Speech therapy program for the correction of sound pronunciation. The program of additional paid services for the correction of sound pronunciation in children who do not attend the preschool speech center. Stages of implementation of the corrective work program
Municipal budgetary educational institution
"Boarding school for children with disabilities"
Shatursky municipal district of the Moscow region
(MBOU "Boarding school for children with disabilities")
APPROVED
By order of the directorNo. 200 o / d dated 08/30/2016
ADAPTED WORKING PROGRAMM
speech therapy classes
for sound correction
Compiled by speech therapists:
Bazaeva Yu.Yu., Zdanovskaya A.A.
Shatura, 2016
Explanatory note
The working program of speech therapy classes for the correction of sound pronunciation is compiled onbased on the following documents:an adapted basic general educational program for the education of students with moderate, severe and profound mental retardation (intellectual disabilities), severe developmental disabilities MBOU "Boarding School for Children with Disabilities" of the Shatura Municipal District of the Moscow Region;Federal Law No. 273-FZ "On Education in the Russian Federation" dated December 21, 2012; Order of the Ministry of Education and Science of the Russian Federation No. 1599 “On approval of the federal state educational standard for the education of students with mental retardation (intellectual disabilities)” dated December 19, 2014
When compiling the program, the methodological developments of R.I. Lalaeva, G.A. Kashe, T.B. Filicheva, G.V. Chirkina, R.A. Yurova were used.
Logopedic work occupies an important place in the process of correcting developmental disorders in a child with intellectual disability.
The formation of the sound side of speech depends mainly on the degree of formation of kinesthetic and phonemic perception, as well as on their interaction with each other in speech practice.
Violations of the sound side of a child's speech are diverse, depending on the reasons that caused them, and have a wide range of manifestations - from one or two defective sounds to a complete distortion of the sound composition of speech.
The high prevalence of phonological disorders in children with intellectual disabilities can be explained by the fact that they often have residual organic brain lesions.
Violations of sound pronunciation are eliminated with great difficulty, remaining up to the senior classes of a correctional school, and often not eliminated at all. The lack of timely work on the correction of sound pronunciation can lead to violations of writing and reading in the future. In the initial period of literacy, children usually pronounce each word they write down, which helps them clarify its sound composition. However, if a child pronounces sounds incorrectly, then such pronunciation in the process of writing not only does not help, but even interferes.
Speech therapy impact should be directed to the speech system as a whole. Limiting the scope of corrective action by setting the articulation of sounds and their primary automation may be a wrong decision.
Timely and purposeful elimination of speech disorders contributes to the development of mental activity, the assimilation of the school curriculum, and the social adaptation of correctional school students. It is very important that the correction of speech disorders be most intensively carried out in the lower grades.
Correction of sound pronunciation disorders in school studentsVIIIspecies is a long and complex process.
This program is aimed at eliminating sound pronunciation disorders in children with intellectual disabilities.
Purpose of the program : correction of sound pronunciation of students with intellectual disabilities.
Tasks :
Develop auditory attention, phonemic perception; general, fine and articulatory motor skills;
Clarify the articulation of vowels and consonants that do not have violations;
To form the correct articulation pattern and sound pronunciation, correct speech expiration, spatio-temporal representations, communication skills and the ability to communicate;
Improve prosodic components of speech;
Enrich the active and passive vocabulary, expand the understanding of the surrounding reality;
To cultivate competent, intonation and logically correct speech;
To promote the development of more complex forms of cognitive activity, the development of operations of analysis, synthesis, comparison and generalization, the development of purposeful observation, meaningful memorization, voluntary attention;
To carry out the prevention of violations of the lexical and grammatical structure of speech, inflection and word formation, coherent speech.
General characteristics of the program
The program of speech therapy classes for the correction of sound pronunciation has methodological and theoretical foundations. One of these grounds can be the principles that determine the construction, implementation of the program and the organization of work on it:
humanism - the faith and capabilities of the child, a subjective, positive approach;
consistency - considering the child as a holistic, high-quality, original, dynamically developing subject; consideration of his speech disorders in conjunction with other aspects of mental development;
realism - taking into account the real possibilities of the child and the situation, the unity of diagnostics and correctional and developmental work;
activity approach - the support of correctional and developmental work on the leading type of activity characteristic of age; - an individually differentiated approach - changing the content, forms and methods of correctional and developmental work, depending on the individual characteristics of the child, the goals of the work;
system approach - the relationship of correctional and developmental influences on sound pronunciation, phonemic processes, vocabulary and grammatical structure of speech.
No less important methodological foundations and theoretical prerequisites for the creation of this program were the development of scientific ideas about various forms of speech disorders and the creation of effective methods for overcoming them by R.E. Levina, R.I. Lalaeva, F.A. Rau and others, which are based on the teachings of L.S. Vygotsky, A.R. Luria and A.A. Leontiev on the complex structure of speech activity. Taking into account the specifics of the educational process of children with a defect in intellectual development, materials from research in the field of defectology and psychology by S.Ya. Rubinshtein, M.S. Pevzner.
Program implementation period
The duration of the program is 1 year.
Designed for 3 hours per week, total 90 hours per year (30 training weeks).
It is possible to increase or decrease the number of hours, depending on the change in the annual calendar study schedule, vacation periods, and classes falling on holidays.
Speech therapy classes are conducted on an individual basis. To consolidate and differentiate the set sounds, it is advisable to combine students into subgroups. Subgroups are formed from 2-3 people with similar speech disorders. (Based on the Letter of the Ministry of Education of Russia dated June 20, 2002 No. 29).
The duration of the classes is 15-25 minutes in an individual form, 25-30 minutes in a subgroup and 30-40 minutes in a group form of work.
The plan of work with the child is drawn up individually and during the school year may change depending on the success of mastering the program in the process of corrective work. In this regard, selective use of sections of the program or their repetition is allowed.
The number of hours can vary both upward and downward depending on the severity of the violation. The speech therapist teacher independently outlines the topics and determines the number of hours for each topic after the diagnosis.
As a result of speech therapy work children should :
Correctly articulate speech sounds in various phonetic positions and forms of speech;
Clearly differentiate the studied sounds;
Name the sequence of words in a sentence, syllables and sounds in words;
Find words with a given sound in a sentence, determine the place of sound in a word;
Distinguish between the concepts of sound, syllable, sentence at a practical level;
To use intonation means of expressiveness of speech in a plot-role-playing game, retelling and reading poetry.
Program content
The work envisaged by the program is carried out in three stages.
First -preparatory stage - includes work in the following areas: the development of auditory attention and phonemic perception, the development of general, fine and articulatory motor skills, the formation of correct speech exhalation, the clarification of spatial and temporal representations.
Second phase -corrective – involves work in three main areas: staging, automation and differentiation of sounds. Depending on the violations the child has, the number of hours allotted for one direction or another varies.
Third stage -estimated - implies an assessment of the effectiveness of the correctional and developmental work carried out.
I . Preparatory stage
At this stage, the development of auditory attention and phonemic perception, the development of general, fine and articulatory motor skills, breathing exercises, and the refinement of space-time representations are carried out.
Development of rhythm, auditory attention and phonemic perception
Speech therapy work in this direction prepares children to distinguish and isolate speech units by ear: words, syllables, sounds. The development of rhythm prepares children to work on the sound-syllabic structure of the word, on stress, and intonation expressiveness. At the preparatory stage, this work is carried out in the form of game exercises.
Development of general and fine motor skills
Improving motor skills in students of a correctional school contributes to the activation of the speech areas of the brain and, as a result, the development of speech function. At the preparatory stage of speech therapy work, various types of exercises are recommended to develop dexterity, accuracy, coordination, and synchronization of movements.
Development of articulatory motor skills
At the preparatory stage of correcting pronunciation disorders, a certain place is given to the development of facial movements and movements of the tongue, lips. This is due to the fact that children with intellectual disabilities have a weak tone of facial muscles, facial expressions are inexpressive. In the future, work is underway on the development of movements of the tongue, lips. At the preparatory stage, simple articulatory exercises are practiced. Articulatory exercises are offered for both static and dynamic coordination of movements. At the initial stage, with the development of articulatory motility, reliance is placed on various analyzers (visual, auditory, tactile). Then you should move on to clarifying the position of the tongue when pronouncing the distinguished sounds.
Breathing exercises
Initially, work is carried out on the development of a long exhalation without the participation of speech. After the children have formed a long smooth exhalation, voice exercises are introduced. The attention of children is drawn to the draft force, height, timbre of the voice. Further, the acquired skills are fixed in the process of speech.
Refinement of space-time representations
The work is carried out in the following areas: orientation in the scheme of one's own body and in front of a standing person; differentiation of the right left parts of the subject; understanding of prepositional constructions; orientation in the environment.
II . Corrective stage
At this stage, work is carried out on the formulation, automation and differentiation of sounds.
Sound staging
Sound production is a process of forming articulation, teaching a child to pronounce a sound in an isolated sound. The production of sound in children with intellectual disabilities takes more time and causes much greater difficulties than in students of a mass school, especially in cases of sound distortion. This is due to the peculiarities of GNA, psychological characteristics, impaired articulatory motility, as well as underdevelopment of auditory differentiation of sounds.
Sound automation
To automate sound means to introduce it into syllables, words, sentences, coherent speech. The process of automating sounds in a correctional school is very long, which is due to the psychophysiological characteristics of children with intellectual disabilities. In the process of automating sounds, work is carried out on the development of the phonetic-phonemic side of speech, the vocabulary is enriched, and the grammatical structure of speech is formed.
