Speech material for sound automation "C".

Target: automation of the "L" sound in the child's speech.
Tasks:
1. To work out the correct pronunciation of the sound "C" in speech with the help of pure phrases and poems.
2. To improve the rhythmic and intonational side of speech.
3. Increase speech activity.
4. Optimize the emotional background, improve mood.

Description: Dear colleagues, I continue to publish a collection of clean phrases and poems to automate sounds in a child's speech, which I use in speech therapy work with children. This time, let me present to your attention speech material aimed at automating the "C" sound. This work will be useful to speech therapists, educators, and parents.

Content
I use pure phrases for the sound "C" in 2 stages of work on sound pronunciation.
The first time I use them at the stage of automating the sound "C" in syllables. The work is carried out as follows: an adult reads the text itself, and a child pronounces only syllables (the "Echo" game).
For example: an adult - "Kolya went out onto the porch", a child - "Tso-tso-tso"
Thus, syllables of various configurations can be pronounced in a fascinating way for quite a long time and the child does not get bored. Also, in the process of repeatedly pronouncing a phrase, the child remembers it and then can tell it at the reading competition.
The second time I use the same phrases is when this sound is being automated in speech. First, I use pure phrases because they are already familiar to the child. Only now the child speaks the whole phrase. The second option is the "Readers" competition - 2-3 children, who pronounce this sound well, compete in reading pure phrases. Even at this stage, we play the game "Who is faster?" - 2-3 children are also taken, I call some syllable, for example, "LA", and the child must remember and say a phrase for this syllable. Whoever speaks first will receive a token. At the end of the game, the winner is determined by the number of tokens. Both in the first and in the second game, it is important not only to tell the phrase, but most importantly to pronounce the sound correctly.

Here is some of them.

Tsa-tsa-tsa - a blizzard sweeps all day.
Tsa-tsa-tsa - I kiss a hare.
Tso-tso-tso - I'll put a ring on my finger.
Tso-tso-tso - I wipe my face.
Tsy-tsy-tsy - starlings are flying towards us.
Tsy-tsy-tsy - cucumbers in the jar.
Tsa-tsa-tsa is the central street.
Tso-tso-tso - Anyuta has a ring.
Tsa-tsa-tsa - our Katya is smart.
Tso-tso-tso - the chicken has an egg.
Tsa-tsa-tsa - there is a sheep in the meadow.
Tso-tso-tso - show your face.
Tso-tso-tso - there is a ring on my hand.
Itz-itz-itz - they sell a syringe at the pharmacy.
Ets-ets-ets is a very sweet candy.
Etz-etz-etz - there is a palace on the mountain.
Ets-ets-ets - a cucumber has grown in the garden.
Ets-ets-ets - a blacksmith forges a chain.
Ets-ets-ets - a fighter goes into battle.
Egg-egg-egg - a hare gallops towards me.
Ets-ets-ets - that's the end of the fairy tale.
Ets-ets-ets - a chick fell out of the nest.
Ets-ets-ets - we dance a dance.
Ets-ets-ets - winter has come to an end.
Ets-ets-ets - the blacksmith shod the horse.
Ets-ets-ets - a chick sits in the nest.
Ets-ets-ets - that's the end of the song.
Itza-itza-itza - a titmouse sits on a pine tree.
Itza-itza-itza - the singer sings on stage.
Itza-itza-itza - there is a table on the wall.
Itza-itza-itza is a red-cheeked girl.
Itza-itza-itza - a fox sits under a pine tree.
Odtsa-odtsa-odtsa - the water was taken from the well.
Yudce-yudtse-yudtse is a beautiful saucer.
Itza-itza-itza - colored mitten.
Itza-itza-itza - the sister knits a scarf.
Itza-itza-itza - the bird flew away.

And here are some pure phrases-poems

Lollipops
Tsy-tsy-tsy - the hare loves candy.
Tsa-tsa-tsa - the hare has no candy.
Ets-ets-ets - where to get a lollipop for a hare?
Tso-tso-tso - look under the porch.
Tsy-tsy-tsy - that's where the lollipops are!
Tsu-tsu-tsu - the hares are happy for the candy!

SHEEP
Tsa-tsa-tsa - here's a sheep.
Tsu-tsu-tsu - we graze the sheep.
Tsy-tsy-tsy - there is no sheep.
Tsa-tsa-tsa - where is the sheep?

At the stage of sound automation after pure phrases, I use verses in which the sound "C" is often found. The "Readers" competition is then held on this material. Here is some of them.

Heron is important, nosed
Stands like a statue all day.

The tiger is quiet with the tigress,
Because he is afraid of her.

Two colorful hens
They run down the street.

From a nearby well
Water flows all day.

Chicken and chicken
They drink water on the street.

Hooked from the crinkle,
Voditsa beauty.

The horse clasped its hoof from behind,
Dust swirls under the hoof.

Well done at the young woman
I asked for some water to drink.

Bought a cuttlefish
Lace dress.
The cuttlefish is walking
Shows off her dress.

Doesn't walk or ride
Because the ice is icy.
But it falls perfectly.
Why isn't anyone happy?

Voditsa is good
Chickens to wash
At the wall of the well
In a chicken trough.

Heron, standing on the porch,
Explains the letter "C":
- Come on, Chicken Chicken,
Repeat: chick-chick-chick.

Chickens and hen
All day outside.
Chickens at the hen
Chickens on a chicken
Chickens under the chicken.

Chicken in a trough
I took some water.
A whole brood of chickens
She invited me to wash.
Nine yellow chickens
They don't want to wash in the trough.

Glows in the starry sky
Star bear.
Help those stars
Do not go astray in the dark.

