1. Two-syllable words from open syllables.

2. Three-syllable words from open syllables.

3. Monosyllabic words.

4. Two-syllable words with a closed syllable.

5. Two-syllable words with a confluence of consonants in the middle of the word.

6. Two-syllable words from closed syllables.

7. Three-syllable words with a closed syllable.

8. Three-syllable words with a confluence of consonants.

9. Three-syllable words with a confluence of consonants and a closed syllable.

10. Three-syllable words with two consonant clusters.

11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.

12. Two-syllable words with two consonant clusters.

13. Three-syllable words with a confluence of consonants at the beginning and middle of a word.

14. Polysyllabic words from open syllables.

Two-syllable words from open syllables

(1st type of syllabic structure.)

1. 1. Exercise "find out who it is?" Target:

    Learn to clearly pronounce two-syllable words with repeated syllables.

    To teach one-word answers to the questions posed based on plot pictures.

    Develop auditory attention and memory.

Equipment: plot pictures.

The course of the game exercise.

The speech therapist lays out 5 plot pictures in front of the child, while pronouncing sentences to them:

Mom bathes Vova.

Dad is playing with his son.

Uncle goes home.

In the yard there is a woman made of snow.

The nanny walks with the children.

And then he asks the child to answer the questions:

Speech therapist: Child:

Who bathes Vova? Mum.

Who is playing with your son? Dad.

Who is standing in the yard? Woman.

Who walks with children? Nanny.

Who is going home? Uncle.

1.2. Exercise "the end of the word is yours." Target:

  1. Learn to pronounce words of the syllabic structure of the 1st type.

    2. Exercise in the simplest syllabic synthesis.

    Activate and expand vocabulary.

Equipment: ball.

The course of the game exercise.

The speech therapist, throwing the ball to the child, pronounces the first syllable. The child, returning the ball, says the second syllable, then calls the word in full.

Speech therapist: Child: Speech therapist: Child:

But note ba bath

wah wat nya babysitter

Yes date dy melon

Ha TA hut To NYA Tonya

My mint And Anya

Bi bita Wa Vanya

Fa Fata Ta Tanya

Ka Katya and go

Pe tya Petya boo DE wake up

Ve Vitya ve lead

Mi Mitya ho go

(The lexical material of this exercise can be divided into two lessons. The meaning of words unfamiliar to the child needs to be clarified).

The concept of “word stress” is one of the fundamental concepts of the program course of the Russian language. Mastering its content is necessary both for developing the skill of literate writing, and for educating the pronunciation and auditory culture of younger students.

There are three main areas of focus for work:

  1. the formation of students' ideas about word stress and its role in the Russian language,
  2. familiarization of children with the basic properties of word stress - heterogeneity and mobility,
  3. the formation of schoolchildren's ability to find and highlight the stressed syllable in a word.

characteristics of each direction.

1) Children entering the 1st grade practically own the accent. At school, a rather slow process of understanding the concept of “stress” begins. The Russian language program involves the acquaintance of students with the terms: “stress”, “stressed and unstressed syllable”, “stressed and unstressed vowels” and the stress sign in the lessons of the preparatory period for teaching literacy.

When mastering the concept of “stress”, it is important to form an associative chain in the minds of schoolchildren: stress - stressed syllable - stressed vowel.

First, a connection is established: stress - stressed syllable, then: stressed syllable - stressed vowel.

The result of the initial acquaintance is the conclusion: “One syllable in the word is distinguished by a “strike”, i.e. special pronunciation. Such a syllable is called stressed. The vowel that forms the stressed syllable is called the stressed vowel.

During the period of literacy, acquaintance with the most important function of stress begins - semantic.

Students learn to distinguish different words with different accents:

The differentiation of lexical homographs is more accessible for understanding by primary school students than grammatical ones, therefore, at the early stages, it is necessary to organize observations on pairs of words like:

In the future, to differentiate different grammatical meanings of the forms of one word:

When introducing children to stress as a means of distinguishing grammatical forms, it is important to pay attention to the fact that stress can distinguish not only individual, but also all forms, for example, singular and plural forms, names, nouns:

In the process of work, it is good to use game techniques in the lesson. You can use the miniature “Accent” Podgoretskaya I.M.
Work on stress, observations of stress allow you to conduct reading lessons.
Great opportunities for such work are provided by the material of the section “Oral folk art”:

Word pair matching:

helps children understand the special stylistic coloring of folk poetic options, in contrast to literary ones.

When reading the works of Russian writers and poets of the XIX century. You can compare modern and obsolete versions of words. For example, reading the fables of I.A. Krylov.

It is advisable to stop the attention of schoolchildren on the out-of-date pronunciation of individual words:

Thus, in search of an answer to the question: “What role does stress play?” - younger students get an idea of ​​the multifunctionality of word stress in Russian.

2) In Russian, the stress is heterogeneous or free, that is, it is not fixed either for a syllable defined by count, or for a specific morpheme (prefix, root, suffix, ending).

The property of heterogeneity is mastered by younger students, first in terms of correlating the stress with the syllabic contour of the word, then in connection with the study of the morphemic structure of the word.

More consistently in the primary grades, work is underway on correlating stress with the syllabic composition of the word. In the course of performing various tasks, students master the rhythmic patterns of words: two-syllable, three-syllable.

If mainly isolated words are selected for exercises on rhythmic models, then this leads to monotony in work. And the use of coherent texts contributes to increased interest in the work. The didactic material should contain rhythmic word patterns of different structure.

3) In Russian, the stressed syllable is distinguished by several phonetic means at the same time:

a) the stressed syllable is pronounced with great force. Reception of fast and repeated pronunciation of a word with shouting out a stressed syllable. It can also be spoken in a whisper.
b) highlighting a stressed syllable with greater longitude and duration.

  • The reception is not reliable enough at the early stages of the formation of the ability to determine the stressed syllable (children begin to pull all the syllables). It should be combined with the technique of artificially changing the place of stress in a word (do not stretch).
  • Beating, tapping, slamming a stressed syllable in a word.

