Alfiya Kasimova
A long-term plan of work to overcome the violation of the syllabic structure of the word.

The form of conducting classes is individual.

The total number of lessons is 20.

Number of classes per week -1.

No. Lesson Topic of the lesson Purpose of the lesson Exercises and techniques

1 Development of auditory attention and memory Preparation for the assimilation of rhythmic word structures native language Where did you call?

Learn by sound - what does it sound like?

How many times did you hit the tambourine?

2 Development of auditory attention and memory The same clap and clap like me.

Playing long sounds.

Playing a certain rhythmic pattern.

3 Work above the rhythm The same Comparison of rhythms.

Find out where it sounds

Rhythm playback by setting

nomu drawing.

4 Formation of general coordination of movements The same Marching to music, Combining speech with movements.

Clap like me!

5 Formation of general coordination of movements The same Performing hand movements according to the model.

Fist - palm - rib.

Performing movements under the account.

6 Development of dynamic praxis of the hands The same Performing movements with both hands.

Performing movements on verbal instruction.

7 Development of dynamic hand praxis Same Do as I do!

Movement of the child speech therapist instructions

8 Graphic exercises

on switching Development of optical spatial orientation Where does the bell ring?

Far close?

Show me where you are.?

9 Work syllabic outline of a word Repeat pairs - triplets of vowels.

High-

Listen carefully

diligently, repeat diligently!

10 Work over vowels Accurate perception and articulation syllabic outline of a word Repeat pairs - triplets syllables.

Practicing pronunciation.

Listen carefully

diligently, repeat diligently!

11 Work on syllables with

common consonants Accurate perception

tie articulation like me!

Count how many syllables and lay out the sticks.

Define one-

kovy sound in a row.

12 Work on syllables with common vowels Accurate perception

articulation syllabic outline of the word Repeat, like me!

Count how many syllables and slap.

Define one-

kovy sound in a row.

13 Work on closed syllables syllables Accurate perception

articulation syllabic outline of the word Listen carefully

diligently, repeat diligently!

Long - short word.

Find a picture for a given syllable.

14 Working on straight lines

and back syllables Accurate perception

articulation syllabic outline of the word Stone - cotton wool.

long short word

Pick a picture

15 Work on syllables with a confluence of consonants Name 1, 2, 3 sound.

Listen carefully

diligently, repeat diligently

Find a picture for a given syllable.

16 Word work. Explanation of meanings unfamiliar words. Divide the words into two groups - long and short.

slap word.

Hold a pause!

17 Word work. Reflected repetition words of the studied type. Put the chip on the one that makes sense word.

Hold a pause!

slap word.

18 Word work. Repetition words with percussion syllable. We change places!

Swap syllables.

Listen carefully

diligently, repeat diligently!

19 Word work. Repetition words with permutation of syllables in disyllabic words. Swap dolls!

I will start and you continue!

Make the cubes the way you want.

20 Word work. Exercises for assessing normativity. Green and red flags.

Make cubes. how to.

I will start and you will finish.

Related publications:

Using didactic games and exercises to work on the syllabic structure of a word (from work experience) Recently, preschoolers often have difficulty pronouncing complex words. In the course of work, one has to face the fact that

"Using didactic games and exercises when working on the syllabic structure of a word" part 2 Games aimed at the formation of phonemic perception Exercise No. 1. An adult gives the child two mugs - red and green - and offers.

Summary of the lesson on the formation of the syllabic structure of words in the senior group "Toys" Theme: "TOYS". Purpose: To form the syllabic structure of words. Tasks: Enrich and expand the vocabulary of children on the topic ..

Formation of the syllabic structure of a word in preschoolers with general underdevelopment of speech Report for the seminar "Formation of the syllabic structure of the word in preschoolers with general underdevelopment of speech" Conducted by: teacher - speech therapist Kolpakova.

This work will be of interest to both a novice speech therapist and a speech therapist with experience. It consistently reflects the stages of corrective work.

Lexical material The lexical material was selected without the “difficult sounds” of late ontogeny: hissing, sonorous and whistling (except for automated sounds).

Lexical material The lexical material was selected without the "difficult sounds" of late ontogenesis: whistling, other hissing (except "Ж") and sonors.

Target: To present to the teaching staff a system of techniques and methods to eliminate the violation of the syllabic structure of words through theoretical aspects and game practice.

