, group and frontal lessons.

The proposed games and game exercises for the development of FS are built with a gradual complication of game and educational tasks. First, children are taught to hear, distinguish and identify the first sound in one word (d / and “Determine the first sound”), then - the first and last sounds in a number of words (the game “Word Chain”).

Then they determine any position of the sound in the word: at the beginning, in the middle or at the end (play exercise “Find the place of sound in a word”). In addition, older preschoolers practice choosing words with a certain sound (games “Who lives in the house?”, “Collect a bouquet”), in differentiating the most complex sounds: S – W, ​​R – L (games “Who will collect things faster?”, “Shop”).

In the game exercise "Find a Pair" the child, moving the arrow on the disk, learns to select words by sound: bowl - bear, mustache - wasps, lump - catfish etc.

With the help of entertaining puzzle games like "Build a pyramid" preschoolers are trained in determining the number of sounds and syllables in words. So, in a “flower shop” you can buy a flower if you can determine the number of syllables in its name.

The original game "What are their names?" poppy-stork-hat-watermelon = M-a-sh-a.

The definition of the hardness or softness of the first consonant sound can be fixed in d / and “Two houses”.

From a series of pictures, children determine the “third extra” sound, focusing on the beginning of the word. The distinction between the mixed sounds is confirmed in the game "The fourth extra".

The division of words into syllables is fixed in the game "Decorate the Christmas tree" (two- and three-syllable words: star-yes, chlo-push-ka etc.).

Cardboard girl dolls (vowel sounds) and boy dolls (consonants) train preschoolers from the age of four to determine the desired sound by articulation. Kids lay out pictures according to the sounds-men ( BUT not - but rbuz, but lbom, but to the bus etc.) Recognition and distinction of speech sounds, syllabic division of words is formed in word games: "Echo", "Field of miracles", "Live sounds", "For mushrooms", "Kick the word by syllables with a ball." Develop a phonemic interest in the game: “Pick a rhyme”, “Tell me a word”, “Upside-down words”, “Add-ons”.

Especially preschoolers like games with various manipulations: "Catch a fish", "Rings-buzzes", "Telegraph".

"Feed the little pea man" - this is the name of the d / i, which contributes to both the formation of FS and the development of fine motor skills of the hands. First, the child must isolate the control sound from the sound series. For example, the teacher calls “A” - the child answers “no”, “F” - “no”, “M” - “no”, “ R" - "Yes. Eat, R ohm, please! " and with these words he sends one pea into the mouth of the “little man”. Then the child performs a similar task with the syllable row and only then - with the verbal one. When two control sounds are found in one word, it is necessary to give the "little man" two peas. Children give different names to the "pea man" - depending on the control sound ( WITH emyon, Z ahar, mi NS but, F yenya, In l oya, R Oma, Igo pb, TO ostya, G ena and etc.).

At all stages of correctional work (from the production of an isolated sound - to the differentiation of mixed sounds in a word), an indispensable tool for a speech therapist is a selection of pictures-symbols for difficult sounds of speech, used in the classroom in various variations:

pump - [s]
mosquito - [h]
tit - [c]
goose - [w]
beetle - [f]
grasshopper - [h]
snake - [u]
plane - [l]
boat - [p]

Speech therapy lotto "Pick and Name" contributes to the automation of the sound on duty in all positions in the word. The picture material for correcting pronunciation defects "Differentiation" helps children to distinguish between mixed sounds: S – W, ​​Z – Z, L – R etc.

The use of special pencil cases in sound analysis (as an effective method for the development of FS) takes place in the classroom for preparing for the development of literacy. Six-year-olds make up a sentence, for example : “My friend Petya caught a big crucian carp on the lake.” The children put a long strip on the table and say, “This is a proposal. It starts with a capital letter. A full stop is put at the end of the sentence. " Then the words are isolated in the sentence in turn, pointing to each short strip:

My friend Petya caught a big crucian carp on the lake.

There are eight words in this sentence.

Next operation: dividing words into syllables (in various kinesthetic ways):

• clapping with palms,
• control of the chin with the right hand,
• step logometry.

Let's choose one word, for example “lake” and perform its sound analysis using the “Sound Characteristics” algorithm:

[o] - vowel sound,
[z "] - consonant sound, soft, sonorous,
[e] - vowel sound,
[p] - consonant sound, solid, voiced,
[o] is a vowel sound.

