Phonemic hearing impairment in children with ONR. The study of the development of phonemic perception in children of senior preschool age with OHP (III level). The game "We will let a special set of words into the courtyard"

GBDOU d / s No. 15 of the compensating type of the Petrogradsky district of St. Petersburg.
Speech therapist: Kuzmenko L.N.

Phonemic hearing is a person's ability to analyze and synthesize speech
sounds, i.e. hearing, which provides the perception of the phonemes of a given language.
"Dictionary of a speech therapist" ed. IN AND. Seliverstov.

Most parents believe that it is enough to learn the letters with the child, and he will begin to read and write correctly. But this is a big misconception!

Practice shows that knowledge of letters does not exclude serious difficulties for schoolchildren in teaching literacy. How much the kid is worried because of the mistakes corrected by the red pen of the teacher! How boring it is to do "Work on the bugs"!

The main cause of errors is a violation of phonemic hearing, i.e. ability to distinguish and isolate speech sounds. In order to write correctly, the child needs to imagine that the sentence consists of words, the word consists of sounds, and the sounds in the word are arranged in a certain sequence. Therefore, it is important to develop in a child phonemic awareness!

Let's get started! Classes should not be boring lessons, but interesting game. After all, the game, being the leading activity preschool age, allows you to make the learning process accessible and interesting. In the form of a game, our classes will also be held, but they will be educational in nature. In fact, they are "Working on bugs", preventing their occurrence. It's fun to make such "Work on mistakes", and when he comes to school, the kid will write a dictation without mistakes.

Scientists have proven that even before birth, children hear and react to sounds. outside world differently.

With the birth of a child, these sounds fill his world: the singing of birds and the murmur of water, the sound of the wind and the rustle of leaves. The baby begins to listen to the surrounding sounds. But words - speech sounds - from his very birth are most significant. Sounding speech provides the necessary communication for the child, obtaining information.

Listening to the words, comparing their sound and trying to repeat them, the child begins not only to hear, but also to distinguish the sounds of his native language. This ability develops gradually. From 2-4 weeks from the moment of birth, the baby begins to respond to any sounds. Melodious sounds cause him a sense of satisfaction, a smile, and sharp (angry voice) - crying. At 7-10 months, the child already responds to the word. Only towards the end of the first year of life does the word for the first time begin to serve as an instrument of communication.

Further, phonemic development occurs rapidly, constantly ahead of the pronunciation capabilities of the child. Already in the third year of life, babies may notice incorrect pronunciation among their peers and even try to correct them.

And by the age of 5, the child develops a critical attitude not only to someone else's, but also to his own speech. He is very sensitive to the inaccuracies of his pronunciation, which is manifested in the refusal to communicate, joint activities. In addition, it necessarily affects the mastery of reading and writing.

Correction of pronunciation deficiencies in children consists in staging sounds and introducing them into speech while developing phonemic hearing. Without a full perception of sounds, without a clear distinction between them, the formation of pure speech is impossible.

But, if the child pronounces all the sounds correctly, he often does not distinguish some of them by ear, and this, in turn, greatly complicates and sometimes distorts the understanding of speech, and also manifests itself in writing errors.

It is much easier to prevent a violation than to correct it. This means that work on the development of phonemic perception prepares children for mastering correct pronunciation aimed at preventing grammatical errors.

First of all, find out how the baby perceives and distinguishes sounds. The following simple tasks will help in this:

1. Offer to repeat the syllables after you: sa-sha, sha-sa, sa-tsa, ach-ashch, ra-la, sha-zha. If the child pronounces some sounds incorrectly, the distinction is checked as follows: offer him, having heard a given syllable, perform some action. For example, if among the syllables sa, tsa, cha, the syllable sha is called, the child claps his hands.

2. Let's check if the child distinguishes words that are similar in sound, but different in meaning.

• Invite him to choose the desired picture among: beetle-bough, house-catfish, bowl-mouse, goat-spit, puddle-ski.
• Explain the meaning of the words: What is a puddle and what is a ski?».

3. The following technique will reveal the degree of development of attention and auditory memory.

• Invite the child to repeat similar syllables: ta-da-ta, ka-ga-ga, pa-ba-ba, ma-na-ma.
• Repeat similar words: Masha-Dasha-porridge; shadow-day; day-stump; lac-mac-crab; beetle-bow suk-tuk.

Difficulties in performing tasks indicate a decrease in phonemic hearing.

Work on the development of phonemic perception begins on the material of non-speech sounds and, gradually, covers all speech sounds. Tasks are offered in strict sequence, conditionally subdivided into six stages:

1. recognition of non-speech sounds;
2. distinguishing the height, strength, timbre of the voice, on the material of the same sounds, combinations of words and phrases;
3. distinguishing words that are similar in sound composition;
4. syllable distinction;
5. distinction of sounds;
6. analysis sound composition words.

Let's get started with the development of phonemic hearing in your baby!

Stage 1 - recognition of non-speech sounds.

Purpose of the first stage- development auditory attention and auditory memory, which is especially important for the successful development of phonemic perception in general. The inability to listen to the speech of others is often one of the reasons for incorrect pronunciation, so it is necessary to teach the child to hear sounds, to be able to compare them.

Consider what games and exercises can be done with children at the first stage of work.

1. Invite the child to listen to the sounds outside the window: " Close your eyes and listen! What is making noise? What's buzzing? Who is screaming? Who is laughing?».
2. Use the following games:

The game "Sun or rain?"

Today we will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine. Let's have fun walking to these sounds. If it starts to rain, I'll start beating the tambourine. And you, having heard a knock, should run under an umbrella. Listen carefully!

The game "Sun and Rain" is quite simple, however, children really like it and it is always fun!

Big or small game.

Place two toy hares (bears, dolls) on the table - large and small.
Explain and show how a big hare, who has a lot of strength, plays the drum loudly, and a small one quietly. Then close the toys with a screen and behind it make either loud or quiet beats on the drum. The kid must find out and show which of the hares has just played.

Such games should be played with children from 2-3 years old. But, even if the kids are already older, and you have found a decrease in phonemic hearing, you should also start working with these games. Since only the gradual complication of tasks will achieve maximum efficiency.

Stage 2 - distinguishing the height, strength, timbre of the voice.

At this stage, it is necessary to teach the child to understand the intonation of speech and to own the means by which the emotional shades of speech are expressed.

The game "Far - close."

The game is aimed at developing the basic qualities of the voice: strength, height.

An adult shows a toy kitten to a child and asks him to listen carefully and remember how he meows when he is close (loud) and how - when he is far away (quiet).

Then he says "Meow", changing the strength of the voice, and the baby guesses whether the kitten meows close or far.

Then the baby himself meows at the signal of an adult: "far close".

A further complication of the game is that the child will distinguish between meows, focusing on the timbre and individual characteristics of the speaker's voice. The adult explains that the kitten is very afraid of the puppy and meows plaintively, trembling with fear. The child should meow, depicting fear.

Similarly, you can play by distinguishing where the steamer is buzzing (u-u-u)- far - (quietly) or close - (loudly); which pipe is playing - big ( "u-u-u" pronounces in a low voice) or small ( "u-u-u" speaks in a high voice) who cries - boy ( "ah-ah-ah" in a low voice) or a girl ( "ah-ah-ah" high voice).

In addition, at this stage it is important to teach the child to determine the tempo of speech by ear. Games to perform movements at an appropriate pace will help in this.

The game "Guess how to do it."

An adult pronounces the phrase several times at a different pace: "Mill Mill Grain". Children, imitating the work of the mill, should make circular movements with their hands at the same pace at which the adult speaks. You can also play with other phrases: ( "Our feet walked on the road") or even verses:

Drop one, drop two
Drop slowly at first -
Cap, cap, cap, cap. (slow pops)
The drops began to ripen.
A drop to catch up with a drop -
Drip, drip, drip, drip (claps more often).
Let's open the umbrella
We will cover ourselves from the rain (hands above our heads).

Use dramatization.

An adult tells the fairy tale "Three Bears", accompanying his speech with illustrations. Saying remarks either very low, then medium in height, then in a high voice asks: "Who is speaking?". The kid guesses bears.

Ask for example: "What did the Bear say when he saw his chair moved?".

The kid, answering questions, changes the pitch of the voice accordingly. An adult must ensure that, imitating Mishutka, Medveditsa and Medved, the child does not speak very high (to the point of squeaking) and very low (to the point of hoarseness in his voice), i.e. to raise and lower his voice within the limits available to him.

With older children, you can dramatize this tale.