Sound differentiation
Differentiation of speech sounds is an obligatory direction in the correction of sound pronunciation disorders in a correctional school. This is due to the peculiarities of the symptoms of impaired sound pronunciation with intellectual disability, and is also associated with the underdevelopment of speech-auditory differentiation of speech sounds.
Initially, the pronunciation and auditory image of each of the mixed sounds is consistently specified. Then the specific mixed sounds are compared in pronunciation and auditory terms.
III . Evaluation stage
Evaluation of the effectiveness of corrective work (using the diagnostic kit by O. B. Inshakova).
The course structure may include:
Exercises for the development of general coordination of movements and fine motor skills of the fingers;
Exercises for the development of mental processes;
Breathing exercises;
Formation of phonemic processes;
Work with words, sound-syllabic analysis of words;
Proposal work;
Enrichment and activation of vocabulary.
Thematic planning
II- 2.1
isolated
II- 2.2
in syllables
II- 2.2.1
In open syllables
II- 2.2.2
In syllable chains
II- 2.2.3
II- 2.2.4
In closed syllables
II- 2.2.5
In syllable chains
II- 2.2.6
In syllable chains with intonation
II- 2.2.7
Closed syllable with ascending-descending sonority
II- 2.2.8
In syllables with a confluence of consonants
II- 2.3
In words
II- 2.3.1
sound at the beginning of a word
II- 2.3.2
sound at the end of a word
II- 2.3.3
sound in the middle of a word
II- 2.4
In pure tongues
II- 2.5
In phrases
II- 2.6
In offers
II- 2.7
In verse
II- 2.8
In tongue twisters
II- 2.9
In the text
II- 2.10
Making up a story
II- 2.11
In independent speech
II- 3
Sound differentiation
II- 3.1
In syllable chains
II- 3.2
In words
II- 3.3
In offers
II- 3.4
In the text
II- 3.5
In connected speech
III
EVALUATION STAGE
III - 9
Evaluation of the effectiveness of corrective work
Used Books
1. R. I. Lalaeva. Logopedic work in correctional classes. A guide for speech therapists. - M.: Vlados. 2001
2. R. A. Yurova. Formation of pronunciation skills in students with intellectual disabilities. – M.: V. Sekachev, 2005.
3. G. A. Kashe. Speech therapy work in the first grade of an auxiliary school. - M., 1957.
4. O. B. Inshakova. Album for a speech therapist. – M.: Vlados, 2000.
5. L. N. Zueva, E. E. Shevtsova. – M.: AST: Astrel, 2005.
6. O. V. Eletskaya, N. Yu. Gorbacheva N. Yu. Organization of speech therapy work at school. - M.: TC Sphere, 2007.
7. G. V. Chirkina. Programs of preschool educational institutions of a compensatory type for children with speech disorders. – M.: Enlightenment, 2008.
DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF THE PUROVSKY DISTRICT
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
"KINDERGARTEN OF THE GENERAL DEVELOPMENT TYPE "SMILE"
KHANYMEI, PUROVSKY DISTRICT
Discussed and adopted at the meeting I assure:
Pedagogical Council Head
MBDOU “DS OV “Smile” MBDOU “DS OV “Smile”
Minutes No. 2 Order No. 45/06.02 of December 28, 2016
Program
for the correction of sound pronunciation in children
"Talking"
(for children from 4-5 years old).
Compiled by:
teacher speech therapist
highest qualification category
Sigay O.V.
2016
Program content
| I. | Target section. | |
| 1.1. Explanatory note. | ||
| 1.2. Goals and objectives of the program. | ||
| 1.3. Program principles. | ||
| 1.4. Characteristics of speech disorders: | ||
| 1.4.1. Characteristics of violations in sound pronunciation in children. | ||
| 1.4.2. Characteristics of phonetic-phonemic speech underdevelopment (FFNR) | ||
| 1.4.3. Characteristics of children with phonetic speech underdevelopment (FNR) | ||
| 1.5. Program Features | ||
| 1.6. Health-saving technologies used in the Program: | ||
| 1.7. Main areas of work | ||
| 1.8. Planned results of the development of the Program. | ||
| II. | Content section. | |
| 2.1. Features of the organization of correctional work. | ||
| 2.2. The content of individual work on the correction of sound pronunciation | ||
| 2.3. Working with parents (legal representatives). | ||
| III. | Organization section. | |
| 3.1. Logistics. | ||
| 3.2. Methodological support | ||
| 3.3 Planning for individual remedial work | ||
| Bibliography | ||
| Applications |
I. Target section.
1.1. Explanatory note.
Kindergarten is the first stage of the general education system, the main goal of which is the comprehensive development of the child. It is at preschool age that the formation of the main components of speech takes place. However, due to individual, social and pathological features of development, in some children of 4-5 years old, age-related imperfections in speech are observed and with the transition to older preschool age they do not disappear, but take on a persistent character. Any speech pathology, to one degree or another (depending on the nature of speech disorders), negatively affects the psychological development of the child, affects his activity, behavior, mental development, cognitive activity, personality formation. If a child has pronunciation defects or more complex speech disorders (dyslalia, phonetic and phonemic underdevelopment of speech, an erased form of dysarthria), then in the process of learning to read and write, adults may encounter certain difficulties.
In speech therapy centers at preschool educational institutions, corrective work is carried out aimed at overcoming speech disorders. But such work is carried out with children of older preschool age. Also, at a younger age, the preventive work that is carried out with some speech disorders is not enough. There was a need to start work on the development of the articulatory apparatus and fine motor skills as early as possible, phonemic hearing, as a result of which it is possible to avoid violations of sound pronunciation in children of primary preschool age.
The program of additional education "Govorusha" is aimed at working with children 4-5 years old who have a violation in speech activity. The goal of speech therapy is to stimulate speech development, taking into account the impaired function of the speech mechanism, to correct and compensate for violations of individual links and the entire system of speech activity, to educate and educate a child with speech impairment for its subsequent integration into the environment of normally developing preschoolers. Direction of the Program: correctional.
The development period is from September to May.
The program has been developed in accordance with
Law of the Russian Federation “On Education” No. 273-FZ of December 29, 2012.
The requirements of the Federal State Educational Standard DOk the content of the program
The charter of the DOW
1.2. Goals and objectives of the program.
Program goal: overcoming speech disorders, the formation of pronunciation skills in preschool children 4-5 years old.
Tasks:
Development of general, fine and articulatory motor skills;
Production of disturbed sounds;
Formation of full-fledged sound-producing skills;
Development of phonemic hearing and perception;
Development of age-friendly forms of sound analysis and synthesis;
Formation of practical skills and abilities to use corrected, phonetically clear speech;
Formation of the correct pronunciation (education of articulation skills, sound pronunciation, syllabic structure and phonemic perception).
The solution of these problems prepares children to master the sound analysis of words, i.e., the sequential isolation of all the sounds of a word in order, the differentiation of sounds according to their qualitative characteristics. Awareness of the sound composition of a word and the verbal composition of a sentence brings children to the threshold of acquiring literacy and, most importantly, lays the foundations for a new attitude to language, conscious operation with it, this is an important prerequisite for the success of school education (F. S. Sokhin, D. B. Elkonin, A (N. Leontiev, S. A. Tumakova, L. E. Zhurova, etc.)
1.3. Program principles.
Principle of development;
The principle of a systematic approach;
The principle of considering speech disorders in the relationship of speech with other aspects of mental development.
Development principle involves the analysis of the process of defect occurrence. Knowledge of the features and patterns of speech development at each age stage, the prerequisites and conditions that ensure its development, allows you to determine its development, allows you to determine the causes of the violation and outline adequate ways of corrective action.
The principle of consistency and the approach of considering speech disorders in the relationship of speech with other aspects of mental development to the analysis of speech disorders, which defines speech as a system. Speech pathology can manifest itself in violations of various components of speech activity: sound pronunciation, phonemic processes, vocabulary, grammar. Speech disorders are diverse. The nature of the defect depends on which components of the speech system are disturbed. The pedagogical classification of speech disorders is based on this principle.
All mental processes in a child: attention, memory, thinking, perception, etc. are interconnected with speech. Speech is formed under the influence of all higher mental functions. When analyzing speech disorders, it is important to take into account all of the above, as well as the somatic state of the child, the characteristics of his emotional-volitional and motor spheres, age, state of vision, hearing and intelligence, which is an integrated approach to studying the child, taking into account the structure of the defect.
1.4. Characteristics of speech disorders:
1.4.1. Characteristics of violations in sound pronunciation in children.
In most children, by the age of 4-5 years, the sound pronunciation in most children reaches the norm. However, all children are different, and some, for various reasons, continue to pronounce sounds incorrectly, and this becomes a force of habit.
Dyslalia- violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.
The causes of dyslalia can be different, so it is customary to distinguish between dyslalia mechanical (organic) and functional.
mechanical dyslalia is a consequence of organic defects of the peripheral speech apparatus. The most common defect is a shortened frenum of the tongue, which makes it difficult to move, not allowing it to rise high (with upper sounds). Sometimes the tongue is too large, it hardly fits in the mouth and, naturally, is clumsy; or too small and narrow, making articulation difficult.
Another cause of dyslalia is defects in the structure of the jaws, which lead to malocclusion. Bite is the location of the upper and lower dentition relative to each other. It is considered normal when, when the jaws are closed, the upper teeth slightly cover the lower ones. The nature of the bite is of great importance for the correct articulation - the physiological process of the formation of speech sounds.