The word "o-ze-ro" has three syllables, five sounds.

IN game situation Called a crisp isolated sound with toys:

mosquito - [h], yellow beetle - [w], grasshopper - [h], snake - [u], airplane - [l], boat - [p].

In the process of corrective work with preschoolers at the stages of sound automation in a word, the sentence uses toys to sounds difficult for articulation:

– with bosom, with clouds, with vigna, etc.
– s mea, to s ah, both s yana, etc.
– c chicken, chicken c a, s c a, etc.
– NS and NS ka, mi NS ka, we NS ka, etc.
– f uk, f iraf, yo f ik, etc.
– h turtle, H Ippolino , babo h ka, forge h ik, etc.
– SCH baby, SCH brush, tre SCH refusal, etc.
– l a mess, l isa itself l et, etc.
– R yba, ko R ova, kate R ok boo R atino, etc.

Automation and differentiation of sounds at various levels (from a direct syllable to independent speech) is accompanied by speech exercises with a toy phone and a dictaphone toy (one of the most optimal ways to control a child's own speech).

As practice has shown, it justifies itself interesting way FS development: corrective speech work on an existing telephone connection (after the full-time preparatory period), when training is carried out through a single analyzer - an auditory one.

On such a variety of play didactic techniques, the interest of children in the process of forming the FS is constantly maintained.

FORMATION OF PHONEMATIC HEARING IS THE MAIN CONDITION FOR SUCCESSFUL LEARNING OF LITERATURE.

The question of the development of FS in a child arises sharply when teaching children to read and write. Researchers dealing with the problems of psychological readiness of children to master literacy note the inability of six-seven-year-old children to perform a sound analysis of a word. Preschoolers find it difficult to single out individual sounds, since they perceive the whole word, as a sound complex. The speech therapist teacher constantly sets the tasks of sound analysis for children of the speech group and uses effective means to solve these problems: didactic games, a special pencil case for speech modeling. Kindergarten speech group graduates cross the school threshold with the following knowledge:

• the first word in a sentence and names are written with a capital letter;
• a period is put at the end of the sentence;
• semantic isolation of words from a phrase. Each word is written separately (important for spelling of prefixed verbs (like “wrote”, “bounces”) and nominal parts of speech with prepositions (for example: “on the lake”, “under blue”);
• the ability to divide words into syllables will play a positive role when reflecting the syllable structure in writing, when transferring a part of a word to the next line;
• the child will not “lose” a single letter when reading and writing, because he is accustomed to highlighting all sounds in a word: from the first to the last;
• phonemic perception will help the child to make right choice among the mixed sounds in words like: “ f barely s O", " NS O ss e "," ka l enda R b ”and others.

To the teacher primary grades when assessing knowledge, it is very difficult to take into account errors associated with phonetic-phonemic disorders.

The core of most of the difficulties of students in writing is the insufficient formation of the FS. This manifests itself in acoustic errors. If children in writing mix up the sounds that they mispronounce, then in the first year of schooling the teacher classifies them as non-coarse specific mistakes (for these mistakes the score does not decrease). However, the confusion of voiced-deaf in the word “du b"-" du NS”Is a gross spelling error. All mistakes due to ignorance of spelling rules are rude.

Specific violation of the sound-letter composition of words:

1. Mixing sounds:

• voiced consonants with the deaf (“6lakala” - cried, “crafin” - decanter);
• hard consonants with soft ("lost" - lost, "berries" - berries, "sinai" - blue);
• sibilant consonants with sibilants ("bowls" - a clock, "pyroznoe" - a cake, "kakeli" - a swing);
• affricate [c, h] with their constituent sounds [t + s, t + w] (“moved in” - grabbed, “lights” - flowers); [s] and [h] with the sounds [t] and [d] (“cries” – paints, "cordinka" - a basket).

2. Skipping sounds with a confluence of several consonants ("latochka" - swallow, "omanul" - deceived).

3. Rearrangement and inclusion of individual sounds ("headphones" - headphones, "katornaya" - cardboard, "said goodbye" - woke up;

4. Omissions of unstressed parts of the word (“throws” - sweeps, “looks” - peeps, “children learn (study) at school”.

Developed FS is a prerequisite successful learning literacy. Therefore, early diagnosis of the formation of the FS is necessary for the timely overcoming of its underdevelopment.

