Guidelines. Instructional-methodological letter about the work of a speech therapist teacher at a general education school the main directions of the formation of prerequisites for an approximate word search
Ministry of Education of the Russian Federation
republican institute
professional development of educators
______________________________________________________________________
A.V. Yastrebova, T. P. Bessonova
Instructive and methodological letter
about the work of a speech therapist at
comprehensive school.
(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the mother tongue in children with speech pathology)
Moscow
Cogito Center
1996
47 pp.
This instructional and methodological letter is addressed to speech therapists who work at general educational institutions. It presents the characteristics of violations of oral and written speech schoolchildren studying in general education institutions; methods of detecting speech disorders and the most important provisions differential diagnosis; the main contingent of speech therapy centers (it is made up of students, speech disorders which impede successful training according to the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of recruiting speech therapy stations, groups of students for frontal training have been determined.
The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.
Issue Editor:Belopolsky V.I.
© Yastrebova A.V., Bessonova T.P., 1996
© Kogito-Center, 1996
computer layout and design
Published by request
Ministry of Education of the Russian Federation
I. CHARACTERISTIC OF DISORDERS OF Oral and WRITTEN SPEECH OF STUDENTS
Deviations in the speech development of children enrolled in general education institutions have a different structure and severity. Some of them concern only to pronounce the sound of sounds (mostly distorted pronunciation of phonemes); others affect the process with background education and, as a rule, are accompanied by reading and writing disorders; the third - are expressed in underdevelopment like sound, that to and the semantic aspects of speech and all its components.
The presence of even mild deviations in phonemic and lexical-grammatical development in schoolchildren is a serious obstacle in the assimilation of the general education school curriculum.
Students with deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be divided conditionally into three groups.
It is quite obvious that each of these groups cannot be uniform, but at the same time, highlighting the main feature of a speech defect, which is most typical for each group, gives them a certain homogeneity.
First group are schoolchildren in whom deviations in speech development relate only to defects in pronunciation of sounds without other accompanying manifestations. Typical examples of such violations are velar, uvular or one-hitting pronunciation of the "P" sound, soft pronunciation of hissing when the tongue is in a lower position, interdental or lateral pronunciation of sibilants, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the general school curriculum by children.
The process of phoneme formation in such cases is not delayed. These students, acquiring a certain stock of more or less stable ideas about the sound composition of a word by school age, correctly correlate sounds and letters and do not make mistakes in written works associated with deficiencies in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation of language means. There are no underperformers among these students.
Second group are schoolchildren who have an immaturity of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are substitutions and mixing of phonemes that are similar in sound or articulation (sibilant-sibilant; voiced-deaf; R ~ L \ hard-soft). Moreover, in schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation applies only to a pair of sounds, for example,S-Sh, Zh-3, Sch-Ch, Ch-T, Ch-Ts, D-Tetc. Most often, whistling and hissing sounds are not assimilated, R-L, voiced and deaf. In some cases, in the absence of pronounced defects in individual sounds, there is an insufficient clarity of their pronunciation.
Pronunciation defects, expressed in mixing and substitutions of sounds (in contrast to the shortcomings, expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.
Schoolchildren of the group under consideration, especially students of the first two grades, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in perceiving close sounds, determining their acoustic (for example: voiced and dull sounds) and articulatory (for example: sibilant-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - kidney, fable - tower). All this complicates the formation of stable ideas about the sound composition of a word.
This level of underdevelopment of the sound side of speech interferes with mastering the skills of analyzing and synthesizing the sound composition of a word and often causes the appearance of a secondary (in relation to the oral form of speech) defect, which manifests itself in specific disorders of reading and writing. These students are recruited into special groups: students with reading and writing disorders due to
phonetic and phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects are eliminated).
The number of students with underdevelopment of the sound side of speech (FFN and FN) is approximately 20-30% of the total number of children with unformed language means. Among these students, the number of those who really do not do well in their native language ranges from 50 to 100%.
Third group are students who, along with impaired pronunciation of sounds, have underdevelopment of phonemic processes and lexical and grammatical means of the language -general speech underdevelopment... These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.
Despite the fact that this group of students in a general education school is small, it requires special attention of a speech therapist, since it is very heterogeneous both in severity and in the severity of manifestations of general speech underdevelopment. Mostly children of the III level enter the general education school (according to the classification of R.E. Levina).
Pupils of the first grades are dominated by the lack of the oral form of speech, which can also be expressed in different ways. Some students by the age of 6-7 have a mildly expressed inadequacy of the phonetic-phonemic and lexical-grammatical means of the language (HBONR). In other students, language deficiencies are more pronounced (OHR).
The characteristics of children with OHP are presented in the diagram (Table 1). This table reflects a number of diagnostic points that are important both for predicting the effectiveness of correctional education in general, and for planning its content. These are, first of all, those consequences of the abnormal development of the oral form of speech (its sound side and lexical-grammatical structure), which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering the program material in the native language and (in in some cases) mathematics.
The study of the manifestations of speech disorders in primary school students of general education schools shows that in some of them the lack of development of language means is less pronounced (NVONR). This applies to both the sound side of speech and the semantic side.
So, the number of incorrectly pronounced sounds in them does not exceed 2-5 and applies only to one or two groups of oppositional sounds. In some children who have undergone preschool correctional education, the pronunciation of all these sounds may be within the normal range or not intelligible enough ("blurred").
At the same time, all children have insufficient formation of phonemic processes, the severity of which can be different.
The quantitative composition of the vocabulary of students in this group of children is wider and more diverse than that of students with a pronounced general underdevelopment of speech. However, they also make a number of mistakes in their independent statements, due to the confusion of words in meaning and acoustic similarity. (See Table 1).
The grammatical formulation of oral statements is also characterized by the presence of specific errors, reflecting the insufficient assimilation of prepositional and case control by children, coordination, complex syntactic constructs.
As for children with OHP, all the above-mentioned deviations in the formation of language means are more roughly expressed.
The lag in the development of linguistic means (pronunciation, vocabulary, grammatical structure) cannot, of course, fail to exert a certain influence on the formation of speech functions (or types of speech activity).
The speech of the first grader with the ONR is predominantly situational and has the form of a dialogue. It is still connected with the direct experience of children. First-graders experience certain difficulties in the production of coherent statements (monologue speech), which are often accompanied by a search for linguistic means necessary for expressing thoughts. Children do not yet have the skills and abilities to express their thoughts coherently. Therefore, they are characterized by the substitution of a coherent statement with monosyllabic answers to questions or scattered uncommon sentences, as well as repeated repetitions of words and individual sentences.
Table 1
SUMMARY CHARACTERISTIC OF MANIFESTATIONS OF GENERAL UNDERDEVELOPMENT OF SPEECH
FOR FIRST CLASS STUDENTS (BEGINNING OF EDUCATIONAL OF THE YEAR)
Oral speech Sound side of speech | Lexical stock | Grammatical structure | Psychological features | |
Sound reproduction | Phonemic processes | |||
Defective pronunciation of opposition sounds, several groups. Replacements and displacements of often distorted sounds predominate: Sh-S, L-R, B-P, etc. Up to 16 sounds | Lack of formation (lack of formation in more severe cases) Sh-S, L-R, B-P, etc. | Limited by the framework of everyday life topics; qualitatively defective; inappropriate expansion or narrowing of the meanings of words; mistakes in the use of words confusion in meaning and acoustic similarity (bush - brush) | Insufficiently formed: a) the absence of complex syntactic structures; b) grammatisms in sentences of simple syntactic constructions | 1. Erratic attention 2. Lack of observation in relation to linguistic phenomena. 3. Insufficient development of the ability to switch. 4. Poor development of verbal and logical thinking 5. Lack of ability to memorize. 6. Insufficient level of control development. Consequences: Insufficient formation of psychological prerequisites for mastering full-fledged skills of educational activityDifficulties in the formation of educational skills: * planning of upcoming work * determination of ways and means of achieving educational goals * control of activities * ability to work at a certain pace |
The consequence of insufficient formation of the sound side of speech | The consequence of the insufficient formation of the lexical and grammatical means of the language | |||
Insufficient formation (lack of prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word). Insufficient development (lack of prerequisites) for the successful mastery of literacy. Difficulties in mastering reading and writing - the presence of specific - dysgraphic errors against the background of a large variety of others. | Lack of understanding study assignments, directions, instructions of the teacher. Difficulty forming and articulating your own thoughts in the process educational work... Insufficient development of coherent speech | |||
Insufficient formation (absence) of prerequisites for productive mastery of the training program for the native language and mathematics. | ||||
Difficulties in mastering the program of elementary education of a general education school due to insufficient formation of speech Functions and psychological prerequisites for mastering educational activities. |
Children with HBONR have access to more or less detailed coherent statements within everyday life topics. At the same time, coherent statements in the process of educational activity cause certain difficulties in these children. Their independent statements are characterized by fragmentation, lack of coherence, and consistency.
As for students in grades 2-3 with OHP, the manifestations of the lack of formation of language means are different for them. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they have read, tell about exciting events, i.e. build your statement within a topic close to them. However, when the conditions of communication change, if necessary, give detailed answers with elements of reasoning, evidence, when performing special educational tasks, such children have significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.
The peculiarity of the manifestations of general speech underdevelopment in these students is that errors in the use of lexical and grammatical means (individual manifestations of agrammatism, semantic errors) are observed against the background of correctly composed sentences and text. In other words, the same grammatical category or form in different conditions can be used correctly and incorrectly, depending on the conditions in which the oral speech of children takes place, i.e. the conditions of their communication and the requirements for it.
The sound side of speech of students in grades 2-3 with general underdevelopment is also insufficiently formed. Despite the fact that these schoolchildren have only isolated defects in the pronunciation of sounds, they have difficulty in distinguishing acoustically close sounds, in the consistent pronunciation of syllables in polysyllabic unfamiliar words, with a confluence of consonants (minor - secondary, transtit - transport).
Analysis of the speech activity of students in grades 2-3 suggests that they give preference to dialogical forms of speech. Under the influence of training, monologue, contextual speech develops. This is expressed in an increase in the volume of statements and the number of complex structures; in addition, speech becomes more free. However, the indicated development of monologue speech is delayed. Children more or less freely construct coherent statements within a subject close to them and experience difficulties in producing coherent statements in a situation of educational activity: formulating conclusions, generalizations, proofs, reproducing the content of educational texts.
These difficulties are expressed in the desire for literal presentation, getting stuck on individual words and thoughts, repeating individual parts of sentences. In the course of presentation, proof, etc. children do not notice the most significant signs. In addition, they break the syntactic connection between words, which finds its expression in incomplete sentences, changes in word order. There are frequent cases of the use of words in an unusual sense, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a vague understanding of the meaning of the words used, inability to grasp their stylistic coloring.
Such smoothed deviations in the development of oral speech of the described group of children together create serious obstacles in teaching them to write literate and correct reading... That is why they are most clearly manifested not by defects in oral speech, but by impairments in reading and writing.
The written work of this group of children is replete with a variety of errors - specific, spelling and syntactic. Moreover, the number of specific errors in children with general speech underdevelopment is much greater than in children with phonetic-phonemic and phonemic underdevelopment. In these cases, along with errors that are a consequence of insufficient development of phonemic processes, there are a number of errors associated with the underdevelopment of the lexical and grammatical means of the language (errors of prepositional-case control, agreement, etc.). The presence of such errors indicates that the process of mastering the grammatical laws of the language in the group of children under consideration is not yet complete.
Among the students of the general education school, there are also children with anomalies in the structure and mobility of the articulatory apparatus (dysarthria, rhinolalia); children with stuttering.
In these children, it is also necessary to identify the level of formation of linguistic means (pronunciation, phonemic processes, vocabulary, grammatical structure). In accordance with the identified level, they can be attributed to either I, or II, or III group.
The above grouping of schoolchildren according to the leading manifestation of a speech defect helps the speech therapist to solve the fundamental issues of organizing correctional work with children and to determine the content, methods and techniques of speech therapy in each group. The main contingent, which should be identified by a speech therapist teacher in general education schools, before others, are children whose speech deficiencies impede their successful learning, i.e. pupils second and third groups. It is to these children in order to prevent at their academic failure speech therapy assistance should be provided in the first place.
When organizing speech therapy classes with schoolchildren with defects in sound pronunciation and insufficient development of phonemic processes, along with the elimination of pronunciation, it is necessary to provide for work on the education of phonemic representations, the formation of the skills of analysis and synthesis of the sound composition of the word. Such work should be carried out sequentially to differentiate the mixed oppositional sounds and develop the skills of analyzing and synthesizing the sound-letter composition of the word, which will make it possible to fill in the gaps in the development of the sound side of speech.
Effective assistance to students with OHP, whose phoneme pronunciation deficiencies constitute only one of the manifestations of speech underdevelopment, is possible only in the case of interconnected work in several directions, namely: correction of pronunciation, the formation of full-fledged phonemic representations, the development of skills in analysis and synthesis of the sound composition of a word, clarification and enrichment of vocabulary, mastery of syntactic constructions (of varying complexity), the development of coherent speech, carried out in a certain sequence.
Speech therapy assistance to students who have only deficiencies in the pronunciation of sounds (phonetic defects - group I) is reduced to correcting incorrectly pronounced sounds and fixing them in the oral speech of children.