At functional dyslalia the child does not have any defects in the articulatory apparatus. One of the main causes of functional dyslalia is the improper upbringing of the child in the family. Parents like the baby's babbling, and they "lisp" with him, which for a long time delays the development of the correct sound pronunciation. This also includes the so-called pedagogical neglect, when parents completely do not pay attention to the child’s incorrect pronunciation of sounds and do not correct him, do not develop his speech, which inhibits not only the normal development of pronunciation skills, but can also delay the overall development of the child.
dysarthria- a violation of the pronunciation side of speech, due to a lack of innervation of the speech apparatus, resulting from an organic lesion of the central nervous system.
The causes of dysarthria are various harmful factors that can affect in utero during pregnancy (viral infections, toxicosis, pathology of the placenta), at the time of birth (prolonged or rapid labor, causing hemorrhage in the infant's brain) and at an early age (infectious diseases of the brain and brain). membranes: meningitis, meningoencephalitis, etc.).
The leading defect in dysarthria is a violation of the sound-producing and prosodic side of speech.
Dysarthric children have limited mobility of speech and facial muscles. The speech of such a child is characterized by:
fuzzy, blurred sound pronunciation;
his voice is quiet, weak, and sometimes, on the contrary, sharp;
the rhythm of breathing is disturbed;
speech loses its fluency, the pace of speech can be accelerated or slowed down.
Classifications of dysarthria:
1) By severity:
a) anartria - the complete impossibility of the pronunciation side of speech;
b) dysarthria (expressed) - the child uses oral speech, but it is inarticulate, incomprehensible, sound pronunciation is grossly disturbed, as well as breathing, voice, intonational expressiveness;
c) erased dysarthria - all symptoms (neurological, psychological, speech) are expressed in an erased form. Erased dysarthria can be confused with dyslalia. The difference is that children with erased dysarthria have focal neurological microsymptoms.
The disadvantages of pronunciation of whistling and hissing sounds are called sigmatism the replacement of whistling sounds with hissing or other sounds is called parasigmatism.
Sigmatisms have the following types:
Interdental sigmatism, or the so-called lisp.
labiodental sigmatism.
Tooth sigmatism.
Hissing sigmatism.
Lateral sigma.
Nasal sigmatism.
Disadvantages of pronunciation of sounds l and eh called lambdacism, sound replacement l other sounds of the Russian alphabet is called paralambdacism.
Publication date: 19.04.2016
Short description:
material preview
Municipal Autonomous Preschool Educational
institution of the city of Nizhnevartovsk kindergarten No. 83 "Pearl"
PROGRAM
FOR ADDITIONAL EDUCATIONAL SERVICE
ON CORRECTION OF SOUND PRONUNCIATION
"WE SPEAK RIGHT"
for older preschool children
Compiled by:
teachers - speech therapists
Shamray S.N.
Spasennikova S.V.
Nizhnevartovsk
PROGRAM PASSPORTFederal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014 "On approval of the Procedure for organizing and implementing educational activities for the main general educational programs - educational programs for preschool education" (Registered in the Ministry of Justice of Russia on September 26, 2013 No. 30038);
Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Moscow dated “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations” (Registered with the Ministry of Justice of Russia May 29, 2013 No. 28564);
Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education" (Registered in the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384);
"The program for the development of education in the city of Nizhnevartovsk for 2015 - 2020."
"Program for the development of education MADOU of the city of Nizhnevartovsk DS No. 83 "Pearl" for 2015 - 2020."
The charter of a preschool educational institution was approved by order of the department of municipal property and land resources of the city administration dated 08.08.2014. No. 1269/36-p.
Program customer
Parents of MADOU of the city of Nizhnevartovsk DS No. 83 "Pearl", parents (legal representatives of the pupil)
Organization executing the program
MADOU of the city of Nizhnevartovsk DS No. 83 "Pearl"
Target group
Program compiler
teacher - speech therapist of the highest qualification category Shamray S.N. teacher - speech therapist of the highest qualification category Spasennikova S.V.
Goals and objectives of the program
Purpose: overcoming deviations in speech development, taking into account the individual capabilities of children.
Formation and development of articulatory motility;
Setting sounds in a certain sequence;
Automation of sounds in syllables, words, phrases, tongue twisters, coherent speech;
Improvement of phonemic hearing and the formation of analysis and synthesis skills in parallel with the correction of sound pronunciation;
Formation of a positive emotional mood for joint activities.
Expected end results
As a result of speech therapy work, children should learn:
Implementation period
Explanatory note
The relevance of writing a program lies in the fact that the problems of preventing and correcting speech disorders in preschoolers and children of primary school age are becoming global. To date, the greatest interest is the study of overcoming violations of sound pronunciation.
Currently, the organization of education and upbringing of children in preschool educational institutions is subject to ever higher requirements. Society wants to see the future student as a full-fledged, comprehensively developed.
One of the necessary qualities of full-fledged oral speech is the correct pronunciation of all speech sounds. Most children master this correct pronunciation even at preschool age, and this happens without any special training, on the basis of imitation of the correct speech of the people around them. However, in many children certain defects in the pronunciation of speech sounds remain for many years and do not disappear without special speech therapy assistance.
The difficulty of mastering the correct sound pronunciation is most often associated with the presence of certain reasons that can not only be identified, but in most cases eliminated as early as preschool age. However, many parents, unfortunately, do not attach serious importance to the incorrect pronunciation of sounds by their children and miss precious time, hoping that “everything will pass with age.” The fact that these hopes are far from always justified is evidenced by the presence of defects in sound pronunciation in speech many adults.
Speech function is one of the most important mental functions of a person. In the process of speech development, the cognitive activity and thinking of the child are formed. Thanks to normal speech, children form and clarify ideas about the surrounding reality. Mastering correct speech creates the necessary conditions for the development of various forms of activity.
Violation of speech negatively affects the entire mental development of the child, is reflected in his activities and behavior. This affects both the acquisition of literacy and academic performance in general, and in the future, the choice of a profession. That is why it is necessary to help the child overcome speech disorders at preschool age, thereby ensuring his full, all-round development.
And what should parents do? As a rule, they do not have special knowledge, and the problem of a poorly speaking child takes them by surprise. Often, parents do not adequately relate to the child's speech defects: they either overprotect and spoil him, or, on the contrary, are emotionally cold, limiting their communication with him to satisfying the minimum needs of the child. Neither approach is fundamentally wrong. It is necessary to separate speech problems from him, and deal with problems, not with the baby. Often parents are not able to really his opportunities, underestimating them, or complacently explaining the difficulties with a simple unwillingness to speak. That is why it is necessary to organize constant communication of parents with a speech therapist, with a doctor who will help overcome helplessness in the upbringing and education of a child with impaired sound pronunciation, and introduce him to the system of his rehabilitation.
The need to develop a program to overcome violations of sound pronunciation is due to the following real situation. Studies of correctional teachers, many years of experience of speech therapists - practitioners show that the number of children with deviations in speech development is steadily growing. Among them, a significant part are children of 5-7 years of age, not mastering the sound side of speech in the normative terms. These children constitute the main risk group for poor progress, especially when mastering writing and reading. They are not ready for the new social role of a student with a certain set of qualities such as the ability to listen and hear, work in a team and think independently, strive to learn new things.
Basic principles of speech therapy work
The principles of speech therapy work are general starting points that determine the activities of a speech therapist and children in the process of correcting speech disorders.
The principle of consistency (interaction on all components of the speech functional system);
The principle of complexity (the correctional process is of a medical and psychological nature);
The principle of development (reliance on the zone of proximal development);
Ontogenetic principle (taking into account the sequence of appearance of the forms and functions of speech, as well as the types of activities of the child in ontogenesis);
And also taking into account the general didactic principles (visibility, accessibility, consciousness, etc.)
Logopedic influence is based on special principles:
etiopathogenetic (taking into account the etiology of the mechanisms of speech disorders);
consistency and consideration of the structure of speech disorders;
complexity and differentiated approach;
stages of development, ontogenetic;
taking into account personal characteristics;
activity approach, the formation of speech skills in the conditions of natural speech communication.
When eliminating speech disorders, it is necessary to take into account the totality of etiological factors that cause their occurrence. These are external, internal, biological, socio-psychological factors.
Violations of sound pronunciation can also be caused by insufficient attention of others to the speech of the child, i.e. social factors. In this case, speech therapy work is directed to the normalization of the child's speech contacts with the social environment, to the development of speech motor skills, phonemic perception.
The principle of a systematic approach implies the need to take into account the structure of the defect in speech therapy work, determine the leading violation, the ratio of primary and secondary symptoms.
The complexity of the structural and functional organization of the speech system determines the disorder of speech activity as a whole in violation of even its individual links. This determines the significance of the impact on all components of speech in the elimination of speech disorders.
The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. A differentiated approach is carried out on the basis of taking into account the etiology, mechanisms, symptoms of the disorder, the structure of the speech defect, the age and individual characteristics of the child.
Speech therapy influence is built on the basis of the ontogenetic principle, taking into account the patterns and sequence of the formation of various forms and functions of speech.
In cases where a child has a large number of disturbed sounds, for example, whistling, hissing, p, the sequence in work is determined by the sequence of their manifestation in ontogenesis.
Correction of speech disorders is carried out taking into account the leading activity. In preschool children, it is carried out in the process of playing activity, which becomes a means of developing analytical and synthetic activities, motor skills, sensory sphere, vocabulary enrichment, assimilation of language patterns, and the formation of the child's personality.