I wish my colleagues creative success in corrective work with children suffering from underdevelopment of phonemic hearing!

Literature:

1. Children with developmental disabilities. Toolkit. - (comp. Shmatko N.D.) - M., 1997, pp. 88–89.
2. Games in speech therapy work with children. (Ed. Seliverstova V./ I.) - M., 1974, p. 15–32.
3. Shvaiko G.S. Games and play exercises for the development of speech. - M., 1988, p. 42–63.

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

North Kazakhstan State University them. M. Kozybaeva

Faculty of Music and Pedagogy

Department of Theory and Methods of Primary and preschool education

COURSE WORK

"Development of phonemic hearing as a means of literacy formation"

Petropavlovsk, 2014

Introduction

According to the Law of the Republic of Kazakhstan "On Education" (with amendments and additions<#"96" src="/wimg/15/doc_zip1.jpg" />

in the Russian language textbook for grade 3 comprehensive school the first part of a total of 325 exercises, of which 4 exercises are aimed at developing phonemic hearing. For example:

The Russian language textbook for grade 3 in the first part contains 23 exercises that contribute to the development of literacy. For example:

in the second part of the Russian language textbook for grade 3, there are 332 exercises in total. There are no exercises for the development of phonemic hearing. Literacy Exercises 24. Examples include the following:

there are 554 exercises in the Russian language textbook for grade 4. In this tutorial, the flyleaf introduces the symbol sound-letter parsing(phonetic):

The textbook contains 5 words for parsing. Literacy in this textbook is developed using 28 exercises. For example:

Analysis of compulsory curriculum in Russian language 2 - 4 grades of secondary schools and textbooks 2 - 4 grades of the publication Amatikitap showed the need to expand the "arsenal" of primary school teachers with exercises, didactic games that develop phonemic hearing, as a means of developing literacy in younger students.

phonemic hearing school student literacy

2.2 Methodological methods of working on the formation of phonetic hearing in primary schoolchildren

Phonemic hearing in a child begins to form very early. From birth, a baby's hearing is not adapted to the subtle distinction of speech sounds. In the second week of life, the child, hearing the sound of a human voice, stops sucking on the mother's breast, stops crying when they start talking to him. By the end of the first month of life, the baby can be reassured with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes. The child's hearing quickly adapts to the sounds of the native language. But the rapid development of speech hearing can inhibit all other types of auditory sensitivity. It is known, for example, that pitch (musical) hearing develops much more slowly than phonemic one. This is because adults are much more likely to talk to a child than to listen to music or sing.

The formation of correct pronunciation depends on the child's ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of the phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated, and it becomes possible to isolate individual phonemes. In this case, the primary forms of analytic-synthetic activity play an important role, thanks to which the child generalizes the features of some phonemes and distinguishes them from others.

With the help of analytical and synthetic activity, the child compares his imperfect speech with the speech of his elders and the formation of sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole.

Thus, phonemic hearing is formed in children very early, starting from the moment the child is born and throughout the entire primary school age. Hence, we can conclude that the more adults communicate and engage with the child during this period, the less problems he will have later with the development of phonemic hearing and perception, i.e. there will be no problems in further teaching the child to read and write, to read and to form and develop literacy.

The development of phonemic hearing is carried out from the very first stages of working with sounds and is carried out in a playful way.

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

In parallel with the very first literacy classes, work is being carried out to develop auditory attention and auditory memory, which makes it possible to achieve the most effective and accelerated results of the development of phonemic hearing, due to phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the reasons for incorrect sound pronunciation [28].

The system of influence on the formation of phonemic processes includes the following tasks: development of auditory perception; development of the ability to distinguish between the pitch, strength, timbre of the voice; words similar in sound composition; differentiate syllables and opposition sounds.

At the initial stage of work, the actions of children are limited to a reaction in the form of various movements (sit down, jump, raise and lower the head), gestures (raise your hand, clap your hands), presentation of cards with conventional symbols (red square - vowel sound, blue square - solid consonant , green square - soft consonant sound, etc.), pictures, etc.

To achieve the specified goal and objectives, you can use the following games and exercises.