Examination of children with speech impairments
Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more effectively.
The main task of a speech therapist teacher during an individual examination of students is to correctly assess all manifestations of speech impairment of each student. The scheme of the speech therapy examination is presented in the speech card, which necessarily filled in for each student, depending on the structure of the speech defect.
In the process of filling out the passport data about the child, not only the official academic performance is recorded (paragraph 5), but also the real level of knowledge of the students in their native language is determined. In cases structurally complex speech defectsthese data can be decisive both in determining a clear speech therapy conclusion, and in establishing the primary-secondary nature of a speech disorder.
The speech therapist learns from the mother's words about the progress of the speech development of a student with a complex structure of a speech defect. During the conversation, it is important to get a clear idea of how the child's early speech development proceeded: when the first words and phrases appeared, how the further formation of speech proceeded. At the same time, it is noted whether they previously applied for speech therapy help, if so, how long the classes were held, their effectiveness. In addition, the features of the speech environment surrounding the child (the state of speech of the parents: impaired pronunciation, stuttering, bilingual and multilingualism, etc.) are subject to fixation.
Before starting the examination of speech, the speech therapist is obliged to make sure that hearing is preserved (recall that hearing is considered normal if the child hears individual words spoken in a whisper at a distance of 6-7 meters from the auricle).
When examining a child, attention is paid to the state of the articulatory apparatus. All structural anomalies (lips, palate, jaws, teeth, tongue) found during examination, as well as the state of motor function, must be recorded in the speech map.
Naturally, a gross pathology of the structure and functions of the articulatory apparatus requires a thorough, detailed examination with a detailed description of all deviations that create obstacles to the formation of correct sounds. In other cases, the survey may be shorter.
The characteristic of the coherent speech of students is compiled on the basis of his oral statements during a conversation about what he read, what he saw, as well as on the basis of the special tasks performed by the child: drawing up individual sentences, coherent statements on questions, according to a plot picture, according to a series of pictures, according to observations, etc. etc.
The material obtained during the conversation will help to choose the direction of further examination, which should be individualized, depending on the ideas about the level of formation of the child's speech identified during the conversation.
The speech map records the general intelligibility of speech, the nature and availability of constructing coherent statements, general views about the vocabulary and syntactic constructions used by the child.
When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are mainly expressed by substitutions and mixing of different groups of opposition sounds, the possibility of distinguishing sounds by acoustic and articulatory characteristics should be carefully investigated.
In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.
Thus, the examination of the sound side of speech presupposes a thorough clarification:
1) the nature (type) of pronunciation disorders: the number of defectively pronounced sounds and groups (in difficult cases);
2) level phonemic development(the level of formation of the differentiation of oppositional sounds);
3) the level of formation of the analysis and synthesis of the sound composition of the word.
In the case of general speech underdevelopment, examinations of the sound side of speech (pronunciation, phonemic processes) are similarly carried out. In addition, it is envisaged to identify the ability of children to pronounce words and phrases of a complex syllabic structure.
When examining children with OHP, it is also necessary to establish the level of formation of the lexical and grammatical means of the language. When examining vocabulary, a number of well-known techniques are used that identify both passive and active vocabulary in children. This reveals children's knowledge of words denoting objects, actions or states of objects, signs of objects; words denoting general and abstract concepts. Thus, the quantitative composition of the vocabulary is determined.
The correct naming of an object does not mean that the child can adequately use this word in a sentence, a coherent text, therefore, along with determining the quantitative aspect of the vocabulary, special attention is paid to its qualitative characteristics, i.e. revealing the child's understanding of the meaning of the words used.
When drawing up a speech therapy conclusion, the data on the dictionary should be considered not in isolation, but in conjunction with materials characterizing the features of the sound side of speech and its grammatical structure.
When examining the level of formation of the grammatical means of the language, special tasks are used to identify the level of children's mastery of the skills of constructing sentences of various syntactic structures, the use of form and word formation.
The data of the analysis of errors (grammatisms) made by students when performing special tasks allow us to determine the level of formation of the grammatical structure of speech. The established level of formation of the grammatical structure of speech correlates with the state of the dictionary and the level of phonemic development.
The level of formation of oral speech predetermines a certain degree of impairment in reading and writing.
In cases where the defect in oral speech is limited only by the lack of formation of its sound side, then the impairments in reading and writing are due to phonetic-phonemic or only phonemic deficiency.
In these cases, the most typical mistakes are substitutions and confusions of consonant letters denoting the sounds of various opposition groups.
When examining the letter, which is carried out both collectively and individually, attention should be paid to the nature of the writing process: whether the child writes down the word correctly or pronounces it several times, choosing the desired sound and the corresponding letter; what difficulties it experiences; what mistakes he makes.
It is necessary to carry out a quantitative and qualitative analysis of errors: to identify what specific errors in replacing letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not mastered sound-letter analysis and synthesis clearly enough, is not able to distinguish acoustically or articulatory sounds, to understand the sound and syllabic structure of a word.
Errors for spelling rules should be carefully analyzed, since spelling errors for paired voiced-voiceless, soft-hard consonants are due to the lack of normalcy in children with speech defects of ideas about the sound-letter composition of a word.
Students with writing impairments should also be examined for reading. Reading is checked individually. In the course of reading, no corrections or comments should be made. The material for the survey can be specially selected texts that are available to the child in terms of volume and content, but are not used in a classroom setting. The examination begins with presenting to the child the text of sentences, individual words, syllables (direct, reverse with a confluence of consonants).
If the child does not possess reading skills, he is presented with a set of letters to recognize them.
During the examination, the level of formation of reading skills is recorded, namely: whether he reads by syllables; in whole words; Does he sort out individual letters and with difficulty unites them into syllables and words; what mistakes he makes; whether it replaces the name of individual letters in the process of reading, whether this replacement corresponds to defective sounds; are there mistakes in missing words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what he read.
All observations obtained are recorded. They help to clarify the reasons for the deficiencies in reading and find more rational techniques and methods for overcoming difficulties in reading. The revealed deficiencies in reading are compared with the data of examination of writing and speaking.
Concluding a brief description of reading and writing disorders in children with FFN, it should be emphasized that the most typical mistakes are substitutions and mixing of consonants corresponding to sounds that differ in acoustic and articulatory characteristics.
The above errors are considered to be specific (dysgraphic). Usually, they appear in children with FFN against the background of insufficient mastering of certain spelling, the spelling rules of which are closely related to full-fledged ideas about the sound composition of a word.
As for reading and writing disorders in children with OHP, along with errors reflecting the lack of formation of the sound side of speech, they also have errors associated with the lack of formation of the lexical and grammatical means of the language. Namely:
1. Errors of prepositional-case control;
2. Errors in the agreement of nouns and adjectives, verbs, numerals, etc .;
3. Separate spelling of prefixes and continuous spelling of prepositions;
4. Various deformations of sentences: violation of the word order, omission of one or more words in a sentence (including omission of the main members of the sentence); skipping prepositions; continuous spelling of 2-3 words; incorrect definition of the boundaries of sentences, etc .;
5. Various deformations of the syllable-letter composition of the word ("torn" words, missing syllables; incomplete description of syllables, etc.).
In the written works of children, graphic errors can also occur - failure to describe individual elements of letters or unnecessary elements of letters, the spatial arrangement of individual elements of letters (u-u, p-t, l-m, b-d, w-u)
All of the above errors associated with the underdevelopment of the sound and semantic aspects of speech are manifested in children with OHP against the background of a large number of various spelling errors.
Independent written work of students with OHP (presentation, essay) has a number of specific features concerning both the construction of the text (insufficient coherence, consistency and consistency of presentation) and insufficiently adequate use of the lexical, grammatical and syntactic means of the language.
The examination of the state of writing and reading in students should be carried out with great care. During the survey, the student is asked to perform different kinds written works:
* auditory dictations, which include words, which include sounds that are most often violated in pronunciation;
* independent writing (presentation, composition).
When examining first grade students at the beginning school year reveals children's knowledge of letters, skills and abilities of composing syllables and words.
Upon completion of the examination of the child's speech, it is necessary to conduct a comparative analysis of all the material obtained in the process of studying the level of development of the sound and semantic aspects of speech, reading and writing. This will make it possible to determine in each specific case what exactly is prevalent in the picture of a speech defect: whether the child is dominated by insufficient lexical and grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonemic processes.
In the process of examining stuttering students, the main attention of a speech therapist should be directed to identifying situations in which stuttering is manifested especially intensively, as well as to analyzing communicative difficulties that arise in children under these conditions. No less important is the study of the level of formation of stuttering schoolchildren (especially those with low performing): linguistic means (pronunciation; phonemic processes; lexical stock; grammatical structure), as well as the level of formation of writing and reading, because stuttering can manifest itself in both children with FFN and OHP.
Particular attention is paid to the features of general and verbal behavior (organization, sociability, isolation, impulsiveness), as well as the possibility of adaptation of children to the conditions of communication. The rate of speech of stutters, the presence of accompanying movements, tricks, and the intensity of the manifestation of stuttering are recorded.
Speech impairment must be considered in conjunction with the child's personality. In the course of the examination, material is accumulated that makes it possible to draw up a brief description of the child, illustrating the peculiarities of his attention, the ability to switch, observation, and working capacity. It should indicate how the child accepts educational tasks, whether he knows how to organize himself to complete them, whether he performs tasks on his own or requires help. The child's reactions to difficulties encountered in the course of educational work, fatigue (exhaustion) of the child are also recorded. The characteristic also notes the characteristics of the behavior of children during the examination: mobile, impulsive, distracting, passive, etc.
The generalized result of studying the level of development of the child's oral and written speech is presented in the speech map with a speech therapy conclusion. The conclusion should be drawn up in such a way that corrective measures that correspond to the structure of the speech defect would logically follow from it, namely:
=> Phonetic defect... This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy report reflects the nature of the sound distortion (for example, R - velar, uvular; C - interdental, lateral; W-F - lower, labial, etc.) In this case, the corrective effect is limited to the setting and automation of sounds;
=> Phonetic-Phonemic Underdevelopment (FFN).This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating opposition sounds; unformed analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills in the analysis and synthesis of the sound composition of the word;
=> About general speech underdevelopment (OHP)... Since this defect is a systemic violation (that is, insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of a word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech. The given speech therapy conclusions characterize the level of formation of oral speech.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), the speech therapy report should include both the structure of the speech defect and the form of speech pathology (nature). For example:
Pronunciation defects FFN ОНР (III level) | * with bulbar dysarthria syndrome (doctor's diagnosis) * in a child with dysarthria (conclusion of a speech therapist) * in a child with a dysarthric component (conclusion of a speech therapist) |
OHR (II-III level) | * with a syndrome of a motor or sensory form of alalia (doctor's opinion) * in a child with motor or sensory form a lalia (zak speech therapist) |
Pronunciation defects FFN ОНР (III level) | in a child with a cleft of the hard, soft palate, with a chaotic cleft (operated or unoperated) |
As an example, we give a speech card for a child with OHP (beginning of the school year).
LOGOPEDIC ITEM
AT THE SECONDARY SCHOOL №
Speech Map
1. Surname, name, age
2. School class
3. Home address
4. Date of admission to the speech therapy center
5. Academic progress (by the time of the survey)
6. Complaints from teachers and parentsAccording to the teacher: less active in the lesson e n, hesitates to speak. According to the mother: she speaks indistinctly, distorts words, does not memorize poetry ..
7. The conclusion of the psychiatrist (filled in as needed): from the medical card indicating the date of the examination and the name of the doctor.
8. Hearing condition: checked if necessary
9. Data on the course of speech development: From the words "mother:. Words appeared by the age of 2 - 2.5 years, phrases - by 4 - 5 years old. The speech is incomprehensible to others.
10. State of the articulatory apparatus (structure, mobility)
Structure - N
Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another
11. general characteristics speech (recording of a conversation, independent coherent statements)
In a conversation about the family, the child's answers may be as follows: “Vanya” “Mom’s name is Zoya” “I don’t know” (middle name) “Dad’s name is Petya” “I don’t know” (middle name) “Sister name is Luda” “At work” (about mom) "Cash desk" (to the question - who does he work for?) "I do not know" (about dad)
a) Vocabulary (quantitative and qualitative characteristics). Quantitative characterization: the total volume of the vocabulary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Give examples
The dictionary is limited by the realities of everyday life topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics: (answers to the tasks presented): lampshade (lamp), hose (water), decanter (bottle), driver (instead of the driver), watchmaker, crane operator, (does not know), postwoman (postman), glass-maker (glazier), car (instead of transport), boots (instead of shoes), etc.; brave - weak, lying - not lying, crow - gate, etc.
b) Grammatical structure: the types of sentences used, the presence of agrammatisms. Give examples
see the recording of the conversation and a coherent statement
He pulled out a pencil from behind a book. The boy jumped a puddle. The first leaves appeared on the trees
Mn.ch., Im.p. - trees, eyes, wings ...
Mn.h., Rod.p. - tetrads, collars, donkey ...