Kitten Dzap bites
Chicken Chick pecks.
To both from the hostess
It gets paid for it.
And have fun together
They fail.

Wandered into our kindergarten
Ten little chickens.
Brought them from the street
A motley chicken.
"Nice little chicken,
You are wrong on the street!
This is a kindergarten
But not for chickens! "


CONTENT

WHISPERING AUTOMATION

Sound Automation C 1

Sound automation CH 5

Sound automation 3 10

Sound automation SZ 13

Automation of sound C 15

WHISTLE DIFFERENTIATION

Differentiation of sounds C - Cb 19

Differentiation of sounds 3 - 3b 25

Differentiation of sounds C - 3 28

Differentiation of sounds Cb - Zb 31

Differentiation of sounds C - C 33
Moscow 2007

SOUNDS

С, Сь, 3, Зь, Ц

Speech material

sounds in children 5-7 years old

WHISTLE AUTOMATION
SOUNDS

SOUND AUTOMATION WITH


  1. Sing "pump song". Make a sound WITH for a long time on one exhalation: s-s-s ...

  2. Repeat straight syllables with the sound C: sa-so-su-sy.

  3. Repeat reverse syllables with the sound C: as-os-us-is-is-es-es-yus-yas.

  4. Repeat syllables where the C sound is between the vowels.
asa-aso-asu-asy wasps-oso-wasps-wasps

mustache-mustache-mustache-mustache-mustache-mustache

hundred-one-hundred-st-st ska-sko-sku-ska

spa-spa-spa sleep-sleep-sleep-sleep

sma-smo-him-sma sva-svo-svu-svy

ast-ost-ust-yst-est-eats-yust-yust-yast

ask-osk-usk-isk-isk-esk-esk-yusk-yask

asp-smallpox-usp-ysp-isp-esp-ysp-ysp-ysp

asm-osm-usm-ism-ism-esm-yosm-yasm

asv-osv-usv-isv-esv-esv-yusv-yasv

7. Repeat words where the sound C is at the beginning of the word.

Sa: garden, sleigh, satin, scooter, sike, himself, Sanya, boots, sauna, clogs, sadok, Savva; event, owlet, scoop, advice, owl, sofa.

Co: juice, sleep, catfish, soy, soda, Sophia, Sonya, hill, hundred, jay, honeycomb, sleepy.

Su: soup, bag, Saturday, ship, cloth, chest, dry, bustle, day, dry, bustle, subbotnik.

Sy: son, full, son, pour.

Concatenation of consonants: piles, freedom, your, vault, bench, jump, slope, bracket, bracket, boredom, wind, again, sheaf, dreams,

cat, - “Yes, I will take it to my kittens. Let her sing them songs, otherwise they don't want to sleep without songs. "

And the Tsap-Tsapu bird: “No, I will not sing songs to your kittens alone. I sing in freedom to everyone. "

How a caterpillar wanted to deceive a sheep

A sheep brings a present to a hare - a cabbage. “What a delicious present the sheep has, I wish I had one too,” the caterpillar thinks.


  • Sheep, sheep! Give me the cabbage. The hare does not eat such cabbage. He eats cauliflower.

  • The hare eats all kinds of cabbage. And you, caterpillar, are ashamed to deceive me.
18. Repeat tongue twisters *.

A bird drinks water by a pine tree.

In the spring we will plant flowers and acacia bushes.

The merchant Sysoy is walking with a scythe.

Birds and chicks cannot sleep on acacia.

Father Sani carried away the oats under the shed.

Blooming in spring Acacia with pine.

On a dry bitch Bird with a chick.

Spring in flowers, Bird in the bushes.
Under acacia voditsa, There is a titmouse drinking voditsa.

Let the blizzard sweep. Snow creeps through the forest.

Flowers are blooming, flowers are blooming In flowers are gardens,

flowers in the gardens.

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dit tit. A sheep eats flowers in a flower garden. The hare sits under

acacia bush. Spring will come - flowers will bloom.

The sun is shining all day today.

Six words. The dog sits on a chain near the booth. On Sonina

scarf flowers and birds. The sun shines in the sky all day.

A titmice pecked at a caterpillar on a pine branch.

Seven words. An owl chick sleeps high on a pine branch. Sanya

sees a flock of birds high in the sky. Sanya and Sonia on stage

singing songs.

14. Repeat proverbs and sayings.

And the month shines when the sun is gone.

Flowers do not bloom in the snow.

Flowers in spring, and sheaves in autumn.

He who loves to work does not sit around idle.

15. Repeat and guess riddles.

The nose is like a knitting needle, not a bird. (Mosquito)

He sits on everyone, is not afraid of anyone. (Snow)

A maiden sits in a dungeon, On a flower - a flower,

And the scythe is on the street. Drinks delicious juice.

(Carrot) (Butterfly)

16. Repeat verses and phrases.

Ets-ets-ets, ets-ets-ets, The owl does not sleep at night.

A chick sees caterpillars. After all, an owl -

Ets-ets-ets, ets-ets-ets, Night bird.

The chick sings songs. V. Shulzhik

Tsa-tsa-tsa, tsa-tsa-tsa,

A sheep is standing by the water.

A. Khmeleva

17. Listen to fairy tales *. Name words with C sounds- Ts. Tell the tales.

Cat and bird

A bird sits on the acacia and sings: "civ, civ, civ". And the cat Tsap-Tsap is right there. “Let me catch this bird,” he thinks
35
sleep, calmly, satellite, confuse, frighten off, flock, glass, machine, herd, shutters, set, become, stadium, stack, hundred, knock, step, stupa, freeze, student, freeze.