In a game with a child of 2-4 years old, an adult directs the course of the game, taking on the role of a leader. Children 5-7 years old, having learned the rules of the game, can play on their own.

Stage 3 - distinguishing words that are similar in syllabic composition.

The child's mastery of speech is associated with his increased interest in the sounding word. By the end of the second year of life, a baby becomes a real inventor, composing entire songs consisting of a set of different sounds and words that are similar in sound. He listens to their combination, enjoying the sound. Thus, the child does a lot of mental work on sound side words.

Let's take advantage of the natural talent for rhyming the words of each kid.

Make no mistake game.

An adult shows a picture and loudly, clearly calls the image: “Paper”. Then he explains: “I will call this picture either right or wrong, and you listen carefully. When I make a mistake, clap your hands". Then he says: "Paper - pumaga - tumaga - pumaka - paper." The game is interesting for kids and they always happily respond to it.

It must be emphasized that you need to start with simple words to the sound composition,
Gradually moving on to more complex ones.

You can use poems to include the missing word in them, which develops a sense of rhythm and rhyme in children, contributes to the replenishment vocabulary, improves the phonemic representation of the child.

- In Africa, we will find more than once coconut and (pineapple).
- Brooches and hairpins argue: who has the sharpest (needles).

Stage 4 - distinguishing syllables.

A syllable is the smallest unit of speech flow. For games to distinguish between syllables, it is good to take onomatopoeia.

The game "Who is screaming?"
An adult puts up pictures and says: “Look at the pictures, listen to who screams and repeat.”

Another version of the game: the child has pictures. The adult calls the syllables, and the baby raises the corresponding picture.

Stage 5 - distinguishing sounds

In any language, there is a certain number of sounds that create the sound image of a word. The sound outside of speech does not matter, it acquires it only in the structure of the word, helping to distinguish one word from another (house, catfish, com). This sound is called a phoneme (hence "phonemic hearing").
Everyone remembers such a characteristic as consonants and vowels. You need to start by distinguishing vowel sounds.

An adult gives pictures to a child. Pictures depicting a train, a girl, a bird and explains: “The train is buzzing oo-oo-oo-oo; the girl is crying ah-ah-ah-ah; the bird sings and-and-and-and". Then he pronounces each sound for a long time, and the child raises the corresponding picture.

Similarly, work is carried out to distinguish between consonant sounds.

Bicycle ride game.

Adult says: “Now we are going to ride bicycles. Check if the tires are well inflated. Let's pump up another pump: ssss ...(Children imitate). Hear the air hiss: sh-sh-sh ... ".
- Be careful, if I show a picture with a picture of a pump, you should say: "ssss", and if with a picture of a tire: "shhhh".

The game "Beetle and Mosquito" (sounds S and Zh) is played in a similar way.

Stage 6 - analysis of the sound composition of the word.

The term "phonemic (sound) analysis" defines both elementary and complex forms sound analysis. Elementary - this is the selection of sound against the background of the word. The isolation of the first and last sound from a word and the determination of its place (beginning, middle or end of a word) refers to a complex form. The most difficult sound analysis is to determine the sequence of sounds in a word. Complex forms arise only in the process of learning, and even then, only after the child has mastered the skills of elementary analysis of the sound composition of a word.

1. Best of all, children hear and highlight the stressed vowel at the beginning of the word: Name the first sound in the word Hive, Stork, Ira, Olya.
2. Give the child several identical circles. An adult pronounces one, two, three vowel sounds: ah, ay, ay. The child lays as many circles on the table as the adult makes sounds.

The game "We will let a special set of words into the courtyard."

An adult invites children to depict a closed gate: palms turned to the face, connect middle fingers, raise thumbs up: “We will“ skip ”only words with a given sound into the courtyard.” Toddlers open the gate if they hear a given sound. If the word does not contain the indicated sound, then the gate slams shut. At the end, you can invite the children to remember all the words that they "missed into the yard."

We proceed to the analysis of consonants. In this case, the sequence must be observed: first, they are taught to highlight the last consonant sound in the word.

Pick up pictures so that the word ends in a consonant sound, put it in an envelope. The child takes out the pictures one at a time, calls them out loud, Highlighting the last sound. Then the baby calls the sound separately (beetle, onion, cat).

The game "Do not touch the ball or catch - try to guess"

An adult offers the child to catch the ball if he hears a given sound at the end of a word, or to hide his hands behind his back if there is no given sound.

Only after the baby learns to easily perform such tasks can one proceed to complex forms of sound analysis: this is determining the place of sound in a word (beginning, middle, end), determining the sequence of sounds in a word, their number.

The experience your children will gain will make it much easier for them to go to school. And you didn't have to arrange some kind of school at home. We played! And in the game, the complex becomes accessible. Most importantly - believe in your child and help him comprehend the world of sounds!

References:
Kunichenko O.A. "The Development of Phonemic Hearing",
Tkachenko T.A. "Development of phonemic perception and sound analysis skills",
Boryakova N.Yu., Kositsina M.A. "Correction- pedagogical work in a kindergarten for children with OHP.
The program of education and training of preschoolers with mental retardation, ed. Boryaeva L.B. and Loginova E.A.

Sections: speech therapy

When we send a child to school, we hope that he will study successfully. From children entering the first grade, not only the formation of knowledge, skills and abilities is required, but also the ability to act mentally, to analyze, synthesize and generalize. The main condition for the successful assimilation of the Russian language at school is the formation of phonemic hearing.

The core of the majority of students' difficulties in writing is the insufficient formation of the FS. This is manifested in specific errors in writing.

According to the researchers of the speech hearing of children F.A. Pay, F.F. Pay, H.X. Shvach, L.V. Neumann at normal speech development by the beginning of the third year of life, the child acquires the ability to distinguish by ear all the sounds of speech, and the phonemic hearing of the child is sufficiently formed. And the researchers of children's speech A.N. Gvozdev, V.I. Beltyukhov, N.X. Shvachkin, G.M. Lyamina proved that by the age of two, children distinguish and react to words that differ in only one phoneme (bear - bowl).

Primary phonemic hearing is sufficient for everyday communication. But in order to master the skill of reading and writing, it is necessary for children to be able to divide the flow of speech into words, words into their constituent sounds, to establish the order of sounds in a word, that is, to analyze the sound side of a word. D.B. Elkonin called these special actions to analyze the sound structure of words phonemic perception.

Phonemic hearing is the basis for the emergence, development and improvement of a child's speech. The better phonemic hearing is formed, the more perfect the child's speech. So, phonemic hearing (phonemics) is the distinction (analysis and synthesis) of sounds (phonemes) of parts of speech, which is the necessary basis for understanding the meaning of what was said. With unformed speech sound discrimination, a person (child) perceives (remembers, repeats, writes) not what he was told, but what he heard. Phonemic hearing is ahead of the child's independent speech in its development, due to this, incorrect pronunciation is brought to the norm. Without full-fledged phonemic hearing, a child will not master pure sound pronunciation. Thus, in the development of the speech of preschool children, great importance is attached to the formation of phonemic hearing.

The bulk of speech therapy groups are children with general underdevelopment speech. In children of this category, full-fledged interaction with the outside world is impaired: speech is formed with a delay, there are shortcomings in sound pronunciation, deviations in the state of the lexical and grammatical language subsystems.

These disorders are based on a violation of the distinction between semantic features of sounds - phonemes, which makes it difficult to form phonemic analysis, synthesis, as well as phonemic and morphological generalizations. This leads to limited vocabulary, insufficient understanding of semantic meanings, grammatical categories.

Children with general underdevelopment of speech differ from their normally speaking peers not only in indicators of speech development, but also in specific deviations of other higher mental functions (unstable attention, a small amount of memory, low control of someone else's and one's own speech). In addition, children in this category often have personal characteristics that complicate their education and upbringing. These include: negativism, aggressiveness, irritability, capriciousness, isolation, timidity, passivity, resentment, etc.

Therefore, traditional didactic games, exercises with subject pictures for the development of phonemic hearing, turned out to be difficult and of little interest for children in this category. Knowing that the closest, accessible and exciting activity for a preschool child is a game, I decided to try to use other types of games, and in particular theatrical ones, to develop phonemic hearing.

In addition, it was noted that the theatrical game: on the one hand, helps to correct various aspects of speech activity, and on the other hand, it has an unobtrusive educational effect. It can help a child overcome shyness, fear, aggressiveness, irritability, tearfulness, negativism, passivity, stubbornness, isolation, etc.

According to the famous psychologist S.L. Rubinstein "in the game, as in a focus, they gather, manifest in it and through it all aspects of the mental life of the child are formed."