Apple jam; Orange water; teddy bear
c) Pronunciation and distinction of sounds
1) pronunciation of sounds: absence, distortion, replacement and mixing of individual SOUNDSP - uvular; in the stream of speech L = R (ralek - stall), W = W (lower); W = S; W = W
2) distinguishing between opposition sounds
embossing machine To) , holoishna (pea), yasselsa(lizard) , pa-ba-ba (N), ta-da-da () ha-ka-ka () za-za-za (za-zha-za) cha-cha-cha (cha-cha-cha) cha- cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha-cha shcha (shcha-cha-cha) la-la-la (la-ra-ra)
3) reproduction of words with different sound-syllable composition(give examples) ligulivat (regulates), tlansp, stamp (transport), green - green (railway), petty bourgeois (policeman), pisin (orange)
d) the pace and intelligibility of speech:slurred speech, slow tempo
12. The level of formation of the skills of analysis and synthesis of the sound composition of the word
cloak: How many sounds are there? - "2".
1st sound? -"NS",
2nd sound? - "A"
3rd sound? - "A".
What is the last sound? -"A".
13. Writing: the presence and nature of specific errors (mixing and replacing consonants, grammatisms, etc.) in the written works of students - dictations, statements, essays performed by them during the initial examination and in the process of correctional education.
(Written works are attached to the speech map).
Options: 1) reproduces individual block letters: A, P, M, 2) prints individual words such as: МАК, МАМА
14. Reading
a) the level of mastering the reading technique (letter by letter, word by word, words)
Variants: 1) knows individual letters: A, P, M, T, 2) knows all letters, but does not read, 3) reads syllables and monosyllabic words, 4) reads syllables, slowly, monotonously, skips vowels, misreads words, distorts syllabic structure words, confuses some letters.
b) reading errors
leaf (leaves), on trees (trees), turned yellow and purple (turned brown).
An angry wind whirled (circled) them ... (through) the air.
C) Reading comprehension
Options: 1) has difficulty understanding what the speech therapist has read, retells only with the help of questions;
2) understands the main content of the story; it is difficult to understand the hidden meaning; 3) has some difficulties.
15. Manifestation of stuttering: does not stutter
a) the alleged reason; the severity of stuttering; situations in which it manifests itself (answers at the blackboard, etc.)
b) the formation of language means
c) features of general and speech development (organization, sociability, isolation, impulsivity)
d) adaptation to the conditions of communication
17. Brief characteristics of the child according to pedagogical observations (organization, independence, stability of attention, working capacity, observation, attitude to his defect)
Attention is unstable, decreased performance, difficulty in switching from one activity to another, lowlevel of self-control and independence.
18 . Conclusion of a speech therapist
Options: 1) HBONR 2) OHR II-III level. (these conclusions reflect the level of formation of the oral form of speech)
19. Results of speech correction (marked on the map by the time students graduate from the speech therapy center)
Since reading and writing disorders are secondary manifestations of the level of undeveloped oral speech, speech therapy conclusions should reflect the cause-and-effect relationship of the primary and secondary defect, namely:
* reading and writing disorders due to OHR;
* reading and writing disorders caused by FFN:
* reading and writing disorders due to phonemic underdevelopment.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and OHR are supplemented by data on the form of speech pathology (see above).
Mandatory confirmation of the correctness of the speech therapy conclusion in cases of reading and writing disorders are written works and the results of a reading examination.
ORAL AND WRITTEN SPEECH
The main task of a speech therapist in a general education school is to prevent academic failure caused by various disorders of oral speech. That is why the speech therapist should pay the main attention to pupils of the first grades (children 6-7 years of age) with phonetic-phonemic and general speech underdevelopment. The earlier correctional and developmental training is started, the higher its result will be.
A common problem during correctional and developmental teaching of first graders, timely and purposeful preparation of them for literacy training is made. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:
* form full-fledged phonemic processes;
* form ideas about the sound-letter composition of the word;
* to form the skills of analysis and synthesis of the sound-syllable composition of the word;
* correct pronunciation defects (if any).
These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general speech underdevelopment, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FFN and the first stage of correctional work of children with SDE can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in planning speech therapy classes will be in the selection of speech material that corresponds to the general development of the child and the structure of the defect.
Based on the materials of the survey of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of the students and a brief description of the manifestations of the speech defect; the main content and sequence of work; approximate timeframes for completing each stage. It can be represented either by a diagram or by a description of the directions of work and its sequence at each stage.
We present a plan-diagram of speech therapy classes with students suffering from general speech underdevelopment. In this scheme (Table 2) - stage-by-stage planning of correctional education for children with OHP.
table 2
SCHEME-PLAN OF CORRECTIVE EDUCATION OF CHILDREN WITH ONR
Stages of correctional work | Grammar terms used in the classroom | ||
STAGE I Filling the gaps in the development of the sound side of speech | Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and the skills of analysis and synthesis of the syllable-sound composition of the word. Correction of pronunciation defects. | Sounds and letters, vowels and consonants; syllable; hard and soft consonants; dividing b; B, voiced and voiceless consonants; stress; double consonants | |
STAGE 11 Bridging the gaps in the development of lexical and grammatical means of the language | 1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary both through the accumulation of new words related to different parts of speech, and due to the development in children of the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical formulation of speech by children mastering word combinations, the connection of words in a sentence, models of sentences of various syntactic structures. Improving the ability to build and rebuild sentences adequately to the concept. | Word composition: root of the word, words of the same root, ending, prefix., Suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, verb tense, unstressed vowels | Formation of skills in organizing educational work, Development of observation to linguistic phenomena, development of auditory attention and memory, self-control, control actions, the ability to switch. |
STAGE III Filling the gaps in the formation of coherent speech | Development of skills for building a coherent statement: a) establishing a logical sequence, coherence; b) selection of linguistic means for constructing an utterance for certain communication purposes (proof, assessment, etc.) | Sentences are declarative, interrogative, exclamatory; connection of words in a sentence; proposals with homogeneous members, complex and complex sentences; text, theme, main idea | Formation of skills in the organization of educational work. Development of observation to linguistic phenomena, development of auditory attention and memory, self-control of control actions, the ability to switch. |
Let's take a closer look at each stage. As already noted, the main content of stage I is filling in the gaps in the development of the sound side of speech (both in children with FFN and in children with OHP). Therefore, the methodological letter does not provide separate planning of speech therapy work with a group of children with FFN).
Stage I of correctional and developmental education for children with OHP lasts from September 15-18 to March 13, which is approximately 50-60 lessons. The number of lessons for children with pronounced OHP can be increased by about 15-20 lessons.
Of the total number of lessons at this stage, the first 10-15 lessons are especially distinguished, the main tasks of which are the development of phonemic ideas: setting and consolidating the assigned sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) for a full-fledged educational activity. These sessions can be structured as follows:
*15 minutes - the frontal part of the classes, aimed at the formation phonemic hearing children, the development of attention to the sound side of speech (work is based on correctly pronounced sounds) and to fill in the gaps in the formation of psychological prerequisites for full-fledged learning,
* 5 minutes - preparation of the articulation apparatus (the set of exercises is determined by the specific composition of the group);
* 20 minutes - clarification and formulation (evocation) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.
With first-graders studying according to the program 1-4, it is possible to work according to a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).
In the subsequent lessons of the 1st stage, the automation of the delivered sounds in the process of frontal exercises is carried out.
The structure of the classes is determined by the composition of the group: with a small number of children in the group with pronunciation defects or in the absence of pronunciation defects in children, most of the time is devoted to frontal work.
In the course of the frontal part of the lessons, phonemic processes are formed and ideas about the sound-syllable composition of the word are clarified, in addition, with children who have OHP, by the method of oral advance work is carried out to clarify and activate the vocabulary and models of simple syntactic structures available to children.
The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral anticipation, in the lessons of the first stage, elements of work on the formation of lexical and grammatical means of language and coherent speech are selectively included.
The frontal part of the next 40-45 lessons consists of work on:
* development of phonemic processes;
* the formation of the skills of analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the classroom and worked out word-terms;
* formation of readiness for the perception of certain spelling, the spelling of which is based on full-fledged ideas about the sound composition of the word;
* consolidation of sound-letter connections;
* automation of the delivered sounds.
Speech and proposal.
Sentence and word.
Speech sounds.
Vowel sounds (and letters passed in the class).
Division of words into syllables.
Stress.
Consonants (and letters passed in the class).
Hard and soft consonants.
Voiced and voiceless consonants.
Sounds P and P '. Letter P.
Sounds B and B ". Letter B.
Differentiation BP. (B "-P '')
Sounds T and T. Letter T.
Sounds D and D ". The letter D.
Differentiation T-D. (T "-D").
Sounds K and K ". Letter K.
Sounds G and G '. Letter G.
Differentiation K-G. (K "-G 1).
Sounds C and C '. Letter C.
Sounds 3 and 3 ". Letter 3.
Differentiation C-3. (C "-Z").
The sound Ш and the letter Ш.
The sound Ж and the letter Ж.
Differentiation Sh-Zh.
Differentiation S-Zh.
Differentiation Zh-3.
Sounds P and P '. The letter R.
Sounds L and L. ". Letter L.
Differentiation R-L. (L "-R").
The sound CH and the letter Ch.
Differentiation Ch-T
The sound Ш and the letter Ш.
Differentiation Ш-С.
Differentiation Sch-Ch.
The sound C and the letter Ts.
Differentiation Ts-S.
Differentiation of Ts-T.
Differentiation Ts-Ch.
This variant of the sequence of studying topics at the 1st stage of correctional and developmental education of schoolchildren with FFN and ONR is approximate and is determined by the specific composition of the group, i.e. depends on the level of formation of the sound side of speech in children. For example, with a slight violation of the differentiation of voiced and voiceless consonants or the absence of a violation of the distinction of these sounds for the purpose of propaedeutics, only 5-6 sessions can be carried out simultaneously with all the sounds of this group.
As the violations of sound pronunciation are eliminated, frontal work takes more and more time. At the same time, work is carried out with a strictly mandatory individual approach to each student, taking into account his psychophysical characteristics, the severity of the speech defect, the degree of elaboration of each sound. Individualization of remedial education must necessarily be reflected in the planning of each lesson.
At the end of the first stage of correctional and developmental education, it is necessary to check the assimilation of the content of this stage by students.
By this time, students should have:
* formed the focus on the sound side of speech;
* filled in the main gaps in the formation of phonemic processes;
* the initial ideas about the sound-letter and syllable composition of the word have been clarified, taking into account the program requirements;
* all sounds are delivered and differentiated;
* the vocabulary available in children has been clarified and activated and the constructions have been clarified simple sentence(with little spread);
* the words-terms necessary at this stage of learning have been entered into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiceless consonants, sentences, etc.
Thus, the ordering of ideas about the sound side of speech and the mastery of the skills of analyzing and synthesizing the sound-letter composition of a word create the necessary prerequisites for the formation and consolidation of the skill of correct writing and reading, the development of linguistic flair, and the prevention of general and functional illiteracy.
This is the end of the work with children with FFN. Despite the commonality of tasks and techniques for correcting the sound side of speech in children with FFN and OHP, speech therapy work with children with OHP requires the use of additional specific techniques. This is due to the fact that at the first stage in the process of solving the general problem of ordering the sound side of speech, the prerequisites for the normalization of the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.
In order to prepare children for mastering the morphological composition of the word, which will be the main task of stage II, it is advisable to carry out exercises to automate and differentiate the sounds set in a specific form.
For example, in the process of differentiating sounds CH-SH the speech therapist invites children to listen carefully to the words:puppy, brush, box, determine if the sound is the same in all words. Further, on the instructions of a speech therapist, children change words so that they denote a small object(puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch. The same work can be done when differentiating other sounds.(S - W - sun-sun ), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds have appeared in the newly selected words? Compare the two words. What sounds do they differ? Determine the place of this sound: in what place does it stand? After what sound? Before what sound? Between what sounds?). As an example, here are some techniques. suffix formation words (suffixes of diminutive and augmentative meaning) that can be effectively used at the first stage of correctional and developmental education of children with OHP:
F - boot-boot, book-book, horn-horn, NS - hut-hut, house-house, H - glass-cup, string, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change words so that they have a magnifying meaning: Ch-Sch - hand-arm, wolf wolf; S-U - nose-nose, mustache-mustache.
By implementing a differentiated approach, individual students can be offered more challenging assignments. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: first, with the differentiation of sounds P-3, the speech therapist offers to name the pictures for the sound under study and determine its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound " 3 "; then the children are asked to make up phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); a similar task ends with the obligatory analysis of words in phrases, highlighting differentiated sounds and giving them full articulatory and acoustic characteristics and determining their place in each analyzed word.
The originality of such lessons of the first stage lies in the fact that the implementation of the main goal is carried out in a various form, which contributes to the activation of the child's mental and speech activity. In the work organized in this way, the foundations are created for a more successful implementation of both the second and third stages, as children learn to make up phrases and use elements of coherent speech.
Despite the fact that a separate stage III is assigned to the normalization of coherent speech in children with OHP, the foundations for its formation are laid at stage I. Here this work is of a purely specific character. It differs sharply from traditional forms development of coherent speech.
Since the global task of correctional education for children with OHP is to create the preconditions for successful learning activities in the classroom, in addition to the normalization of phonetic-phonemic and lexical-grammatical means of the language, it is absolutely necessary to teach them to use language means in the conditions of educational work, i.e. be able to coherently, consistently state the essence of the completed assignment, answer questions in strict accordance with the instructions or assignments in the course of educational work, using the acquired terminology; compose a detailed, coherent statement about the sequence of performing educational work, etc.