The most acceptable is a different alternation of all known methods in the process of developing the ability to find and highlight a stressed syllable in a word.

Games and exercises for the formation of the syllabic structure of the word.

Sound level exercises:

  1. “Say the sound [A] as many times as there are dots on the die. Say the sound [O] as many times as I clap my hands."
  2. "Find out what sound (series of sounds) I uttered." Recognition by soundless articulation, pronunciation with a voice.
  3. Definition of a stressed vowel in a stressed position (in a series of sounds).

Syllable level exercises:

Pronounce a chain of syllables while building a tower of cubes (by rearranging beads, buttons).
- “Fingers say hello” - pronouncing a chain of syllables with a touch on each syllable of the fingers of the hand with the thumb.
- Count the number of syllables (spoken).
- Name the stressed syllable in the chain of syllables heard.
- Memorization and repetition of a chain of syllables of different types.

Word level exercises:

ball game

Purpose: to learn to slap the syllable rhythm of a word.
Material: ball.
Game progress: the child beats the rhythm of the given word with the ball.

Game "Telegraph"

Purpose: to develop the ability to divide words into syllables.
Material: sticks.
Game progress: the child “transmits” the given word by tapping out its rhythmic pattern.

The game "Count, do not make a mistake"


Material: pyramid, cubes, pebbles.
Game progress: the child pronounces the given words and lays out the pebbles (pyramid rings, cubes, buttons, beads). Compare words: where more, then the word is longer.

Purpose: to teach to divide words into syllables, while performing a mechanical action.
Material: ball.
Game progress: children pass the ball to each other and at the same time name the syllable of the given word.

Exercise "What has changed?"

Purpose: to teach to distinguish between different syllabic structure of the word.
Material: pictures.
Course of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise "Find the longest word"

Purpose: to consolidate the ability to divide words into syllables.
Material: pictures.
The course of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise "Which word is different"

Purpose: to teach to distinguish words with different rhythmic structure.
Material: pictures.
The course of the exercise: the speech therapist calls a series of words, the children determine the extra word (use pictures if the children find it difficult).
Words: tank, cancer, poppy, branch. Wagon, bud, loaf, plane.

Exercise "Name the same syllable"

Purpose: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Course of the exercise: the child must find the same syllable in the proposed words (airplane, milk, ice cream).

The game "The end of the word is yours"

Purpose: to learn to synthesize words from syllables.
Material: ball.
Game progress: an adult starts a word and throws the ball to the child, he adds the same syllable SHA: ka ..., wa ..., Yes ..., Ma ..., Mi ...

The game "Syllabic cubes"

Purpose: to exercise in the synthesis of two-syllable words.
Material: cubes with pictures and letters.
Game progress: children must collect words from two parts.

Game "Pyramid"

Purpose: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Game progress: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise "Choose a word"

Purpose: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with schemes of syllabic structure. Cards with words (for reading children).
Exercise progress:
Option 1. The child selects schemes for pictures.
Option 2. The child selects pictures for diagrams.

Game "Let's put things in order"

Purpose: to improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Game progress: children choose syllables from the total number and arrange them in the right order.

The game "Who is more"

Purpose: to improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Game progress: out of the total number of syllables, children lay out as many variants of words as possible.

The system of gaming exercises aimed at developing

syllable structure of the word

Speech therapy work to eliminate violations of the syllabic structure of the word in preschoolers involves the impact on all components of the speech system.

The complex system of speech therapy influence includes:

  • development of general, fine and articulatory motor skills;
  • development of speech breathing and voice;
  • correction of sound pronunciation (staging, automation, differentiation of sounds);
  • development of phonemic hearing, the formation of phonemic perception skills;
  • work on the syllabic structure of the word;
  • expansion and enrichment of the dictionary (active and passive);
  • development of the grammatical structure of speech;
  • formation of the intonation-expressive side of speech;
  • formation of coherent speech;
  • education of self-control over speech;
  • the formation of practical skills and abilities to use correct speech.

The development of the syllabic structure of the word in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of cognitive activity of the child. Corrective work was carried out in individual and subgroup speech therapy classes.

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:

  • preparatory; the purpose of this stage is to prepare the child for the assimilation of the rhythmic structure of the words of the native language;
  • proper correctional work; the goal is to correct defects in the syllabic structure of words in a child.

Preparatory stage.

At this stage, game exercises are offered, first on non-verbal material, and then on verbal.

Work on non-verbal material.

  1. Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did you call? Recognize a musical instrument by sound. How many times did you hit the drum?)
  2. Work on the rhythm (first on the simple, and then on the complex). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping the ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.

Task types:

Clap your hands as many times as there are dots on the dice;

Rhythm comparison: !-!!, !!-!!-;

Recognition of rhythms and their correlation with a certain rhythmic pattern recorded in symbols;

Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;

Arbitrary reproduction of the rhythm by the child, followed by recording the rhythmic pattern with symbols;

Playing long sounds (pipe, harmonica - symbol "-" and short "+" - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+-- etc.

  1. Formation of general coordination of movements to rhythmic music:

marching, easy running.

  1. Exercises for the development of dynamic praxis of the hands: performing movements (left, right hand, two hands) according to the model, according to verbal instructions or counting: fist-rib, fist-rib-palm.
  2. Exercises for the development of hand coordination: performing movements simultaneously with both hands (fist of the left hand - edge of the right hand, etc.)
  3. Graphic switching exercises (continue line): 0-0-0…;+=+=…

Work on verbal material.

Game exercises aimed at the formation of space-time representations, as the beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of a sound-syllabic series, the sound-filling of words of a simple and complex syllabic structure.

Exercises for the development of optical-spatial orientation.

Exercise 1.

The child sits on a chair, eyes are closed. An adult rings the bell, holding it in front of the child, behind him, above and below the chair, to the right and left. It is necessary to say correctly where the bell rings.

Exercise 2.

An adult calls the action of an object or an object. The child answers whether it is far or close.

(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)

Exercise 3

The child moves in space according to the instructions of an adult.