8. Repeat the words where the sound C is in the middle of the word.

Sa: wasp, scythe, write, bite, landing, gander, Anfisa.

Ace: paste, shepherd, will come, cascade, helmet, mask, dangerous.

From: sand, piece, sedge, sock, barefoot, high, belt.

Os: post, wax, bridge, kiosk, tail.

Su: carry, pass, dishes.

Mustache: bush, empty, cabbage, August, magician.

Is: squeak, bowl, disk, stork, stork, pianist, tanker.

Sy: kerchief, sprinkle, scales, beads, goose.

Ys: ledge, exhibition.

Her: place, dough, cramped, cramped, spring.

Yas: clear.

9. Repeat words where the sound C is at the end of the word.

Ace: kvass, bass, us, extinguished, pineapple.

Wasps: nose, mowing, tray, coconut.

Mustache: taste, cactus, bite, focus, bus, ficus, minus.

Ys: cape, koumiss.

Is: Denis.

Yos: dog, oat, cliff, carried away.

Her: canopy.

10. Repeat words with two sounds C.

Flock, pacifier, pine, vinegar, pump, sauce, Susanna, Samson, space, saxophone, vessel, chisel.

11. Repeat phrases.

suspension bridge pine branch dry kerchief

mother's beads soft wax high cliff

sleepy pussy honeycomb clear day

skillful magician dangerous ledge butter dough

morocco boots empty bowl thick juice

shady garden pineapple juice satin belt

empty bus hearty jelly meat sauce

12. Repeat sentences.

Three words: Wasp in the garden. The catfish has a mustache. The son is eating soup. The shepherd herded the flock. Denis is drinking kumis. The son washes the dishes. Sanya washes the dishes.


inflorescence

companion

hotel

biscuit

proverb
gem

Caterpillar

goodies

Pancake week

page
Four words: There are many wasps in the garden. Sonya eats the soup herself. Anfisa is drinking delicious juice. There is a bus on the bridge. The dog is eating a piece of meat. Savva prepares soup for pussy. The garden has a high bridge. The bench is in the garden. Deniska puts on his boots himself.

Five words: There is a tall pine tree in the garden. Under the pine tree there is a dog Jay. Sonya has a braid to the waist. Sonya puts her bag on the bench. At Sanya's sleds go by themselves. There are two owlets on a pine branch. Flock and Sonya go to the garden. A tall pine tree has a suspension bridge. An empty bus rides across the bridge. Anfisa prepares a delicious lunch herself.


cauliflower delicious candied fruit short tail high rating children's costume polar fox hat
Six layers: On Saturday, the flock goes to the garden. Mom prepares delicious cabbage soup.

Seven words: Sanya has pineapple and cabbage in his bag. Savva has a ficus, and Sonya has a cactus. Sonya and Sanya go to the dog show. Denis puts his scooter down by the bench.

Seven words: Sanya has catfish with a mustache in the bank.

Eight words: We have bushes and tall pines in our garden.

I3. Repeat proverbs and sayings.

Do not chase the horse with the whip, chase the horse with oats.

In crowded but not mad.

14. Repeat and guess riddles.

Where the nose goes, so does the tail. (Needle)

Metu, metu - I will not sweep, They go, they go,

I carry it, I carry it - I can’t bear it. (Shadow) And they will not leave the place. (Watch)
3

8. Repeat words with the sounds C-C at the beginning of the word.

juice - tsok light - steppe flower - chain

targets - sat down saber - heron light - color

9. Repeat words with sounds C - C in the middle of a word.

dawn - rate fox - face ring - wheel

10. Repeat words with sounds C - C at the end of a word.

bass - bang sailor - mattress

11. Repeat words with the sounds C-C in one word.


spoke

tank

blossom

gorgeous

ladder

sister

salad bowl

tureen

12. Repeat phrases.

garden flowers blue button chintz scarf garden flower spring flower motley hen


flock of birds, sleepy chick tall acacia, steppe flowers, colored scarf fresh water

13. Repeat the sentences.

Three words. Flowers on the stage. Caterpillars are dangerous to flowers. Acacia blooms in spring.

Four words. A sheep has a short tail. The hare is eating cauliflower. Many flowers bloom in spring. The train is approaching the station. There are twelve months in a year. In the spring, birds build their nests. Tits are whistling in the bushes. There are many birds in the garden. Acacia blooms in the garden. Sonya and Sanya laugh. The bird sits on a branch. There are many flowers in the garden. Sonya buys colored buttons. The sun is shining in the window. Singers perform on the stage.

Five words. Birds sing songs in the garden. On a branch of acacia si-34

DIFFERENTIATION OF SOUNDS WITH- C

1. Repeat isolated sounds C - Ts.


Pussy, pussy, where's your bowl?

Eating pussy soup from a bowl:

A full pussy is an empty bowl.
Differentiating isolated consonant sounds C - C, it is recommended to use symbolic pictures: C - pump, C - the girl asks not to make noise.

2. Repeat direct syllables with sounds C - Ts.

sa - tsa so - tso su - tsu

tsa - sa tso - so tsu - su


As-as-as - we have kvass at home,

as-as-as - we have pineapple at home,

os-os-os - there are many wasps in the garden,

mustache-mustache - Sonya has a cactus,

us-us-us - Sanya has a new bus,

ys-ys-ys - Denis is drinking kumis.

E. Spivak

Stu-stu-stu, stu-stu-stu,

Savva rides across the bridge.