Equipment: subject pictures, balls with syllables of various shapes, musical instruments, scissors, a cup of water, a spoon, a glass, a newspaper, printed tongue twisters, recording speech therapy ditties.

1. Organizing time.

Hello colleagues. I would really like to greet you through the finger game. It is called "they ran to the speech therapist."

Went to speech therapist

All shook hands with each other

Hi Ludmila

Hello Gali,

Katerina and Natalia

Tanya, Olga, Margarita

The door is always open for you!

Wouldn't you like a pie?

Or a shortbread?

Here's a dragee for you

You take a little

We all shook off the crumbs

And clapped their hands!!!

How do you greet each other? Say hello to a colleague sitting next to you so as not to repeat the greeting of the rest.

2. Announcement of the theme of the master class.

I have to tell you the topic of our seminar, but I want you and I to formulate it together.

Now I will show you the pictures and pronounce the words as the children called these words:

CAMERA - "photo camera"

TOMATOES - "tomatoes"

FRYING PAN - "Skorodolka"

YULA - "Yula"

MONKEY - "bizyan"

STRAWBERRY - "lubika"

PLATE - "talerka"

Maybe you guessed what happened to the words? (The contour of the word was broken, sounds, syllables were rearranged, syllables were released from the word.)

Yes, the syllabic structure of the word was broken in general.

What do you think, is it necessary for a speech therapist to deal with this problem? And what can this defect lead to?

It is necessary to deal with the correction of violations of the syllabic structure of the word. Since such a violation leads to dysgraphia and dyslalia in elementary school. It is important that the child has phonetically clear correct speech by the time they enter school. After all, younger students both speak and write and read.

3. Theoretical aspect "What is a word".

And now try to formulate in your own words what a word is, since its structure is violated. I found several definitions in Dahl's dictionary;

1. The exceptional ability of a person to express his thoughts and feelings.

2. The gift of speaking, intelligently communicating combined sounds, verbal speech.

3. Combinations of sounds that make up one whole, denoting an object, concept.

4. Conversation. Conversation.

A structure is a composition, a series, a component.

And if the syllabic structure of the word (SSS) is violated, then we can immediately have a number of difficulties in speech, the ability to speak, to clearly and clearly maintain a conversation, to clearly express our thoughts.

4. Practical part. Work to overcome violations of the syllabic structure of the word.

Work to overcome (CCS) should be built in 2 stages.

At the 1st stage of my work, I used both verbal and non-verbal material. This was the preparatory stage.

Purpose: To prepare the child for the assimilation of the CCC.

I suggest you complete the tasks that I used at the preparatory stage.

1. Exercise "Newspaper"

Crumple up the newspaper and determine the nature of the noise. What sounds resembles the noise of a wrinkled newspaper. (The rustle of leaves, the hiss of a snake, the hiss of butter in a frying pan, splashing, the sound of the sea. The sound of a newspaper is quiet, rough, newspaper, deaf, crumpled.)

2. Exercise "Musical instrument"

Determine behind the screen by the sound of a musical instrument (tambourine, pipe, rattle, glockenspiel ....)

3. Exercise "What sounds are made of."

Determine by ear which objects in action make sounds (pencil, paper, glass, cup of water).

4. Exercise "Noises around us." (Close your eyes for 1 minute and listen to the sounds around you, name their sources. (Steps, car horn, howling wind, door creaking ...)

5. Musical pause "speech therapy ditties".

I suggest you take a break and listen to speech therapy ditties.

6. Corrective stage of the practical part.

And now we move on to the corrective stage of our lesson.

It takes place in 3 stages: the level of sounds, the level of syllables, the level of words.

Sound level"Read the sound from the lips"

The same sound can sound differently. The nature of the sound "A" - a girl is crying, a boy is screaming, a girl is singing, a mother is shaking her baby, fright, showing the neck to the doctor.

The nature of the sound "O" - the grandmother was surprised, the grandfather groans, the father stretches, the singer sings ...

At this stage, facial expressions, vocabulary, breathing, imagination, memory, attention, phonemic hearing develop.)

Syllable level

Used at the stage of automating syllables and differentiating sounds

* Task "Syllables on the contrary" (with a ball).

* task "Syllabic auction".

Finish the syllable you started.

SA-pog, nk, har, lat, paradise, molet.

Task 3 "Compose a syllable to the scheme" vowel - consonant (ap, he ...)

Consonant-vowel (pa, lu ..), consonant-consonant-vowel (pro, labor ...)