Taking into account the leading activity of the child in the process of speech therapy, various situations of verbal communication are modeled. To consolidate the correct speech skills in the conditions of natural speech communication, a close connection is necessary in the work of a speech therapist, teacher, educator, and family. The speech therapist informs teachers, parents about the nature of the speech disorder in the child, about the tasks, methods, methods of work at this stage of correction, seeks to consolidate the correct speech skills not only in the speech therapy room, but also in the classroom, during extracurricular time under the supervision of teachers and parents.
When eliminating speech disorders, the speech therapy influence is the leading one, the main forms of which are education, training, correction, compensation, adaptation, rehabilitation.
Logopedic influence is a purposeful, complexly organized process in which various stages are distinguished. Each of them is characterized by its goals, objectives, methods, methods of correction. Consistently formed the prerequisites for the transition from one stage to another.
The speech therapist, using specific methods and techniques, achieves the correct pronunciation of the sound by the child, its automation. The main task is to consolidate the skill of correct pronunciation in the process of verbal communication. Differentiation of sounds is necessary in cases where sounds are replaced or mixed.
The program involves a personality-oriented impact on the child in order to develop and correct impaired speech components
Volume of educational load.
Terms of implementation of the work program - 1 year.
The program is implemented in stages in accordance with the goals and objectives of speech therapy impact: the preparatory stage for the formation of primary pronunciation skills and abilities, the stage for the formation of communicative skills and abilities. Each stage is distributed by months, the number of classes required for this stage of work is determined.
The program is designed for 2 lessons per week in an individual form of training,
duration of 1 lesson -5 - 6 years - 20 - 25 minutes, 6 - 8 years - 25-30 minutes.
Classes are held outside the main educational activities. Number of children -2
person.
Timetable of classes
The correctional and developmental program for overcoming violations of sound pronunciation "We speak correctly" was developed on the basis of an educational long-term plan for individual work in the correction of phonetic and phonemic speech defects. Acquaintance of children with new practical material is carried out on the basis of an activity approach, when new knowledge is not given in finished form, but is achieved by children by independently performing articulation exercises, analyzing, comparing, finding, pronouncing subject pictures with a given sound.
In order to create conditions for achieving the modern quality of preparation for school, a new approach is needed to the content and organization of work with preschoolers. Overcoming sound pronunciation disorders through the implementation of the correctional and developmental program “Speak Correctly” presents innovative content and modern psychological and pedagogical technologies for teaching children based on a personality-oriented approach using fairy tales about a cheerful tongue, games and game exercises. The content and organization of individual correctional and developmental classes for the preparation of the articulatory apparatus for the production of impaired sounds consists not only in the inclusion of a preschooler in a targeted speech therapy process, but also in solving general pedagogical and special correctional tasks.
The purpose of the program is to overcome deviations in speech development, taking into account the individual capabilities of children.
Formation and development of articulatory motility;
Setting sounds in a certain sequence;
Automation of sounds in syllables, words, phrases, tongue twisters, coherent speech;
Improvement of phonemic hearing and the formation of analysis and synthesis skills in parallel with the correction of sound pronunciation;
Formation of a positive emotional mood for a joint
activity.
It is important not only to establish a trusting relationship with the child, to win him over, but also to arouse interest in classes and a desire to join them. For this, it is better to use fairy tales. Fairy tales are educational in nature and contribute to the acquisition of the skill of performing articulation exercises with the hero of a fairy tale, help to better understanding the teacher and the child. When writing fairy tales, humor is used. It stimulates interest, is an effective remedy for relieving tension and anxiety. The technique of using fairy tales and stories can be very valuable in working with children with speech impairments.
At the stage of automation and differentiation of sounds, 2-3 games are included in the lesson notes. The process of sound automation consists in training exercises with specially selected words, subject pictures, simple in phonetic composition and not containing disturbed sounds. For games, subject pictures are selected in which the sound is at the beginning, in the middle. First of all, the sound is worked out at the beginning (before the vowel), then at the end (if the sound is deaf) and lastly - in the middle, since this position is the most difficult. When using games, children reflectively repeat, independently name, and direct their activities to search for subject pictures containing a given sound. The organization of work with preschoolers on the production, automation, differentiation of sounds with the inclusion of games and game exercises is determined by: the age characteristics of children, the predominance of game activity. The correlation of correctional content with game goals radically changes the child's attitude to classes and stimulates his speech activity.
Speech therapy individual lessons are the main form of correctional training, contributing to the gradual development of all components of speech. Learning to speak correctly requires regular, consistent practice. An important place in the elimination of defects in the sound side and the formation of the skills of correct sound pronunciation is occupied by individual lessons.
Development of articulatory motility, the formation of correct articulation structures;
Formation of pronunciation skills (depending on the stage of work on sound);
Development of phonemic perception;
The development of fine motor skills of the fingers.
Schedule of direct educational activities
Forms of classes
Number of lessons per week
Number of lessons per month
Number of lessons per year
Lesson duration
The program is designed for children of preschool age.
Individual sessions
20 - 25 minutes
Stages of correction of violations of sound pronunciation
Correction of sounds is carried out in stages. There are usually four main stages:
preparatory, sound production,
Automation of sound and, in cases of replacing one sound with another or mixing them,
stage of differentiation.
Each stage has its own tasks and content of the work, but at all stages the teacher brings up attention, perseverance, focus, self-control, i.e. everything that helps the child to study well in the future.
The main form of work to correct sound pronunciation is classes, often individual ones. The duration of the lesson varies from 20 to 30 minutes depending on the age of the children, the type and level of sound pronunciation impairment, and the individual characteristics of children (attention, memory, working capacity, etc.). Each lesson consists of several parts, subject to a common theme and tasks. Each part has a specific goal (what the teacher wants), content (game, exercise, etc.) and ends with the child summing up the teacher's questions. In preparation for the lesson, the teacher thinks over what instruction
(laconic, but clear), how to organize this or that exercise (what to pay attention to the child), how to summarize.
Each lesson requires the teacher to carefully prepare, taking into account the speech, mental, psychological characteristics of the child.
The significance of each of these stages of work in correcting sounds in a child can vary significantly depending on the state of the sound system.
aspects of speech and even speech in general. In particular, the pace of speech is very important in this work. The fast pace of speech makes it difficult and slows down the work at the stages
automation and differentiation, since all newly created skills require their slow reproduction until they are fully automated.
1.2.1 Preparatory stage
The goal is to prepare the speech-auditory and speech-motor analyzers for the correct perception and reproduction of sound.
At this stage, the work goes in several directions: the formation of precise movements of the organs of the articulatory apparatus, a directed air stream, the development of fine motor skills of the hands, phonemic hearing, and the development of reference sounds.
The formation of movements of the organs of the articulatory apparatus is carried out mainly through articulatory gymnastics, which includes exercises for training
mobility and switchability of organs, working out certain positions of the lips, language, necessary both for the correct pronunciation of all sounds, and for each sound of a particular group. Exercises should be targeted: not their quantity is important, but the correct selection and quality of performance.
These exercises are selected based on the correct articulation of the sound, taking into account the specific violation of the child, i.e. the teacher highlights what and how is violated.
First, the exercises are performed at a slow pace in front of a mirror, i.e. visual control is used to achieve the final result. After the child learns to perform the movement, the mirror is removed, and his own kinesthetic sensations take over the control functions.
For each exercise, in accordance with the action performed, a picture-image is selected (an image is a visual representation of something).
The teacher performs exercises in front of the mirror together with the child. To do this, he must show the correct articulation, feel the position and movements of his organs of the articulatory apparatus without visual control, which requires a certain skill, achieved through training.
If the child does not succeed in some movement, mechanical assistance can be used, for example, to lift the tongue by the upper teeth with a wooden spatula or teaspoon handle.
The teacher teaches children to listen carefully to verbal instructions, to execute them accurately, to memorize the sequence of actions and to call them correctly while recording the exercise in a notebook. For example, when conducting the exercise "Swing", the teacher first
draws a swing in the child’s notebook, then gives a series of sequential instructions: “Smile, show your teeth, open your mouth, lift your wide tongue by your upper teeth, hold it there, lower your wide tongue by your lower teeth, hold it there, lift it up again, etc. .".
The picture-image is given to the child so that he knows what exercise and how he should perform, and choosing a record - for parents so that they can properly exercise control during classes at home. With this exercise, the child develops attention, memory, self-control; he becomes an active participant in the educational process, interested in achieving a positive end result.
The pronunciation of most sounds of the Russian language requires a directed air jet, the development of which is carried out simultaneously with articulatory gymnastics, since cheeks, lips, and tongue take an active part in the formation of the air jet. The following exercises are sequentially given to strengthen the muscles of the cheeks - inflate the cheeks and hold air in them ("Inflate two balloons"), retract the cheeks with closed lips and with the mouth ajar ("Slender Petya"); to generate a directed air jet - do not inflate the cheeks, through the lips approached and slightly pushed forward, forming a round "window" in the middle, blow off any soft object (cotton ball, paper snowflake, etc.) from the palm raised to the mouth or blow on the one lying on the table pencil so that it rolls.
Then you need to teach the child to form a narrow gap between the lips drawn together in a slight smile. A stream of air directed into this gap, the child cuts through the movements of the index finger from side to side. If the gap is formed correctly and the jet is strong enough, the sound from the air dissected by the finger is clearly audible. With the same position of the lips, the child is offered to put a wide tip of the tongue between them (you can “slap” the tongue with the sounds of five-five-five, then it will become flattened), in the middle of the tongue along its front edge, “make a path” - put a match with a cut head and let the breeze, blowing paper leaves from the back of the hand brought to the mouth.