The robot goes forward ... stop. Right ... stop. Down ... (under the table) ... stop. Left ... stop, etc.

Exercises for the development of somato-spatial orientation.

Exercise 1.

After being shown to adults, the child repeats the movements, answering questions.

Adult. Where is the heart?

Child. Left.

Adult. Where is your head?

Child. From above.

Adult. Where is your back?

Child. Behind.

Adult. Where is the belly?

Child. Front.

Exercise 2.

The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.

Exercise 3.

The child performs "cross" movements, showing: with the right hand the left cheek, the left side with the right hand, the right temple with the left hand, the left eye with the little finger of the right hand, etc.

Exercise 3.

The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: the right hand up, the left foot to the side, etc.

Exercise 4

An adult asks to perform called movements without showing a sample.

Exercises for the development of orientation in two-dimensional space.

Exercise 1.

Put a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.

Exercise 2.

From the point put on the sheet, the child, without tearing off his hand, the child must draw a line under the commands of an adult.

We go right, stop, up, stop, right, etc.

Exercise 3

The child must continue the row: xx \ xx \ xx \; …

Exercise 4

Copying by a child of various shapes from simple to more complex.

Exercise5.

An adult and a child draw a plan of the room, indicating the position of windows, furniture doors.

Exercises for the development of temporal-spatial orientation.

Exercise 1.

Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)

Exercise 2.

Tasks: jump first, then sit down, clap your hands at the end, etc.

Exercise 3

The adult interrupts the child and asks questions.

What have you done before? What are you doing now? What will you do next

Exercise 4

Arrangement of pictures on the topics "Seasons", "Parts of the day".

Exercise 5

An adult and a child talk on the topic “Yesterday-today-tomorrow”.

Exercise 6

Transition to work with speech material. The adult gives the child a task.

  1. Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
  2. Listen to the sentences: The fire is burning. The bird is flying. It's snowing. Count. Name the third sentence, the second, the first.

Exercises for the development of dynamic and rhythmic organization of movements.

Retention of dynamic programs. The exercise consists in repeated self-repetition of the action by the child after the instructions are presented to adults.

  1. articulation exercises.

Open your mouth, bare your teeth, puff out your cheeks;

Tongue behind the right cheek, lips with a tube, tongue on the lower lip;

click your tongue twice, blow once;

Draw in your cheeks, click your tongue, blow once;

Silently articulate vowels (u-u-a);

  1. Hand exercises.

- alternately touch the index, little, middle fingers with the thumb;

Put the hand on the table with a fist, edge, palm;

Show a ring of fingers, the palm is vertical, "bunny ears";

From i. n. "fist on the table" alternately show the thumb, little finger, index finger;

3. Body Exercises:

Lean to the right, squat down, stand up, clap your hands;

Wave your arms above your head, put your hands behind your back, jump in place;

Stomp your foot, hands to your shoulders, down, raise your head, lower.

Exercise 7

Repetition of rhythmic patterns after an adult - tapping, slapping, trampling.

Corrective stage

Work on vowels

Accurate perception and clear articulation of vowels ensure the correct transmission of the syllabic outline of the word, and also prevent vowel substitution and rearrangement of syllables.

Exercise 1.

The child repeats pairs, triples and a large number of sounds from more contrasting to less contrasting. Suggested syllables:

A - I A - I - O U - A - I - O

A - U U - A - I E - U - A - I

I - O I - O - S A - I - O - S

S - A E - U - A I - E - U - A

U - E A - S - O U - A - S - O

A - O I - S - E O - I - S - E

O - U O - U - A E - O - U - A

Exercise 2.

Practice pitch, volume, voice strength and pronunciation tempo. The child pronounces a series of vowels:

  • on one exhalation, while smoothly;
  • loud (quieter, very quiet);
  • alternating volume within one row;
  • with a change in voice height (on behalf of different family members);
  • fast slow).

Exercise 3

Additional tasks. To consolidate work on vowels, the child is offered:

  • count the number of sounds;
  • show the same number of fingers as sounds;
  • tap sounds silently;
  • stand up when a series of three sounds sounds;
  • name independently two (three, five) vowel sounds;
  • come up with as many sounds as there are stars drawn;
  • recognition of a series of sounds by soundless articulation and pronouncing them with a voice;
  • repeat sounds in reverse order.

Work on syllables

Exercise 1.

The exercise consists in repeating rows, starting with two or three syllables. Take syllables:

  • with common consonants:

MA - MO - MU - WE - ME;

  • with common vowels:

BU - KU - VU - NU - DU;

  • reverse:

AN - EUN - OH - EN - UN

OF - OP - OX - FROM - OM;

  • closed syllables, their rows and pairs:

MAC - IOC - MUK - MYK - IEC

KAP - PAP PYH - TYKH

TUK - MUK BOK - WOK;

  • direct and reverse syllables with hard and soft consonants:

BA - BYA AP - EL

WU - VU UV - UV

MO - MYO EN - NY

Exercise 2.

To consolidate work on syllables, the child is offered:

  • count the number of syllables;
  • lay out the sticks according to the number of syllables;
  • take as many steps, jumps as there were syllables;
  • determine the same sound in a row;
  • come up with syllables with the same vowels (consonants);
  • invent and (“guess”) syllables with a given consonant;
  • repeat a series of syllables in reverse order;
  • repeat only the first and last syllable of the series;
  • pronounce the syllables smoothly (briefly), loudly (quietly), different in height, quickly (slowly);
  • highlight the stressed syllable (reflected);
  • name the first (second, third) sound of the syllable;
  • make a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;
  • compare two syllables: MA - AM, UT - KUT, KOP - POK, VYN - PYN.
  • building up syllables;
  • reduction in the number of syllables;
  • tapping out syllable chains.

Work on syllables with consonant clusters.

Exercise 1.