Watching a child playing, you can find out his interests, ideas about the life around him, identify character traits, attitudes towards comrades and adults, the level of development of thinking and speech.

Many psychologists and teachers have noticed that children who know how to play can transform, improvise, endure stress more easily, it is easier for them to take the point of view of another person, understand others, empathize with them. In turn, these qualities, if developed, allow you to establish conflict-free, emotionally favorable relationships with people around you, successfully solve business and personal problems.

Therefore, taking into account all of the above, I use elements of theatrical games in speech therapy classes to develop phonemic perception.

I bring to your attention games for the development of phonemic hearing, in which I introduced elements of theatrical activity.

"Home Orchestra"

Target: develop auditory perception, attention. Differentiate the sounds produced by objects. Recognize and name sounding objects.

Equipment: screen, objects: spoons, metal and wooden (decorated in the form of dolls, the sun (paper plate), a bubble (a glass jar with a mouth, eyes and hairs), a shurshik (a bag stuffed with rustling material), a bun (a round, iron jar from under lollipops).

Stroke: Guys, different objects came to visit us. See if you recognize them?
They love to play with each other, and when they play, they make different sounds. The spoon says to the plate: "Hi, plate, let's play with you?" “Come on,” the plate replied. An adult shows what sounds objects make. Then the objects “play” behind the screen, and the children guess who is playing with whom.

"Noisy Dolls"

Target: develop auditory perception, attention. Differentiate non-speech noises, highlight the same in sound.

Equipment: dolls, with a body from bottles from children's yogurt "Rastishka". Inside, pour different types of cereals: semolina, buckwheat, peas, etc.

Stroke: I invite you guys to visit the dolls. Look at them, touch them. Find the same one, by the sound that each of them makes. Or find the doll that danced while you sat with eyes closed. At the end, together with the children, come up with a fairy tale. Or organize a retelling of an already familiar one.

"Moms and Babies"

Target: Differentiate high and low non-speech sounds.

Equipment: Large and small musical instruments, bells, screen.

Stroke: This is the bluebell family. But, despite the fact that these are all bells, they sound differently. Listen to how dad (big bell) sings ... mom (middle bell) ... child (small bell), and now they will sing in the house, and you guess which one of them sings his song. The same goes for other musical instruments.

"Confusion"

Target: to teach to distinguish and memorize the sequence of sounding of different musical toys.

Equipment: pictures of Smeshariki with musical instruments, the same instruments behind a screen. Children have masks or toys of Smeshariki, a screen.

Stroke: Look at the picture, each Smeshariki has his own instrument. Listen to who is playing for whom, and stand in the same sequence.

Game-dramatization of the fairy tale "Three Bears"

Target: differentiate identical sound complexes in terms of height, strength and timbre.

Equipment: fairy tale characters, scenery.

Stroke: An adult invites the child to remember the fairy tale "Three Bears". Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (medium-pitched voice) or Mishutka (high-pitched voice). The same remark is pronounced alternately in a voice of different pitch, in three versions:

Who slept in my bed?
Who was sitting in my chair?
Who ate from my cup?
Who was in our house?

If it is difficult to name the characters, an adult can offer the child to point to one of the pictures - images of three different bears.
When the baby learns to distinguish between cues in terms of pitch, you should ask him to say one of the phrases for a bear, a bear and a bear cub in a voice that changes in pitch. To distinguish words with similar sound composition, you can use the shadow theater.

shadow theater

Target:

Equipment: a screen made of translucent paper, expressively carved black planar characters and a bright light source behind them.

Stroke: Name and show objects, then select the extra one.

Com - com - cat - com; booth - booth - letter - booth; Duckling - duckling - kitten; pipe - pipe - booth - pipe.

Shadow theater can be used when conducting phoneme differentiation games. Several silhouettes appear on the screen. The child is asked to identify the first sound in words. Guess whose shadow it is and name the sounds in order. What sound do you hear in the middle of words.

Finger theater

Target: distinguish words that are close in sound composition.

Equipment: subject pictures with Velcro, glove.

Stroke: The glove is put on the child's hand. An adult reads a poem. The child must choose from words - pictures that are close in sound, the right one. An adult sticks a picture on one of the fingers. Then, from the resulting words, a fairy tale is thought up and played out. (Words for substitution: com, gnome, house, catfish)
I’ll give you a task, put everything in its place: What did we roll up in the winter? ... What will we build with you? ... Got hooked in the river? ... Maybe everything, even though it’s small in stature? …

Fairy tale version. Once upon a time there lived a merry dwarf. He built a house. In the summer he liked to go fishing and one day he caught a catfish. And in winter he made a lump of snow.

Repetition of syllabic rows for children is always boring and uninteresting. To arouse interest in this species work, I would like to recommend making an alien costume.

"Alien"

Target: syllable differentiation.

Equipment: alien hat.

Hod: Guys, a lunatic came to us from another planet. He can't speak Russian, but he wants to make friends and play with you. He speaks and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of an alien is played by an adult, then by a child.

"Sound and his poems"

Target: phoneme differentiation. Develop phonemic analysis and synthesis.

Equipment: Sonic or any other toy.

Stroke: The sound engineer wrote the lyrics but seems to have missed some sounds, help him guys correct the mistakes.

He lives in the zoo with ... he, as if the house is huge, he (elephant).
Masha knitted a ball for a doll, Natasha helped her (scarf).
It’s dark for us, we ask dad to turn on the brighter la ... pu (lamp).
Dunno decided to try to write new poems, but again something is wrong.
Say which word he spelled wrong, name the extra sound.
In our house, gray crumbs (cats) are sitting by the window
Vova sleeps and sees an elephant that flies in a rocket he (dream)

"What does the mouse ask for"

Target: learn to highlight words with a given sound. Develop phonemic analysis and synthesis.

Equipment: toy "bee-ba-bo" - a hare, dummies of products.

Stroke: Show the children a toy, and say, depicting it: “I am very hungry, but I am afraid of a cat, please bring me products that have the sound A in the name.” Likewise with other sounds.

I hope that the proposed form of work with children will make it possible to diversify educational activities as much as possible, will interest children and will solve the tasks set for the formation of phonemic hearing.

Violation phonemic functions in children with OHP

As studies by V.I. Beltyukov (1964), A.N. Gvozdev (1995), R.E. Levina (1968), V.K. Orfinskaya (1946), N.X. Shvachkina (1948) and others. The formation of the sound side of speech occurs during the first 4-5 years of a child's life. During this period, the child's articulatory apparatus adapts precisely to those sound phonemic relations that he finds in the surrounding language. First of all, a distinction is established between phonemes that are the lightest in sound, gradually spreading to acoustically closer sounds. Gradually, the child masters phonemes that differ little from one another in their acoustic properties (voiced-dumb, hissing, whistling, [p] and [l], etc.). Path phonemic development speech is completed only when all the phonemes of a given language are learned.

The result of the process of isolating phonemes is, on the one hand, the gradual formation oral speech, on the other hand, the accumulation of a stock of auditory phonemic images, which constitute the content of linguistic consciousness. These auditory images are not of a single nature, but of a generalized nature (V.K. Orfinskaya, 1946).

Thus, the mastery of sound speech occurs on the basis of the acoustic distinction of phonemes and the establishment of those phonemic relations that exist in given language. The perception of these relations turns out to be necessary for the emergence of an appropriate sound background and, consequently, for the formation of active speech and further for the full mastery of literacy.

Elimination Methods various kinds speech insufficiency should develop in children a conscious and lasting assimilation of the material being passed and its active use. Overcoming phonetic and phonemic deviations is based on the development of active cognitive activity children, the formation of their processes of observation, comparison and generalization in the field of speech sounds. It is achieved through the use of various types of exercises aimed primarily at the development of speech-auditory and speech-motor analyzers. The main requirement for learning is to teach children to correctly recognize, distinguish and distinguish by ear all the elements of the word - sounds and syllables, their sequence in the word, correctly, clearly pronounce the entire sound composition of the word, therefore, the word and the phrase as a whole (N.S. Zhukova , E.M. Mastyukova, T.B. Filicheva, 1990).

The effectiveness of the methodological approach in speech therapy work is ensured, first of all, by highlighting the main clinical picture of a speech disorder, around which the subsequent secondary deviations are located. Comparison of the nature (type) of pronunciation deficiencies with the level of development of phonemic processes makes it possible to clarify the role of pronunciation defects in the overall picture of oral speech disorders. The earlier the correction of speech disorders begins, the higher its effectiveness in terms of eliminating speech defects proper, not complicated by secondary and tertiary consequences. The content and methods of speech therapy work should change significantly depending on whether the violation of sound pronunciation is associated with a general underdevelopment of speech or not. As emphasized by F.F. Rau (1967), in some cases an extensive program of speech therapy classes is planned, including work on a dictionary, grammatical structure speech, over the development of phonemic hearing and pronunciation. In other cases, the program includes work on pronunciation, associated only with the development of phonemic hearing.