With the development of auditory perception, attention, memory. First, students' attention is drawn to the sounds around them (voices of nature, noises, the sound of musical instruments, toys). The teacher explains to the students that living and nonliving objects make sounds. The work includes some Change the sound source (what sounded?).

The teacher places several objects (or voiced toys) on the table. Manipulating with them (knocking a pencil on a glass, rattling a box with buttons, a rattle), he invites children to listen carefully and remember what sound each object makes. Then he covers them with a screen and asks to guess which one is now ringing or thundering.

This game can be varied: increase the number of objects, change objects or toys, gradually complicating the task of identifying non-speech sounds. The last versions of this game can be as follows: several toys or objects (glass, cup, metal mug, ceramic mug and wooden barrel) are placed in a row, sounding so that it seems difficult for children to distinguish between them. The number of sounding objects is constantly increasing from two to five.

To play, you need 6 boxes of the same shape and color with peas, semolina, rice, buckwheat, small pebbles, sand.

The teacher names the samples of the contents in the boxes that lie on the table or are drawn on pictures. Then he shakes the boxes, reproducing rustles, and rearranges them in places. Students, shaking the boxes, must guess what is there.

Acquaintance of children with the concepts: vowel - consonant, voiced - voiceless, hard - soft occurs on the basis of the child's own feelings when pronouncing a sound and upon presentation of cards or pictures with conventional symbols. The cards and pictures used are varied.

The teacher widely uses articulations of sounds in graphic image... For children of primary school age, the designations of open or closed lips are used, red, blue or green squares, a bell - ringing sound, a crossed out bell is a dull sound. When consolidating and differentiating these concepts, various pictures are widely used: multi-colored umbrellas, castles or houses, mushrooms, multi-colored trains, Balloons etc.

Verses can help consolidate these concepts:

Vowel sounds.

Vowels stretch in a ringing song, they can cry and scream.

In a dark forest, they can call and haunt, but they do not want to whistle and grumble.

Air flows freely through the mouth, there are no obstacles.

Consonant sounds.

And consonants can rustle, whisper, squeak,

Even snort and hiss, but they cannot sing.

Voiced - muffled sounds "Drops - drums".

Voiced sounds disturb the ear; a special secret is hidden in them.

Let's listen together: get scared, let go - here there is no voice in the sound P,

And in the word to fight and in the word to run, you can hear the sonorous B.

You can shout all the voiced ones, let's try B! IN! G!

Deaf people can only whisper, listen: P, F, K.

P - these are raindrops, B - drums beat.

F is the snort of a hedgehog, V is a wolf howl.

W - the mouse rustles softly, F - the beetle hummed.

T is a woodpecker knocking on a branch, a dull, hasty sound.

K - then a cuckoo in the silence of the forest, pulls its "cuckoo",

D - the geese will suddenly mumble here, walking in single file in the meadow.

And so as not to confuse bark with a mountain, carefully following the sounds,

Remember that B is the beat of drums, and P is just raindrops.

Solid - soft sounds"Gentle or wicked."

There are soft sounds and solid sounds, they can be easily mixed,

But in order not to get a similar thing, let's learn to distinguish between them.

Soft sounds sound higher. Their sound is softer

And the hard ones are like coarser and lower. As if the hard ones are angry.

Listen to how gentle the soft sounds are: spruce, dripping, stranded, blizzard.

They are like mother's tender hands that tenderly make the bed.

The solid sound ends abruptly, listen: table, injection.

There is no place for tenderness in this sound, rather, he is even angry.

It is strict and abrupt, sounds very brief, like an alarming knock on the door.

He leaves quickly, completely without looking back, listen: hammer, bow.

And the soft sound can still be delayed, he is in no hurry to leave.

He says goodbye to us carefully, we can extend it.

Listen: freshness, intimacy, news - everything here sounds long,

As if the sounds have a desire to leave a little - a little later.

Let's find soft sounds in the group of suggested words:

chalk - stranded, brother - take, shelter - blood.

The next type of teacher's work with children on the development of phonemic hearing is ball games.

The game "We knock the ball with a palm, we repeat the sound together"

Teacher: When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A

Game "The vowel sound will be heard by the ears, the ball flies over the top of the head."

Purpose: development of phonemic hearing, speed of reaction, consolidation of knowledge of vowel sounds.