Suggested syllables:

  • open and closed:

kna-akn gna-agn

dmo-odm tmo-otm

ptu-upt bmu-ubm

With oppositional consonants:

fta-fta fta-vada

tko-tke tko-dgo

kmu-kmu kmu-gmu

Chains of syllables:

me-me-me-me-me

gwa-gwo-gwu-gwe-gwe

hwa-hwee-hwee-hwee

Syllables with a change in the position of the consonant:

me - nma

sko - xo

htu - thu

zby - bzy

Exercise 2.

To consolidate work on syllables with consonant clusters, the child is invited to:

  • analyze the syllable (name the first, third, second sounds);
  • make a syllable from these sounds so that consonants (or vowels) go at the beginning;
  • come up with a syllable of two consonants and one vowel;
  • compare syllables:

NA - KPA

AS - AKS

INT - INT

UBR - UPR.

Types of syllable structure of words.

  1. Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.
  2. Three-syllable words consisting of open syllables: spade, dog, cubes, panama, etc.
  3. Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.
  4. Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.
  5. Two-syllable words with a confluence of consonants in the middle of the word: jar, skirt, duck, thread, etc.
  6. Two-syllable words with a closed syllable and a confluence of consonants in the middle of a word: cactus, bear, soldier, peacock, etc.
  7. Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.
  8. Three-syllable words with a confluence of consonants: apple, sausage, cuckoo, girl, etc.
  9. Three-syllable words with a confluence of consonants and a closed syllable: bus, gardener, orange, grapes, etc.
  10. Three-syllable words with two consonant clusters: toys, light bulb, skipping rope, strawberry, etc.
  11. Monosyllabic words with a confluence of consonants at the beginning or end of a word: leaf, bush, tank, umbrella, etc.
  12. Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.
  13. Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.
  14. Four-syllable words with a confluence of consonants: refrigerator, motorcycle, caregiver, towel, etc.

14 types of syllabic structure of the word are proposed according to the increasing degree of complexity (classification by S.E. Bolshakova).

Word work.

Stage 1.

Exercises to distinguish between long and short words.

Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child puts the chip, respectively, under the long or short strip.

Words: bitch, bicycle, soup, beetle, fly agaric, etc.

Exercise 2.

In front of the child are pictures with monosyllabic polysyllabic words. We need to divide them into two groups.

Exercise 3

Two children are selected from the group. One child is looking for objects with short names in the room, the other with long ones. Having found an object, the player2 names it.

Exercises to explain the meanings of unfamiliar words.

Since knowledge of the lexical meaning is necessary for mastering the correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).

Exercises for reflected scanned repetition of words of the studied type.

Exercise 1. Training the ability to pause between words. The speech therapist says the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand drops.

Example: boo…..sy, not…..bo, lu…..di, ko…..le-but (ko-le…..but), oh-le…..neither (oh…..le -no), si ... ..nee-tsa (si-no ... ..tsa).

Exercise 5

Sound analysis and synthesis.

  1. Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of a speech therapist.
  1. Laying out strips according to the number of syllables.
  2. Choosing the right word scheme.
  3. Analysis of each syllable (counting and listing sounds). This type of work is important when studying words with consonant clusters. Offered:

1-disyllabic words with confluences in the middle of the word, starting with a vowel sound: needle, sheep, glasses, etc.

Then - words that begin with a consonant sound: heel, nails, bag, etc.

Words with two sets of consonants: swallow, sun, leaves, etc.

2-confluence at the end of a word (bone, bridge, bandage, etc.)

3- confluence at the beginning of a word (chair, kvass, key, etc.)

4- monosyllabic words with two confluences (tail, nail, pillar, etc.)

5-polysyllabic words with confluences (pan, medicine, library, etc.)

Exercise 6

Isolated pronunciation of the words "Let's go up the ladder." The child must, repeating the word by syllable after the speech therapist, climb the steps of the toy ladder with his fingers.

Exercise 7

Repetition of words similar in sound composition:

Differing in vowel sounds: bough-juice, ball-sword, whale-cat, forest-fox, sam-catfish;

house-smoke-dam, fur-max-moss; bull-buck-side-beech;

ski-puddles, hands-rivers, crayfish-hands, etc.

Differing in consonant sounds: souk-soup, nose-knife, fur-chalk; oak-cube-soup, horse-com-kot-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.

Differing in consonant sound and place of stress:

water-soda, goat-rose, hands-beetles, skin-goat, etc.

Exercises for repetition with emphasis on the stressed syllable.

Exercise 1.

The child repeats after the speech therapist at first the whole word syllable by syllable, and then calls only the stressed syllable: ko-fe ... .. ko-fe, ko; li-sa…..li-sa, sa.

Exercise 2.

Using a graphic representation of the stress on the word scheme, the child is offered:

Guess the word that another student clapped;

Come up with a word for the scheme;

Put stress on the diagrams (in the form of a dictation).

Exercise 2.

Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.

Exercises with permutation of syllables.

Exercise 1.

Swap syllables, name the resulting word:

Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, on-sos;)

Syllables: ka-mu, ma-do, pa-li, ka-sum, va-tyk, zha-lu, duk-sun, dysh-lan, tuk-far, etc.

Exercise 2.

Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.

Exercises for assessing normativity.

Exercise 1.

The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.

Words: spider, spider; wutka, duck; window, window; ise, scales; devereaux, tree; moko, milk; mimon, lemon; manina, raspberry; nonbel, furniture; hunter, hunter; dwarf, snake; tol, table; melon, in the afternoon; pinino, piano; motorcyclist, motorcyclist, etc.

Exercises for the transition to continuous pronunciation.

Exercise 1 "Guess, say the word."

Syllables: ved-, set-, kuh-, dos-, bel-, met-, waf-, color-.

Exercise 2. The child adds the first syllable and calls the word: -jama, -shina,

Goda, -keta, -midor, -cut, -tata, etc.

Exercise 3 The speech therapist says the word, making a clap instead of the second syllable. The child adds a syllable and calls the whole word.

Syllables: sa!

Exercise 2

The child says his name. At the signal of the teacher, each player must stand next to the one whose name has the same number of syllables.

Exercise 3

Syllabic analysis and synthesis. From the proposed pictures, name in which there is a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.

Put the pictures so that the last syllable of the previous word and the first syllable of the next word are the same (owl, cotton wool).

Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.

Phrase formation exercises.

Exercise 1.

Pronunciation of phrases:

Small light bulb, small swallow, small ribbon, etc.

Words: jacket, blouse, tassel, little book, bench, etc.;

Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.

Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;

Exercise 2.

Formation of the genitive plural using the word "many": melon ... many melons, owl ... many owls, goat ... many goats, etc.

Exercise3.

The speech therapist calls the object, and the child answers with a phrase using the words round - oval: the moon ... the moon is round, the cloud ... oval;

words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.

Exercise 4

The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:

newspaper .... rectangular newspaper, screen ... .. square screen, cap .... triangular cap;

words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.

Exercises to compose short sentences with learned words.

Exercise 1. It is proposed to choose a suitable action for the name of the object (standing, sleeping) and make sentences:

Kettle ...... The kettle is standing. Dolphin……Dolphin is sleeping. The bear….. The bear is sleeping.

Exercise 2. Put the words in the correct order and name the sentence.

In, tomatoes, greenhouse…….Tomatoes in the greenhouse.

Apple tree, under, apples…….. Under the apple tree, apples.

Popsicle, table, on…….. Popsicle on the table.

The words. Above, icicle, window. Tree, on, cuckoo. U, chess, boy. Home, above, clouds. Candy, girls, u.

Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllabic structure.

Exercise 1.

“Animals were brought to our zoo. We have to house them in cages. In the first place, we will settle animals whose names have one syllable. In the second, with names of two syllables, etc. ”

Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.

Exercise 2.

When pronouncing different words, you can take a different number of steps (for example, cheese-airplane). Then the children walk through the words called by the speech therapist.

Strengthening exercises.

Repetition of complex sentences.

A long-legged stork flies over the house.

Aunt Dina is sitting on the couch.

Nikita bought sneakers and a cap.

There are eggplants and apricots in the fridge.

The breadbasket is on the fridge.

There is a purple sugar bowl in the sideboard.

Maxim loves to be photographed.

The librarian lends books.

The plumber is fixing the plumbing.

The policeman directs the traffic.

The postman delivers letters, newspapers, magazines.

The guide conducts excursions.

The border guard guards the border.

Development of the syllabic structure of words on the material of tongue twisters.

(B) Bee-beep-beep, there is smoke from the chimney.

Beavers wander into the cheeses of the forests. The hippopotamus opened his mouth, the hippopotamus asks for rolls.

Bananas were thrown to a funny monkey.

They threw bananas to a funny monkey.

BBC. The car is running out of gas.

(P) Whoop, whoop, mom is making soup.

The parrot says to the parrot:

I'll scare you, parrot, parrot.

The cockerel jumped on the threshold:

Give me a pie, baker.

(P-B) Our grandmother's beads were lost.

Babkin bean grows in the rain.

The baker baked a bagel, a bagel, a loaf and a loaf of dough early in the morning.

Two bulls fought foreheads at the fence.

They pierced all sides in a noisy dispute.

(B) Wah-wah-wah, an owl sits on a bough.

Three crows on the gate.

The water carrier was carrying water from the tap.

Delicious halva - praise the master.

The fidgeting wind tore the gates like a turntable.

(F) Af-af-af, there's a cupboard in the corner.

Fani has a jersey, and Fedya has shoes.

The fleet is sailing to their native land, the flag on each ship.

Fedya reached for a candy in the buffet, the fact that there will be no sweets in the buffet.

(V-F) Our Filat is never to blame.

Wolves are afraid not to go into the forest.

Mikhail played football and scored a goal.

Owl, even with a lantern, does not see anything during the day.

(D) Gu-gu-gu, geese are grazing in the meadow.

They cackle on the mountain, under the mountain the fire burns.

The road to the city is uphill, from the city - from the mountain.

On the willow there is a jackdaw, on the shore there is a pebble.

(K) Ko-ko-ko, don't go far.

Knock knock, I nail the heel.

Our river is as wide as the Oka.

The fly has bitten the pussy and the ear of the kitty hurts.

A cat with a kitten, a hen with a chicken.

(K-G) They go in single file gander after gander.

The breast in the sun warms the side. Go to the box fungus.

(X) Haha, you can't catch a rooster.

Prokhor and Pahom rode on horseback.

The fly-pity sat on the ear.

(D) Doo-doo-doo, apple trees grow in the garden.

Daria gives Dina melons.

The woodpecker was hollowing out the tree, woke up the grandfather with a knock.

Grandfather Danil shared a melon.

(T) Ta-ta-ta, the cat has a fluffy tail.

Our guest bought a cane.

Again the guys found five mushrooms.

(D-T) Dog Tom guards the house.

The woodpecker treated an ancient oak tree.

I am shaggy, I am shaggy, I am above every hut in winter.

(M) Mu-mu-mu, milk to whom?

Milu's mom was in the bath soap.

Where there is honey, there are flies.

Toma sat on the bench outside the house all day.

(N) An-an-an, dad is fixing the faucet.

The nanny nurses Nadya and Nina.

Nina plays the piano.

Feet dressed up in new boots.

(C) Sa-sa-sa, a fox is running in the forest.

As-as-as, our gas went out.

Os-os-os, there are many wasps in the clearing.

Mow ecos while dew.

Little Sanya's sleigh drives by itself.

Senya carries hay in the canopy.

Sonya and Sanya have catfish with a mustache in their nets.

(Z) Za-za, go home goat.

Zu-zu-zu, we wash Katya in the basin.

Bunny Buba has a toothache.

(S-Z) Sa-za, sa-za, the dragonfly flew away.

For-sa, for-sa, a wasp flew to us.

Sonya Zina brought elderberries in a basket.

The net caught on a knot.

(C) Tso-tso-tso, there is a ring on the hand.

The ring has no end.

Two chickens are running right on the street.

The heron, standing on the porch, wrote the letter C.

(S-Ts) So-tso, so-tso, the chicken laid an egg.

Tits are funny birds.

The hen laid an egg under the porch.

Water is drunk from a nearby well all day long.