According to the research materials of the outstanding philologist A.N. Gvozdeva (1995), by the age of 4.5 - 5, a child must master the entire system of his native language: speak coherently; fully express your thoughts; it is easy to build complex detailed sentences; easily retell stories and fairy tales; pronounce all sounds correctly; easy to reproduce polysyllabic words; vocabulary should be from 4 to 5 thousand words. Therefore, overcoming phonemic underdevelopment provided by the unity and interaction of all aspects of speech. (G.A. Kashe, 1985).

In general, the tasks and content of speech therapy work follow from the analysis of the structure of speech disorders, as well as the safe and compensatory capabilities of children. The development of phonemic perception begins from the very first stages of speech therapy work and is an integral part of many methods of corrective action. In various manuals - L.E. Zhurova, G.A. Kashe, V.K. Orfinskaya, N.X. Shvachkina, N.A. Cheveleva, D.B. Elkonina et al. note that it is necessary to start work on the development of phonemic perception on the material of non-speech sounds and gradually cover the sounds of speech that are correctly pronounced by children, and then those that are again put (or corrected) and introduced into independent speech. In addition, from the very first lessons, it is necessary to work on the development of auditory attention and auditory memory, which will allow achieving more effective and faster results in the development of phonemic perception.

As E.F. Sobotovich (1981), when eliminating pronunciation deficiencies accompanied by deviations in sound analysis, along with articulation exercises, a large place is given to analytical and synthetic work, which develops in children the ability to freely distinguish and distinguish sounds in words. The connection between phonemic and logical-grammatical representations is also undoubted. With systematic work on the development of phonemic hearing, children begin to perceive and distinguish much better endings, prefixes in single-root words, common suffixes, prepositions when consonants come together, etc. In addition, the sufficient formation of phonemic perception accelerates the formation of its highest level - sound analysis, the operation of mental division into constituent elements(phonemes) of various sound complexes: combinations of sounds, syllables, words.

T.B. Filichev and G.V. Chirkina (1991) indicate that for effective correction phonemic disorders it is necessary to plan the work in such a way that it simultaneously contributes to both the development of correct sound pronunciation and sound analysis and synthesis of the composition of the word. In each period, work should be carried out in three sections: the formulation and differentiation of sounds, sound analysis based on syllables and words, and the formation of sentences.

According to G.G. Golubeva (2000) and L.V. Lopatina (2004) speech therapy work to overcome phonetic and phonemic disorders in preschool children with speech disorders includes the following sections: 1) development of motor skills of the articulatory apparatus; 2) educating the right speech breathing, correct articulation of sounds and their automation in various phonetic conditions of pronunciation; 3) the formation of intonational expressiveness. 4) the formation of sound pronunciation; 5) development of phonemic perception (auditory and auditory differentiation of phonemes); 6) the formation of simple and complex forms of phonemic analysis.

L.V. Lopatina and N.V. Serebryakova (2001) note that the lack of formation of the psychophysiological prerequisites for the development of the phonemic side of speech at the sensorimotor level, the interdependence of speech and non-speech processes, the structural features and mechanisms of phonemic disorders in children with erased dysarthria determine the main directions of corrective action: stage I - preparatory (education of auditory attention and auditory memory, the development of articulatory motor skills, the development of fine motor skills, the formation of phonemic perception); Stage II - the main one (the formation of a phonemic analysis of the structure of a word - the isolation (recognition) of a sound against the background of a word, the isolation of the first and last sound from a word, the development of complex forms of phonemic analysis, that is, determining the sequence, number and place of sounds in a word). The implementation of these areas should be carried out comprehensively and systematically. In each direction, stages of work are distinguished, each of which involves the solution of specific problems. At each stage, the work is built taking into account the structure of the speech defect with erased dysarthria, the degree of complexity of tasks, and the independence of their implementation. To solve the problem of developing phonemic analysis, children are offered tasks of game content, because play activity affects the formation of mental processes, in the conditions of the game, children concentrate better and remember more. The game is carried out and cognitive development children, and speech activity in general, because game activity contributes to the expansion and deepening of ideas about the surrounding reality, the improvement of attention, memory, perception, imagination, observation and thinking.

R.E. Levina (1968), who stood at the origins of Russian speech therapy, wrote that when choosing ways and means to overcome and prevent speech disorders in children, it is necessary to focus on the nodal formations on which the normal course of not one, but a number of speech processes depends. Such a nodal formation, a key moment in the system of correction of erased dysarthria is phonemic perception and sound analysis. The formation of nodal formations allows with the greatest economy and expediency to achieve a pedagogical effect, that is, the correction of speech underdevelopment. This position is also confirmed by T.A. Tkachenko (1980), who says that the development of phonemic perception has a positive effect on the formation of the entire phonetic side speech. With the development of articulation skills, only a minimal effect can be achieved. At the same time, a stable correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception. Subsequently, this has a positive effect on the development of writing.

Thus, work on the formation of phonemic (sound) analysis is impossible without preliminary work on the formation of phonemic perception, in which several stages can be distinguished:

1) First, children are invited to distinguish between non-speech sounds, that is, sounds environment. For this, children are offered games like: “What is the room talking about?”, “Guess what it sounded?”. Thus, the attention of children is drawn to sounds as such, to everything that surrounds us in Everyday life, interest develops, the initiative of children is supported.

2) For differentiation, the same sound complexes are offered in terms of height, strength and timbre. This problem is especially well solved when joint work speech therapist and music director, since it is at music lessons that all the necessary conditions and objects for the implementation of such tasks are created.

3) At this stage, children learn to distinguish between words that are similar in sound composition. This task is solved in parallel with the expansion and refinement of the semantic relationships of words. For work, cards are offered with the image of words-quasi-homonyms, that is, words that differ in pronunciation by one sound. In the process of such work, children learn that a change in just one sound entails a change in the meaning and meaning of the whole word.

4) Next, work is underway to differentiate syllables. At this stage of work, children learn to work with syllabaries, compare syllables by ear when pronouncing in someone else's and in one's own speech (if the sounds being worked out in the child's speech are pronounced correctly). Children also learn to work in pairs (with other children). There is awareness in their activities and great independence.

5) The last stage in the formation of phonemic perception is the differentiation of phonemes. Children first learn to isolate the sound, to correlate them with non-speech sounds (the murmur of water in a tap). Next - to highlight the sound in a series of sounds that are distant in terms of acoustic and articulatory features of sounds, and then - in a series of close sounds. To do this, the speech therapist invites the child to carefully listen to a series of sounds and clap when a certain sound is pronounced. Taking into account the consistently carried out work, the child quickly masters such tasks (T.A. Tkachenko, 1980).

It is very important to carry out work on the formation of phonemic perception simultaneously with the formulation of the correct sound pronunciation. So, at the stage of formation of primary pronunciation skills and abilities, when staging a disturbed sound, imitation techniques are used in work with a child - when a speech therapist shows a child sitting in front of a mirror, the elements, the main points of articulation and offers to pronounce the sound; onomatopoeia based on showing correct articulation, during which an image of a sound is formed (an example for a sound with: “Listen carefully, this is how water flows, the wind whistles”). Such techniques help to attract the child's attention to sounds (non-speech and speech), and in the future, the child, using hearing, compares his sound, that is, the sound in his own pronunciation, with the sound of the correct speech of an adult (in this case, a speech therapist).

Work does not stop at the stage of audio automation. It is carried out on material of varying complexity (in syllables, words, phrases). However, only after the desired sound is automated, you can begin to work on its differentiation with sounds that are similar in articulation and acoustic perception.

According to N.A. Cheveleva (1986), work on the formation phonemic representations implies a certain sequence: from a clear perception of phonemes correctly pronounced by the child (such as (P), (T), (K)) and the distinction of sounds that differ sharply in articulation ((T) from (S, P, R)) and gradually moving to differentiation of sounds similar in acoustic-articulatory features (P - B, C - 3, C -Sh).