Along with articulatory gymnastics and exercises to develop a directed air stream, fine motor skills of the hands are worked out. Children with insufficiently developed fine motor skills require increased attention during physical education classes (especially when exercises are carried out to develop coordination of movements), music classes (especially when musical and rhythmic movements are carried out).
One of the main types of work on the development of phonemic hearing at this stage is the education of the child's ability to catch the difference between correct and distorted sounds. It is necessary to give him the opportunity to listen to the example of the educator and compare with his own distorted image. In this way, we direct his auditory attention to these sounds, show the boundary in their sound, and develop a stimulus to overcome the violation.
When a child replaces one sound with another, the desired sound and its substitute are differentiated by ear. Pictures-symbols serve as didactic material.
One of the important directions at the preparatory stage is the development of reference sounds - similar to impaired articulation (place and method of formation), but pronounced by the child correctly. The development of reference sounds provides for the following: clarification of the articulation of the sound and its correct pronunciation in an isolated form, in syllables, in words, in sentences.
Practicing reference sounds, already at the preparatory stage we achieve their clear pronunciation in syllables, words, phrases, which helps in developing good diction; we teach the child to distinguish the reference sound in syllables, in words, phrases, which develops his phonemic hearing, gives a practical idea of such concepts as "sound", "word", "sentence". All this contributes to the development of speech-motor and speech-auditory analyzers, the formation of skills in the analysis and synthesis of words and, accordingly, faster and more successful production and automation of a disturbed sound.
You can proceed to the next stage - staging the sound - when the child learns to easily, quickly, correctly reproduce the basic movements and positions of the organs of the articulatory apparatus necessary for this sound, to clearly distinguish the correct sound from the distorted one.
1.2.2. Setting sounds.
The goal is to get the isolated sound to sound right.
The production of sound in most cases turns out to be a more complex, artificial process than the independent appearance of sound in a child. From a physiological point of view, sound production is the creation of a new conditioned reflex.
In a preschooler, a sound can often be evoked by including it in some game situation, and sometimes it is enough to draw the child's attention to its sound (by amplifying and highlighting it) and articulation.
The sound is set in several successive methods: The desired articulation structure is divided into more elementary articulations.
movements that are trained by the tongue-tied through preparatory articulatory gymnastics. After repeated repetition, a kinesthetic sensation of the exercised movement is developed, it is automated, and then the child can pronounce it quickly and correctly.
Simple practiced movements are introduced into the complex of movements, and thus the correct articulation pattern of the desired sound is developed.
When the correct way is played, the voice-expiratory jet is turned on, and the child, unexpectedly for himself, reproduces the desired sound. Auditory attention is attracted only after some consolidation of the correct pronunciation. Then a direct requirement is made to pronounce the desired sound.
There are three main ways of sound production.
The first method is by imitation, when the child's attention is fixed on the movements, positions of the organs of the articulatory apparatus (in this case, visual control is used) and the sound of this phoneme (auditory control). This creates the basis for the child's created sound reproduction. Additionally used tactilely
vibrational sensations, for example, with the back of the hand, a jerky stream of air is checked when pronouncing the sound h or vibration of the vocal cords during voiced sounds. With this method, reference sounds are widely used. For example, the child is offered to pronounce the sound and (the teacher controls the articulation with him in front of the mirror), then
bring the teeth together and let the "breeze" through the tongue so that a whistle is obtained. The result is a sound with.
The second way is with mechanical assistance. It is used when the child is not enough visual, auditory and tactile-vibrational control. In this case, it is necessary to help the organs of the articulatory apparatus to take the appropriate position or perform the desired movement.
The third way is mixed, when all possible methods are used to achieve the ultimate goal - setting the correct pronunciation of an isolated sound.
With all three methods of staging any sound, verbal instructions, kinesthetic sensations, visual, auditory, tactile-vibrational control and reference sounds are always used. In this regard, in addition to good theoretical training, which tells the teacher what the teacher should do in this or that case, he needs certain practical skills that make it possible to correctly implement everything planned. Setting the sound is the development of new connections in the child and the inhibition of previously incorrectly formed ones. To avoid the return of old connections, the teacher at first does not tell the child what sound he wants to receive, but calls onomatopoeia.
For each sound that the teacher puts, he must pick up a picture-symbol and redraw it in the child's notebook. Since sound is an abstract concept for a child,
the picture-symbol should correspond to this sound in two or three parameters, so that it would be easier for the child to correlate them, and in the future to remember the letter denoting this sound.
The onomatopoeia that we associate with the object depicted in the picture should also resemble the desired sound. For example, prr - a tiger roars, zhzhzh - a bug buzzes, etc. The name of the object or the action it produces must contain the corresponding sound. For example: h - a grasshopper, k - drops are dripping, v - a blizzard howls, etc.
It is desirable that the picture-symbol be correlated with the movements of the main organs of the articulatory apparatus, suggesting to the child the direction of movement. For example: air from the pump hose goes down, and the tip of the tongue is lowered behind the lower teeth (sound c), the beetle flies up, and the tip of the tongue rises up (sound w).
Symbol pictures for each sound should be constant so as not to disorient children.
When setting the sound, all analyzers must work simultaneously: visual, auditory, motor, tactile. All this makes it possible to consciously assimilate this sound and the letter corresponding to it, even for children with severe speech disorders.
They proceed to the next stage - sound automation - only when the child, at the request of an adult, can easily, without prior preparation, without searching for the desired articulation, pronounce the set sound (but not onomatopoeia).
Fixing the delivered sounds and introducing them into speech - automation of the delivered sounds.
The purpose of this stage is to achieve the correct pronunciation of sound in phrasal speech.
Sound automation from the point of view of higher nervous activity is the introduction of a newly created and fixed relatively simple connection - a speech sound into more complex sequential speech structures - words, phrases in which a given sound is either omitted altogether or is pronounced incorrectly.
Work at this stage should be viewed as the inhibition of old, dynamic stereotypes and the development of new ones. As you know, this work is difficult for the nervous system and requires great caution and gradualness. The caution and gradualness of this process is ensured by the availability and systematic nature of speech material: the transition from isolated sound to various types of syllables and sound combinations (direct syllable - closed
syllable - sound combinations like apa, ama, omo, mind in accordance with the automated sound), syllables with a confluence of consonants (spa, hundred, ska), then to words with this sound, sentences, and later to various types of expanded speech. The need to train sound in various combinations is explained by the fact that the articulation of sound is somewhat
modified depending on the influence of the previous and subsequent sound and on the structure and length of the word.
When automating sound in syllables, it is very useful to exercise in repeating the necessary direct syllables in compliance with a certain rhythm: ta-ta, ta-ta,:; or ta-ta-ta, ta-ta-ta, etc. Such exercises greatly facilitate the introduction of sound into a word and into a phrase, where the exercised syllables are stressed in different parts of the word. Sound automation in syllables is carried out in the form of game exercises, games.
Automation of sound in words is the development of a new skill that requires a long systematic training. Therefore, for each position of a sound in a word - at the beginning, in the middle, at the end - 20-30 pictures are selected. The principle of their selection corresponds to the principle of selection of syllables, i.e. pictures are taken, the names of which include worked out syllables in the same sequence (direct, reverse, with a confluence of consonants). In order for the automation of sound in words to be successful, the child must be offered at least 60-90 pictures. For one lesson, 10-16 words are given, while each one is pronounced 4-5 times with the release of an automated sound.
The work described above contributes to the activation of the child's vocabulary, the development of phonemic hearing, the formation of sound analysis and synthesis skills. Since the shortcomings of sound pronunciation are sometimes not an independent defect, but part of another, more complex speech disorder, when automating sounds in words, they simultaneously work on clarifying and expanding the dictionary, on the syllabic structure of the word. Therefore, when selecting pictures, it is first necessary to provide words familiar to children of a simple structure such as: sleigh, Sonya, owl, dog, then a more complex one: scooter, napkin, glass, bench, etc. It is also necessary to ensure that there are no sounds in the composition of the word that the child pronounces incorrectly.
Automation of sound in sentences is carried out on the basis of worked out words, in the same sequence in which they are given in the child's notebook. It is desirable that each word included in the sentence has an automated sound and there are no sounds incorrectly pronounced by the child. First, the teacher comes up with a sentence, and the child repeats it. Then the child dictates a sentence, and the adult writes it down in a notebook under the picture. Gradually, children master the ability to come up with a sentence with given words, to make sure that they include more words with the right sound. In the future, you can move on to memorizing poems and tongue twisters, the text of which is saturated with exercised sound. To automate the sound in nursery rhymes,
tongue-twisters, poems, the teacher selects the appropriate material. Sometimes he, together with the child, comes up with pure words.
All this work contributes to the development of children's sense of language, as well as memory and thinking. Some children, after the introduction of sound into nursery rhymes, poems, begin to use it correctly in their own speech. Others need to automate the sound in stories. Short stories are selected from various collections, rich in words with the right sound. The teacher reads the story, then asks the child questions, demanding complete answers. The child then retells the text. Gradually, he develops the ability to independently compose stories according to a plot picture, from a series of consecutive pictures, from personal experience.
1.2.3. Differentiation of sounds.
The purpose of the stage is to teach children to distinguish between mixed sounds and to use them correctly in their own speech.
At the last stage of differentiation of the newly developed sound with the sound that is used as its substitute, differential inhibition is used.
For the full use of the skills of the correct pronunciation of sounds, it is necessary to have phonemic hearing, i.e. the ability to distinguish speech sounds both in the pronunciation of another person and in one's own speech.