For example, when performing a speech therapist's task to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:
* 1st answer option (easiest): "The word" noise "has three sounds, one syllable. The first sound is Ш, consonant, hissing, hard, dull. The second sound is U, a vowel. The third sound M - consonant, solid, voiced ".
* The 2nd answer option (more difficult) when comparing two words: "In the word" bite "the third sound" S ", consonant, sibilant, hard, dull; in the word" eat "- the third sound"NS", consonant, hissing, hard, voiceless. The rest of the sounds in these words are the same. "
Only such work (as opposed to working with a picture or a series of pictures) will prepare children with OHP for free educational expression in the classroom and, developing the skills of adequate use of language means, will prevent the emergence of functional illiteracy, and, in general, will contribute to a more complete development of the child's personality.
Stage I of correctional and developmental education
Approximate lesson plan for stage I
Theme: Sounds and letters Ч-Щ.
Target: Improving the skills of differentiating sounds and letters Ч-Щ; improving the skills of sound-letter analysis and synthesis; ability to switch, memory, control actions; consolidation of the correct pronunciation of these sounds.
Course of the lesson
1. Determination of the topic of the lesson by children through the formulation of problematic questions by a speech therapist.
2. Characteristics of the sound and articulation of the studied sounds. Pronouncing sounds CH-SH in front of individual mirrors, (comparative articulatory and phonetic characteristics of sounds CH-SH (Algorithm reminders may be used for some children).
3. Training exercises in pronouncing, distinguishing, isolating the studied sounds from the composition of a word, sentences and text.
Exists a large number of manuals, in which exercises are widely presented, aimed at developing children's skills and abilities to differentiate and analyze the sound-letter composition of words. When choosing tasks for specific activities, preference should be given not to reproductive forms of work (insert letters into words, copy from the board, emphasizing one letter or another), but those that activate the child's speech and mental activity. For example, when differentiating sounds CH-SH the speech therapist suggests listening to the words first (simple, cool, thick, clean, etc.); determine the presence of sounds Ch-Sch; then change the words so that the studied sounds appear in them; analyze these words, indicating the place of sounds CH-SH and write these words; or, distribute words containing sounds Ch-Sch, in three columns: Ch, Sch, Ch-Sch.
A certain difficulty in completing the task is introduced by a special selection of words that are rarely found in the everyday life of children (glazier, porter, bricklayer, grinder, watchmaker, cleaner, violinist, etc.) and the form of presenting them to children, namely:
=> write down the dictated words, or write down on your own the names of the same professions (persons) shown in the pictures; or children are encouraged to listen to words containing sounds CH-SH (looking for, flying, cleaning, etc.);
=> analyze the sound composition of these words, give a complete phonetic description of the sounds under study and then select for these words a word containing an opposition sound (looking for a watch, flying a puppy, cleaning a pike, a kettle);
Exercises in the course of which various types of symbols and ciphers are used are very useful. The developmental effect of these exercises is due to the fact that by correcting the sound side of speech, they help to attract the attention of children to linguistic phenomena, activate vocabulary and develop attention, memory and the ability to switch.
II stage of correctional and developmental education
At the II stage of correctional work, usually 35-45 classes are allocated (approximately, from March 4-5 to November 3-4 of the next year), depending on the composition of a particular group.
The main task of this stage is to fill in the gaps in the development of vocabulary and grammatical structure of speech. The content of the lessons of this stage is aimed at active work on:
* clarifying the meanings of the words available to children and further enriching the vocabulary both by accumulating new words, which are different parts of speech, and by developing the ability to actively use various methods of word formation;
* clarification of the meanings of the syntactic constructions used;
* further development and improvement of the grammatical design of coherent speech by students mastering word combinations, the connection of words in a sentence, models of various syntactic structures.
The implementation of the content of the II stage of correctional education is carried out in frontal lessons.
Since during the first stage, in the process of organizing children's ideas about the sound side of speech, the basis for the purposeful assimilation of the lexical and grammatical means of the language was created, then at the second stage the main task is to form in children full-fledged ideas about the morphological composition of the word and synonymy of the native language.
In the process of working on the development of morphological generalizations in children, the skills and abilities of forming words through various affixes and active and adequate use of them for the purpose of oral communication in different educational situations are formed.
Also on speech therapy classes the ability to establish connections between the form of a word and its meaning is being practiced.
Since the study of the morphological composition of the word is not provided for by the program for teaching 1st grade students to their native language, all work on the formation of initial morphological ideas in children is carried out propedeutically in a purely practical way, which is the specifics of the correctional and developmental teaching of 1st grade students in the conditions of a speech therapy center in general education. school. The sequence of work to replenish the lexical means of the language can be as follows:
* practical mastering of the skills of forming words with the help of suffixes and their adequate use;
* practical mastery of the skills of forming words with the help of prefixes and their adequate use;
* the concept of related words (in practical terms);
* the concept of prepositions and ways of using them, differentiation of prepositions and prefixes;
* practical mastery of the skill of choosing antonyms, synonyms and ways of using them;
* the concept of the polysemy of words.
Bridging the gaps in the field of lexical means should be linked to the development of sentences of various syntactic constructions.
In the process of speech therapy classes in terms of oral speech, work is constantly being carried out to master the models by children various proposals... The most effective and in-depth way is to carry out this work when going through the topic "Formation of words with the help of prefixes", tk. the meaning of each newly formed word by means of a prefix is specified, first of all, in a phrase and a sentence.
In the process of working on the formation of full-fledged morphological representations, the prerequisites for the conscious assimilation of such critical topics Russian language teaching programs as unstressed vowels in the root, generic, case endings different parts of speech, etc.
Since one of the most difficult grammatical categories of the Russian language is stress, and it is precisely this that is the basis for mastering the rule of spelling unstressed vowels, then practicing it occupies one of the main directions of speech therapy work. At the same time, it is important to teach the student not only to correctly put stress in accordance with the orthoepic norms, but also to be able to analyze, compare and highlight words with stress in a certain position on the material of a large number of related words.
So the essence speech therapy exercises comes down to preparatory work on the formation of prerequisite skills and abilities necessary for the assimilation of the relevant program material and are absent in children with OHP. It is in this that they fundamentally differ from the teacher's tasks.
During stage II, active work is carried out to improve the skills of full-fledged reading and writing, students should be more often exercised in reading:
* various syllable tables with different grammatical forms (son, son, to son, about son),
* different words with the same endings (on bushes, on tables, on desks, in bags, in notebooks;
* cognate words (earth, countryman, strawberry, strawberry);
* words formed with the help of different prefixes from the same root (fly in, fly off, fly in, fly over, fly away, fly in);
* words that have the same prefixes, but different roots (come running, come, gallop).
After reading the words, they are necessarily compared, their sound-letter composition, similarity and difference, the meaning of words are clarified.
The listed exercises will help students to better orient themselves in the composition of the word, to determine what meaning the word acquires with one or another affix and thereby not to make mistakes in replacing a word or its part, and in the process of reading to recognize the words immediately; group words among themselves according to lexical and grammatical features. In addition, it is useful to invite children to choose words and phrases from the readable text in accordance with the topic of the lesson:
* choose words that answer the questions: Who? What? and independently select words for them that are combined in meaning and answer the questions: What is he doing? Which?;
* select appropriate nouns for verbs (action words) -synonyms (make, cook, make; lessons, lunch, medicine, hairstyle, airplane model, toy); nouns suitable for the meaning of adjectives-synonyms (wet, wet, damp; snow, rain, raincoat, hay, street, linen, sand, man, tree, floor, etc.);
* insert into the sentence the most appropriate words-actions (verb) (student ... pen and ... word);
* leave the question based on action (verb) (wonder, touch; what? what?).
In doing these exercises, it is important to ensure that the student is not limited to a rough guess, but rather accurately identifies the meaning of each word.
The listed exercises, depending on the stage of work, are carried out on the material of both individual words and phrases, and on the material of sentences of varying complexity and the whole text. Thus, at the second stage of correctional and developmental education, one of the most important qualities of reading is formed - awareness, which consists of a number of skills and abilities: the ability to explain the meaning of words used in the text in the literal and figurative sense, as well as the meaning of phrases and sentences. Because of this, work on the formation of a full-fledged reading skill must necessarily be carried out in each lesson.
As for written works, they are based on various tasks aimed at the formation of new words through affixes, composing phrases, sentences, texts with them. These kinds of tasks should be done regularly.
At speech therapy classes of the II stage of training, work continues on the development of coherent speech. Various types of statements are being practiced during the course of educational work, upon its completion, educational dialogues, which gradually become more and more detailed in comparison with similar statements at stage 1. Particular attention is paid to the formation of such types of statements in children as evidence and reasoning. This, as already noted, is of great importance both for the implementation of the child's productive learning activity in the classroom, and for the prevention of functional illiteracy. That is why, in speech therapy classes, it is necessary to teach children to speak the words they produce. training activities and operations in various forms.
Here are some examples of students' statements:
* From the word "forest" I made three new words: forest, forester, forest. The word "forest" means a small forest. The word "forester" is a person who guards the forest. There is a "forest" road. These words are all related, as in all words the common part is "forest".
* From the word "walked" I made up new words. They are all different in meaning (in meaning). Left the room. I went to school. Got home. I went for a friend, behind the house.
* The sentence "The boy jumped from the tree" is incorrect. I must say, "The boy jumped from the tree."
Thus, after the completion of the II stage of correctional and developmental education, students should, in practical terms, learn:
* navigate the morphological composition of the word, i.e. be able to determine by means of which parts of a word, standing before or after the common part of related words, new words are formed and their meanings change:
* actively use various methods of word formation;
* correctly use new words in sentences of various syntactic constructions (i.e. establish a connection between form and meaning);
* convey the essence of the exercises performed, the sequence of mental actions performed in a detailed statement.
By this time, the basis (prerequisites) for the productive mastering of the spelling rules associated with full-fledged ideas about the morphological composition of the word should be created.
To show the specifics of speech therapy work (as opposed to the methods of work of a teacher in teaching the mother tongue), we present individual exercises on one of the topics of stage II of correctional and developmental education. For example:
Theme: Formation of words using prefixes.
Target: the formation (or improvement of the skill of forming words by means of prefixes (the ratio of the meaning and form of a word) and their adequate use in speech.
In the implementation of the task of stage II, the special attention of children is drawn to the meaning of the word. For this purpose, it is necessary to include each newly formed word in the sentence.
All the exercises used in working with children at stage II have as the main goal the improvement of the semantic side of speech. This means that a speech therapist in the course of classes must develop in children the functional capabilities of the lexicon of grammatical means of the language, which are necessary for full-fledged speech activity in general and for building a coherent statement in particular. For this purpose, exercises on composing phrases of varying complexity are especially useful (using a question and key words; only by key words; only with the help of questions; without key words and questions)
At stage II, it is advisable to offer children more complex tasks (multi-stage). For example: first, students must form new words through prefixes. The number of prefixes also includes those with which it is impossible to form a new word from the one given by the speech therapist.
od ... | above... | from... | with... | you... | v... |
|
once... | drive | re ... | ||||
on... | on... | at... | BEFORE... | from... | (ex.) |
Following the completion of this task, a complete semantic analysis is carried out with the fixation of the children's attention on the relationship between the meaning and the form of the word. Then work is done to compose phrases and introduce them into the sentence. The final point may be the task of finding semantic errors in the sentence and correcting them with subsequent analysis (Sasha drove to the house).
In progress last stage complex task, conditions are created for the formation in children of the skills of a coherent statement of the type of proof and reasoning.
When working out this topic in speech therapy classes, it is necessary to carry out work on the differentiation of prepositions and prefixes, because it is the distinction between prepositions and prefixes according to their semantic features(and not teaching them to spell) is the specifics of the work of a speech therapist teacher.
Recall that the main goal of speech therapy classes with children with OHP isformation of full-fledged speech activity... This means that in the course of performing any exercise, it is necessary not only to form the means of language (pronunciation, phonemic processes, vocabulary, grammatical structure), but also to teach children freely, to use them adequately for communication, i.e. communications. These skills are practiced in the process of drawing up sentences and coherent statements. Initially, these skills were formed during work on the development of full-fledged ideas about the sound and morphological composition of the word (stages I and II). Stage III is assigned to the improvement of these skills.
III stage of correctional and developmental education
The main goal of stage III is to develop and improve the skills and abilities of building a coherent statement:
* programming the semantic structure of the statement,
* establishing the coherence and consistency of the statement,
* selection of linguistic means necessary for constructing an utterance for various purposes of communication (proof, reasoning, transfer of the content of the text, plot pictures).
These goals are implemented in a specific sequence:
1. Formation of practical ideas about the text. The development of skills and abilities to recognize the essential features of a coherent statement is carried out in the process of comparing text and a set of words; text and a set of sentences; the text and its distorted various options (skipping the beginning, middle, end of the text; adding off-topic words and sentences to the text; absence of words and sentences that reveal the main topic of the text).