Task "Syllabic chains"

I will pronounce a word, and you must pick up the last syllable of a word beginning with this syllable: syllables-weight-rowan-natasha-hat-carriage-slippers-movie-note ...

* task "Syllabic balls"

I give you balls

Look at them syllables

In the form of a pair you find

And read the word on the balls! (Wow, ro-sa, boo-sy, lu-zha, le something ....)

Word work.

* Game "Rhyme"

Pick a rhyme for the word cat. (Mushka, potato, leg, brooch, palm, window.)

And the last stage is work on phrases, texts, poems, tongue twisters.

From early childhood, we remember tongue twisters. How did they strike attention and memory for life? A little man goes through several stages in his development. At 6 months, he begins to capture the elements of sounding speech (tempo, rhythm, melody). The rate of speech depends on the mobility of the articulatory apparatus.

* The task "Patter in pictures."

To make it easier to reproduce the tongue twister. Children sketch its content with a diagram, drawing. One of the methods of memorization mnemonics helps to develop fine motor skills, thinking, imagination.

There was fat, it became soap.

Lilac tooth picker.

And I'm not sick.

You are my trough-bent spoon.

Our motorcyclist is your motorcyclist overmotorcycle.

Oak oaky-broad green-leaved.

I braid the wattle fence, I twist it, I unweave it.

(Teachers pronounce their tongue twisters, showing pictures).

5. Bottom line

What did you learn at the workshop?

What remains unclear to you?

What topics would you like to receive practical help from a speech therapist?


"Development of the syllabic structure of the word in the practice of the educator"
Teacher speech therapist
Kulyak Svetlana Sergeevna
Every year the number of children suffering from severe speech disorders (SDI) and systemic speech disorders (SDI) is increasing. Most of them, to one degree or another, have a violation of the syllabic structure of the word. Therefore, determining the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word is of particular importance. Correction of the syllabic structure of a word is one of the priority tasks in speech therapy work with preschoolers with severe and systemic speech disorders. The formation of the syllabic structure of a word affects the success of mastering the grammatical structure of speech, mastering sound analysis, writing, reading.
What are the types of violations of the syllabic structure of the word
1. Violation of the number of syllables:
Reduction (omission) of the syllable: "hank" - a hammer;
Omission of a syllable-forming vowel: "pinino" - piano;
An increase in the number of syllables by inserting vowels into consonant clusters: "komanata" - a room;
2. Violation of the sequence of syllables in a word:
Permutation of syllables: "devore" - a tree;
Permutation of the sounds of neighboring syllables: "gebemot" - hippopotamus;
3. Distortion of the structure of a single syllable:
Reduction of confluences of consonants: "tul" - a chair;
Insertion of consonants into the syllable: "lemon" - lemon;
4. Assimilation of syllables: "coconuts" - apricots;
5. Perseverations (cyclic repetition of one syllable).
6. Anticipations (replacement of previous sounds with subsequent ones): “nananases” - pineapples;
7. Contamination (mixing elements of words): "kabudka" - kennel + booth.
The following types of syllabic word structure are distinguished:


Monosyllabic (house, poppy).