The sequence and gradual complication of speech exercises during differentiation are the same as during the automation of sounds: differentiation in syllables, in words, phrases and various types of extended speech. Each of these sections of the work has its own characteristics. In creating this or that differentiation, the very first step turns out to be the most difficult. Such a step in speech therapy work on differentiation will be work on syllables.
When differentiating the pronunciation of words, attention is drawn to the change in the meaning of the word with a change in one sound: after listening to the word, the child must correctly show what is named in one of the two pictures or one of the two written words. In the future, you can give a number of subject pictures, the names of which include one or the other of the differentiable sounds, and suggest decomposing them into two groups, respectively. A good exercise is inventing words that begin or even include one or the other of the mixed sounds, etc.
Vocabulary material can be complicated by suggesting words that contain both sounds at the same time, and then you can move on to pronouncing, reading, inventing and writing down phrases that are constantly becoming more complex, and finally to expanded speech.
The methodology for automating and differentiating sounds of different categories is the same, but requires the use of different material saturated with one or another sound, and the technique for staging different sounds is different, as it depends on the category of groups of defective sounds and on the nature of the violation.
To exercise visual control, a mirror should be in front of the child, with which he can observe the difference in the articulation of sounds. It is also important to ensure silence in the room where classes are held so that the child can focus auditory attention on the acoustic signs of sounds.
Differentiation of isolated sounds is carried out using pictures-symbols. To differentiate according to acoustic features, the teacher calls the sounds z, z in turn, covering the mouth with a screen to exclude visual control. The child, having heard the sound, must show the corresponding picture-symbol.
Differentiation of sounds in syllables is carried out using game exercises. So, the teacher tells the child that bells and beetles come in different sizes, so they ring and buzz differently. Shows different bells and different bugs in the pictures, and the child pronounces different syllables, following the correct position of the tongue. Then the teacher pronounces different syllables, and the child shows the corresponding pictures-symbols.
Having finished the differentiation in syllables according to articulatory and acoustic features, they proceed to the differentiation of sounds in words. First, pictures are used, in the name of which there is a sound z, zh.
When differentiating by acoustic features, the teacher takes a picture, name it, and the child shows the corresponding picture-symbol. If he did it correctly, the teacher redraws the picture in a notebook on a page with the corresponding symbol.
When differentiating by motor signs, the child turns over one picture after another, names, says what sound is in it, then puts a symbol under the corresponding picture.
Then the teacher names words that differ in one differentiable sound, for example, skin-goat, puddle-pocket. The child must find the corresponding pictures and say where the sound is z, zh.
After that, the child is offered pictures, in the names of which there are both differentiable sounds - z, zh. For example: iron, lighter, railway worker and others. The child calls them, determines which of the two sounds he uttered first in the word.
Simultaneously with all types of work on the differentiation of sounds, vocabulary work is also carried out.
When differentiating sounds in sentences with previously worked out words, the teacher, together with the child, composes phrases, then the child repeats them. Further, they together
come up with nursery rhymes that use differentiable sounds and words with these sounds. Poems, stories are selected, saturated with the necessary sounds, which the child memorizes, retells.
Interaction with parents.
To achieve the goals set in the program, it is important to establish a close relationship between the teacher and parents. Provide parents with all the information about the state of the child's speech development and teach methods of speech development, elementary correction of speech disorders. To this end, the program provides weekly hours for individual consultations of parents (1 hour per week), as well as open classes.
Chapter II INDIVIDUAL PLAN FOR CORRECTIONAL WORK WITH A CHILD.
CurriculumCorrection of motor abilities
The development of fine motor skills of the fingers
September
Development of the prosodic side of speech
Development of speech and non-speech breathing
Development of perception and reproduction of rhythmic structures
Development of articulatory motor skills
Development of mobility of the articulatory apparatus
Development of the ability to reproduce the articulatory modes of the sound being practiced.
Formation of primary pronunciation skills
sound setting;
Development of phonemic hearing and perception;
Automation of delivered sound;
Differentiation of mixed sounds;
Differentiation of sounds in syllables;
All individual work on the correction of sound pronunciation is conditionally divided into several stages.
Preparatory
The task is a thorough and comprehensive preparation of the child for a long and painstaking correctional work, namely:
a) arouse interest in speech therapy classes, even the need for them;
b) development of auditory attention, memory, phonemic perception in games and special exercises;
c) the formation and development of articulatory motor skills to the level of minimum sufficiency for staging sounds;
d) in the process of systematic training, mastering the complex of finger gymnastics;
e) strengthening of physical health (consultations of doctors - narrow specialists, if necessary, medication, massage, oxygen cocktail).
High-quality preparatory work ensures the success of sound production and all corrective work. Therefore, it requires maximum attention of a speech therapist and a large investment of time.
Formation of pronunciation skills and abilities
a) elimination of defective sound pronunciation;
b) development of skills and abilities to differentiate sounds that are similar articulatory and acoustically;
c) the formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
Types of corrective work at this stage:
Setting sounds in the following order:
Whistling С, З, С, СЬ, ЗЬ
Hissing Sh
Sonor L, L
Hissing F
Sonora R, Rb
Hissing H, W
Automation of each corrected sound in syllables.
Automation of sounds in words.
Automation of sounds in sentences.
Sound differentiation
Automation of sounds in spontaneous speech.
Improvement of phonemic perception and skills of sound analysis and synthesis in parallel with the correction of sound pronunciation.
Systematic exercises for the development of attention, memory, thinking on the material worked out in pronunciation.
Expected Result
By the end of the training, children learn the correct pronunciation of all the sounds of their native language, use grammatical structures correctly, and observe the sound-syllabic structure of words. Perform various forms of language analysis and synthesis.
By the end of training, children have a clear sound pronunciation, grammatically correct speech, a rich vocabulary, and can perform complex forms of language analysis and synthesis. Freely use all speech means to convey their experience.
Software - methodological support
Program Nishcheva N.V. “Exemplary adapted basic educational program for children
with severe speech disorders (general underdevelopment of speech) from 3 to 7 years
Logistics
The organization of classes is carried out in a speech therapy room located on the third floor of the MADOU of the city of Nizhnevartovsk, DS No. 83 "Pearl".
The classroom is equipped with modern equipment: SMART interactive whiteboard, projector, laptop, document camera DOKO, individual desks, individual mirrors, wall mirror, methodological kit.
Monitoring
To solve educational problems, an assessment of the individual development of children is carried out. The results of pedagogical diagnostics are used to solve the educational problem: individualization of education (for professional correction of the features of its speech development).
Checking schedule: 1st 2nd week of September; 3-4 weeks of April.
Speech therapy examination of preschool children is carried out using the methods of N.M. Trubnikova. The data obtained are entered into a comprehensive diagnostic chart of the child's speech development and evaluated in a three-point school.
Tools for logopedic examination.
Section 1. Study of the pronunciation of sounds.
Instruction: "Repeat after me"
Vowels A, O, U, I, S, E
Whistling consonants: C, C, Z, Z, C
Hissing consonants: Sh, Zh, Ch, Sh
Sonorant sounds: L, L, R, R
Iotated sounds: I, E, Yo, Yu, Y
Explore sounds as needed. Note the absence, replacement, distortion of sound, the stage of work on sound - staging, automation, differentiation.
Section 2. The study of phonemic hearing.
Instruction: "Remember-repeat." "Listen carefully and repeat after me." Syllables with oppositional sounds DA-TA-DA, KA-GA-KA, SA-SHA-SA ZA-SA-ZA, SHA-CHA-SHA, CHA-TYA-CHA. Words with oppositional sounds house-tom-house, cat-year-cat, kidney-barrel-kidney.
"Repetition of the words of paronyms"
Instruction: "Listen carefully and check after me." Bones-guests, Wheelbarrow-cottage, sailor-beacon, bang-slit, heron-saber.
If the material does not suit you, use the search
NATALIA FEDOSEEVA
The program of additional paid services for the correction of sound pronunciation in children who do not attend the preschool speech center
1. Explanatory note
The federal state standard for preschool education defines targets, among which speech occupies one of the central places as an independently formed function.
Studies of correctional teachers, many years of experience of speech therapists - practitioners show that the number of children with deviations in speech development is steadily growing. Among them, a significant part is made up of children aged 5-7 years who have not mastered the sound side of speech in the normative terms. These children constitute the main risk group for poor progress, especially when mastering writing and reading. They are not ready for the new social role of a student with a certain set of qualities such as the ability to listen and hear, work in a team and think independently, strive to learn new things.
Most often, speech defects are observed in pronunciation, which is quite difficult to form correctly, since the child needs to learn how to control his speech organs, control his own speech and the speech of others.
Defects in sound pronunciation do not disappear by themselves. Violations that are not detected and eliminated in a timely manner are fixed and become persistent.
The intelligibility and purity of pronunciation depend on many factors and, first of all, on the anatomical structure of the articulatory apparatus, on how the tongue, lips, jaws work, on the ability to feel, feel the movements of the organs of articulation, as well as on the functional maturity of the speech zones of the cerebral cortex.
With violations of the motor function of the articulatory apparatus, subtle differentiated movements suffer, so the sounds are pronounced blurry, especially in the speech stream. Unformed motor differentiations can lead to the replacement of complex sounds with simple ones in articulation.
An equally important factor leading to a violation of pronunciation is the immaturity or unformedness of phonemic processes.
The essence of speech therapy influence lies in the education of correct and inhibition of incorrect skills with the help of a special system of pedagogical influence. The formation of correct pronunciation skills is carried out by a speech therapist in specially organized individual and subgroup classes.