2. Development of skills and abilities to analyze the text:
* determine the topic of the story (text);
* define the main idea of the text;
* determine the sequence and coherence of sentences in the text;
* establish semantic dependence between sentences;
3. Development of skills and abilities to build an independent coherent statement:
* determine the intention of the statement;
* determine the sequence of the deployment of the statement (plan);
* determine the coherence of sentences and the semantic dependence between them;
* select linguistic means adequate to the intention of the statement;
* draw up a plan for a coherent statement.
Forming coherent speech in the classroom, the teacher gives preference to its reproductive forms (drawing up a story from a picture, retelling what has been read, etc.).
For children with OHP, this is not enough. The formation of full-fledged speech activity presupposes the formation of their communication skills and abilities.
To this end, in speech therapy classes, it is important to develop speech activity in children (initiative forms of speech), i.e. not just answer questions (briefly or in detail), which is carried out in almost any speech therapy lesson, but teach how to actively engage in dialogues on the academic topic:
=> be able to independently formulate and ask questions in order to continue communication-dialogue;
=> be able to compare, generalize and conclude, prove and reason.
As already noted, these skills and abilities were formed and developed in the process of correctional and developmental education in the first two stages of the presented system.
At the III stage, the tasks of the formation of communicative activity in children with OHP become more complicated. Here, the skills and abilities to carry out in the process of dialogue such statements as a message, an incentive to action, obtaining information, discussion, generalization, proof, reasoning are improved.
The practice of teaching children with speech underdevelopment has shown that it is especially slow and with great difficulty that they master such a form of expression as reasoning.
Reasoning requires thoughtfulness, argumentation, expression of one's attitude to what is being expressed, and defending one's point of view.
To master reasoning, the student must learn to reveal the cause-and-effect relationship between the phenomena and facts of reality. This skill is formed gradually, in a certain sequence. At first, it is advisable, as often as possible, to invite children to repeat after the teacher or student the formulations of assignments, generalizing conclusions, rules, etc. Later, students should be systematically trained in free expressions, constantly encouraging them to do this by creating situations that contribute to the speech activity of children. In this case, the teacher should naturally regulate and stimulate the consistency, consistency, coherence and development of statements. This is achieved in various ways, and above all, by a system of questions. In addition, it is necessary to constantly draw the attention of children to their own speech in the process of forming tasks, conclusions, proofs, generalizations, reasoning, rules, etc. It is also necessary to form their control and evaluation actions by organizing verification of the correctness of the performance of those other tasks. In the process of checking (at first with the maximum help of the teacher), children are also taught to build coherent statements. The sequence of the statement is determined by the sequence of the educational work carried out by the children, and the coherence is determined by the order in which educational actions are performed.
As already mentioned, a special place in the system of work on the development of coherent speech is occupied by the preparation of a plan for a detailed statement.
A lot of time and space is devoted to working on the plan in the native language curriculum. However, when teaching children with a general speech underdevelopment, much more time and space should be devoted to it, especially when forming coherent speech. In the course of correctional classes with these children, work on the plan should be used not only as a means for the development of speech (external and internal), but also as a way of organizing their educational activities.
In the process of this work, children learn to determine the topic of the statement, to separate the main from the secondary, to build their own messages in a logical sequence. At the same time, great attention should be paid to the development of various techniques in them. mental processing material; dividing the text by meaning into separate parts, highlighting semantic support points, drawing up a plan for retelling, presentation. Experience has shown that it is necessary to specifically teach children and how to use the plan inhis practical activities, in particular, how to respond to the plan.
We give approximate lesson III stage.
Theme: drawing up a coherent text.
Target: consolidation of the skill of drawing up a coherent statement; development of interpersonal skills, dialogue.
Lesson plan
1. Communication of the topic of classes.
2: Recover warped text.
Students read a text given by a speech therapist; determine the topic; explain how to correct the text, defining a logical sequence (for example, rearrange sentences, remove unnecessary, etc.); find sentences that contain the main idea; headline the text, choosing the most appropriate name from those suggested by the speech therapist; correct the plan given by the speech therapist in accordance with the content of the text.
3. Improving the text.
The speech therapist invites students to read the titled and revised test. Explains that the improvement of the text is achieved, if necessary, by changing the order of words, replacing repeated words, eliminating repetitions, using the exact use of words, etc. It is advisable to carry out such work on narrative texts. Any task of a speech therapist in this lesson should be the starting point for the organization of active communication: speech therapist - students - student.
In addition, in this lesson, the speech therapist constantly draws the attention of students to the adequate use of words in the text, clarifies the meaning of rarely used words, and also draws the attention of students to the correct pronunciation of words that are difficult in structure.
This is the general content and direction of correctional education for children with OHP at the speech therapy center of educational institutions.
Finishing the presentation of the content of training, it is necessary to once again emphasize the fundamental points of its organization and implementation:
* all the work of a speech therapist teacher is aimed not at repeating what was learned in the classroom, butfilling the gapsin the development of language means and speech function, which means that in the process of speech therapy classes, full-fledged prerequisites are formed for teaching children their native language; this is precisely the essence of speech therapy work;
* the specificity of speech therapy techniques and methods is created due to the special presentation and form of correctional tasks, the purpose of which is not to duplicate class tasks, but to activate the child's speech and mental activity;
* the specificity of the organization and conduct of speech therapy classes lies in the fact that the formation of full-fledged speech activity (as the main prerequisite for productive learning) is closely linked with the development of a number of psychological characteristics in children with OHP - attention to language phenomena, auditory and visual memory, control actions, ability to switch.
The last direction of corrective action is of particular importance in working with children of six years of age. The main content of their remedial education is the same as above. The specifics of working with six-year-old students are determined by their age, psychophysiological characteristics and daily routine in a comprehensive school.
In this regard, the content of the correctional and developmental education of these children is realized in a peculiar way. This originality is expressed, first of all, in the need to provide for a special period (propaedeutic) for the formation of the prerequisites for full-fledged educational activity. The solution of the problems of the propaedeutic period is carried out for about 20 sessions in a certain sequence:
* development of sensory perception (color, shape, complex shape);
* development of logical thinking;
* development of general educational skills and abilities.
In the course of speech therapy classes in the propaedeutic period, a significant place is given to work on the development of attention, memory, the ability to switch, control actions.
Taking into account the psychological characteristics of six-year-old children, the main method of the initial stage of education is the method of game situations, which involves the active use of cognitive didactic games.
Among students with speech impairments, a special group is made up of stuttering children. The originality of this defect, manifested by difficulties verbal communication, leaves a certain imprint on the formation of the child's personality and often interferes with the identification of his potential capabilities. As a result, stuttering children should be constantly in the focus of a speech therapist teacher. This applies both to those children with whom a speech therapist (according to regulatory documents) conducts systematic classes, and those who receive speech therapy assistance outside of school. The speech therapist teacher should know the number of stuttering children in the school (classes), which of them and where received speech therapy assistance. This information will allow the teacher-speech therapist to organize special work to prevent recurrence of stuttering in both primary and senior schoolchildren. The contact of a speech therapist with a teacher will create favorable conditions for stuttering children in the process of educational work.
In groups of students suffering from stuttering, if possible, children of the same age and with the same level of development of language means (pronunciation of vocabulary, grammatical structure) are united. Sometimes in one group there may be stuttering students of different grades (second or fourth), as well as children with deviations in the formation of the sound and semantic aspects of speech (OHP). In these cases, a clear individualization of the corrective action is necessary, taking into account the peculiarities of speech development, personality and age of each child.
III. ORGANIZATION OF LOGOPEDIC WORK
1. Students studying in educational institutions having differentdisorders in the development of oral and written speech (general speech underdevelopment, phonetic-phonemic underdevelopment, phonemic underdevelopment, stuttering, pronunciation disorders - a phonetic defect, speech defects caused by a violation of the structure and mobility of the speech apparatus).
First of all, students are admitted to the speech therapy center, whose speech defects impede the successful mastering of the program material (children with general, phonetic-phonemic and phonemic speech underdevelopment).
Students with phonetic impairments are admitted to the speech therapy center throughout the academic year as the seats become vacant.
As students graduate with general, phonetic-phonemic and phonemic speech underdevelopment, new groups are recruited.
2. In educational institutions of the national republics, where teaching is in Russian, students of indigenous nationality who have deviations in speech development in their native language are enrolled in a speech therapy center.
In order to provide the most effective assistance to stuttering children, it is possible to open special speech therapy centers staffed by students of educational institutions of both primary and senior classes. They are tailored to local conditions according to needs.
3. The identification of children with speech disorders for admission to a speech therapy center is carried out from September 1 to 15 and from May 15 to 30. All children with identified speech impairments are registered in the list (see Regulations) for subsequent distribution into groups depending on the speech impairment.
For each student enrolled in a speech therapy center, a speech therapist teacher fills out a speech card (see Regulation).
Students graduate throughout the academic year as their speech defects are eliminated.
4. The main form of organizing speech therapy work is group lessons.
Children with a homogeneous structure of a speech defect are selected into groups. Of the identified students with primary speech pathology, the following groups or groups with a lower occupancy can be completed (the number of children in groups with a lower occupancy is determined at 2 - 3 people for the main contingent of students with OHR and FFN); children with a more pronounced defect are also enrolled in these groups; the number of children in urban and rural educational institutions is indicated in brackets):
=> with general speech underdevelopment (OHP) and reading and writing disorders caused by it (4-5, 3-4);
=> with phonetic-phonemic (FF) or phonemic speech underdevelopment (FN) and reading and writing disorders caused by it (5-6, 4-5);
=> with pronunciation deficiencies (6-7, 4-5).
Groups of students in the first grades are completed separately, depending on the duration of the education of children in the primary link of a comprehensive school (grades 1-4,1-3).
Individual lessons are conducted with children with severe speech disorders: ОНР (2 levels); violations of the structure and mobility of the articulatory apparatus (rhinolalia, dysarthria). As these children develop their pronunciation skills, it is advisable to include them in the appropriate groups.
5. Classes with students onspeech therapy punkte are held during hours free from lessons, taking into account the opening hours of the institution. Speech therapy classes for students of a rural educational institution, depending on places conditions can be entered in the schedule of classes of this institution (engaged in programs 1-4).
Pronunciation correction in grade 1 children with phonetic disorders that do not affect academic performance, as an exception, can be carried out during classroom lessons (except for Russian language and mathematics lessons).
At the same time, 18-25 people are engaged in a city speech therapy center, and 15-20 people in a rural one.
6. The frequency and duration of speech therapy classes depends on the operating mode of the institution and is determined by the severity of the speech defect. Correctional and developmental speech therapy work with a group of children with general speech underdevelopment; reading and writing disorders caused by it are carried out at least 3 times a week; with a group of children with FF and FN; reading and writing disorders caused by them, 2-3 times a week; with a group of children with a phonetic defect, 1-2 times a week; with a group of stuttering - 3 times a week; individual lessons with children with severe speech impairments are held at least 3 times a week.
Duration of frontal speech therapy session with each group - 40 minutes; with a group with a lower occupancy -25-30 minutes; duration individual lessons with each child - 20 minutes.
7. The duration of correctional and developmental education for children with FFN and impaired reading and writing, caused by phonetic-phonemic or phonemic underdevelopment, is about 4-9 months. (from one half year to a whole academic year); the term of correctional and developmental education for children with OHP and impaired reading and writing due to general speech underdevelopment is approximately 1.5 - 2 years.
8. Topics of group, individual lessons, as well as the registration of children's attendance are reflected in a typical class journal, where the required number of pages is allocated for each group of students. The journal is a financial document.
9. Students with speech impairments, if necessary, with the consent of their parents (persons replacing them), can be sent by a speech therapist to a district polyclinic for examination by specialists (neuropathologist, psychiatrist, otolaryngologist, etc.) or to a psychological, medical and pedagogical consultation for clarification the level of psychophysical development of the child and the establishment of an appropriate diagnosis.
10. Responsibility for children attending classes at a speech therapy center is the responsibility of the speech therapist, the class teacher and the school administration.
IV. TEACHER SPEECH THERAPIST
Teachers-speech therapists are appointed persons who have a higher defectological education or graduated from special faculties in the specialty "speech therapy".
The speech therapist teacher is responsible for the timelydetection of children with primary speech pathology, correct assembly_group pp taking into account the structure of speech defect, _ and also for organizingcorrectional and developmental training. In her work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents academic failure in the mother tongue.
The salary rate of a speech therapist teacher is setat 20 astronomically x cha sov peda gogic work per week, of which 18 hours are devoted to work with children in groups and individually. 2 hours are used for advisory work. First of all, during the consultation hours, the speech therapist teacher has the opportunity to accurately establish the speech therapy conclusion l more thoroughly examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of a speech defect; draw up the necessary documentation.
During vacation time, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:
* identification of children in need of speech therapy, directly in preschool institutions or when registering children for school;
* participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;
* participation in seminars, practical conferences of a school, district, city, region, territory, republic;
* preparation of didactic, visual material for classes.
The teacher-speech therapist, who is the head of the speech therapy center, can be paid for managing the office.
If there are several speech therapy centers of general educational institutions in a locality, district, region, methodological associations of speech therapists are created under the educational authorities, methodological rooms, and training institutes for educational workers. Methodological associations of speech therapists are carried out according to the drawn up plan no more than 3-4 times per academic year.