Corrective work is built in stages and consists of:
preparatory stage
Corrective stage
Let's consider these stages in more detail.
Preparatory stage.
I. Formation of spatial representations and optical-spatial orientation
1. Orientation in one's own body
Show and name.
"Show me the parts of the body that will be named in the poem"
There are nails on our fingers,
On the hands - wrists, elbows,
Crown, neck, shoulders, chest,
And don't forget your belly.
Hips, heels, two feet,
Shin and ankle.
Got knees and back
But she is only one.
We have on our heads
Two ears and two lobes.
Eyebrows, cheekbones and whiskey,
And eyes that are so close.
Cheeks, nose and two nostrils
Lips, teeth - look!
Chin under the lip.
Here's what you and I know.
"Do not yawn right or left call"
2. Orientation in three-dimensional space
"Who is behind whom?" (Toys are put in a column and the child is asked questions: “Who is ahead? Who is behind? Who is far? Who is close? Who is in between?”) “Arrange the heroes” (Put the cat to the house. Put Masha between the road and the fence). "Find the treasure" (orientation according to the schemes).
"Where is it buzzing?" (determining the location of the sound).
3. Development of temporal-spatial orientation
“What first, what then” (first jump, then squat down, clap your hands at the end; the child performs, and then describes the sequence of his actions).
“Put it in order” (parts of the day, seasons, days of the week, months)
II. Development of dynamic and tempo-rhythmic organization of movements
1. Improvement of motor skills movements: general, fine, articulatory
"Do like me"
“Do as I do”, “Continue yourself”: 1) Sit down - stand up, 2) Hands to the sides - on the belt, 3) Leg forward - back - to the side.
"Skilled Hands"
1) Cams - palms, ...
2) Rings - ears - horns, ... etc.
Articulation exercises
Alternation of different poses of the organs of the articulatory apparatus: 1) "Frog" - "Proboscis" 2) "Scapula" - "Needle".
2. Development of a sense of pace
"How do animals move?"
"Fists - palms"
Children perform hand movements at the right pace to the rhyme:
Anyone has two fists, he hit one on the other lightly: Knock - knock, knock - knock. Well, the palms do not lag behind, they beat merrily after them: Clap - clap, clap - clap. The fists beat faster, what they try to: Knock - knock - knock, knock - knock - knock, And the palms are here and there, and crumble: Clap - clap - clap, clap - clap - clap.
3. Formation of a sense of rhythm
"Thunder" (clap your hands loudly or quietly).
Graphic switching exercises: "Beads" (for example, red - yellow, etc.), "Track" (alternating two or three geometric shapes, various objects). Reproduction of rhythms based on clarity, on diagrams.
Playing a given rhythm by ear: “Knock on spoons”
Corrective stage.
I. Work on vowels
Pronouncing a series of two, three or more sounds:
accompanied by symbols (A, U, O, I, S),
without visual support.
Pronunciation of a number of vowels with emphasis on one of them.
Recognition and pronunciation of a number of vowels by silent articulation of an adult.
Pronouncing a number of vowels, changing the volume, tempo, “mood” (sad, joyful, angry, affectionate) of the voice. Say as many vowels as there are butterflies in a clearing.
Stand up when a series of two (1st, 3rd) sounds sounds.
II. Working with different types of syllables:
with a common consonant (for example, pronounce: ta - that - tu - you);
with a common vowel (ka-ta-ma-va);
reverse syllables (Say "av - av" as many as you see dots);
closed syllables, their rows and pairs (various onomatopoeia);
direct and reverse syllables with oppositional sounds: in terms of hardness - softness, sonority - deafness (ta - yes, ko - go);
syllables with a confluence of one hundred-stu-stuIII. Working on the word, we sequentially go through the following types of syllabic structure of the word:
Two-syllable from open syllables (willow, children).
“Show me and name whose?” My cats. My poppies. My whales. etc.
Trisyllabic from open syllables (hunting, raspberries).
"Tell me, what did the children do?" They walked, rolled, sawed, ran, etc.
Monosyllabic (house, poppy).
"How many do you have?" I have five flies. I have five limes. etc.
Two-syllable with a closed syllable (sofa, furniture).
"Tell me what they're doing?" They drive, ride, lather, sculpt, etc.
Two-syllable with a confluence of consonants in the middle of a word (bank, branch).
"Branch of what?" Fir branch. Linden branch. Pine branch. etc.
Two-syllable words from closed syllables (compote, tulip).
"What's missing?" There are no oak trees. No lumps. No bandages. etc.
Three-syllable words with a closed syllable (hippopotamus, telephone)
"How many do you have?" I have five sofas. I have five loaves, and so on.
Trisyllabic with a confluence of consonants (room, shoes).
“Repeat and divide the word” Led-ni-ki, bo-tin-ki, in-du-ki, etc.
Trisyllabic with a confluence of consonants and a closed syllable (ladle).
"Which?" Berry, waffle, coffee, tank, etc.
Three-syllable words with two sets of consonants (matryoshka).
"Two" I have two nesting dolls, two turkeys, two stickers, etc.
Monosyllabic with a confluence of consonants at the beginning of a word (table).
"Many things?" Lots of food, lots of books, lots of yachts, etc.
Monosyllabic with confluence at the end of the word (umbrella).
"No what?" No blade, no tile, no flute, etc.
Two-syllable with two consonant clusters (button).
"What are you doing?" I find a button. I am buying a product. etc.
Four-syllable words from open syllables (turtle, piano).
“Who (what?) do you see?” I see a turtle. I see a piano. etc.
Games and exercises used in the process of practicing words with different types of syllabic structure
Syllabic tracks (the child says a word, stepping on each syllable on the next track track).
Syllabic houses (The number of syllables corresponds to the number of floors in the house - the child pronounces the word, counts the syllables and puts the picture in the right house or the right floor).
"House - castle - hut" (distribution of words depending on the number of syllables in these buildings).
“Tell the word” (choose a word for the scheme - based on pictures and without them, for example, SHA _; SHA _ _)
"Steam locomotive" (a steam locomotive consists of several cars, the cars differ in the number of windows, depending on this they are distributed).
“TV” (Vowel letters appear on the screen. Pictures are offered to the child. You need to choose a picture that matches the pattern on the screen. For example, the letters O A are on the screen. And pictures to choose from: house, pear, rose).
IV. Work on phrases, sentences, texts
“Pick up an object and repeat” (The adult starts, the child finishes, and then repeats the phrase. For example, hot ... (tea), round ... (ball), cowardly ... (hare), etc.
“Snowball” (the child draws circles according to the number of words in the sentence. For example: An airplane. An airplane is flying. A fast airplane is flying. A fast, white airplane is flying.). Work on tongue twisters, nursery rhymes, jokes, poems.
Remember, all work on the syllabic structure of a word is carried out sequentially - the transition to a more complex syllabic structure is carried out as the words of the previous type are mastered.
Use in your practice the proposed methods and techniques for developing the syllabic structure of a word, because it is you who make a tangible contribution to the development of your child's personality.