St-st-st, st-st-st,

There are high bridges. A. Khmeleva
3. Repeat reverse syllables with sounds C - Ts.

ac - ac os - oc us - uts is - yts

is - itz. yos - yots yus - yuts yas - yats

ac - as oc - os uts - us yts - ys

itz - isyots - yos yuts - yus yats - yas

4. Repeat syllables where the sounds C - C are between the vowels.

asa - aca aso - aco asu - atsu asy - aco

wasp - oca oso - otsu osu - otsu wasps - otsy

mustache-mustache mustache-mustache mustache-mustache

ysa - ytsa yso - ytso ysu - ytsu ysy - ytsy

5. Repeat straight syllables with confluence of consonants.

hundred - tsta one hundred - tstu - tstu stu - tsty

tsta - hundred tsto - hundred tsu - stu tsti - st

sva - tsva svo - tsvo svu - tsvu svy - tsvy

tsva - sva tsvo - svo tsvu - svu tsvy - svy

sma - tsma smo - tsmo him - tsmu sense - tsmy

tsma - sma tsmo - smot tsmu - to him tsmy - smot

sleep - tsna sno - tsno sleep - tsnu dreams - tsny

tsna - sleep tsno - sleep tsnu - sleep tsny - dreams

6. Repeat reverse syllables with consonants.

ast - atst ost - ust ust - ust yst - yst

atst - ast otst - ost ust - ust yst - yst

asv - acv osv - otsv uev - utsv asv - ytsv

acv - asv ocv - osv utsv - uev ytsv - asv

7. Repeat straight syllables with a confluence of consonants С - Ц.

stsa - sso - stsu - stsy - sce


15. Repeat verses and catchphrases.

I'm bringing soup soup!

A. Shibaev
In the garden sleigh Stas, Vanya.

On a sleigh Flock Rides us. A. Khmeleva

Here are the noses, noses,

Here is a mustache, mustache,

Here are the tails, the tails

Here are the cats themselves.

E. Spivak

Su-su-su, su-su-su,

I pass the gander in the shade.

Su-su-su, su-su-su,

I carry oats to the gander.

Sa-sa-sa, sa-sa-sa,

Empty bowl - no oats.

Su-su-su, su-su-su,

I'm taking the bag home.

Su-su-su, su-su-su,

I'm bringing Stas juice home. A. Khmeleva

16. Listen to the story. Name the words with the sound C. Retell the story.

Sanya has a new scooter. Sanya thinks: “I’ll put my foot on a scooter, a scooter and give me a ride. That's why he is a scooter! " Sanya puts his foot on the scooter, and scooter not moving, Sanya does not roll anywhere.

Rides by Sani Denis on his scooter. "Aha, this is how you have to go!" - thinks Sanya. And Sanya rushed on his scooter into the shady garden.

17. Repeat tongue twisters.

There is no flock without a shepherd: Sysoi has a mustache to the waist. 4

The sleigh at the Sani goes by themselves.
SOUND AUTOMATION


  1. Sing a little water song. Say the sound Съ with a smile, for a long time, on one exhalation: ss-ss-ss ...

  2. Repeat straight syllables: si-se-syo-syu-sya.

  3. Repeat reverse syllables: al-ax-yl-ys-is-es-es-yus-yas.

  4. Repeat the syllables where the Cs sound is between the vowels.
asi-ase-ase-asya-asya axis-axis-axis-axis-axis

usi-usse-usyu-usya ysi-yse-yse-ysyu-ysya

ishi-isse-isyo-isyu-isha

5. Repeat straight syllables with confluence of consonants.

ste-ste-ste-ste-ste sk-sk-sk-sk-sk-ska

sleep-spe-sleep-sleep-sleep-sleep-sleep-sleep-take off

smy-smy-smyo-smu-smya sve-sve-sve-svyu-svyu

6. Repeat words where the sound Съ is at the beginning of the word.

C: Sima, Simona, blue, sitting, sieve, siphon, blue, bruise, radiance, sitting, symphony, shine, blue, turn blue.

Behold: hay, seven, family, seed, sowing, Senya, Seva, net, nets, sow, canopy, mesh, seeds, gray, today, second, sow, family.

Syo: Sema, salmon.

Xiu: suite, here.

Xia: sit, here and there.

Concatenation of consonants: poems, back, asleep, snapshot, pig, pig, pork, pig breeder, retinue, wall, wall, flow down, Stepan, steppe, snow, snowman, snowfall, laughter, change, sour cream, light, Light, shine, scheme, take off.

7. Repeat words where the sound C is in the middle of the word.

As: Vaska.

Axis: string bag, pug, eighth.

C: taxi, aspen, aspen, axes, spout, wear, geese, mow, Maxim, boletus, doggie, antennae, barefoot, Osip, bead, bead.
5
Si-si-si, zi-zi-zi,

Take me to the winter quarters.

Zya-zya-zya, sya-sya-sya,

The whole family is out for the winter quarters.

Si-si-si, zi-zi-zi, take the basins here.

Ze-ze-ze, se-se-se, we are not taking all the basins. Syu-syu-syu, syu-syu-syu, I give the basin to the Seine.


Si-si-si, zi-zi-zi,

Take the nails to Kuza.

Ze-se-se, se-se-se,

We will take all the nails.

Seem-seem-seem, earth-earth-earth,

We carry nails, we sing!

9. Listen to the story. Name the words with the sounds Сь - Зь. retell the tale.

Good Tuzik

E. Spivak

Chilly in winter. Drifting snow. Everything is in the snow. Tuzik is sitting in the booth, not chilly. A kitten walks past the booth.

Meow meow! Let me in, Tuzik, into the booth, I'm cold.

Go, we'll spend the winter together.
A rooster walks past the booth.


  • Ko-ko-ko! Let me in, Tuzik, into the booth, I'm cold.

  • Go, we'll spend the winter together. A turkey is walking past the booth.

  • Boo Boo Boo! Let me in, Tuzik, into the booth, I'm cold.