Teacher: I will name vowel sounds. Toss the ball when you hear the [E] sound. A-U-O-E-U-I-O-E-Y-I-A

Quiet - Loud game

We rode the mountains

Sang here and sang there

Purpose: consolidation of the articulation of vowel sounds, the development of phonemic hearing, work on the strength of the voice.

Course of the game: Singing a given sound as shown by the teacher. The strength of the voice is measured against the direction of movement of the hand. As the hand with the ball moves up (up the hill), the strength of the voice increases, down (down the hill) it decreases. With the horizontal movement of the hand with the ball, the strength of the voice does not change. In the future, the children independently give tasks to each other.

Passing the ball "Pass the ball, call the word"

Purpose: development of phonemic hearing, speed of reaction.

The course of the game. The players line up in one column. The first players to have one big ball. The child calls a word for a given sound and passes the ball back with two hands over his head (other ways of passing the ball are possible). The next player independently comes up with a word for a given sound and passes the ball on.

Ball Passing "Sound Chain"

We will link a chain of words

The ball will not let you finish.

Purpose: development of phonemic representations, vocabulary activation.

The course of the game. The teacher says the first word and passes the ball to the child. Then the ball is passed from child to child. The final sound of the previous word is the beginning of the next one. For example: spring-bus-elephant-nose-owl ...

Game with throwing the ball “One hundred questions - one hundred answers from the letter A (I, B ...) - and only with this one.

Purpose: development of phonemic hearing, imagination.

The course of the game. The teacher throws the ball to the child and asks him a question. Returning the ball to the teacher, the child must answer the question in such a way that all the words of the answer begin with a given sound, for example, with the sound [And].

What is your name?

And the last name?

Where are you from?

From Irkutsk

What's growing there?

Game with throwing the ball "Catch the ball and throw the ball, how many sounds - name it"

Purpose: to determine the sequence and number of sounds in a word.

The course of the game. The teacher, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number.

Didactic games aimed at developing phonemic hearing.

."Fishing".

Target. To develop phonemic hearing, to train children in choosing words with the same sound, to consolidate the skills of sound analysis.

The course of the game. The setting is given: "to catch words with sound (L)" (and others). The child takes a fishing rod with a magnet at the end of the "fishing line" and begins to "catch" the necessary pictures with paper clips. The child shows the "caught fish" to other students, who mark the correct choice with a clap.

."Television".

Purpose: to develop phonemic hearing, develop and improve sound analysis and synthesis in the speech activity of students.

The course of the game. A word is hidden on the TV screen. On a board or typesetting canvas, pictures are hung out for each letter of the hidden word in order. The child (children) must add the hidden word according to the first letters of the words in the pictures. If the child (children) called the word correctly, the TV screen opens.

For example: month is a hidden word

Pictures: bear, spruce, dog, apple, heron.

Russell Animals.

Purpose: to train children in the differentiation of opposition sounds, to develop phonemic hearing.

. "Word chain"

Purpose: to develop phonemic hearing, to train children in the differentiation of sounds, to practice the skills of sound analysis of words.

The course of the game. A picture is put, the next one is attached to it in the form of a chain, starting with this sound, with which the previous word ends, etc.

. "Collect the flower"

Purpose: to exercise in the differentiation of oppositional sounds, to develop phonemic hearing and analytic-synthetic speech activity among younger students.

The course of the game. On the table lies the "middle" of the flower. On it is written a letter for example, "C". "Flower petals" are laid out next to them, on which pictures are drawn with the sounds [s], [h], [c], [w]. The student should choose among these “petals” with pictures those where there is sound [s].

. "Dunno with a pocket"

Purpose: to develop phonemic hearing, improve the sound-letter and syllabic analysis of words, develop attention.

The course of the game. 1 variant. The studied consonant letter is inserted into the Dunno's pocket. Vowels are hung around. You need to read the merge. (One child points with a pointer, the rest read in chorus.)

option. The syllable (sound) scheme of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the scheme.

... "Find the mistake"

Purpose: to teach children to distinguish between vowels and consonants and letters, hard and soft consonants, improve the skills of sound-letter analysis of words, develop phonemic hearing and attention.

The course of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter all words begin with and place it in the middle of the card. Sound schemes of words are given under each picture, but some of them are specially made mistakes. Students need to find errors in the schema, if any.