1.1. Goals and objectives of the implementation of the work program "Rechevichok"
The working program for the additional paid service "Rechevichok" is an assistant in the work to correct the violation of sound pronunciation.
Purpose of the program: providing a system of means and conditions for the correction of speech disorders in children of older preschool age who do not attend the speech therapy center of the preschool educational institution, ensuring full-fledged speech and mental development.
Tasks:
Development and clarification in children of the main movements of the organs of speech through articulatory gymnastics.
The development of speech breathing.
Production of defective sounds.
Automation of delivered sounds in syllables, words, phrases, tongue twisters, coherent speech.
Development of phonemic (sound) hearing and prosodic components of speech.
Sound differentiation.
The development of fine motor skills in preschoolers through finger gymnastics, self-massage of the hands.
1.2. Principles of formation of the working program "Rechevichok"
In accordance with GEF, the work program is based on the following principles:
correctional and pedagogical:
The principle of a systematic approach;
ontogenetic principle;
The principle of relying on secure analyzers;
The principle of considering speech disorders in conjunction with other aspects of the mental development of the child;
The principle of taking into account the structure of a speech defect;
The principle of taking into account the zone of proximal and actual development;
general didactic:
the principle of visibility regulates the selection of visual material;
the principle of accessibility involves the selection of material from simple to complex, depending on the age and individual needs of the child;
the principle of an individual and differentiated approach is reflected in the recruitment of subgroups depending on the results of the examination of children with speech development disorders.
1.3. Targets at the stage of completion of the implementation of the Rechevichok program
As a result of speech therapy work, children should learn:
Understand addressed speech in accordance with the parameters of the age group;
Phonetically correctly design the sound side of speech;
Correctly convey the syllabic structure of words used in independent speech;
Possess the skills of dialogic and monologue speech;
Grammatically correct independent speech in accordance with the norms of the language;
Use words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.) in spontaneous appeal;
Use the formed communication skills and skills in speech (ask questions, compare, generalize, draw conclusions, reason, prove);
Possess elementary graphic skills;
Be able to navigate well in space, on a sheet of paper.
1.4. Volume of educational load
Terms of implementation of the work program - 1 year.
The implementation of the program is carried out in stages in accordance with the goals and objectives of speech therapy impact.
Each stage is distributed by months, the number of classes required for this stage of work is determined.
Classes are held outside the main educational activities.
The number of classes per week is 2, the number of children in the subgroup is 2.
The duration of 1 lesson is 30 minutes.
2.1. Characteristics of the speech of children with impaired sound pronunciation
The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, a normal speech environment, and on education and training that begin from the first days of his life.
By the age of 4-5, a child should normally differentiate all sounds, i.e., he should have formed phonemic perception. By the same time, the formation of the correct sound pronunciation ends and the child speaks quite clearly.
But the speech of some children may differ in shortcomings of sound pronunciation.
First reason- insufficient development of movements of the organs of the articulatory apparatus: tongue, lips, soft palate, lower jaw.
The second reason- insufficient formation of speech, or phonemic, hearing, i.e., the ability to perceive by ear and accurately differentiate all the sounds of speech (phonemes).
Children have poor command of their speech organs, and a long training is needed in order for the child to be able to perform the necessary articulatory movement.
Disorders of articulatory motility are combined with insufficient development of general and fine motor skills of the fingers.
Most preschoolers pronounce consonants with a wide spread tongue, while exhalation is made through the mouth along the midline of the tongue. Incorrect position of the tongue changes the direction of the exhaled air stream and leads to a distorted pronunciation of sounds.
Phonemic hearing, as a rule, is not grossly disturbed, the sound structure of words (rhythmic contour, stress, number of syllables) is mostly preserved, there are some minor problems in lexical and grammatical development.
2.2. Purpose, tasks and forms of speech therapy influence
Establishing the causes of speech disorders, qualification of their nature, degree of severity, structure of a speech defect make it possible to determine the goal, objectives, content and forms of speech therapy influence.
Target- the development of speech and the correction of its shortcomings, as well as the formation of the ability to use speech as a means of communication for further successful socialization and integration into the peer environment.
Tasks:
Examination of pupils of the preschool educational institution and identification of children among them who need preventive and corrective assistance in the field of speech development.
Studying the level of speech, cognitive, socio-personal, physical development and individual characteristics of children in need of speech therapy support, determining the main directions and content of work with each child.
Teaching children the skills of communicative communication.
Systematic implementation of the necessary preventive and corrective work with children in accordance with the plans of individual and subgroup classes.
Conducting monitoring studies of the results of correctional work, determining the degree of speech readiness of children for schooling.
Formation of information readiness for speech therapy work among the teaching staff of preschool educational institutions and parents, assistance in organizing a full-fledged speech environment.
Coordination of the activities of teachers and parents in the framework of the speech development of children (motivating parents to conscious activities for the speech development of preschoolers in the family).
Organization of effective correctional and developmental support for children with various speech disorders.
Forms of organization of training– individual and microgroups.
The purpose of individual lessons- selection of complex exercises aimed at eliminating specific disorders of the sound side of speech. At the same time, the speech therapist has the opportunity to establish emotional contact with the child, draw his attention to monitoring the quality of the sounding speech of the speech therapist and the child, choose an individual approach taking into account personal characteristics (speech negativism, fixation on a defect, neurotic reactions, etc.);
Tasks of individual activities:
development of articulatory praxis;
conducting phonation exercises;
clarification of the articulation of correctly pronounced sounds in various sound-syllabic combinations;
evoking and staging missing sounds or correcting distorted sounds;
the initial stage of their automation in light phonetic conditions.
Normalization of muscle tone of mimic and articulatory muscles (for dysarthria, for example, training in self-massage of the face);
Normalization of articulatory motility;
Normalization of speech breathing;
Normalization of prosody;
Development of fine motor skills;
Clarification of pronunciation and production of sounds;
Automation of refined or staged sounds.
Tasks and content of microgroup classes:
Consolidation of pronunciation skills of the studied sounds;
Practicing the skills of perception and reproduction of complex syllabic structures consisting of correctly pronounced sounds;
Differentiation of delivered sounds in pronunciation with oppositional phonemes
For speech therapy work during microgroup classes, 2-3 children are united on the basis of the same type of sound pronunciation disorder. The composition of children in microgroups periodically changes during the year. This is due to dynamic changes in the speech correction of each child. The composition of microgroups is an open system, it changes at the discretion of the speech therapist, depending on the dynamics of achievements in pronunciation correction.
2.3 Stages of correction of sound pronunciation in case of phonetic and phonetic-phonemic underdevelopment of speech
I. Preparatory stage - 4-12 lessons.
Work at the preparatory stage is aimed at developing clear coordinated movements of the organs of the articulatory apparatus, preparing the organs of articulation for the production of certain sounds.
II. The stage of formation of primary pronunciation skills and abilities - 20-50 lessons.
1. Staging disturbed sounds using various methods: imitation, mechanical, mixed.
The staging of sounds occurs in such a sequence, which is determined by the natural (physiological) course of the formation of sound pronunciation in children in the norm:
whistling C, 3, C, C", 3"
hissing sh
sonora L, L"
sizzling F
sonora R, R"
hissing H, W
Work on setting sounds is carried out only individually.
2. Automation of the delivered sounds is carried out in the following sequence:
1) isolated pronunciation;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
3. Differentiation:
1) isolated sounds;
2) in syllables;
3) in words;
4) in phrases;
5) in offers;
6) in the text.
III. The stage of formation of communicative skills and abilities - 2-4 lessons.
This stage involves the automation of delivered sounds in spontaneous speech.
3. Organizational and pedagogical conditions
3.1. Stages of formation of sound pronunciation and phonemic hearing
Stages Directions
corrective corrective Methods of logopedic influence
work work
Stage I - 1. Development of manual motor skills. 1. Exercises for the development of agility,
preparatory. Purpose: activation of motor accuracy, coordination, synchrony
Purpose: preparation of speech areas of the brain. general finger movements
auditory and speech - included in various activities:
motor construction from cubes,
split picture analyzers, etc.
to the production of sounds. 2. Finger gymnastics
(4-12 lessons)
2. Development of non-speech Game exercises: “Blow off the flower”,
breathing. “Leaves in a puddle”, “Autumn leaves”,
Purpose: development of a long “Cold the soup”, “Storm in a glass”, etc.
exhalation, formation
lower costal
diaphragmatic breathing.
Purpose: development of speech 2. Work with poetic texts, with
breathing on long dialogues.
smooth exhalation, difference
4. Development of the articulatory 1. Exercises for the development of facial muscles.
motility. 2. Gymnastics for the jaws, cheeks, lips,
Purpose: development of correct, language.
full-fledged movements 3. Articulatory gymnastics.
articulatory organs.
5. Development of auditory 1. Exercises for recognition of non-speech
perception and attention. sounds.
Purpose: preparation for discrimination 2. Exercises for the development of auditory
by ear of speech units: attention and perception in speech
words, syllables, sounds; material (“Find the picture”,
formation of the installation “Close - far”, etc.)
for accurate perception
the speech of others.
6. Development of auditory-motor 1. Exercises for the assessment of rhythms.
coordination (development 2. Exercises for the reproduction of rhythms.
perception and reproduction. The material for the exercises are
maintaining rhythmic structures). various rhythmic structures:
Purpose: preparation for work single “packs”, series of “packs”, etc.
over sound-syllabic
word structure,
accent, intonation
expressiveness.