Master class for educators on the topic:

"The use of didactic games in the work of an educator to improve the syllabic structure of the word of preschoolers."

Teacher - speech therapist: Chaichenko M.A.

The purpose of the master - class: to improve the professional skills of educators - participants in the master - class in the process of active pedagogical communication on the problem of eliminating violations of the syllabic structure of words through theoretical aspects and game practice.

1. Use new modern ICT in the work of the educator to correct violations of the syllabic structure of the word.

2. Observe the principles of corrective work aimed at overcoming violations of the syllabic structure of the word in order to achieve the most effective results.

3. Involve teachers in joint gaming activities, causing interest in this problem.

4. Encourage educators to use new forms and methods of work in their work, cultivate a positive emotional attitude and interest in activities with children.

Equipment: magnetic board, magnets, pictures with objects, laptop, didactic games.

The course of the master class.

    Organizing time. Announcement of the theme of the master class.

Dear colleagues! Now, as a rule, I should announce the topic of the master class, but I would very much like to lead you to the formulation of this topic. Now I will show you the pictures and pronounce the words as the children called these words:

BUS - "tatobu"

TOMATO - "midor"

PAN - "castle"

MONKEY - "bizyan"

STRAWBERRY - "lubika"

PLATE - "talerka"

Maybe you guessed what happened to the words? (the contour of the word was broken, sounds, syllables were rearranged, syllables were released from the word.)

Yes, the syllabic structure of the word was broken in general. And, accordingly, the topic of our master class is "Using didactic games in the work of a teacher to improve the syllabic structure of the word of preschoolers."

One of the most difficult speech disorders to correct is a violation of the syllabic structure of words. This defect of speech development is characterized by difficulties in pronunciation of words. Practice shows that for the development of the syllabic structure of a word, a "foundation" is needed - a well-developed auditory attention and a sense of rhythm. Some games and exercises are proposed to overcome violations of the syllabic structure of the word in preschoolers.

With the normal development of the child, his mastery of the syllabic structure occurs gradually through a series of regularly changing phases. By the age of three, all the difficulties of syllabic formation are overcome. At this age, the so-called linguistic instinct appears, when the child is able to assess the correctness of not only his own, but also someone else's statement.

With normal speech development, children of three years old should reproduce words consisting of 1-3 syllables after the teacher (house, braid, raspberry).

Children 4-5 years old pronounce different types of words: simple - from open syllables without a confluence of consonants, more complex - from 4-5 syllables with a confluence of consonants at the beginning, middle and end of a word (button, frying pan, policeman, hairdresser).

After 5 years, children should pronounce sentences with a large concentration of compound words (builders work on the construction of a high-rise building.).

There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, and the motivational sphere of the child. And also from the features of the development of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially sequential information processing.

In turn, the formation of a syllabic structure affects the success of mastering the grammatical structure of speech, the assimilation of sound analysis.