It should be remembered that in children with an erased form of dysarthria, receptive changes form gradually. First, exercises are carried out to distinguish sounds on the basis of deafness and sonority, softness and hardness. On the available material, the number of words for memorization and repetition is expanding. At this time, it becomes possible to memorize words with similar sounds (tooth - soup, goat - scythe) sentences and short texts, which is a new level of complexity. In the process of preparing children for the elementary skills of sound analysis, it is necessary to teach children to distinguish a sound in a number of other sounds: a syllable with a given sound in a number of other syllables, determine the presence of a given sound in a word, determine a vowel at the beginning of a word, in the middle, at the end, in position under stress and, by analogy, a consonant sound. A speech therapist teaches children to differentiate a task, listen to a speech instruction, and keep its sequence in memory. A connection is established between auditory and speech-motor images (L.V. Lopatina, 2004).

T.B. Filicheva, N.A. Cheveleva (1987) recommend starting work on the education of the phonemic side of speech with the development of phonemic hearing. Such training is conducted at first on the material of non-speech sounds, speech sounds are gradually introduced that are correctly pronounced by children and those that are re-set (or corrected or introduced into the child's independent speech). In addition, from the first lessons, work is carried out in parallel to develop auditory attention and auditory memory. Such a dual focus of classes allows you to achieve the most effective results in the development of phonemic perception. After all, the inability to listen to the speech of others is often one of the causes of incorrect sound pronunciation. In the process of speech therapy classes, the child must, first of all, master the ability to control his pronunciation and correct it by comparing the speech of others with his own.

Speech therapy work on the development in children of the ability to differentiate phonemes T.B. Filichev and N.A. Chevelev is conditionally divided into six stages: 1) recognition of non-speech sounds; 2) distinguishing identical words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice; 3) distinguishing between words that are similar in sound composition; 4) differentiation of syllables; 5) differentiation of phonemes; 6) development of skills in elementary sound analysis.

R.I. Lalaeva and L.V. Venediktova (2003) propose the following sequence of work on the development of phonemic analysis and synthesis in preschoolers: 1. Phonemic analysis of a series of vowels (consonants): a) determining the presence of a vowel (consonant) sound in a series; b) determining the place of a given vowel (consonant) in a row; c) determining the sequence of vowels (consonants) in a row. 2. Phonemic analysis of a syllable: a) definition of a vowel and a consonant sound in a syllable; b) determining the place of the vowel and consonant sound in the syllable; c) determining the sequence of sound in a syllable. 3. Phonemic analysis of the word: a) selection of sound against the background of the word; b) definition of the first and last sound in a word; c) determining the location of the sound in the word; d) determining the number and sequence of sounds in a word. Speech material R.I. Lalaeva and L.V. Venediktov is recommended to give in the following sequence: monosyllabic words like: mustache, on, house, cancer; two-syllable words from open syllables (moon, rose); two-syllable words from open and closed syllables(axe, sugar); two-syllable words with a confluence of consonants (cat, donkey, pocket); monosyllabic words with a confluence of consonants at the beginning (table, mole, closet); monosyllabic words with a confluence of consonants at the end (wolf, tiger, regiment); two-syllable words with a confluence of consonants at the beginning (grass, roof); two-syllable words with a confluence of consonants at the beginning and middle (flower bed, roof). In a similar sequence, work is carried out with three-syllable words.

Research by L.E. Zhurova and D.B. Elkonin (1963) prove that such learning is necessary: ​​the transition from the natural syllabic division of a word to its artificial division into sounds with the help of intonation selection of sounds in a word. At the same time, the function of the child's speech changes, turning from the practical function of communication, the transmission of thoughts into the function of examining the sound composition of the word.

Taking into account the different complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, speech therapy work, according to L.E. Zhurova and D.B. Elkonin (1963) should be carried out in the following sequence: 1. Identification (recognition) of sound against the background of a word, i. determination of the presence of a sound in a word. 2. Isolation of sound at the beginning and at the end of a word. Determine the first and last sound in the word, as well as its place (beginning, middle, end). 3. Determination of the sequence, quantity and place of sounds in relation to other sounds.

L.E. Zhurova and D.B. Elkonin identifies the following stages in the formation of complex forms of phonemic analysis (determining the number, sequence, place of sounds in a word in relation to other sounds):

The first stage is the formation of phonemic analysis based on auxiliary means, on external actions. The work is carried out as follows. The child is presented with a picture, the word-name of which must be analyzed, and a sound line, consisting of a certain number of cells, according to the number of sounds in the word. As the sounds in the word are highlighted, the child advances the retractable part of the ruler. The sound line also helps children to realize that the sounds in the word go one after another.

The development of phonemic analysis is based on the previously formed skills of isolating the first and last sound, determining the place of sound in a word (beginning, middle, end). Initially, monosyllabic words such as "poppy", "cat", "house", "bow", "catfish" are given for analysis. So, for example, the sequence and place of sounds in the word "bow" is determined as follows. A picture is offered on which a bow is drawn, under it is a diagram of three cells. The speech therapist asks: - What is the first sound in the word onion. - The sound "l", - the children answer and move the ruler one circle forward. The word is repeated by the children and the speech therapist. What sound is heard in the word after "l"? - "u" sound. It is proposed to pronounce the word again and listen to what sound is heard after the “l” in the word “bow”, etc. Using a picture at this stage makes the task easier, as it reminds the child which word is being analyzed.

The second stage is the formation of the action of phonemic analysis in the speech plan. Reliance on the materialization of action is excluded. The formation of the function of phonemic analysis translates into speech plan- first with the image, then without it. Children name the word, determine the first, second, third sound, specify the number of sounds.

The third stage is the formation of the action of phonemic analysis in the mental plane. At this stage, children determine the number, sequence and place of sounds without naming a word. For example, it is proposed to select pictures with five sounds in their names. The pictures are not named.

At the same time, as L.E. Zhurova and D.B. Elkonin (1963), the process of forming phonemic analysis should involve not only the complication of forms of analysis, but also the gradual complication of speech material, an increase in the phonetic difficulty of the word.

According to T.B. Filicheva and G.V. Chirkina (1991), corrective work according to the development of phonemic perception and phonemic functions is divided into III period.

In the first period, the basis of learning is not the word, but the sound. The purpose of the lessons of this period is to consolidate and differentiate the softest sounds for pronunciation: vowels and deaf explosive consonants. In the same period, preparations are underway for the production of difficult sounds (r, w, w, l) and the production of voiced consonants begins. The work on sound analysis begins with the isolation of a vowel sound at the beginning of a word, then the isolation of a plosive consonant at the end of a word or syllable, and finally the analysis of an open syllable.

In the II period, most of the sounds that are difficult to pronounce are assimilated and the sounds are differentiated: voiced and deaf, whistling and hissing, slotted and affricates, R and L sonors, soft and hard. Each lesson includes exercises on the analysis and synthesis of words. The visual support in this period is graphic scheme two-syllable word with open syllables(a long line denotes a word, a shorter one - syllables and squares - sounds).

In the III period, the final consolidation in independent speech of all delivered sounds against the background of the development of coherent speech. During this period, literacy classes are included: mastery of letters, merging letters into syllables and words, and reading comprehension are mastered.

As a result of learning according to this system, children should acquire the following knowledge and skills: be able to pronounce and distinguish among themselves all the sounds of speech, use them correctly in independent speech; be able to determine the place of any sound in a word (such as Masha, noise), be able to analyze words of this type; be able to read words of the specified complexity in syllables; be able to put words of this type from the letters of the split alphabet.

At the first lessons on the development of phonetic and phonetic functions, children must be taught to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations, words. The speech therapist needs to draw the attention of children to facial expressions, to the clarity of pronunciation of sound, intonation, and the strength of the voice.

At first remedial classes for the development of auditory attention, it is necessary to teach children to listen to non-speech sounds, to arouse attention and interest in them, to show that non-speech sounds can report something, warn.

Thus, these games in speech therapy work will prepare children for understanding the sound side of speech.

With preschoolers with speech disorders, work on the development of phonemic perception should begin with children repeating a series of syllables, including differentiation with voiceless and voiced, hard and soft, with whistling and hissing sounds, as well as with affricates and their components.

Next, children need to be introduced to the concept of "syllable", to be taught to distinguish between syllables. The speech therapist calls the children a syllable series, for example, “na-na-na-Pa”, and the children must determine which syllable is superfluous. Then the game can be complicated by giving more complex syllabic sequences: “na-NO-na”, “how-how-Ga-ka”, etc.

For the development of phonemic perception, it is also necessary to teach children to distinguish between words that are similar in sound composition. Children are given pictures and are invited to consider them, remember the name of the subject. Next, the speech therapist offers a chain of words. Having heard the word denoting the object depicted in the picture, the child raises his card. For example: bunny - cod, rose - dew, goat - braid. The speech therapist starts this game, and during the game, the children understand that when the first sound in the word is replaced, the meaning of the word itself changes. Here you need to explain the meaning of each new word, and explain words that are incomprehensible to children, which contributes to the expansion of vocabulary. The work is carried out with the help of an album of pictures of quasi-homonymous words and is carried out from simple to complex.