  • Go, we'll spend the winter together.
So they all winter together and do not chill!

10. Repeat tongue twisters *.

In winter on the hay Buy, Kuzya, Zina

The Seine is not chilly. Sieve in the store.

Kuzma, buy nails.

Zina and Sema, stay at home!
Yes, take Stepan.

The hostess has eight geese,

Yes, eight pigs.

DIFFERENTIATION OF SOUNDS- Sb

/. Repeat isolated sounds Сь- H.

Differentiating the isolated sounds Сь - Зь, it is recommended to use symbolic pictures: Сь - a trickle of water is pouring from the tap, Зь - a mosquito is ringing.

2. Repeat direct syllables with the sounds Сь - Зь.

si - zi se - ze syo - zyo syu - zi syu - zya

zi - si ze - se zyo - sho syu - sy zya - sy

3. Repeat syllables where the sounds are- Зь are between vowel-

nym.

asi - azi axi - ozi usi - uzi isi - isi

ase - aze ase - aze a use - an aze ise - a

ase - aze oso - lake usyo - uzo isyo - izyo

asu - azu osyu - ozyu usu - uzu isu - izu

asya - azya osya - ozya usya - uzya isya - izya

4. Repeat straight syllables with confluence of consonants.

from below - sleep in a dream - heat in a dream - in a dream - in a light in a light - in a media - zmi in a snake - a snake in a snake - in a snake in a snake in a snake in a snake in a zve in a zve in a zve in a zve in a connection

5. Repeat words with sounds Сь- H.

Sima - winter family - snake turn blue - ring

sevok - yawn sit down - son-in-law

6. Repeat phrases.

blue basin cousin family of eight carnations

blue star crumpled newspaper Svetin raisins

Cousins ​​of goslings Vasina the monkey Ashina newspaper

Cousin's letter from Semin carnation Zinina's beads

7. Repeat and guess the riddle.

In winter - a star, in a spring day - water. (Snowflake)

8. Repeat verses and phrases *.

Carries Kuzya Sveta and Zina to the store.

Research methodology

sensory-perceptual level of speech perception in younger schoolchildren R.I. Lalaeva, I.V. Prishchepova (Lalaeva R.I., Prishchepova I.V., 1999)

Method structure

  • 1.1. The study of the ability to repeat rows of two syllables (with the same consonant and vowel sounds), with varying stress.
  • 1.2. The study of the ability to repeat rows consisting of two syllables (with phonetically distant consonants and the same vowel sounds), with varying stress.
  • 1.3. A study of the ability to repeat rows of two syllables (with different oppositional consonants and the same vowel sounds), with varying stress.
  • 1.4. The study of the ability to repeat rows of two syllables (with different consonants and vowels), with varying stress.
  • 1.5. The study of the ability to repeat rows of three syllables (with the same consonant and vowel sounds), with varying stress.
  • 1.6. The study of the ability to repeat the series, consisting of three syllables (with phonetically distant consonants and the same vowel sounds), with varying stress.
  • 1.7. A study of the ability to repeat rows of three syllables (with different consonants and vowels), with varying stress.
  • 2. Research of phonemic perception.
  • 1. Features of imitation of a syllable with varying stress.
  • 1.1. Study of the ability to repeat rows of two syllables (with the same consonant and vowel sounds), with varying stress

Speech material - syllables:

Yes Yes Yes Yes

ro - ro ro - ro

Lu - lu lu - lu

Procedure and instruction:

  • Evaluation of results:
  • 1.2. The study of the ability to repeat rows consisting of two syllables (with phonetically distant consonants and the same vowel sounds), with varying stress

Speech material- syllables:

MA - yes ma - YES

ro - SO Ro - so

Gu - lu gu - lu

Procedure and instruction, evaluation of results- see item 1.1.

1.3. The study of the ability to repeat rows of two syllables (with different oppositional consonants and the same vowel sounds), with varying stress

Speech material- syllables:

ta - YES TA - yes,

PO - Bo Po - BO

ku - gu ku - gu

Procedure and instruction: The experimenter gives instructions to listen carefully to pairs of syllables, memorize the stressed one, and repeat the syllables with the same stress.

  • Evaluation of results:
  • - high level - unmistakable reproduction of the syllable row with emphasis on the stressed syllable;
  • - level above average - correct repetition of the number and order of syllables, single errors in highlighting the stressed syllable or if in the process of completing the task it was necessary to repeat them;
  • - the middle level - single errors in the transmission of the number, order of syllables, as well as in the reproduction of the stressed syllable;
  • - the level is below average - the experimenter's active help in the form of repeated repetition of a series of syllables allowed the subject to reproduce single syllable rows with the emphasis of the stressed syllable;
  • - low level - the experimenter's help is ineffective, the child fails to repeat a series of syllables with emphasis on the stressed syllable, refusal to complete the task.
  • 1.4 Study of the ability to repeat rows of two syllables (with different consonants and vowels), with varying stress

Speech material: syllables:

Wah - su Wah - su

go - si go - si

tu - ma tu - ma

- see item 1.1.

1.5. The study of the ability to repeat the series, consisting of 3 syllables (with the same consonant and vowel sounds), with varying stress.

Speech material: syllables:

va va va va va va va va

lo lo lo lo lo lo lo lo lo lo,

Shu shu shu shu shu shu shu shu shu

Procedure and instructions, evaluation of results- see item 1.1.

1.6. The study of the ability to repeat rows of three syllables (with phonetically distant consonants and the same vowel sounds), with varying stress

Speech material: syllables:

ha - YES - sa ha - yes - SA HA - yes - sa,

RU - wu - ku ru - wu - ku ru - woo - ku

fa - la - za fa - la - za fa-la-za

Procedure and instructions, evaluation of results- see item 1.1.