Often, the correction of sound pronunciation comes to the fore in preschool age and the importance of the formation of the syllabic structure of words is underestimated, this is one of the causes of dysgraphia and dyslexia later in schoolchildren. Children have omissions of vowels and consonants - “he” is an elephant, “cassette” is candy; permutations and loss of syllables - “hodinik” - refrigerator, “skorodova” - frying pan; the appearance of extra letters or syllables in the word - "bird" - a bird, "apstobus" - a bus.

The effectiveness of corrective work to overcome violations of the syllabic structure of a word is determined by the observance of certain principles:

The work is carried out in stages "from simple to complex";

Simultaneous development of speech-motor and speech-auditory skills;

Accounting for an individual defect in the violation of the syllabic structure of the word;

The relationship in the work to overcome the violation of the syllabic structure of the word of a speech therapist, educator and parents.

In parallel with the work on improving the syllabic structure of a word, work is being done on the sound content of words, the correction of sound pronunciation, since all these are decisive factors in the phonetically correct formation of a word in a child. This work should be carried out taking into account the leading activity of children - games and, therefore, with the use of visibility. The formation of the syllabic structure of a word is a long process and every lesson should be interesting for a child.

Therefore, the problem of correcting the syllabic structure of a word through the use of didactic games is one of the most relevant in the system of work to overcome the general underdevelopment of speech in children. By pronouncing words, phrases and sentences reflected and independently, children learn to correctly reproduce the rhythmic pattern of the word.

4.Practical part.

We all love to play different games, and children especially. Today I would like to show you how you can play, learn, correct and master the syllabic structure of a word.

I bring to your attention multifunctional didactic aids designed both for correcting violations of the syllabic structure of a word and for automating sounds:

Game "Caterpillar"

Purpose: to exercise children in the ability to divide words into syllables, memorizing their sequence, to form the skill of syllabic and phonemic analysis of a word, to develop fine motor skills and sensory skills.

Game progress: children are invited to determine the number of syllables in a word (using visual or auditory) and put the appropriate number of colored chips on the image of a caterpillar (buttons, caps, shells, pebbles or other material).

Hot air balloon game

Purpose: to consolidate the ability to divide words into syllables, to consolidate the correct pronunciation of sounds in words with different syllabic structures, to exercise in the ratio of the number of syllables in a word with a number.

Game progress: children are invited to determine the number of syllables in the word (picture) and insert the picture into the balloon basket so that the number of syllables in the word corresponds to the number indicated on the balloon basket, clearly pronouncing the word syllable by syllable.

Game "Build a tower".

Purpose: to teach how to determine the number of syllables in a word and compare words with each other.

Modern children's designers are a boundless scope of imagination not only for a child, but also for a teacher. Children are offered subject pictures with words of different syllabic structure. By the number of syllables in a word, children build a tower from the details of the designer. Then they compare the towers and determine which word is the largest, which is the smallest.

The game "Wonderful bag".

Purpose: Consolidation of the correct pronunciation of words, control of the correct syllabic composition.

Stroke: Toys (pictures) are lowered into the bag, small objects, the child takes out a toy (picture) and calls it. The bag goes around the circle of children. Who correctly named the word, that remains a toy (picture). At the end of the game, the number of toys (pictures) is counted, who won the most.

Game "Guess the word"

Purpose: to exercise children in the ability to compose short and long words from various syllables, to form the skill of syllabic analysis of words, to exercise skills in reading words and syllables, to develop fine motor skills and sensory skills.

The game "Rebuses"

Purpose of the game: to exercise children in the ability to solve puzzles, exercise syllable synthesis, develop logical thinking and visual memory, consolidate in dividing words into syllables, develop interest in interactive games.

Game progress: children are invited to guess the puzzles and make a syllabic analysis of the guessed words.

Game "Wild and domestic animals" (interactive)

The purpose of the game: to consolidate the lexical topics "wild animals" and "pets", to activate vocabulary on these topics, to consolidate the syllabic analysis of the word, to continue to develop interest in interactive games.

Game progress: I suggest that children name wild and domestic animals like this, in a word that has one syllable, then two syllables, etc.

5. Reflection.

Educators share their impressions of the master class (questions are written on paper clouds).

1. What did I learn new today?

2. What was interesting for me?

3. I purchased…

4. I realized that…

5. Now I can…

6. What surprised me?

7. What will I take for my work?

Features of the work of a speech therapist teacher on the syllabic structure of the word

The main contingent of children who get to the school speech center are children with phonetic and phonemic underdevelopment of speech and children with OHP.