There is a cart of oats, a sheep near the cart.

The sun shines brightly through the window.

(Sh) Sha-sha-sha, mother washes the baby.

Shu-shu, I'm writing a letter.

Ash-ash, Pasha has a pencil.

Hush, mice, the cat is on the roof. Make some noise, he will hear.

Our Masha was given semolina porridge.

I can't find the ears of this frog.

Masha, finish your porridge, don't bother your mother anymore.

(S-Sh) Su-shu, I'm writing a letter home.

Shu-su, I met a bear in the forest.

Sasha loves drying, and Sonya cheesecakes.

Pine cones, checkers on the table.

I bought Sasha drying.

(F) Ms. Ms., the hedgehog has needles.

Zhu-zhu, let's give milk to a hedgehog.

The hedgehog has a hedgehog, the snake has a snake.

Snakes do not live where hedgehogs live.

Dinner is needed for the beetle and the snake.

(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.

Zha-sha, Zhenya is feeding the baby.

Mouse has acorns, monkey has bumps.

The cat has spoons in a basket.

Good pie, inside the curd.

On the roof of Shura lived the crane Zhura.

Midges flew around the lamp, warm thin legs.

Be careful, midges, burn your legs.

(Sch) Shcha-shcha, we're bringing home the bream.

Ah-ah, I put on a raincoat.

Wolves roam, looking for food.

The puppy squeaks plaintively.

(H) Cha-cha-cha, a candle is burning in the room.

Choo-choo, I knock with a hammer.

Oops, the night has come.

A sheep's coat is warmer than any stove.

The student taught lessons, his cheeks are ink.

This is for Lenochka ice cream on a plate.

(Ts-Ch) Tsu-chu, I'm flying on a rocket.

Chu-tsu, they gave the seeds to the chick.

Very often Tanechka's saucers beat.

The mischievous student received a unit.

(L) La-la-la, I have a spinning top.

Lo-lo-lo, it's warm outside.

On the shallows we caught burbot.

Milu's mother washed soap with soap.

Julia was small and twirled

like a yule.

Put the coal in the corner.

The sea wave is strong and free.

(P) Ra-ra-ra, it's hot outside.

Ro-ro-ro, there's a bucket outside.

Ar-ar-ar, a lantern hangs on the wall.

Three trumpeters blew trumpets.

The raven raven crowed.

Oaks grow on the mountain, grids grow under the mountain.

Yegorka quickly speaks a tongue twister.

(R-L) La-ra, la-ra, the game is on.

Lara washed the floor, Lilya helped Lara.

Lara played the piano at Valya's.

The fisherman caught the fish, the whole catch floated into the river.

Kandrat drew a square in his notebook.

The ship was carrying caramel, the ship ran aground.

And the sailors ate caramel aground for three weeks.

Thus, the types of exercises were selected depending on the level of speech and intellectual development of children, their age and the type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, in a systematic way, according to the principle from simple to complex, taking into account the leading type of activity of children and using visualization. Thanks to this, significant results were achieved in the formation of the syllabic structure of the word in children.


, teacher-speech therapist, Tosno, Leningrad region.

In order for the work on the syllabic structure of the word to be most successful, I propose to start with the development of spatial, dynamic and rhythmic factors of mental activity.

Exercises for the development of optical-spatial orientation:

Exercise 1. The child sits on a chair, eyes open or closed.

An adult rings a bell, holds it in front of the child, behind him, above and below the chair, to the right and left. It is necessary to correctly say where it rings (right, left, above, below, in front, behind).

Exercise 2. The child moves in space according to the verbal instruction of an adult (the Robot goes forward ...... stop. To the right .... stop. Down (under the table) .... stop).

Exercises for the development of somato-spatial orientation:

Exercise 3. The child independently shows: left little finger, right elbow, right sock, left wrist, left ear, etc.

Exercise 4. The child performs "cross" movements, showing: the left cheek with the right hand, the left side with the right hand, the right temple with the left hand, the left shoulder with the middle finger of the right hand, etc.

Exercise 5. An adult silently performs movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left foot to the side, right hand on the belt, etc.

Exercise 6. An adult asks the child to perform the named movements without showing a sample. Commands are taken from exercise 5.

Exercises for the development of orientation in two-dimensional space (on a sheet of paper):

Exercise 7. An adult offers the child the following tasks: "" Put a dot at the top of the sheet (down the stick), draw a cross on the right, draw a wave in the lower left corner (a straight line in the lower right corner), etc.

Exercise 8. From the point put on the sheet, without taking off the hand, the child must draw a line at the command of an adult: "We go to the right ... .. stop, up ... .. stop, left ... .. stop, up ... stop, etc. .""

Exercise 9. Graphic dictation. The child is invited to draw: a cross to the right of the stick, a dot to the left of the hook, an oval under a triangle, a square in a circle, etc.

Exercise 10. The child must continue the row.

…. “ …. “ …. “ ….

O! + Oh! + Oh! +

Exercise 11. The child is required to find an extra figure among similar ones, but inverted in space.

Exercises for the development of temporal-spatial orientation:

Exercise 12. Graphic dictation. For a graphic dictation, the following tasks are offered: "" Draw a house first, then a person, at the end a flower; first draw a leaf on the tree, then a hollow, at the end a nest, etc. ""

Exercise 13. The adult interrupts the child's actions and asks questions: "What did you do before? What are you doing now? What will you do next?"

Exercise 14. The exercise consists in laying out the child's pictures on the topics "Seasons", "Parts of the day". In conclusion, the adult and the child discuss the sequence of pictures.

Exercise 15. An adult and a child talk on the topic "" Yesterday - today - tomorrow "".

Exercise 16. Let's move on to working with speech material. An adult gives a child a task:

  1. Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
  2. Listen to the sentences: The fire is burning. The bird is flying. It's snowing. Count. Name the third sentence, the second, the first.

Exercises for the development of dynamic and rhythmic organization of movements:

Exercise 17 The exercise consists in repeated self-repetition of the action by the child after visual presentation of instructions by a speech therapist.