The head of the methodological association of speech therapists may be a full-time methodologist of the methodological office (center) of the region; teachers-speech therapists can be involved in this work as part of their job, but no more than 0.5 monthly working hours.
In remote small-scale educational institutions, the provision of speech therapy assistance can be carried out by teachers who have completed specialization in speech therapy for an additional fee (see Regulation).
General educational institutions that have equalization classes (for children with mental retardation), correctional and developmental classes (for children with learning difficulties and adaptation to school) exercise the right to include in the staff of this institution the rate of a speech therapist in accordance with regulatory documents (Collection of orders No. 21, 1988). Order number 333.
For the consumption rates of ethyl alcohol at speech therapy stations at educational institutions, see "Instructional letter of the Ministry of Education of the RSFSR dated January 5, 1977, No. 8-12 / 25.assistance to the director of a special schoolMoscow, "Education", 1982).
ЛР No. 064615 dated 03.06.96
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Republican Institute
Instructive and methodological letter
About the work of a speech therapist at
comprehensive school.
(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the mother tongue in children with speech pathology)
Moscow
Cogito Center
This instructional and methodological letter is addressed to speech therapists who work at general educational institutions. It presents the characteristics of violations of oral and written speech of schoolchildren studying in general education institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it is made up of students whose speech disorders impede successful learning according to the program of general educational institutions - phonetic-phonemic, general speech underdevelopment); the principles of recruiting speech therapy stations, groups of students for frontal training have been determined.
The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.
Issue Editor: Belopolsky V.I.
© Yastrebova A.V., Bessonova T.P., 1996
© Kogito-Center, 1996
computer layout and design
Published by request
Ministry of Education of the Russian Federation
Table 1
LOGOPEDIC ITEM
AT THE SECONDARY SCHOOL №
Speech Map
1. Surname, name, age
2. School class
3. Home address
4. Date of admission to the speech therapy center
5. Academic progress (by the time of the survey)
6. Complaints from teachers and parents According to the teacher: in the lesson, he is inactive, hesitates to speak. According to the mother: she speaks indistinctly, distorts words, does not memorize poetry ..
7. The conclusion of the psychiatrist (filled in as needed): from the medical card indicating the date of the examination and the name of the doctor.
8. Hearing condition: checked if necessary
9. Data on the course of speech development : From the words "mother:. Words appeared by the age of 2 - 2.5 years, phrases - by 4 - 5 years old. The speech is incomprehensible to others.
10. State of the articulatory apparatus (structure, mobility)
Structure - N
Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another
11. General characteristics of speech (recording of a conversation, independent coherent statements)
In a conversation about the family, the child's answers may be as follows: “Vanya” “Mom’s name is Zoya” “I don’t know” (middle name) “Dad’s name is Petya” “I don’t know” (middle name) “Sister name is Luda” “At work” (about mom) "Cash desk" (to the question - who does he work for?) "I do not know" (about dad)
a) Vocabulary (quantitative and qualitative characteristics). Quantitative characterization: the total volume of the vocabulary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Give examples
The dictionary is limited by the realities of everyday life topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics: (answers to the tasks presented): lampshade (lamp), hose (water), decanter (bottle), driver (instead of the driver), watchmaker, crane operator, (does not know), postwoman (postman), glass-maker (glazier), car (instead of transport), boots (instead of shoes), etc.; brave - weak, lying - not lying, crow - gate, etc.
b) Grammatical structure: the types of sentences used, the presence of agrammatisms. Give examples
Is there a sound? -"NS",
2nd sound? - "A"
3rd sound? - "A".
What is the last sound? - "A".
13. Writing: the presence and nature of specific errors (mixing and replacing consonants, grammatisms, etc.) in the written works of students - dictations, statements, essays performed by them during the initial examination and in the process of correctional education.
(Written works are attached to the speech map).
Options: 1) reproduces individual block letters: A, P, M, 2) prints individual words such as: МАК, МАМА
14. Reading
a) the level of mastering the reading technique (letter by letter, word by word, words)
Variants: 1) knows individual letters: A, P, M, T, 2) knows all letters, but does not read, 3) reads syllables and monosyllabic words, 4) reads syllables, slowly, monotonously, skips vowels, misreads words, distorts the syllabic structure of the word, confuses some letters.
b) reading errors
Options: 1) HBONR 2) OHR II-III level. (these conclusions reflect the level of formation of the oral form of speech)
19. Results of speech correction (marked on the map by the time students graduate from the speech therapy center)
Since reading and writing disorders are secondary manifestations of the level of undeveloped oral speech, speech therapy conclusions should reflect the cause-and-effect relationship of the primary and secondary defect, namely:
*reading and writing disorders due to OHR;
* reading and writing disorders caused by FFN:
*reading and writing disorders due to phonemic underdevelopment.
In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and OHR are supplemented by data on the form of speech pathology (see above).
Mandatory confirmation of the correctness of the speech therapy conclusion in cases of reading and writing disorders are written works and the results of a reading examination.
ORAL AND WRITTEN SPEECH
The main task of a speech therapist in a general education school is to prevent academic failure caused by various disorders of oral speech. That is why the speech therapist should pay the main attention to pupils of the first grades (children 6-7 years of age) with phonetic-phonemic and general speech underdevelopment. The earlier correctional and developmental training is started, the higher its result will be.
A common problem in the correctional and developmental teaching of first-graders is the timely and purposeful preparation of them for teaching literacy. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:
* form full-fledged phonemic processes;
* form ideas about the sound-letter composition of the word;
* to form the skills of analysis and synthesis of the sound-syllable composition of the word;
* correct pronunciation defects (if any).
These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general speech underdevelopment, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FFN and the first stage of correctional work of children with SDE can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in planning speech therapy classes will be in the selection of speech material that corresponds to the general development of the child and the structure of the defect.
Based on the materials of the survey of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of the students and a brief description of the manifestations of the speech defect; the main content and sequence of work; approximate timeframes for completing each stage. It can be represented either by a diagram or by a description of the directions of work and its sequence at each stage.
We present a plan-diagram of speech therapy classes with students suffering from general speech underdevelopment. In this scheme (Table 2) - stage-by-stage planning of correctional education for children with OHP.
table 2
SCHEME-PLAN OF CORRECTIVE EDUCATION OF CHILDREN WITH ONR
| Stages of correctional work | The content of work to overcome the deviation of speech development in children | Grammar terms used in the classroom | The content of the correctional educational work |
| STAGE I Filling the gaps in the development of the sound side of speech | Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and the skills of analysis and synthesis of the syllable-sound composition of the word. Correction of pronunciation defects. | Sounds and letters, vowels and consonants; syllable; hard and soft consonants; dividing b; B, voiced and voiceless consonants; stress; double consonants | |
| STAGE 11 Bridging the gaps in the development of lexical and grammatical means of the language | 1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary both through the accumulation of new words related to various parts of speech, and due to the development in children of the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical design of speech by mastering children with word combinations, the connection of words in a sentence, models of sentences of various syntactic structures. Improving the ability to build and rebuild sentences adequately to the concept. | Word composition: root of the word, words of the same root, ending, prefix., Suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, verb tense, unstressed vowels | Formation of skills in organizing educational work, Development of observation to linguistic phenomena, development of auditory attention and memory, self-control, control actions, the ability to switch. |
| STAGE III Filling the gaps in the formation of coherent speech | Development of skills for building a coherent statement: a) establishing a logical sequence, coherence; b) selection of linguistic means for constructing an utterance for certain communication purposes (proof, assessment, etc.) | Sentences are declarative, interrogative, exclamatory; connection of words in a sentence; sentences with homogeneous members, complex and complex sentences; text, theme, main idea | Formation of skills in the organization of educational work. Development of observation to linguistic phenomena, development of auditory attention and memory, self-control of control actions, the ability to switch. |
Let's take a closer look at each stage. As already noted, the main content of stage I is filling in the gaps in the development of the sound side of speech (both in children with FFN and in children with OHP). Therefore, the methodological letter does not provide separate planning of speech therapy work with a group of children with FFN).
Stage I of correctional and developmental education for children with OHP lasts from September 15-18 to March 13, which is approximately 50-60 lessons. The number of lessons for children with pronounced OHP can be increased by about 15-20 lessons.
Of the total number of lessons at this stage, the first 10-15 lessons are especially distinguished, the main tasks of which are the development of phonemic ideas: setting and consolidating the assigned sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) for a full-fledged educational activity. These sessions can be structured as follows:
*15 minutes- the frontal part of the lessons, aimed at the formation of the phonemic hearing of children, the development of attention to the sound side of speech (the work is based on correctly pronounced sounds) and at filling in the gaps in the formation of psychological prerequisites for full-fledged learning,
*5 minutes- preparation of the articulation apparatus (the set of exercises is determined by the specific composition of the group);
*20 minutes- clarification and formulation (evocation) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.
With first-graders studying according to the program 1-4, it is possible to work according to a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).
In the subsequent lessons of the 1st stage, the automation of the delivered sounds in the process of frontal exercises is carried out.
The structure of the classes is determined by the composition of the group: with a small number of children in the group with pronunciation defects or in the absence of pronunciation defects in children, most of the time is devoted to frontal work.
In the course of the frontal part of the lessons, phonemic processes are formed and ideas about the sound-syllable composition of the word are clarified, in addition, with children who have OHP, by the method of oral advance work is carried out to clarify and activate the vocabulary and models of simple syntactic structures available to children.
The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral anticipation, in the lessons of the first stage, elements of work on the formation of lexical and grammatical means of language and coherent speech are selectively included.
The frontal part of the next 40-45 lessons consists of work on:
* development of phonemic processes;
* the formation of the skills of analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the classroom and worked out word-terms;
* formation of readiness for the perception of certain spelling, the spelling of which is based on full-fledged ideas about the sound composition of the word;
* consolidation of sound-letter connections;
* automation of the delivered sounds.
Speech and proposal.
Sentence and word.
Speech sounds.
Vowel sounds (and letters passed in the class).
Division of words into syllables.
Stress.
Consonants (and letters passed in the class).
Hard and soft consonants.
Voiced and voiceless consonants.
The sounds of Pi P '. Letter P.
Sounds B and B ". Letter B.
Differentiation B-P. (B "-P '')
Sounds T and T. Letter T.
Sounds D and D ". Letter D.
Differentiation T-D.(T "-D").
Sounds TO and TO". Letter K.
Sounds G and G '. Letter G.
Differentiation K-G. (K "-G 1).
Sounds C and C '. Letter C.
Sounds 3 and 3". Letter 3.
Differentiation C-3. (C "-Z").
Sound NS and the letter Sh.
Sound F and the letter J.
Differentiation Sh-Zh.
Differentiation S-Zh.
Differentiation F-3.
Sounds R and R ' . The letter R.
Sounds L and L. ". The letter L.
Differentiation R-L. (L "-R").
Sound H and the letter Ch.
Differentiation NS
The sound of Shchi is the letter Sh.
Differentiation Ш-С.
Differentiation Sch-Ch.
The sound C and the letter Ts.
Differentiation Ts-S.
Differentiation of Ts-T.
Differentiation Ts-Ch.
This variant of the sequence of studying topics at the 1st stage of correctional and developmental education of schoolchildren with FFN and ONR is approximate and is determined by the specific composition of the group, i.e. depends on the level of formation of the sound side of speech in children. For example, with a slight violation of the differentiation of voiced and voiceless consonants or the absence of a violation of the distinction of these sounds for the purpose of propaedeutics, only 5-6 sessions can be carried out simultaneously with all the sounds of this group.
As the violations of sound pronunciation are eliminated, frontal work takes more and more time. At the same time, work is carried out with a strictly mandatory individual approach to each student, taking into account his psychophysical characteristics, the severity of the speech defect, the degree of elaboration of each sound. Individualization of remedial education must necessarily be reflected in the planning of each lesson.
At the end of the first stage of correctional and developmental education, it is necessary to check the assimilation of the content of this stage by students.
By this time, students should have:
* formed the focus on the sound side of speech;
* filled in the main gaps in the formation of phonemic processes;
* the initial ideas about the sound-letter and syllable composition of the word have been clarified, taking into account the program requirements;
* all sounds are delivered and differentiated;
* the vocabulary available in children has been clarified and activated, and the constructions of a simple sentence (with a small spread) have been clarified;
* the words-terms necessary at this stage of learning have been entered into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiceless consonants, sentences, etc.
Thus, the ordering of ideas about the sound side of speech and the mastery of the skills of analyzing and synthesizing the sound-letter composition of a word create the necessary prerequisites for the formation and consolidation of the skill of correct writing and reading, the development of linguistic flair, and the prevention of general and functional illiteracy.
This is the end of the work with children with FFN. Despite the commonality of tasks and techniques for correcting the sound side of speech in children with FFN and OHP, speech therapy work with children with OHP requires the use of additional specific techniques. This is due to the fact that at the first stage in the process of solving the general problem of ordering the sound side of speech, the prerequisites for the normalization of the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.
In order to prepare children for mastering the morphological composition of the word, which will be the main task of stage II, it is advisable to carry out exercises to automate and differentiate the sounds set in a specific form.