Children with OHP are at risk for learning to write. Studies of speech disorders in younger schoolchildren with OHP, which were carried out by T.A. Fotekova and T.V. Akhutina showed that even by the 3rd grade, reading, writing and even coherent speech in this category of children are significantly behind the norm. This suggests that the shortcomings of oral speech that are not eliminated in a timely manner are firmly fixed in reading and writing and are destroyed with difficulty. In this regard, it seems to us that purposeful work is needed to prevent and correct speech disorders in 1st grade students in a school speech center. In children with speech underdevelopment, the syllabic structure of the word is often violated to one degree or another. A number of authors (I.A. Sikorsky, A.N. Gvozdev, N.Kh. Shvachkie) point out the need to distinguish within the phonetic side of speech - a special process of assimilation of the syllabic structure of a word along with the assimilation of individual sounds.

Markova A.K. identified 13 classes of words with different types of syllables.

Grade 1 - two-word words of 2 open syllables: u-ha, Lu-zha, va-ta;

Grade 2 - three-syllable words of 3 open syllables: lo-pa-ta, ka-na-va, ma-li-na;

Grade 3 - monosyllabic words: house, varnish, cat, bow;

Grade 4 0 two-syllable words with one closed syllable: pe-tukh, ba-ton, lemon-mon;

Grade 5 - two-syllable words with a confluence of consonants in the middle of a word and with an open syllable: ribbon-ta, bank-ka, pal-ka, cat-ka;

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants: zone-tic, com-pot, font-tan;

Grade 7 - three-syllable words with a closed syllable: te-le-fon, ba-ra-ban, ko-lo-dets, te-re-mok;

Grade 8 - three-syllable words with a confluence of consonants: ban-ti-ki, con-fe-ta;

Grade 9 - three-syllable words with a confluence of consonants and with a closed syllable: ra-bot-nik, ka-men-schik, cha-owl-schik, ka-len-dar;

Grade 10 - three-syllable words with two confluences of consonants: lam-poch-ka, sol-nysh-ko, zer-nysh-ko;

Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end of the word: bread, mole, wolf, tank;

Grade 12 - two-syllable words with an open syllable and two consonant clusters: cell-ka, krom-ka, blot-sa, pipe-ka;

Grade 13 - 4 compound words with open syllables: che-re-pa-ha, pa-ro-ho-dy, sa-mo-le-you, bu-ra-ti-no;

Especially for alaliks, A.K. Markova singles out) a class - disyllabic words with homogeneous consonants: ba-ba, ma-ma, pa-pa;

Markova also identifies 3 models of the syllabic structure of a word, which include words with different types of syllables.

1) words that consist of open syllables (0,1,2,13 classes);

2) words that include a confluence of consonants at the beginning and middle of a word + an open syllable (classes 5,8,10,12);

3) words that include consonants and a closed syllable (classes 3,4,6,7,9,11).

In speech therapy, there are several types of violation of the syllabic structure of a word:

* truncation (elism), when a syllabic vowel or one or more syllables is truncated (TV-TV);

* Jam on the pronunciation of a single syllable (non-convulsive repetition) - (perseveration) (va-va-varabey);

* assimilation one syllable to another: berries - poisons, (anticipation - anticipation);

* addition an extra syllable-forming vowel with a confluence of consonants: tyrava .. (iteration);

* permutation syllables (winder-hammer) (here auditory memory suffers for a linear series);

* merge 2 words in one or parts of two owls in one word: baba (Baba Anya), (contamination).

Thus, we see that the violation of the syllabic structure of a word is a very persistent defect and its correction is carried out throughout the speech therapy work.

Hence the task of a speech therapist:

Firstly, to teach children to clearly perceive the word and reproduce it in accordance with the exact quantitative syllabic composition and

Secondly , to teach the correct continuous pronunciation of the word in full of its syllable-sound composition with a clear emphasis on the stressed syllable.

In practical work on the development of the ability to pronounce words correctly, a certain phasing is observed.

At the 1st stage, ideas about the quantitative syllabic composition of the word are accumulated, at the 2nd stage, the skills of practical mastery of the syllable-rhythmic melody of the word are practiced.

3) Listen to the syllables. Record vowel sounds (you, la, mo, well, si).

4) Listen to the words. Write down vowels (vase, owl, soap).

5) Write down only the first sound (varnish, poppy, ear, Olya, world ...)