1.7. The study of the ability to repeat rows of three syllables (with different consonants and vowels), with varying stress

Material for research served syllables:

SHU - la - gee shu - LA - gee shu - la - GY

mo - fah - ry mo - fah - ry mo - fa - ry

cha - zu - do cha - zu - do cha - zu - do

Procedure and instructions, evaluation of results- see item 1.1.

2. Research of phonemic perception

Speech material - pictures on quasi-homonyms: calling the plant, howl-whit, mouse-bear, soap-Mila, spruce, bow-hatch, Yulia-yula, gal-pebble, corner-coal, Leshka-spoon, owl- sofa, class-eye, painting-curtain, cat-year, ear-voice, bud-barrel, plow-tower, Pan-bath, sing-boy, ax-tabor, port-board, ink-shower, coil-tub, uch-ka-fishing rod, tom-house, grass-firewood, wheelbarrow-dacha, melancholy-board, jam-fervor, whip-bunny, braids-goats, soup-tooth, embroider-survive, Sasha-soot, smash-circle, frame-pit, brand-shirt, mouth-iodine, horns-spoons, burki-rolls, thunderstorm-eyes, mitten-onion, breakthrough-strait, baron-balloon, crown-column, Marina-raspberry, fry-stings, mustache- ears, bear-bowl, bitch-beetle, cheese-fat, braids-skin, bangs-silk, reads-counts, daughter-rain, crying-cloak, hot-burning, sharpen-drag, Petka-stove, radish-river, cries-pays, chick-bangs, rolls-sways, light-flower, fox-faces, scales-things, wood-lesh, cups-checkers, knife-night, honor-six, stove-pawn, lobe-midge.

Procedure and instruction: In front of the child, pictures are alternately laid out into quasi-homonymous words. At the direction of the experimenter, he shows this or that image. In case of difficulty in completing the task, the subject receives additional questions.

  • Evaluation of results:
  • - high level - correct, quick completion of the task;
  • - the level is above average - displaying pictures is accompanied by unsystematic errors, the instructions of the experimenter lead to the correction of the choice of images;
  • - intermediate level - pronounced difficulties in differentiating a certain group of sounds, the task is performed independently;
  • - below average level - persistent errors in the differentiation of several groups of sounds, unreasoned selection of pictures;
  • - low level - incorrect performance of the task, refusal to complete it.

Methodology for the study of phonemic processes in schoolchildren

When developing a methodology for studying phonemic processes in schoolchildren, materials by G.A. Volkova, G.V. Chirkina, R.I. Lalaeva, I.V. Prishepova, T.B. Filicheva, O. I. Azova,

O.V. Eletskoy and others (Volkova G.A., 1993, Chirkina G.V., 2003, Lalaeva R.I., 2004, Prishchepova I.V., Lalaeva R.I., 1999, Azova O.I. , 2007, Eletskaya O.V., 2005).

Method structure

  • 1. Research of phonemic perception (differentiation of phonemes).
  • 2.1. Emphasize sound on the background of the word.
  • 2.2. Determination of the first and last sounds in words.
  • 2.3. Determination of the number and sequence of sounds in a word.
  • 2.4. Determining the place of a sound in relation to other sounds.
  • 2.5. Finding a common sound in words.
  • 4.1. Selection of words, consisting of a certain number of sounds.
  • 4.2. Selection of words with a specific sound at the beginning (at the end of a word).
  • 5.1. Highlighting a syllable on the background of a word.
  • 5.2. Determination of the number of syllables in a word.
  • 5.2. Determination of the sequence of syllables in a word.
  • 5.4. Composing words from syllables.
  • 6. Phonetic analysis of the word.

1. Research of phonemic perception (differentiation of phonemes) according to the characteristics:

voiced - deaf, hard - soft, front-lingual - back-lingual, front-lingual - middle-lingual, middle-lingual - back-lingual, labial - front-lingual, labial-labial - labiodental, front-lingual occlusive - front-lingual slotted, whistling - hissing, vibrants - occlusive-anadromous mouth.

Target: a study of the mastery of auditory-pronunciation differentiation and identification of the phonemes of the Russian language.

Equipment: pictures on quasi-homonyms (Smirnova I.A., 2004).

Instructions:"Show me, please, on which picture the brand is drawn, and on which T-shirt, etc.".

  • Evaluation of results:
    • 5 points - correct, quick completion of the task;
    • 4 points (above the average level) - the display of pictures is accompanied by 1-2 unsystematic errors (replacement of sounds), the help of the researcher leads to the correction of errors;
    • 3 points (average level) - pronounced difficulties in differentiating one group of sounds, the task is performed independently;
    • 2 points (level below average) - persistent errors (substitutions of sounds) in differentiating several groups of sounds, unreasoned selection of pictures;
    • 1 point (low level) - incorrect performance of the task, refusal to complete it.
    • 2. Research of phonemic analysis.
    • 2.1 Emphasizing sound on the background of a word

Target: definition of level formed ™ of simple phonemic analysis.

Speech material- the words: window, roof, house, chandelier, pike, scarf, TV, robot, lion cub; signal cards.

Instructions:"Raise the signal card when you hear a sound in the word ...".

  • Performance assessment:
    • 4 points (level above average) - single errors (does not distinguish a particular phoneme against the background of a word, replaces some sounds with others), the researcher's indication of them leads to their correction;
    • 3 points (intermediate level) - the presence of errors in words that are complex in sound-syllable structure (words with a confluence of consonants, polysyllabic words), the implementation requires the active help of the researcher;
    • 2.2. Determination of the first and last sounds in words

Target: definition of the level formed ™ of complex forms of phonemic analysis.