For example, in the process of differentiating sounds CH-SH the speech therapist invites children to listen carefully to the words: puppy, brush, box, determine if the sound is the same in all words. Further, on the instructions of a speech therapist, children change words so that they denote a small object (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds CH-SH . The same work can be done when differentiating other sounds. (WITH-NS - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds have appeared in the newly selected words? Compare the two words. What sounds do they differ? Determine the place of this sound: in what place does it stand? After what sound? Before what sound? Between what sounds?). As an example, we will give some techniques of suffix formation of words (suffixes of diminutive and augmentative meaning), which can be effectively used at the first stage of correctional and developmental education of children with OHP:
F- boot-boot, book-book, horn-horn, NS - hut-hut, house-house , H- glass-cup, string, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change words so that they have a magnifying meaning: CH-SH - hand-arm, wolf wolf; S-U- nose-nose, mustache-mustache.
By implementing a differentiated approach, individual students can be offered more challenging assignments. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: first, with the differentiation of sounds P-3, the speech therapist offers to name the pictures for the sound under study and determine its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound " 3 "; then the children are asked to make up phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); a similar task ends with the obligatory analysis of words in phrases, highlighting differentiated sounds and giving them full articulatory and acoustic characteristics and determining their place in each analyzed word.
The originality of such lessons of the first stage lies in the fact that the implementation of the main goal is carried out in a various form, which contributes to the activation of the child's mental and speech activity. In the work organized in this way, the foundations are created for a more successful implementation of both the second and third stages, as children learn to make up phrases and use elements of coherent speech.
Despite the fact that a separate stage III is assigned to the normalization of coherent speech in children with OHP, the foundations for its formation are laid at stage I. Here this work is of a purely specific character. It differs sharply from the traditional forms of the development of coherent speech.
Since the global task of correctional education for children with OHP is to create the preconditions for successful learning activities in the classroom, in addition to the normalization of phonetic-phonemic and lexical-grammatical means of the language, it is absolutely necessary to teach them to use language means in the conditions of educational work, i.e. be able to coherently, consistently state the essence of the completed assignment, answer questions in strict accordance with the instructions or assignments in the course of educational work, using the acquired terminology; compose a detailed, coherent statement about the sequence of performing educational work, etc.
For example, when performing a speech therapist's task to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:
* 1st answer option (easiest): "The word" noise "has three sounds, one syllable. The first sound is Ш, consonant, hissing, hard, dull. The second sound is U, a vowel. The third sound M- consonant, solid, voiced ".
* The 2nd answer option (more difficult) when comparing two words: "In the word" bite "the third sound" S ", consonant, sibilant, hard, dull; in the word" eat "- the third sound "NS", consonant, hissing, hard, voiceless. The rest of the sounds in these words are the same. "
Only such work (as opposed to working with a picture or a series of pictures) will prepare children with OHP for free educational expression in the classroom and, developing the skills of adequate use of language means, will prevent the emergence of functional illiteracy, and, in general, will contribute to a more complete development of the child's personality.
IV. TEACHER SPEECH THERAPIST
Teachers-speech therapists are appointed persons who have a higher defectological education or graduated from special faculties in the specialty "speech therapy".
The speech therapist teacher is responsible for the timely detection of children with primary speech pathology, rule new recruitment of_groups, taking into account the structure of speech defect, _ and also for organizing correctional and developmental training. In her work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents academic failure in the mother tongue.
The salary rate of a speech therapist teacher is set at 20 astronomically x cha ow peda gogic work per week, of which 18 hours are devoted to work with children in groups and individually. 2 hours are used for advisory work. First of all, during the hours of consultations, the speech therapist teacher has the opportunity, to accurately establish the speech therapy conclusion, l more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of a speech defect; draw up the necessary documentation.
During vacation time, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:
* identification of children in need of speech therapy, directly in preschool institutions or when registering children for school;
* participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;
* participation in seminars, practical conferences of a school, district, city, region, territory, republic;
* preparation of didactic, visual material for classes.
The teacher-speech therapist, who is the head of the speech therapy center, can be paid for managing the office.
If there are several speech therapy centers of general educational institutions in a locality, district, region, methodological associations of speech therapists are created under the educational authorities, methodological rooms, and training institutes for educational workers. Methodological associations of speech therapists are carried out according to the drawn up plan no more than 3-4 times per academic year.
The head of the methodological association of speech therapists may be a full-time methodologist of the methodological office (center) of the region; teachers-speech therapists can be involved in this work as part of their job, but no more than 0.5 monthly working hours.
In remote small-scale educational institutions, the provision of speech therapy assistance can be carried out by teachers who have completed specialization in speech therapy for an additional fee (see Regulation).
General educational institutions that have equalization classes (for children with mental retardation), correctional and developmental classes (for children with learning difficulties and adaptation to school) exercise the right to include in the staff of this institution the rate of a speech therapist in accordance with regulatory documents (Collection of orders No. 21, 1988). Order number 333.
For the consumption rates of ethyl alcohol at speech therapy stations at educational institutions, see "Instructional letter of the Ministry of Education of the RSFSR dated January 5, 1977, No. 8-12 / 25. assistance to the director of a special school Moscow, "Education", 1982).
ЛР No. 064615 dated 03.06.96
Signed to print on 29.08.96. Format 60 x 84/16. Arial headset
Offset paper. Uch.-ed. 2.80. Circulation 5000 copies. Order No. 2717
Printed at the VINITI Production and Publishing Plant
140010, Lyubertsy, Oktyabrsky pr-kt, 403
Republican Institute
professional development of educators
______________________________________________________________________
A.V. Yastrebova, T. P. Bessonova
Yastrebova A.V., Bessonova T.P.
teachers-speech therapists with younger students on the prevention and correction of deficiencies in reading and writing. - M .: ARKTI, 2007 .-- 360 s: ill. (Correspondence pedagogy)
I8ВN 978-5-89415-591-3
The manual presents a system of corrective exercises for the successful mastering of program material by students, including: to fill in the gaps in the development of psychological prerequisites for mastering reading and writing; normalization of the sound side of speech; the formation and improvement of the lexical and grammatical means of the language; developing full-fledged reading and writing skills and improving a coherent statement.
The manual is addressed to teachers-speech therapists of general educational institutions of any type, teachers, methodologists, students of defectological faculties and faculties of elementary education of pedagogical universities.
UDC 372.8 (072) BBK 74.3
© Yastrebova A.V., Bessonova T.P., 2007
I8ВN 978-5-89415-591-3© ARKTI, 2007
Introduction
According to the latest research in the field of teaching the Russian language (Academician of the Russian Academy of Education T.G. Ramzaeva and others), language education and speech development of students are one of the central problems of the modern school, in particular at the initial stage of teaching. Modern didactics concretize the concept of "developmental teaching of the native language" as the formation of communicative-speech and communicative-activity skills of students, ensuring the development of children not only educational knowledge, skills and abilities in the field of theory and practice of the native language, but also general educational, as well as one of the conditions for their social adaptation and cultural involvement in modern society.
At the same time, methodologists, teachers and education leaders note with alarm that the performance of students in their native language is sharply decreasing, and the second generation of illiterate children is growing. This is due to a number of factors. First of all, by public distortion of the Russian language in the media, especially on television. In addition, the mental, somatic and speech status of children entering school has changed, the flow of students with mild impairments of hearing, vision, insufficient development of cognitive activity, and higher mental functions has increased. They have deficiencies in speech development of primary or secondary genesis, which, in turn, causes difficulties in mastering the school curriculum of the I and II stages.
In this regard, the role and place of the speech therapist in educational institutions are changing. A speech therapist is increasingly acting as an expert on the reasons for academic failure, primarily in the native language, as well as in other subjects.
In all cases of correction of speech defects, the speech therapist actually works with the linguistic structure of the defect, which should be reflected in speech therapy conclusions.
Phonetic defect- lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion should reflect the nature of the sound distortion (for example: p - velar, uvular; c - interdental, lateral; w-w- lower, labial, etc.). In this case, the corrective action is limited to the setting and automation of sounds.
Phonetic-phonemic underdevelopment (FFN). This means that there is an underdevelopment of the entire sound side of the child's speech: pronunciation defects, difficulties in distinguishing (differentiating) opposition sounds, varying degrees of insufficient formation of the skills of analyzing and synthesizing the sound composition of a word.
General underdevelopment speech (OHP). The linguistic structure of this defect indicates that the child's entire system of language means is insufficiently formed: pronunciation defects, difficulties in distinguishing between opposition sounds, quantitative and qualitative inferiority of the vocabulary, insufficient formation of the grammatical structure of speech, the severity of which may be different. This level of linguistic underdevelopment can be observed in various forms of speech pathology (alalia, dysarthria, rhinolalia).
In these cases, the speech therapy report should include both the structure of the defect and the form of speech pathology:
ОНР (III level)
Defects in pronunciation of sounds FFN, OHR (III level)
The given speech therapy conclusions characterize the level of formation of oral speech.
Since the deficiencies in reading and writing are secondary manifestations of a certain level of insufficient formation of oral speech, speech therapy conclusions reflect the causal dependence of the primary and secondary defect, namely:
Deficiencies in reading and writing due to OHR;
Deficiencies in reading and writing due to FFN;
Deficiencies in reading and writing due to phonemic underdevelopment. In cases of dysarthria, rhinolalia, alalia, speech therapy conclusions about deficiencies in reading and writing in FFN and OHR are also supplemented by data on the form of speech pathology.
Since the formation of speech function is closely related to the formation of other higher mental functions, a number of peculiar psychological characteristics are observed in children with primary speech pathology. One of the most characteristic is the instability of voluntary activity. Different children have it
manifests itself in its own way, in a variety of forms, and covers a fairly wide range of phenomena. In some children, the instability of activity has a fairly wide range of pronounced manifestations, which negatively affects the formation of a full-fledged educational activity, when performing a wide variety of forms and types of educational work, especially when perceiving educational tasks and instructions. As a rule, such children do not make enough efforts to comprehend the task offered to them. This sometimes gives rise to their confusion and indecision already at the very initial stages of work, and they begin to turn to the teacher and comrades for help. Some students are extremely slow to navigate in tasks related, for example, to the construction of elementary geometric shapes, they experience certain difficulties in completing tasks related to switching attention.
A consequence of the low ability to switch attention can be considered the difficulties arising in some children in comprehending the questions of the speech therapist, asked in an unusual form for them, for example: “What number is 3 times more than 20?”; "What number contains 3 times 20?"; "What is the product 3x20?" Different presentation of the same content causes bewilderment in some of them, long pauses, confusion.
So what is most common for children with OHP? They cannot get involved in work for a long time, switch with difficulty, show low self-control and show some disorganization. It should not be forgotten that speech is central to the child's mental development. Speech is multifunctional. She, as a means of communication, performs communicative and intellectual functions.
The fundamental purpose of this guide is to implement the relationship language education, mental and speech development of students in the conditions of specially organized developing cognitive activity. This relationship is the main methodological principle of correctional education of children with primary speech pathology, which determines the content and structure of the manual, the nature of tasks, types of exercises and the entire methodological apparatus as a whole. One of the specific manifestations of the principle of the relationship between language education and speech development of children is the communicative orientation of education, which is due to the goal of correcting gaps in their speech development.
This approach significantly changes the methodology of correctional education, and therefore, makes new requirements for the manual. The very concept of “correction of speech underdevelopment” is also being clarified: it is not limited to filling in the gaps in the formation of language means (pronunciation, distinguishing sounds, vocabulary, grammatical structure), but also includes the mastery of full-fledged speech activity, because only in speech does the language system "live".
At the same time, special attention is paid to the formation, on the one hand, of the skills and abilities of everyday communication (orientation in a communication situation, isolation of a communicative task, a learning environment for communication), on the other hand, the ability to listen to informational speech, read a textbook, clearly formulate and implement educational statements.
The system of exercises of the manual is aimed at mastering children of different types of speech activity and making sure that filling gaps in the development of language means becomes for them both a process that purposefully develops their speech activity and a prerequisite for the formation of full-fledged speech activity.
The methodological concept of the manual is based on the activity-based approach to teaching and the theory of developmental teaching, which has become firmly established in didactics and psychology. The authors of the manual strive to program the cognitive activity of students, to control it. For this purpose, the manual includes:
System learning objectives;
Information of an operational nature (on the methods of business);
Material for observing linguistic phenomena;
Special tasks that develop linguistic vigilance, interest in the language;
A variety of exercises that gradually form skills, taking into account their structure.
The manual provides for the mastery by students of both special (linguistic, speech) and general educational skills, which are not formed in isolation from each other, but in a single line of development of the cognitive activity of students, which is organized in such a way that the assimilation of the elements of the theory is directly related to their application in speech. practice, i.e. formation and improvement of different types of speech activity:
Speaking is listening;
Reading - writing (inseparable pairs);
Productive - unproductive (receptive) types of speech activity;
Types of communication: everyday, everyday educational (in the classroom, in the classroom, at exams, etc.);
Working out the components of the communicative system in the process of communication: WHO? (addressee) - TO WHOM? (targeted speech) - WHAT? (logical and emotional information) - WHY? (communicative task, communicative intention, ways of expression) - WHERE? (learning environment, familiar - unfamiliar) - WHEN? (communication time).
In addition, in speech therapy classes, the ability to read a textbook should be developed, as well as to answer in classes, lessons and exams, i.e. a full-fledged speech utterance is formed.