The formation of the ability for phonemic analysis is carried out in stages, in motion from the assimilation simple forms phonemic analysis to complex. The development of such an ability implies not only the formation of the ability for phonemic analysis, but also a sufficiently high level of formation of this ability.

Consolidation of the skills of performing phonemic analysis is also carried out when working on phonemic synthesis. Phonemic synthesis thus, it is carried out on the basis of the formed skills of phonemic analysis.

It can be said that the correction system proposed by T.B. Filicheva and G.V. Chirkina (1991), suggests the formation of a sufficiently high level perception of speech by the end of the child who was engaged in this technique kindergarten. The system of speech therapy work to eliminate speech disorders in children with erased dysarthria provides a well-formed speech perception - a sufficient basis for the further normative development of speech (both oral and written), which does not require further corrective work.

In general, the main tasks of a speech therapist with children with speech disorders should be, according to L.F. Spirova (1957), the following:

1. Maximum focus and more time-consuming work on the formation of the child's ability to compare, compare and distinguish speech sounds (first on correctly pronounced, later on refined and corrected sounds).

2. Working out and refining the articulation of those sounds that are correctly pronounced in isolation, but merge in speech or sound not clear enough, blurry.

3. Staging missing and distorted sounds and introducing them into speech.

4. Formation of skills to compare and distinguish between a system of differential (acoustic-articulatory) features of sounds.

5. Fixing the level of sound analysis that is available to the child, and gradually leading to a stable automated skill, i.e. teaching the child more abbreviated and generalized operations, through which sound analysis is performed, the formation of the ability to distinguish sounds not only in strong, but also in weak positions, to distinguish between their sounding variants.

Thus, the successful correction of phonemic underdevelopment in children with speech disorders is carried out as a result of a multifaceted impact aimed at speech and non-speech processes, at the activation of the cognitive activity of preschoolers. In the conditions of a special institution, the whole complex of correctional tasks is solved by a clear organization of the lives of children and proper distribution corrective and educational activities. It is also important to note that all work on the development of phonemic processes in children with speech impairment should be carried out taking into account individual characteristics, with mandatory monitoring of performance, with notes (negative and positive) about the success of each child, with the mandatory introduction of game moments into the lessons, since this is undoubtedly an important and indispensable part of the work on the correction of speech defects.

Introduction…………………………………………………………………………..3

Part 1. The concepts of “phonemic hearing” and “phonemic perception”………………………………………………………………………....4

phonemic hearing in children…………………………………………….....5

Part 3 Game exercises aimed at the development of phonemic hearing .................................................... ................................................7

Conclusion…………………………………………………………………..….11

List of sources used………………………………………..12

INTRODUCTION

To the number critical tasks speech therapy work with preschoolers with general underdevelopment of speech includes the formation of phonemic hearing.

In preschool children with general underdevelopment of speech, there is an inferiority in the development of auditory attention: instability, rapid exhaustion, difficulties in turning on, switching and distributing attention; violation of voluntary attention: children do not listen to sounds, quickly get tired, lose interest in sounds. Some of them have difficulty distinguishing non-speech sounds.

Children with insufficiently developed phonemic hearing are characterized by a distorted perception of someone else's and their own speech. A big problem for these children is the task of isolating and distinguishing words that are close in sound composition, which, when perceived as reversed speech, can lead to a decrease in understanding of its meaning. Many of them have impaired sound pronunciation and the syllabic structure of words.

Mastering the phonemic structure of a language precedes other forms of speech activity - oral speech, writing, reading, so phonemic hearing is the basis of the entire complex speech system.

Part 1. The concepts of "phonemic hearing" and "phonemic perception"

In the 60s of the twentieth century, the term "sound analysis" was used and

the following types of it were distinguished: natural sound analysis and artificial sound analysis.

Natural sound analysis serves oral speech; with its help, a semantic-distinctive function is carried out.

Artificial sound analysis is not formed spontaneously; children master it in the course of purposeful learning. This type of sound analysis serves written speech.

Daniil Borisovich Elkonin suggested introducing new different terms to designate these two types of sound analysis - "phonemic hearing" and "phonemic perception". Natural sound analysis began to be denoted by the term "phonemic hearing". Artificial sound analysis began to be denoted by the term "phonemic perception".

Phonemic hearing is a fine systematized hearing that allows you to recognize and distinguish phonemes in your native language. Phonemic hearing is part of physiological hearing. It performs a semantic function and develops in the process of communication with surrounding relatives.

Phonemic hearing is an innate ability that allows you to:

• recognize the presence of a given sound in a word;
• distinguish among themselves words consisting of the same phonemes;

• distinguish between words that differ in only one phoneme.

Phonemic perception is mental actions to isolate and distinguish between phonemes, to determine the sound composition of a word:

1. determining the presence or absence of sounds in a word;
2. location of sounds in a word;
3. determination of the linear sequence and the number of sounds in a word.

Part 2. Directions of speech therapy workon the development of phonemic hearing in children

With a general underdevelopment of speech, one of the main tasks is to teach children to distinguish and recognize phonemes based on preserved functions. without solving thistask, it is impossible to proceed to the formation of the correct pronunciation of sounds. In order for the work on the correct pronunciation of a sound to be successful, the child must be able to hear it, since hearing is the regulator of normalized use.

The development of phonemic perception is carried out in a playful way on frontal, subgroup and individual lessons. In addition, from the first lessons, work is carried out in parallel to develop auditory attention and auditory memory. Such a dual focus of classes allows you to achieve the most effective results in the development of phonemic perception.

Work on the formation of the perception of speech sounds based on the nature of the defect. In some cases, work is directed towards the formation of phonemic perception and the development of auditory control. In others, its task is to develop phonemic perception and operations of sound analysis. Thirdly, it is limited to the formation of auditory control as a conscious action. In the process of speech therapy classes, the child must, first of all, master the ability to control his pronunciation and correct it by comparing the speech of others with his own.

Speech therapy work on the development of phonemic perception in children by N.A. Cheveleva conditionally divides into six stages.

Stage 1 - recognition of non-speech sounds.Goals: 1) development in children of the ability to recognize and distinguish between non-speech sounds;

2) development of auditory attention and auditory memory.

Stage 2 - distinguishing the height, strength, timbre of the voice on the material of the same sounds, combinations of words and phrases.Purpose: 1) to teach children to distinguish the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words.

Stage 3 - distinguishing words that are similar in sound composition.Purpose: 1) to teach children to distinguish words that are similar in sound composition.

Stage 4 - differentiation of syllables.Purpose: 1) to teach children to distinguish syllables.

Stage 5 - differentiation of phonemes.Purpose: 1) to teach children to distinguish the phonemes of their native language (first differentiation of vowels, then consonants).

Stage 6 - development of skills in elementary sound analysis.Goals: 1) the formation of elementary sound analysis skills in children;

2) the formation of syllabic analysis skills in children.

Part 3. Game exercises aimed at developing phonemic hearing

Stage 1. Games for recognition and discrimination of non-speech sounds.

Game "Show me what it sounds".

The speech therapist brings into sound one of the objects hidden behind the screen. Then the child is invited to show the sounded object and “voice” it again, checking himself.

The game "The most attentive."

According to the instructions of the speech therapist, children perform various movements, correlating them with different sounds. For example, at the sound of a whistle, children should raise their hands up, at the sound of a pipe - hold their hands in front, and at the sound of a barrel organ - spread them apart.

Stage 2. Games aimed at distinguishing the height, strength, timbre of the voice on the material of the same sounds, combinations of words and phrases.

When distinguishing the degree of sound volumechildren get acquainted with the loud and quiet sound of objects, learn to correlate the intensity of the sound with the distance (quiet - far, loud - close), listen to sounds (respond to changes in the threshold of sensitivity). Exercises are used to develop non-verbal and verbal reactions to loud and soft sounds.

Game "Close - far."

The speech therapist turns on the tape recorder and plays an audio recording of the voices of animals (birds). Next, use the knob to increase or decrease the sound volume. Children must answer with a sentence whether a voice is heard far or close (for example, a cat meowing).

A game "The boxes are rattling."

To kid they offer to listen to the sound of 6 boxes (2 with semolina, 2 with buckwheat, 2 with peas). All boxes are placed on the table in one row. The child is offered to shake each of the boxes and listen to how they rattle. They are asked to find two boxes that sound the same.