Speech material- the words: steam, rats, hillock, lantern, ear, clouds, whitewash, beautiful, games, sleigh, meadow, traffic controller.

Instructions:"I will tell you a word, listen carefully and name the first and last sounds in this word."

  • Performance assessment:
    • 5 points (high level) - quick and error-free execution of the task;
    • 3 points (intermediate level) - the presence of errors (substitutions, omissions, additions) in words that are complex in sound-syllable structure (words with a confluence of consonants), the implementation requires the active help of the experimenter;
    • 2 points (level below average) - persistent mistakes that are not noticed and are not corrected by the student;
    • 1 point (low level) - lack of correct answers, refusal to complete the task.
    • 2.3. Determination of the number and sequence of sounds in a word

Target:

Speech material- the words: fur coat, roof, cranes, banknote, hawk, scuba diver, traffic controller, albatross.

Instructions:“I will name the word, listen carefully. How many sounds are there in a word? Name their sequence. "

  • Performance assessment:
    • 5 points (high level) - quick and error-free execution of the task;
    • 4 points (level above average) - single errors (omissions, additions, permutations, substitutions), indicating them by the experimenter leads to their correction;
    • 3 points (intermediate level) - the presence of errors (omissions, additions, permutations, substitutions) in words that are complex in sound-syllable structure (words with a confluence of consonants), the implementation requires the active help of the experimenter;
    • 2 points (level below average) - persistent errors (omissions, additions, rearrangements, substitutions), which are not noticed or corrected by the student;
    • 1 point (low level) - lack of correct answers, refusal to complete the task.
    • 2.4. Determining the place of a sound in relation to other sounds

Target: determination of the level of formation of complex forms of phonemic analysis.

Speech material- the words: cat, ice rink, point, breakfast, snowdrop, ivy, cranberry, double bass.

Instructions:“What is the sound [w] in the word“ cat ”? What is the sound [o] in the word "skating rink"? etc.".

  • Performance assessment:
    • 5 points (high level) - quick and error-free execution of the task;
    • 4 points (level above average) - single errors (substitutions, permutations), indicating them by the experimenter leads to their correction;
    • 3 points (intermediate level) - the presence of errors in words that are complex in terms of the sound-syllable structure (words with a confluence of consonants), the implementation requires the active help of the experimenter;
    • 2 points (level below average) - persistent mistakes (substitutions, permutations) that are not noticed and are not corrected by the student;
    • 1 point (low level) - lack of correct answers, refusal to complete the task.
    • 2.5. Finding a common sound in words

Target: study of the sound analysis of the word.

Speech material- the words: House- catfish- window; vase- umbrella- tooth; Forest- garden - wasps, fox - world - whale; snake - pit - hare; dish - raisins - rutabagas.

Instructions: find the general sound in words.

  • Performance assessment:
    • 5 points (high level) - quick and error-free execution of the task;
    • 4 points (level above the average) - single errors (substitutions, omissions, additions), indicating them by the experimenter leads to their correction;
    • 3 points (intermediate level) - the presence of errors (substitutions, omissions, additions) in the most difficult words (with iotated vowels, in words with a confluence of consonants), the implementation requires the active help of the experimenter;
    • 2 points (level below average) - persistent mistakes (substitutions, omissions, additions) that are not noticed or corrected by the student;
    • 1 point (low level) - lack of correct answers, refusal to complete the task.
    • 3. Research of phonemic synthesis.

Target: determination of the level of formation of phonemic synthesis.

Speech material- words: sh-u-m, l-u-n-a, p-o-l-k-a, m-a-l-i-n-a, k-a-r-m-a-n, in-o-l-o-s-o-k, r-i-s-u-n-o-k, sh-l-y-p-k-a, i-z-y-m, u- x-in-a-t, a-n-g-i-n-a, s-and-t-o.

Instructions:“I will now pronounce sounds to you, listen carefully. Combine all the sounds and say which word you get. "

  • Performance assessment:
    • 5 points (high level) - quick and error-free execution of the task;
    • 4 points (level above average) - single errors (additions, omissions, permutations, substitutions), pointing to them by the experimenter leads to their correction;
    • 3 points (intermediate level) - the presence of errors in words that are complex in sound-syllable structure (words with a confluence of consonants, polysyllabic words), the implementation requires the active help of the experimenter;
    • 2 points (level below average) - persistent mistakes (additions, omissions, permutations, substitutions) that are not noticed or corrected by the student;
    • 1 point (low level) - lack of correct answers, refusal to complete the task.
    • 4. Research of phonemic representations.
    • 4.1. Selection of words consisting of a certain number of sounds

Target: determination of the level of formation of phonemic representations.

Equipment: cards with numbers 3, 4, 5, 6, 7 and word schemes with the designation of the number of sounds.

Instructions:"Pick a word made up of ... sounds."

  • Performance assessment:
    • 5 points (high level) - error-free and quick completion of the task;
    • 4 points (level above average) - single errors (additions, omissions) are corrected on their own or after prompting from the researcher;
    • 3 points (intermediate level) - half of the selected words do not correspond to the content of the task, refusal to select words with a certain number of sounds;
    • 2 points (below average level) - mistakes (additions, omissions, refusal to select words with a certain number of sounds) in most of the selected words, a self-test or a hint from the researcher does not lead to the correct result;
    • 1 point (low level) - all the selected words do not correspond to the content of the task, the task was not completed.
    • 4.2. Matching words with a specific sound at the beginning (at the end of a word)

Target: definition of the level formed ™ of phonemic representations.