The principle of selection of material in the manual can be defined as frequency-speech: the main material of the Russian language teaching program was selected from the field of phonetics (sound - letter, vowel - consonant, voiced - voiceless, soft - hard, stress, etc.), vocabulary (related words, antonyms, synonyms, word ambiguity), morphemics (word formation, inflection), grammar (the connection of words in phrases and sentences, sentences: simple, widespread, complex), which is used by children 6-10 years old in the process of verbal communication in oral and written form.
Along with linguistic, the manual includes elementary information from the field of speech: text, topic and main idea of the text, heading, text structure, types of speech (proof, reasoning, etc.).
The manual also provides for the use of the method of practical perspective acquaintance with the elements of the theory of language on a speech basis: for example, children get acquainted with the features of complex and complex sentences in the process of using their sentences in the structure of the text, i.e. in the process of verbal communication. The need to know the exact lexical meaning the word or its synonym arises, in particular, in preparation for presentation and composition, as well as in the process of analyzing mistakes made in independent work.
In order to form a culture of oral speech throughout all stages of correctional education, work is carried out on the norms literary language orthoepic, grammatical, including intonation), as well as word usage rules.
Thus, the manual reflects actual problems methods of propaedeutic preparation (formation of prerequisites) for the full assimilation of program material, which are solved in the context of filling the gaps in the child's speech development.
In this regard, we consider it necessary to recall the main aspects of teaching the native language. Currently, the main structural components of language education as a process of educational and cognitive activity of a child have been identified:
1) language system - a body of knowledge in the form of concepts, information, rules presented in educational and school curricula, as well as linguistic skills formed on the basis of knowledge: phonetic, word-formation, grammatical (morphological, syntactic), lexico-stylistic;
2) the speech activity of the student as the implementation of the language, including the processes of reading, writing, listening, speaking. This component includes practical speech knowledge and the speech skills of varying degrees of complexity formed on its basis, in particular, the ability to perceive and create a text (at the reproductive and productive level), as well as the skills of correct, conscious, expressive reading, orthoepic skills and abilities associated with the observance of the norms of the literary language;
3) speech works (microtexts), which are used in the process of mastering language and speech as didactic material and are texts - samples of a certain type and style of speech;
4) methods of activity that ensure the assimilation of the language system and the formation of linguistic, speech, spelling, general cognitive skills and, in general, the development of the student as a person;
5) culture of speech behavior (culture of communication).
Thus, modern technologies of corrective teaching of children with speech pathology of primary genesis should be implemented in conjunction with the formation of the basic prerequisites for the child's mental activity and modern approaches to teaching the native language.
The manual is a system of speech therapy work to fill the gaps in the development of speech activity (oral and written) of children with primary speech pathology, as well as psychological prerequisites for the active implementation of speech, thinking and learning activities.
There are 5 sections in the manual.
In the 1st section, a large number of various tasks are presented, aimed at filling the gaps in the development of psychological prerequisites for the full mastery of reading and writing.
The main goal of the 2nd section (I stage of correctional work) is the normalization of the sound side of speech.
The main goal of the 3rd section (II stage of correctional work) is to fill in the gaps and further improve the lexical and grammatical means of the language (clarification and expansion of the children's vocabulary; free, active and adequate use of it for oral communication; development and improvement of the grammatical structure of their speech) ...
The exercises presented in the 4th section are aimed at practicing reading and writing skills and can be used at different stages of correctional education.
The purpose of the 5th section is the formation of the skills and abilities of oral coherent expression (oral discourse) and, on their basis, the prerequisites for the development of skills and abilities of drawing up detailed written texts (written speech activity).
The material of the manual is divided into three levels of complexity both in terms of content and approaches to its implementation. Depending on the severity of the speech defect and the age of the children in the group, the speech therapist, at his discretion, can use material from both the same level and from different levels. If necessary (for example, to secure the material more firmly), the speech therapist can offer children additional tasks.
Depending on the level of children's mastery of the reading technique, tasks for the exercises are read either by children, or by a speech therapist, or the exercise is performed by ear. At the same time, special importance is attached to such forms of work and special correctional tasks, which, while filling the gaps in the development of all means of the language, simultaneously contribute to the formation of communicative skills and abilities: collective work; work in pairs; mutual review with discussion of the correctness of the assignment; addressing a friend with a question or any assignment, etc.
Legend 1
vowel
consonant
voiced consonant
soft consonant
offer
missed sounds (letters)
card for individual work
writing on a board or poster
words, sentences for reference
1 When completing the assignment, the children designate sounds in the word scheme with the colors indicated in the squares.
Section 1
FILLING THE GAP IN THE DEVELOPMENT OF PSYCHOLOGICAL BACKGROUNDS TO FULL PERFORMANCE OF READING AND WRITING
Since writing is a complex form of speech activity - a multilevel process in which various analyzers take part: speech-auditory, speech-motor, visual, motor (motor), then by the time of schooling the child should have formed (as necessary prerequisites for learning) speech and non-speech functions, namely: speech - auditory differentiation of sounds, their correct pronunciation, language analysis and synthesis; the formation of the lexical and grammatical means of the language; non-speech, among which visual analysis and synthesis, spatial representations, as well as digital praxis, successive processes are of particular importance. It was found that in children with OHP, the following features are recorded as secondary:
Erratic attention;
Lack of observation of linguistic phenomena;
Insufficient development of the ability to switch;
Lack of ability to memorize (mainly linguistic material);
Insufficient formation of verbal and logical thinking;
Reduced cognitive activity in the field of linguistic phenomena;
Inability to show volitional efforts to overcome the difficulties of educational work. Insufficient development of the listed features allows
All this testifies to the insufficient formation of the psychological prerequisites for full-fledged educational activity. And this, in turn, necessitates a special period for the formation and improvement in such children of the basic psychological (non-speech) prerequisites for the development of full-fledged reading and writing skills.
For this purpose, at the initial stage (10-20 lessons - depending on the severity of the defect), specific tasks are used to develop memory, attention, spatial representations, fine motor skills... The number of exercises presented, depending on the level of development of non-speech processes, can be increased.
Exercises
First level
1 ... Connect the dots in different directions (top - down, bottom - up, left - right, right - left). Tell me how you do it.
2 ... Think about which part of the figure you need to finish. Draw the figures. Tell me what you are doing.
3 ... Circle the ornament without lifting your hands. Tell me what you are doing.
What do you see on the top right? (Trolleybus, car.)
Which way are they heading? (To the left.)
Where are the traffic lights in the picture? (Right and left.)
Where are mom and daughter going? (Right.)
Where did the artist draw a man with a briefcase? (Bottom right.)
7 ... Consider the pictures. Answer the questions using the words: left, right, under, -.ad, between, before.
Name the letters that are repeated more often than others. Write down those letters that do not repeat. What are the written down letters.
13 ... Look carefully and tell me which letters are written in the first line. Vowels and consonants, printed.) Which ones are in the second line? (Vowels and consonants, written, uppercase.)
Name the letters on the first line and write them in alphabetical order.
14 ... Look closely at the letters:
LBDAMZH'CHNASTUFKHTSCHCHSCHCHEYUYAN
Imagine this is the alphabet. Is it drawn up correctly? Why is it wrong? Tell me which letters are missing?
Which ones are repeating and which ones are not repeating?
Which letters should be swapped? Write these letters alphabetically
a) Look closely at the square.
What's in the box? What letters are written in the square? Name the letter in the upper right corner; in the lower left corner; in the middle of the square; in the upper left corner; in the lower right corner.
What is written on it? What letters are written at the top? Where are the rest of the letters located?
What are the names of the letters of the upper Rada; bottom row?
What letters are located under the letters T, K, H; above letters and, oh, eh; behind the letters P, C, y, s; before the letters C, L, a, NS; between the letters T, C, huh?
a) Consider the pictures. Name the figures and objects depicted.
Continue the series of drawings and explain why you did it this way.
b) Look at the signs and tell me what is depicted on them:
Name the vowels, consonants; read the syllables.
Continue the joy of vowels, consonants and syllables and explain why you did it this way.
Where is the vowel plate located; consonants; syllables? Answer using the words: right, left, middle.
17. Look carefully at the signs and tell me what is depicted on them.
Tell me what is extra on each plate and explain why. 18. Consider the drawing.
Vowels and consonants were “hidden” in balloons: look carefully and tell me which letters are larger. How did you guess?
a) Consider the drawing.
What letters are shown in the picture? How many vowels, how many consonants?
Examine each rectangle separately for one minute. Which letters are in the first rectangle and which ones are in the second?
20. Read clearly:
What have you read? Read the words alphabetically. Prove that you have the correct words.
21 ... Read clearly:
What have you read? Read the words in pairs and say which one is in the dictionary first. Justify your answer.
22. Within 5 minutes, select one word for any 15 letters of the alphabet. (Mutual review with discussion of the correctness of the assignment.)
23. Read clearly:
What have you read? Look closely and tell me, what letters of the alphabet are not in these sentences?
Second level
1 ... Connect the dots according to the pattern. Name the shapes that you get.
Tell me: what letters do the elements of the ornament look like?
3. Shade the figures as shown. Make no mistake! Pay attention!
Tell me: what letters does the shading look like?
4. Consider the pictures. Name the items depicted.
Shade the objects in the drawings in different ways: with horizontal lines; vertical; tilted to the right; tilted to the left. Tell us how you completed the task: what figures did you shade in the same way; which ones - by horizontal lines; which are tilted to the right?
5 ... Consider the drawing. Name the geometric shapes.
Tell me where the geometric shapes are located in relation to the oval, using the words: above, below; on right; left.
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| 6. Consider the drawing. |
In what large geometric shapes are the small ones located? Tell me where each small figure is located in the big figure.
7 ... Draw over the triangle - a square, a circle; to the left of the rectangle - a triangle; on the right - a circle; between a circle and a triangle - a square.
Tell us what tasks you did.
8 ... The child is presented with contour drawings of various types: 5-6 stars; 5-6 leaves (from trees); 5-6 houses; 5-6 butterflies.
In each row of drawings - 2-3 identical ones.
Consider the pictures. Name the items depicted on them. Find the same objects in each picture and explain your choice.
Shade: 2 stars - horizontal lines (from left to right); 2 leaves - vertical (from bottom to top); 2 houses - shaded with a tilt to the right; 2 butterflies - hatching with an inclination to the left.
Tell us what task you did.
9. Look at the drawing and name the objects and figures depicted. In what geometric shape are they located?
What figures are there more? Smaller?
In which corner are there more? Smaller?
Where are the more items? (Right, left, bottom, top, top right etc.) Where is less?
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| 10. Consider the drawing. What items are shown in the picture? |
How many fungi are in the picture; leaflets; asterisks? Think and connect objects with circles (according to the number of these objects). Tell me what you did.
11 ... Consider the pictures on the left and right. Tell me how they are similar and how they differ.
Name the geometric shapes in the picture on the left. How many circles are there in this picture? , triangles, squares? Find the same shapes and connect them; explain why you connected them like that. (They are the same.)
Name the geometric shapes in the picture on the right. Tell me how many circles there are in this picture. Find the same circles. Put them together and explain how they are similar.
12 ... The speech therapist presents the child with object pictures: 2-3 objects similar to the letter L (compasses, hut, roof of a house ...); 2-3 items similar to the letter D (house, perch for a bird in a cage ...); 2-3 objects similar to the letter O (magnifying glass, hollow, wheel ...); 2-3 items similar to the letter F (sugar bowl with handles, Cheburashka head, sieve with handles ...); 2-3 objects similar to the letter 3 (snake, violin, head of a ram with horns in the form of the letter 3 ...).
Look at the pictures and tell me what is depicted on them. Look again carefully at the drawings and tell me which letters "hid" in the objects depicted.
a) Look carefully at the pairs of letters, name them and tell me how they differ in spelling:
P-b; B-b; I-Sh; And - P.
b) Look carefully at the letters.
P, B, D, O, K, Sh, Yu, Z, X 3, C.
Choose from these letters those that you can turn into others. Tell me how you will do it.
14 ... Think how many letters are hidden in each sign (symbol):
Name them and write them down.
15. Look carefully and tell me what is shown:
Are all letters spelled correctly? Name and write down only those that are recorded correctly. Tell us why you chose them.
a) Look closely at the drawing. In what geometric shape are the letters written? What letters are written? (Vowels and consonants; uppercase and small; printed and written.)
What geometric shapes are letters written in? How do the letters in the circle to the left differ from the letters in the circle to the right? What letters need to be added to the 1st circle, then to the 2nd, to get the alphabet? Name the entire alphabet.
17. The speech therapist presents the child with a drawing of a rectangle.
Write the letters: A - in the lower right corner; O - to the upper right corner;
Y - in the upper left corner; H - in the middle of the figure; S - to the lower left corner.
What letters did you write down? (What are they called?) Repeat, where are the letters A, Y, Y, O, N. In which geometric figure did you inscribe the letters?
18. A rectangle is presented, divided into four parts (along the vertical and horizontal axes).
Write in the rectangle: 5 vowels - top left; 5 consonants - bottom right; 3 syllables - top right; 2 words - bottom left. Tell me, where did you write letters, syllables and words? Count how many rectangles are in one drawing.
a) Read:
What have you read? How many syllables have you read? Where and how are they located? ( In a rectangle: top, bottom, right, left, below, above.)
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