6) Arrange the pictures in 3 columns:

1st column - words in one syllable

2nd column - in 2 syllables

2nd column - in 3 syllables.

7) Add others to a given syllable to make words; write them down.

Nya wa

So wa Slo gi

pour us

8) Change the word so that it turns out 2 syllables, 3 syllables.

For example: house-houses, house, houses.

Gardens, gardens.

9) Clap the number of syllables in the word.

10) Read the words. Divide them into syllables. Pick out a vowel sound.

11) Listen to the words, highlight the vowels in them. Write the vowels in the notebook according to the scheme: owl -o, a o a

12) Determine the number of syllables in the named words, raise the corresponding figure ex. Raspberries, forests, poppies (3,2,1).

14) Select the first syllable from the names of the pictures and write it down.

15) Combine the syllables into words, read the resulting word, write it down in a notebook lu-na, lu-zha, zha-ba, u-ho;

16) Identify the missing syllable in the word using the picture. Write down the resulting word - buz, gu-, li-, -nal, ma-na.

17) Write down the words, dividing them into syllables car, hat, school desk, pencil case.

18) Write down the words by inserting the missing vowels.

19) Read the scattered syllables, make up words (you can by thematic groups: "Animals", "Plants", "Furniture", "School").

20) Select from the sentence words consisting of a certain number of syllables.

21) From the letters of this word, think of other ex nettles (willow, cara, park, steam, cancer, Ira).

22) Exercise “Tell the end of the word” (2-3 cards with syllables in front of the student. For example, wa, ha, yes. The speech therapist pronounces the word without finishing the last syllable. The student must find and read the end of the syllable.

ex. cranberry, bark

Paper, lair

Weather, nature

23) “Tell me the beginning of the word” (cards with syllables in front of the children). The speech therapist writes down on the board the end of the word - points. Students must read the resulting words.

24) Replace the numbers with owls: 1,2,3

(p one ka) p? ka

(with three zhk) with? zhka

(you three) you?

(two liters each) l

(three buns) ? buna

(three times) ? waiting

(smor one a) smore? a

25) Guess how many words are written here? (pump, tire, hinged, purchase, bankaban).

26) Work with syllabic tables (according to T.G. Wiesel).

Thus, work on the formation of syllabic analysis occupies a special place in speech therapy practice. Syllabic analysis is necessary for reading, because the unit of reading is the syllable, and the child learns to read before writing.

And after the children come to the conclusion that the word is made up of parts (i.e. syllables), and the word is easily divided into parts (syllables), i.e. they learned to distinguish and reproduce the syllabic contour of a word, their attention is drawn to the length of its sound and to the establishment of a direct relationship between the length of sound and the number of syllables in the word. Exercises to compare words in length under the ball and on graphic diagrams sharpen children's attention to the living word. By ear, they begin to correctly allocate a word of a given longitude, even if the difference between words is one syllable and the words are pronounced together: ex. caravan-yule, handle-reel, duck-hen.

In the classroom, with the help of children, a table is compiled - a “ladder”, on which a diagram for monosyllabic words is placed at the top. Below the column are other schemes with a gradual increase by one syllable.

ex: Table - "ladder" of graphic schemes of the syllabic composition of words:

Smoke

_____/____wool

_____/____/_____drum

_____/____/_____/______turtle

Students visually perceive the difference in the graphic contours of the diagrams, actively participate in the selection of words for the diagrams, compare the quantitative syllabic composition according to the diagrams, and this helps them consciously participate in generalizations: “Words are long and short”, “There are 1,2,3 in a word ,4 or more syllables”, “The more syllables, the longer the word”.

Mastering the pronunciation and analysis of words of different syllabic structures is a long process. It becomes successful when each child masters the method of independent examination of the syllabic structure of the word.

List of used literature:

Volkov "Speech therapy". M., 1989

T.G. Wiesel "Speech therapy exercises for every day to develop clear speech." 2005

O.V. Yeletskaya. N.Yu.Gorbachevskaya "Speech therapy assistance to schoolchildren with impaired written speech" S-P.2005

T.I. Dmitriev "Speech Mosaic". 1995

"Games in speech therapy work with children" Edited by V.I. Seliverstov. M., 1981

E.F.Rau, V.I.Rozhdestvenskaya "Correction of pronunciation deficiencies among schoolchildren". M., 1969

M.F. Fomichev "Education of the correct pronunciation in children." M., 1989