Instructions: pick a word that starts with a sound ... (ends with a sound ...).

  • Performance assessment:
    • 5 (high level) points - error-free and quick completion of the task;
    • 4 points (level above average) - single errors (substitutions, omissions, additions, rearrangements) are corrected independently or after the experimenter's advice;
    • 3 points (intermediate level) - half of the selected words do not correspond to the content of the assignment;
    • 2 points (level below average) - mistakes (omissions, substitutions, additions, rearrangements) in most of the selected words, self-check or a hint from the researcher does not lead to the correct result;
    • 1 point (low level) - all selected words do not correspond to the content of the assignment.
    • 5. Research of syllabic analysis and synthesis.
    • 5.1. Emphasizing a syllable on the background of a word

Target: definition of the level formed ™ of simple syllabic analysis.

Speech material- words with different numbers of syllables: root, badgers, glass, marmot, roe deer, cane, gymnast, twig, costume, dresser.

Instructions: "Raise your hand when you hear the syllable" SU "in the word."

  • Performance assessment:
    • 5 points (high level) - correct performance of the task;
    • 4 points (level above average) - uncertainty, self-detection and correction of errors, 1-2 errors not noticed on their own (omissions, additions);
    • 3 points (intermediate level) - 3 mistakes (omissions, additions);
    • 2 points (level below average) - more than 3 mistakes (omissions, additions);
    • 5.2. Determining the number of syllables in a word

Target: definition of the level formed ™ complex quantitative syllabic analysis.

A) determination of the number of syllables in the words pronounced by the experimenter:

Speech material- the words: leaf, machine, onion, violet, centipede, square, crown, electricity, frying pan, nail.

Instructions:"I will name the word, and you tell me how many syllables there are."

B) determining the number of syllables in words when repeating them by a student.

Speech material- the words: compote, vermicelli, centipede, curbstone, frying pan, rushed, cyclist, policeman.

Instructions:"Now I will name a word, repeat it by syllables and name how many syllables there are in this word."

  • Performance assessment:
    • 4 points (above average level) - to determine the number of syllables, the student needs to repeat individual words or clarify the task, incorrect answers are corrected independently (omissions, additions, rearrangements of syllables), the pace of work is slow;
    • 5.3. Determining the sequence of syllables in a word

Target: definition of the level formed ™ of complex positional syllabic analysis.

Speech material- the words: tape recorder, page, mouse, bicycle, mittens, car, caterpillar.

Instructions:“Listen carefully to the word. Which syllable is in front of the syllable nor in the word "tape recorder"; after a syllable fet in the word "napkin"? Name the 1st syllable in the word "car", the 2nd syllable in the word "mittens", the 3rd syllable in the word "bicycle". Name in order the syllables of the words “page”, “firewood”, “mouse”, “flies out”, “caterpillar” ”.

  • Performance assessment:
    • 5 points (high level) - correct and independent completion of the task;
    • 4 points (above average level) - to determine the position of the syllables, the student needs to repeat individual words or clarify the task, incorrect answers are corrected independently (omissions, additions, rearrangements of syllables), the pace of work is slow;
    • 3 points (intermediate level) - mistakes (omissions, additions, rearrangements of syllables) are noted in half of the proposed words, self-examination in some cases does not give positive results, there is a mixture of the concepts of syllable and sound;
    • 2 points (level below average) - persistent errors in most of the proposed words (omissions, additions, rearrangements of syllables), correct determination of the number of syllables in individual words only with the help of the experimenter;
    • 1 point (low level) - the task was not completed, the experimenter's help is ineffective.
    • 5.4. Composing words from syllables

Target: determination of the level of formation of syllabic synthesis.

Speech material- words: dog-dik, ko-ty-ta, oh-go-ro-dy, os-ta-nov-ka, us-ly-ha-li, bib-li-o-count, ko-nu-hee.

Instructions:“I will pronounce the word by syllable. Connect the syllables and name the resulting word. "

  • Performance assessment:
    • 5 points (high level) - correct performance of tasks;
    • 4 points (above average level) - correct execution, but at a slow pace and with the use of aids (brewing, counting fingers, claps); individual errors (omissions, additions, permutations) are noticed and corrected on their own;
    • 3 points (intermediate level) - 2-4 mistakes (omissions, additions, rearrangements), the differentiation of such concepts as sound and syllable is impaired;
    • 2 points (level below average) - more than 4 mistakes (omissions, additions, rearrangements);
    • 1 point (low level) - the task is not performed.
    • 6. Phonetic analysis of the word.

Target: checking the assimilation of theoretical knowledge, the ability to determine the characteristics of sound in words. Consonants - by hardness - softness, deafness-voiced, paired - unpaired, vowels - as stressed or unstressed.

Instructions: Do the phonetic parsing of words according to the plan:

Phonetic parsing plan:

  • divide the word into syllables, put stress;
  • give a characteristic of a vowel sound: stressed or unstressed;
  • characterize a consonant sound: paired or unpaired, hard or soft, voiced or voiceless;
  • the number of sounds and letters in a word.

Speech Material: Grays, Ring, Rise, Rainbow, Sorcerer, Weapon.

  • Performance assessment:
    • 5 (high level) points - correct completion of the task;
    • 4 points (level above average) - single errors in 1-2 points of the plan (wrong characterization of sounds, wrong number of sounds and letters). Self-correction of errors when pointing to them by the researcher;
    • 3 points (intermediate level) - single errors in 2-3 points of the plan, self-correction of errors when pointing out the researcher;
    • 2 points (level below average) - a large number of errors in all points of the plan, pointing out to them by the researcher does not lead to self-correction of them by the subjects;
    • 1 point (low level) - the task is not performed.