Determination of the duration of non-speech soundscarried out in exercises aimed at distinguishing between long and short signals using non-verbal and verbal responses.

Game "Show the sound."

Children are given two cards each: one of them shows a short strip, the other a long one. The speech therapist makes long and short sounds with a tambourine, and the children show a card corresponding to the duration of the sound.

Pitch DiscriminationIt is practiced in exercises that initially do not require verbalization of the situation, and then are accompanied by verbal responses. Children practically get acquainted with the concepts of "high" - "low" sound, "sounds high" - "sounds low". For example, a speech therapist, demonstrating high and low sounds on children's musical instruments and sounding toys (piano, metallophone, drum, whistle, etc.), compares their sounds with a ladder, high and low objects, voices and movements of adult animals and their cubs.

Definition number of sounds and sounding objectscarried out during the calculation:

• consecutive homogeneous signals;
• consecutive contrast signals;
• objects that consistently reproduce contrasting sounds;
• objects that simultaneously reproduce contrasting sounds.

First, sounds reproduced by natural objects are used, then audio recordings. The number of sounds and sounding objects is counted by children using symbols (sticks, chips, etc.). Assignments must be presented in a playful way.

One-two game.

The speech therapist agrees with two children that one child gets up for one signal (hitting the drum with a stick), and two children for two signals. After that, the children sit with their backs to the speech therapist and get up at the agreed signal.

The development of non-speech hearing includes work to activate spatial hearing.Training exercises are aimed at developing the ability to distinguish the direction of sound, the source of sound, located in front or behind, to the right or left of the child.

The game "Follow the sound."

One child stands in the center of the office, he is blindfolded. Several children are in different places in the office, they have a variety of sounding toys in their hands (then you can use the same toys). At the sign of the speech therapist, one of the children voices his toy. A blindfolded child begins to move in the direction of the sound he heard, but at this time the sound stops and the sound produced by the toy of another child is heard (also at the signal of the speech therapist). The blindfolded child changes direction and continues towards the next source, and so on. Then another child is invited to the middle of the circle.

Stage 3. Games that contribute to the ability to distinguish between words that are similar in sound composition.

"Right or Wrong" game.

The speech therapist shows the children a picture and clearly calls the image: “Car”. Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, you clap your hands." Then he says:"Carriage - vakon - facon - car - fakom - wagon."Then the speech therapist shows the following picture or just a blank piece of paper and calls:"Paper - pumaga - tumaga - pumaka - bumaka."Having heard the word incorrectly spoken by the speech therapist, the children should clap their hands.

Game "Fix the bugs"

The speech therapist invites children to find mistakes and correct them.

You can use couplets with words - paronyms.

Carp lives in the forest. A pheasant swims along the river.

The hare hid behind a barrel. Put the cucumbers in a bowl.

We put on slippers in winter. We wear hats in the apartment.

Stage 4. Syllable differentiation.

The game "Short and long words."

The speech therapist explains to the children that there are short and long words. He pronounces them, intonation separating syllables. Together, the children pronounce the names of the pictures displayed on the board (pa-pa, lo-pa-ta, ba-le-ri-na), flapping syllables.

Gradually, during this period, the child must master the ability to distinguish between all oppositional sounds: whistling and hissing, voiced and deaf, fricative and explosive, hard and soft.

Stage 5 Phoneme differentiation.

At this stage, the child learns to distinguish the background of the native language. You need to start by distinguishing vowel sounds.

The Guess Game. The speech therapist distributes pictures to the children depicting a wolf, a baby, a bird and explains: “The wolf howls: woo”, “The girl is crying: ahh”, “The bird sings: uh-uh”. Then he pronounces each sound for a long time (ah-ah, woo, i-i-i), and the children raise the corresponding pictures.

Then the game gets more difficult. Game options: 1) speech therapist pronounces sounds briefly; 2) instead of pictures, children are given symbols of vowel sounds (according to Tkachenko); 3) in a series of vowels a, y, and include other sounds, such as oh, uh, uh, to which children should not respond.

Similarly, work is being done to differentiate consonant phonemes.

CONCLUSION

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

This work should be implemented not only in speech therapy classes in sound pronunciation and in teaching literacy, some techniques for developing phonemic hearing can be used in classes on the formation of a lexico-grammatical system and the development of coherent speech. Part of the games that contribute to the development of phonemic hearing, the speech therapist suggests using educators and the music director in their work.

With systematic work on the development of phonemic hearing, preschoolers with general underdevelopment of speech learn to distinguish sounds similar in acoustic or articulatory features, perceive and distinguish word endings, prefixes, common suffixes much better, highlight prepositions in a sentence, which is so important in the formation of reading and writing skills. As a result of such work, voluntary self-regulation improves in children and communication processes are activated.

The theory and practice of speech therapy work convincingly prove that the development of phonemic processes in preschoolers with general underdevelopment of speech has a positive effect on the formation of the entire speech system as a whole. Effective and stable correction of pronunciation defects (sound pronunciation, sound filling and syllabic structure words) can only be possible with the advanced formation of phonemic hearing.

LIST OF USED SOURCES

1. Logopedia. Textbook, ed. Volkovoy L.S. – M.: Vlados, 2008.

2. Lukina N.A., Nikkinen I.I. “Teach me to hear” (Development of auditory perception, attention, memory), St. Petersburg: Paritet, 2003.

3.Semenovich A.V. "Introduction to Neuropsychology childhood”, M.: “Genesis”, 2005.

4. Filicheva T.B., Cheveleva N.A., Chirkina G.V. "Fundamentals of speech therapy", M .: "Enlightenment", 1989.

5. Fomicheva M.F. “Educating children with the correct pronunciation”, M .: “Institute practical psychology", 1997.

6. Shashkina G.R., Zernova L.P., Zimina I.A. " Speech therapy work with preschoolers”, M.: “Academy”, 2003.

7. Shibaev A. "Native language, be friends with me", St. Petersburg: "DITGIZ", 2008.

Natalia Kolmakova
The development of phonemic hearing in children with ONR

What is phonemic awareness?

phonemic hearing is the ability of a person to recognize speech sounds represented by the phonemes of a given language.

In children, the formation of phonemic hearing occurs with the perception of the oral speech of others and, at the same time, with their own pronunciation of words in accordance with the perceived patterns, with the help of which various signs of phonemes are distinguished and generalized.

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

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

More often, however, a defect in the articulatory apparatus or a fixed error of articulation becomes a source of phonemic dysfunction, which makes it difficult, if not completely blocking, auditory discrimination within one or another binary opposition. In other words, speech sounds do not differ only because they are not properly separated in pronunciation.

General underdevelopment of speech- a tangled tangle of causes and effects, in the center of which is the indistinguishability of phonemes during the perception and production of speech - has another manifestation, which is only difficult to correct by conventional methods.

When pronunciation defects are eliminated by the efforts of a speech therapist or become almost imperceptible, in a certain percentage of cases there is still a stable trace of insufficient phonemic analysis. The child seems to pronounce everything correctly, and he masters spelling with great difficulty, making a huge number of hard-to-explain errors.

The influence of phonemic difficulties in various ways affects the assimilation of the outline of letters. In some cases, there is a direct effect of insufficient differentiation of phonemes on the formation of the grapheme and on the use of the corresponding letters. In other cases, addiction manifests itself in more complex forms. Difficulties in the course of phonemic analysis during writing weaken attention to the outline of the letter, as a result of which the so-called graphic error occurs.

This problem can be solved only by intensive training in the discrimination and identification of phonemes, and the sooner the better.

Games and exercises for the development of phonemic hearing

1. Game "Telegraph"

Game for the development of phonemic hearing.

To play, you need cut strips of paper and a pen. You give a telegram: "The baby elephant got sick." The young telegraph operator lays out as many strips as there are words in a sentence. And then on each strip draws as many circles as there are syllables in the word. The telegram “elephant is sick” will look like this: two paper strips with three circles on each.

2. The game "Sounds in a circle"

Purpose: development of phonemic hearing, recognition of sounds in the context of a word and determination of their place in the name of an object.

Age: preschool.

Material: a box with small objects or cards with objects depicted on them, arranged so that when they are named, a practiced sound is heard in them; rug, 6 boxes: 3 - green, 3 - blue.

Several children take part in the game. Children sit in a circle. In the center of the circle on the rug is a box with items and 6 boxes (green for soft sounds, blue - for hard sounds). Letters are glued on the boxes: n - the beginning of the word, s - the middle of the word, k - the end of the word.

Children take turns entering the circle and choosing one of the toys (cards) in the box. Then, at the request of the leader, each of the children stands up, clearly pronounces the name of his toy (cards with the image of an object) and determines where he hears the sound that the leader called: at the end, in the middle, at the beginning of the word. Then he determines its softness or hardness and puts the toy (card) in the appropriate box.