7. Development of phonemic 1. Exercises to distinguish between words,
perception and elementary similar in sound composition:
forms of phonemic analysis. “Find the mistake”, “Pick up the pictures”, etc.
Purpose: the formation of skills 2. Exercises for the development of phonemic
distinguish words close to analysis: “Guess where the sound is hidden?”
in terms of sound composition
develop the ability to identify
sound on the background of the word,
first and last
sound in a word.
Stage II - stage I. Sound production.
formation Purpose: formation
primary correct articulation
pronunciation onnogo way
skills. isolated
(20-50 lessons) of disturbed sound.
Areas of work:
1. Development of the auditory 1. Games and exercises to clarify the auditory
perception. the image of the sound produced: an introduction
Purpose: clarification of the auditory picture-symbol that correlates with the sound ...
image of the
2. Development of phonemic 2. Exercises to isolate sound from the background
analysis. syllables, words.
Purpose: selection of processing
background sound
3. Development of speech 3. Exercises for the development of articulatory
articulatory motility. motility: sets of exercises.
Purpose: clarification of articulation
processed sound.
4. Direct work 4. Direct sound production.
sound setting.
Goal: combining isolated
bathroom articulatory
elements into a single
articulation style.
II. Sound automation. 1. Exercises to imitate syllables with
Purpose: fixing with a conditionally practiced sound.
Reflex speech 2. Automation exercises
verbal connections to sound in words, phrases,
various speech material; tongue-twisters, sentences, connected
the introduction of sound into syllables, speech.
words, sentences,
connected speech.
Areas of work:
1. Introduction of sound into syllables,
words, phrases,
connected speech (basic
line of work).
2. Development of phonemic
sky processes.
3. Work on prosodic
side of speech.
4. Vocabulary work.
5. Perfection
grammatical structure of speech.
III. Differentiation of speech sounds.
Purpose: development of auditory
differentiation,
fixing the pronunciation
body differentiation,
phonemic formation
cal analysis and synthesis.
Sub-stages: 1. Exercises of the first sub-stage.
1. Preliminary stage a) Clarification of sound articulation.
work on each of b) Games and exercises for clarification
mixed sounds. auditory image of sound.
Purpose: to clarify the pronunciation c) Identification of sound against the background of a syllable, word.
loud and auditory d) Determining the place of sound in a word:
the image of each of the beginning, middle, end of the word.
mixed sounds. e) Highlighting a word with a given sound
2. Stage auditory and out of the sentence.
pronunciation 2. Exercises of the second sub-stage:
differentiation (speech material includes words from
mixed sounds. mixed sounds).
Purpose: comparison of specific differentiation of sounds in syllables, words,
mixed sounds in sentences, coherent speech.
pronunciation and
auditory plan.
Stage III - stage 1. Development of skills Memorizing poems, dialogues, compiling
formation, use automation - suggestions, stories from pictures,
communicative and differentiated retellings of short texts.
skills and abilities. shaped sounds in natural
Purpose: to form new speech conditions.
the child has skills 2. Formation of ability
and bezoshi skills - to control your
side use - pronunciation in spontaneous speech.
speech sounds during
all situations
(2-4 lessons)
3.2. Academic plan
The frequency and duration of the additional paid educational service "Rechevichok" are determined by the Decree of the Head of the city dated 03.03.2014 No. 157 "On approval of the Regulations on the formation, consideration and establishment of tariffs for services provided and performed by municipal autonomous institutions and municipal enterprises of the city of Nizhnevartovsk".
№ Name Number of lessons Number of lessons Form
n / n services per week / month per year
Individual and
Conducting classes on 2 / 8 64 microgroup
correction of sound pronunciation (two children)
in children who do not attend
speech therapy center
3.3 Class schedule
Days of the week Time
Tuesday 17.00 – 17.30
Friday 17.00 – 17.30
3.4. Calendar study schedule
Additional September October November December January February March April May
educational
Correction classes
sound pronunciation 5 9 8 9 6 7 8 9 4
Total 65 lessons
3.5. Software and methodological support
p/n Service name Program name Based on which program
developed
1. Conducting classes on "Rechevichok" The program was developed on the basis of
correction of sound pronunciation "Programs of training and education
in children who do not attend children with phonetic-phonemic
speech therapy center of the preschool educational institution with underdevelopment of speech "T. B. Filicheva,
G. V. Chirkina, T. V. Tumanova,
approved by the Ministry
Academic Council of the Institution
Russian Academy of Education
"Institute of Correctional
pedagogy".
4. Monitoring
To solve educational problems, an assessment of the individual development of children is carried out. The results of pedagogical diagnostics are used for professional correction of the features of their speech development.
1. Pedagogical diagnostics is carried out twice a year: 1-2 weeks of September; 3-4 weeks of May in order to identify the dynamics of the speech development of children receiving additional educational services. It is also possible to be examined as the need arises or at the request of the parents.
2. Examination of preschool children is carried out using the methods of Vlasenko I. T.; Chirkina G. V., Filicheva T. B., Levina R. E. The data obtained are entered into a comprehensive diagnostic chart of the child's speech development and evaluated on a three-point scale.
During the examination, the following components of the speech system are studied:
2. Phonemic hearing and perception- (methods of Filicheva T. B. R. E. Levina)
3. Sound pronunciation- (edited by Vlasenko I. T., Chirkina G. V.)
Tools for speech therapy examination of the articulatory apparatus
No. Articulatory execution Score
exercises
1 Lips in a smile 5 points - correct execution of the movement
2 Lips in a "tube" 3-5 seconds, 4-5 times;
3 Tongue "shovel" 4 points - slow execution;
4 Language "cup" 3 points - slow and tense execution;
5 Needle tongue 2 points - performance with errors: long search
6 Clicking tongues postures, volume, pace, precision, symmetry,
7 "Delicious jam" the presence of synkinesis, hyperkinesis, tremor,
8 "Swing" blue of the organs of speech or nasolabial
10 "Smile" - "Tubule" 1 point - failure to complete the movement
Tools for speech therapy examination of phonemic hearing and perception
n / n Presentation of syllable rows Evaluation
1 Pa - ba Ba - pa 5 points - accurate and correct reproduction
2 Sa - for Za - sa at the pace of presentation;
3 Sa - sha Sha - sa 4 points - accurate reproduction in slow
4 La - ra Ra - la tempe of presentation;
5 Ma - na - ma Na - ma - by 3 points - the first term is reproduced correctly,
6 Yes - that - yes Ta - yes - that second is likened to the first (ba - pa - ba - pa);
7 Ga - ka - ga Ka - ga - ka 2 points - inaccurate reproduction of both
8 For - sa - for Sa - for - sa members of the pair with a rearrangement of syllables, their replacement
9 Sha - zha - sha Zha - sha - zha and passes;
10 Sa - sha - sa Sha - sa - sha 1 point - refusal to perform, complete impossibility
11 Tsa - sa - tsa Sa - tsa - sa sample reproduction
12 Cha - cha - cha Cha - cha - cha
13 Ra - la - ra La - ra - la
Tools for speech therapy examination of sound pronunciation
n/a Examination of sounds Evaluation
1 C Dog - mask - nose 5 points - normal;
2 CL Hay - cornflower - altitude 4 points - correctly isolated;
3 Z Castle - goat 3 points - correct in isolation and at the beginning of the word;
4 Zb Winter - store 2 points - 1 sound from the group is correct;
5 Tsaplya - ring - finger 1 point - everything is wrong
6 W Fur coat - cat - reed
7 Zhuk - knives
8 H Seagull - glasses - night
9 Щ Pike - things - bream
10 L Lamp - milk - floor
11 L Summer - wheel - salt
12 Р Fish - cow - ax
13 Pb River - jam - door
14 K Cat - hand - juice
15 K Kino - hands
16 G Pigeons - leg
17 Gb Gena - legs
18 X Bread - fir - moss
19 xx Perfume - cunning
20 J Yoghurt - T-shirt - glue
Protocol for the examination of the level of speech development
No. F. and. Age Phonemic Pronunciation Articulatory Total Level
child's hearing and perception motor skills scores
In the column "Total" the performance coefficient is calculated:
coefficient = sum of points / number of children.
High level:
Average level:
Low level:
5. Literature
1. Veraksy N. E, T. S. Komarova, M. A. Vasil'eva. From birth to school. Approximate general educational program of preschool education - M.: MOSAIC. SYNTHESIS, 2014.
Konovalenko VV, Konovalenko SV Individual-subgroup work with children on the correction of sound pronunciation. M. : 1998.
2. Konovalenko VV, Konovalenko SV Frontal speech therapy classes in the preparatory group for children with FFNR. M. : 1998.
3. Konovalenko VV, Konovalenko SV Frontal speech therapy classes in the senior group for children with general underdevelopment of speech. - M. : Gnom-Press, 1999.
4. Krupenchuk OI // Teach me to speak correctly. - S.-Pb. : Litera, 2001.
5. Lylova L. S. Individual and subgroup speech therapy classes. Voronezh, IP Lakotsenina N. A, 2012.
6. MADOU of the city of Nizhnevartovsk DS No. 46, Protsyuk R. A., Dudkina T. V., speech therapists of the highest qualification category
7. Nishcheva N. V. Variable exemplary adapted basic educational program for children with severe speech disorders (general underdevelopment of speech) from 3 to 7 years old - St. Petersburg "CHILDHOOD-PRESS", 2015
8. Pozhilenko E. A. // Magic world of sounds and words (A guide for speech therapists). - M. : VLADOS, 2001.
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