... "Speech Lotto"

Purpose: to develop the ability to highlight in words general sound(letter), find pictures with this sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

The course of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the facilitator shows pictures or words and asks: "who has this word?" The winner is the one who is the first to cover all the pictures on the big card without errors.

... The Magic Circle.

Purpose: to train children in the selection of words that differ from each other by one sound, to develop phonemic hearing, to consolidate the understanding of the word-forming function of each letter. Sound automation, dysgraphia prevention, reading speed development.

The course of the game: Option 1. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object pointed to by the other arrow (all words are spoken beforehand.) The rest of the children mark the correct answer with a clap.

For example: fishing rod - duck, bear-mouse, goat - scythe

poppy crayfish grass - firewood, whale cat

tub - coil, mustache-ears, house-smoke

... "Mathematical grammar"

Purpose: automation of sounds, consolidation of phonemic and grammatical parsing of words, formation of the process of inflection, enrichment of the vocabulary, prevention of dysgraphia.

The course of the game. The child must perform the actions indicated on the card ("+", "-") and by adding and subtracting letters, syllables, words, find the desired word. For example: S + TOM-M + LISA-CA + CA =? (capital).

The above games can be used not only in the classroom on the development of phonetic and phonemic processes, but also in the lessons of the Russian language. The meaning of such games is that on their material the teacher can also work out the reading speed, syllabic vocabulary, develop spelling vigilance and much more. Value didactic games consists in the fact that they help relieve stress and fear when writing in children who feel their own inconsistency in grapho-lexical activity and create a positive emotional mood during the lesson. Knowledge, assimilated without interest, uncolored by one's own positive attitude, by positive emotions does not become useful, but is a "dead weight". The child, rejoicing at the opportunity to play, happily fulfills the teacher's tasks and necessary exercises... This naturally stimulates the student to speak correctly, both spoken and written. All this in a complex allows to increase the progress of children in reading and Russian language, helps the child to avoid difficulties and problems in the assimilation of reading and writing and the development of literacy.

Conclusion

The main task of the elementary school is that it is designed to lay knowledge in the child, to form skills and abilities, to develop the abilities and inclinations necessary for further education at school. One of these necessary conditions is a developed phonemic hearing, because it is the basis for mastering spelling and spelling skills.

Many scientists have worked on the problem of the development of phonemic hearing: D.B. Elkonin, K. D. Ushinsky, M.R. Lvov and many others.

Given the age and psychological characteristics children of primary school age, the teacher should carefully consider how to effectively and easily communicate educational material to each student. A child of 6-7 years of age is inherent in visual-figurative thinking. He easily and quickly assimilates the educational material that interests him. Tables, diagrams, and games compiled with the children can become an indispensable aid in every lesson, especially when analyzing a word.

The development of phonemic hearing requires training of the hearing aid. Therefore, during the period of teaching literacy and the Russian language, it is necessary to carry out various auditory exercises (partial sound analysis) - for example, to recognize specific sounds in spoken words, tongue twisters, exercises in onomatopoeia, in clear pronunciation individual words, proverbs, poems, etc.

In our work, we have studied and analyzed psychological-pedagogical and educational-methodical literature, as well as regulatory documents:

Gave an essential characteristic to the concept of "phonemic hearing";

Described the concept of "literacy" and considered the stages of development of literacy;

We analyzed the Russian language curriculum for grades 2-4;

Considered the methodological methods of working on the development of phonemic hearing in younger students;

We picked up games that develop phonemic hearing for younger students.

We came to the conclusion: there is a close relationship between phonetics and spelling, and we identified the most effective, in our opinion, tasks and exercises for the development of phonemic hearing.

Thus, the methods of developing phonemic hearing are diverse: the practice of speech perception and speaking; analytical and synthetic tasks and exercises; detection in words of unstressed vowels, dubious voiced and voiceless consonants; phonetic games; sound (phonetic) analysis and others. Preference is given to those of them that are polyfunctional in nature, contribute to the self-realization of the individual, are interesting to students, and help to more effectively assimilate educational material.

For the successful development of phonemic hearing, the teacher must take into account the age and psychological characteristics of children of primary school age, carefully think over and choose effective techniques and methods of teaching, and communicate the educational material to each student.

List of used literature

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National Development Action Plan 2012-2016 functional literacy schoolchildren. Message to the people of Kazakhstan dated January 27, 2012 N.A. Nazarbayev.

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