Children approve or correct the heard version.

3. The game "Cheerful Parrot"

Purpose: the development of sound-phonemic analysis, the formation of a sense of rhythm, the development of the ability of onomatopoeia.

Age: preschool.

The leader pronounces syllable rows with tapping or slapping each syllable.

They say to the child: “You are a cheerful parrot, and the parrots repeat every word. Can you repeat after me and tap each word with the edge of your hand? Be careful".

The child and the leader sit opposite each other at the table. On command, the child begins to tap and repeat the syllables:

the same - ra-ra-ra;

with a change of pace (slow - fast) - ra-ra-ra-ra - ra-ra-ra-ra - ra-ra-ra - ra-ra-ra; ra-ra-ra-ra;

with the build-up of a row - pa - pa-pa - pa-pa-pa - pa-pa-pa-pa - pa-pa-pa-pa.

It is necessary to monitor the achievement of coordination of voice and movements.

4. The game "Echo"

Purpose: the game serves to exercise phonemic hearing and the accuracy of auditory perception

You can play alone or in a large group.

Before the game, an adult addresses the children: Have you ever heard an echo? When you travel in the mountains or through the forest, pass through an archway, or are in a large empty hall, you may encounter an echo. That is, you, of course, will not be able to see it, but you can hear it. If you say: “Echo, hello!”, Then it will answer you: “Echo, hello!”, Because it always repeats exactly what you say to it. Now let's play echo.

Then they appoint a driver - "Echo", who must repeat what he is told.

It's better to start with simple words, then move on to difficult and long ones (for example, “ay”, “rather”, “windbreak”). You can use foreign words in the game, while not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hi, monkey!”, In addition, you can try to offer poetic and prose phrases for repetition (“I came to you with greetings tell that the sun has risen!").

5. The game "Let's fix the broken phone"

Purpose: game for the development of phonemic hearing.

It is best to play with three or even more. The exercise is a modification of the famous game "Broken Phone". The first participant quietly and not very clearly pronounces a certain word in his neighbor's ear. He repeats what he heard in the ear of the next participant. The game continues until everyone has passed the word "on the phone".

The last participant must say it out loud. Everyone is surprised, because, as a rule, the word is noticeably different from those transmitted by the rest of the participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that have “accumulated” as a result of a phone breakdown. An adult should carefully monitor that the differences, distortions are reproduced by the child correctly.

6. Exercise "Chain of words"

Goal: Development of auditory attention, phonemic hearing.

Now I will name the word, and the next one will name the second word, which will begin with the last letter in my word.

For example, table, sheet, notebook, etc. You cannot name names, nicknames, names of cities, villages, rivers, seas, etc. You can only name objects. The winner is the one who will quickly and correctly name the words.

7. Game "Confusion"

Purpose: a game for the development of sound discrimination.

It is necessary to draw the attention of the child to how important it is not to confuse sounds with each other. To confirm this thought, you should ask him to read (or read to him if he still does not know how) the following comic sentences.

The Russian beauty is famous for her goat.

The mouse drags a huge grain hill into the mink.

The poet finished the line, put his daughter at the end.

You need to ask the child a question, what did the poet mix up? What words should be used instead of these?

8. Game "Words"

Purpose: development of phonemic hearing.

Children take turns calling words, where the last letter of the previous word is the beginning of the next. For example: "watermelon-umbrella-trolleybus."

9. Exercise "Name the first sound in a word"

Age: middle preschool.

The teacher shows a toy, for example, Pinocchio and offers to determine with what sound his name begins. After the answers, the teacher gives the task to the children to determine with what sound the names of their neighbors begin, the name of certain animals, objects.

Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables “ze” in the word Zoya, “ve” in the word Vadik).

10. Exercise "Name the last sound in the word"

Age: middle preschool.

Visual material: pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.)

The teacher shows a picture, asks to name what is shown on it, and then say what is the last sound in the word. At the same time, attention is drawn to the clear pronunciation of isolated sounds, the differentiation of hard and soft consonants (in the word door, the last sound is “r”, and not “r”). When all the pictures have been considered, the teacher suggests putting pictures on which the names of objects end in a hard consonant in one direction, in the other - in a soft one. Children who do not clearly pronounce sounds are encouraged to clearly pronounce the consonants at the end of the word.

11. Exercise "What sound is there in all words?"

Age: senior preschool.

The teacher pronounces three or four words, each of which has one of the sounds being worked out: a fur coat, a cat, a mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he proposes to determine what sound is in all the words below: beetle, toad, skis - “g”; kettle, key, glasses - "h"; brush, box, sorrel - "u"; braid, mustache, nose - s; herring, Sima, elk - "shy"; goat, castle, tooth - "h"; winter, mirror, vaseline - "z"; flower, egg, chicken - "c"; boat, chair, lamp - "l"; linden, forest, salt - "l"; fish, carpet, wing - "r"; rice, fortress, primer - "r".

12. Exercise "Think, take your time"

Age: middle preschool.

The teacher offers the children several tasks for ingenuity and at the same time checks how they have learned to hear and highlight certain sounds in words: Choose a word that begins with the last sound of the word table.

Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook.)

Choose a word so that the first sound would be k, and the last - "sh". (Pencil, reed.)

What word will you get if you add one sound to “but”? (Knife, nose.)

Make up a sentence in which all the words would begin with the sound "m". (Mom washes Masha with a washcloth.)

Find objects in the room that have the second sound "u" in their names. (Paper, pipe, Pinocchio.)

13. Exercise "Find and name the right word"

Age: senior preschool.

The teacher suggests highlighting and naming only those words that have the given sounds.

Dad bought Lena a sled.

A bus is moving along the road.

Nature comes alive in spring.

House over the river, Light stripe

There is a light in the windows, He lay down on the water.

(A. Pleshcheev. "On the Shore")

There is a lock on the door.

Thunderclouds appeared in the sky.

Why is the dog barking

For someone you don't know?

That's why she barks

Wants to meet.

14. Exercise "Who listens better?"

Age: senior preschool.

Option 1

The teacher calls two children to him. He puts them back to each other, sideways to the whole group, and gives the task: I will name the words, and Sasha will raise his hand only when he hears the words with the sound sh. Which sound? And Larisa will raise her hand only when she hears words that contain the sound “g”. Once again, the children are invited to repeat who and when should raise their hand. Children count the number of correct answers, mark the incorrect answers. The teacher names the words with a short interval (15 words in total: 5 - with the sound "sh", 5 - with the sound "zh", 5 - where these sounds are absent). Approximately the following set of words is offered: a hat, a house, a beetle, a fox, a hedgehog, a cat, a plate, a hanger, skis, a pencil, a barrel, scissors, a castle, a puddle, a roof.

Everyone monitors whether the guys are doing the task correctly, correcting mistakes by pointing to the given sound in the word or its absence. At the end, the children name the child who was the most attentive, correctly identified all the words and never made a mistake.

Option 2

The teacher calls two children: one of them should raise his hand to the words with the sound “sh”, the other - with the sound “g”. Invites the rest of the children to name words in which these sounds occur. At the end of the game, the children name the winner.

Option 3

The teacher offers two children to pick up words: one with the sound “sh”, the other with the sound “g”. The winner is the one who names the most words without making a single mistake in pronunciation.

15. The game "Chain of sounds"

Purpose: Determining the final sound in a word.

What do the words "poppy" and "cat" have in common? Sound [K]. The word poppy ends with this sound, and the word cat begins. What sound does the word cat end with? Think of a word that starts with this sound. Continue the game.

16. Exercise "What did the animals say?"

Purpose: Determine the first sound in a word.

From several toys, choose those from the first sounds of the names of which you can make up the speech of animals and birds:

"What did the cow say?" - mouse, duck (mu).

"What did the cuckoo say?" - cat, duck (ku).

"What did the hen say?" - cow, donkey (ko).

Compose from toys: mind, mustache, Umka, car, meow, sound, beetle, hour, juice, bone.

17. Exercise "Guess the name"

Purpose: Determining the first sound in a word

Guess the boy's name. Connect the first sounds in words (by ear):

Wolf - apricot - lilac - apple.

Cake - cloud - fox - egg.

Fork - needle - tube - watermelon.

Astra - notes - poplar - donkey - news.

Guess the girl's name. Connect the first sounds in words:

Hoop - lemon - jaguar.

Watermelon - forget-me-not - Yalta.

Dance - artist - thread - hawk.

Socks - bus - plane - TV - egg.