  1. Articulation exercises: open your mouth, bare your teeth, puff out your cheeks; tongue behind the right cheek, lips with a tube; draw in your cheeks, click your tongue, blow, etc.

2. Exercises for the hands: alternately touch the index, little, and middle fingers with the thumb; put the hand on the table with a fist, edge, palm; "" fist on the table "" alternately show the thumb, little finger, index finger, etc.

After practicing these exercises, you can proceed directly to overcoming violations of the syllabic structure of words.

In speech therapy work with children, overcoming the shortcomings of sound pronunciation is often brought to the fore and the importance of developing the syllabic structure of a word is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This to some extent contradicts the natural process of speech development. Therefore, determining the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word is of particular importance. In this case, the individual level of speech development of each child and the type of speech pathology (polymorphic dyslalia, dysarthria, alalia, childhood aphasia, rhinolalia) should be taken into account. In the work on the syllabic structure of the word, I assign special importance to ""inclusion in the work"" in addition to the speech analyzer also auditory, visual and tactile.

Vowel level

Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of the word, and also prevent the substitution and rearrangement of syllables in the word. At the stage of mastering articulation gymnastics, children should be accustomed to a number of hand postures corresponding to vowel sounds (Fig. 2-7).

So, the traditional exercise "Window" (sound [a]) is accompanied by showing an open palm facing the child (Fig. 2).

The “Tube” pose (reminiscent of the articulation of the sound [y]) - the fingers are brought together “in a pinch”, but not closed, and extended towards the child (Fig. 3).

The "Proboscis" pose (lips as with the sound [o]) is similar, but the fingers are wider (Fig. 4).

Pose "Fence" (sound [and]) - palm in a fist with fingers to the child, thumb pressed, nails visible (association with teeth) (Fig. 5).

Additionally, poses for sounds [s] and [e] are introduced.

The position for the sound [s] is similar to [and], but the wrist is more advanced towards the child (association with the lower jaw extended forward) (Fig. 6).

The pose for the sound [e] is a rounded palm, as if squeezing a ball (Fig. 7).

The double sounds of the letters "e", "e", "yu", "ya", are also indicated manually, by two consecutive postures.

""e"" \u003d [j] + [e] - clenched fist with fingers towards the child, thumb to the side, nails visible [j] (Fig. 8) + sound posture [e] (Fig. 7)

""yo"" = [j] (Fig. 8) + sound posture [o] (Fig. 4);

""yu"" = [j] (Fig. 8) + posture of the sound [y] (Fig. 3);

""i"" = [j] (Fig. 8) + sound posture [a] (Fig. 2).

When performing poses, the forearm is located vertically or at a slight angle.

Such manual accompaniment during articulatory gymnastics shows the volume of the pose ("window"), emphasizes the contrast ("fence - tube", "tube - proboscis" "").

Subsequently, when working on the syllabic structure of words, the alternation of vowel positions makes it easier for the child to switch from syllable to syllable, and prevents their omissions and substitutions.

Children are offered the following exercises:

Exercise 1. The child repeats pairs, triplets and more sounds from more contrasting to less contrasting:

  • accompanied by hand symbols;
  • without them;
  • without visual support.
  • Suggested syllables:

A - I - O

U - A - I

I - O - S

U - A - I - O

E - U - A - I, etc.

Exercise 2. Practice pitch, volume, voice power and pronunciation tempo. The child pronounces a series of vowels:

On one exhalation, while smoothly (or abruptly);

Loud (quieter, very quiet);

Alternating volume within one row;

Fast (or slow).

Exercise 3. To consolidate work on vowels, the child is invited to:

  • pronounce the sound as many times as there are dots on the die;
  • pronounce the sound as many times as the speech therapist clap his hands;
  • come up with as many sounds as there are stars drawn;
  • singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, recording a series of letters (auditory and visual dictation): A U I O; AU IA OA; AUI IAU; AUA UAU; AUIA UIAO;
  • the same tasks with emphasis on percussive sound: BUT UA; BUT At Ah, AU BUT;
  • guess which vowel symbol is shown by a speech therapist or another child;
  • make a series of sounds and depict them with hand symbols;
  • recognition of a series of sounds by soundless articulation and pronouncing them with a voice;
  • repeat sounds in reverse order;

the speech therapist taps out the rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A - AA, AA -A, BUT AA, A BUT BUT

Syllable level

It is advisable to carry out these types of work at the stage of automation and differentiation of sounds worked out by a speech therapist. Tasks can be the following:

Compilation of all possible syllables from the proposed letters ("Who is more?");

  • Stringing rings on rods while pronouncing a chain of syllables (one syllable for each ring);
  • Finger exercise "Fingers say hello" (for each contact of the fingers with the thumb of the same hand, say one syllable);
  • Count how many syllables the speech therapist said (syllables are direct, reverse, with a confluence of consonants);
  • Name the stressed syllable in the chain of syllables heard;
  • Building up syllables ("Say one syllable more than me""): sa-so ....;
  • Reducing the number of syllables (""Say one syllable less than me""): sa-so-su-sy;
  • Tapping syllable chains by touching the thumb and middle or thumb and forefinger of the leading hand, and the same syllables are tapped with the same finger: sa-so-so, so-sa-so;
  • Memorization and repetition of a chain of syllables: sa-so-so, so-sa-so, sa-so-so, sa-sa-so, so-so-sa;
  • Come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
  • "" Say the opposite "" (ball game): sa-as, tsa - ast;
  • "Who is faster?": syllables are written in the table, the child must quickly find and read the syllable named by the speech therapist;
  • Recording syllables of various types from dictation;
  • Recording chains of syllables of various lengths with emphasis on vowels or consonants, hard or soft consonants, voiced or voiceless consonants; performing a sound-syllabic analysis of a chain of syllables (depending on the correction task)

Word level

The order of working out words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual "" Work of a speech therapist with preschoolers "". The author offers the following exercises:

Exercises to distinguish between long and short words:

Exercise 1. The child has chips, in front of him on the table is a long and short strip of paper. The speech therapist offers to listen to the word and determine whether it is long (sounds long) or short (sounds short). Having heard the word, the child puts the chip, respectively, under the long or short strip.

Exercise 2. Before the child is a set of pictures with monosyllabic and polysyllabic words. It is required to divide them into two groups.

Exercises for reflected scanned repetition of words of the studied type

Exercise3. Practicing the ability to pause between syllables. After the speech therapist calls the word, the child must repeat and tap it on the table conjugately (BU .... SY, NOT ... ..BO, LU ... ..DI).

Exercise 4. Sound analysis and synthesis.

  1. Counting syllables.
  2. Laying out strips, sticks according to the number of syllables.
  3. Choosing the right word scheme.
  4. Analysis of each syllable (counting and listing sounds).

This type of work is especially important when studying words with consonant clusters. This group of words requires special attention. The following order of development is proposed:

  1. two-syllable words with a confluence in the middle of a word: first, words are given that begin with a vowel sound (game, points), then words that begin with a consonant (heel, nails), after that - words with two confluences of consonants (swallow, leaves);
  2. confluence at the end of a word (bone, bridge);
  3. confluence at the beginning of a word (elephant, table);
  4. monosyllabic words with two confluences (pillar, tail);
  5. polysyllabic words with confluences (library).

Exercise5. Isolated pronunciation of the words ""We go along the ladder"". The child should, repeating the word by syllable after the speech therapist, climb the steps of the toy ladder with his fingers. There is a stop at every step.

Exercise6. A variant of the game "" We go along the ladder "" Pronunciation of a series of two or three monosyllabic words from a closed syllable: SOUP - SMOKE, GUS - CAT, SHOWER - ELK - MOUSE.

Exercise 7. Repetition of rows of words similar in sound composition:

  • differing in vowel sounds: SUK - SOK
  • differing in consonant sounds: SUK - SUP
  • differing in consonant sound and place of stress: WATER - SODA.

Exercises for repetition with emphasis on the stressed syllable.

Exercise 8. Two pictures are laid out. Their name contains the same number of syllables, but differ in the position of the stressed syllable (Melon - WATER). The speech therapist silently slaps the words with accents on stressed syllables. The child guesses the conceived words.

Exercise 9

Exercises with permutation of syllables.

Exercise 10. Speech therapist pronounces a word consisting of two syllables. You need to swap them and name the resulting word (ZHI-LY - SKIING, KI-RA - CRABI).

Exercise 11. The speech therapist pronounces three syllables. Children must make a word out of them (KU-KI-BI - DICE, SA-GI-PO - BOOTS).

An exercise in normativity assessment.

Exercise 12. The speech therapist reads the words, the children raise a green flag if the word sounds correct, and a red flag if it is incorrect. The exercise is carried out based on pictures (PAVUK, VUTKA, KOHE).

Exercises for the transition to continuous pronunciation.

Exercise 13. The speech therapist calls the word by syllables, and the children guess the word (KA .... PUS ... .. TA - CABBAGE).

Exercise 14. The speech therapist pronounces the first syllable of a word. Children guess what word sounded (VED- - BUCKET, KUH- - KITCHEN).

Exercise 15. The speech therapist says the end of the word, clapping it syllable by syllable. The child adds the first syllable and calls the whole word (-REVO ... .. - DE! WOOD).

Exercise 16 . The speech therapist says the word by making a clap instead of the second syllable (or any middle syllable). The child adds a syllable and calls the whole word (KO -! - BOK - LO! KOLOBOK) .

Exercise 17. The speech therapist makes up a word and puts as many chips on the typesetting canvas as there are syllables in it. Then the speech therapist calls the first syllable: KA. Children guess the conceived word, based on the number of chips (KA - BINET, KA - LINA, KA - PETA).

Exercise 18. Syllabic analysis and synthesis.

  1. Of the proposed pictures, name those in which there is a given syllable (for example, MA): raspberries, tomatoes, popsicle, macaque, ant, lipstick.
  2. Put the pictures in such an order that the last syllable of the previous word and the first syllable of the next word are the same (OWL, WATA).
  3. The speech therapist calls the word, inserting the word ""then"" (""further"", ""then"") between the syllables. The child makes up a word (PA, then UK - SPIDER).

After working out words of various syllabic structures at the word level, it is necessary to work them out on the material of tongue twisters, complete sentences, poems and other texts.

As a rule, children with severe speech pathology do not memorize verses, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them. Learning should be based on subject pictures. When memorizing verses, it is necessary to make sure that the children understand their content. To do this, the speech therapist asks a question about the picture. It is also recommended to conduct outdoor games accompanied by speech:

Game "Train"

Green trailers run, run, run

And the round wheels are all knock, yes knock, yes knock.

(Children stand one after another and imitate the movement of the train).

Game "Geese"

Geese - geese!

Do you want to drink?

Geese - geese, here is water!

Ha-ha-ha! Ga-ha-ha!

So run all over here!

(Children run to the driver)

Game "Fox and Geese"

Geese, geese, I'll eat you!

Wait, fox, don't eat!

Listen to our song

Ha-ha-ha! Ga-ha-ha!

Tired of listening to you!

I'll eat them all now!

("Geese"" scatter, ""Fox"" catches).

All of the above exercises are aimed at bringing the level of pronunciation of words by children as close as possible to the norm.

The described exercises are carried out in speech therapy classes for 5-7 minutes.

Bibliography

  1. Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. - St. Petersburg """ Childhood Press "", 2005
  2. Bolshakova S.E. Overcoming violations of the syllabic structure of the word in children. - M. "" Sphere "", 2007-12-11
  3. Bondarko L.V. The structure of the syllable and the characteristics of phonemes // Questions of Linguistics. - M., 1967 No. 1
  4. Esechko L.B. Formation of syllabic composition in the pronunciation of children with general underdevelopment of speech in the preparatory class. // Defectology, 1974 No. 3
  5. Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of the word. - M., ""Sphere"", 2007
  6. Markova A.K. Features of mastering the syllabic composition in children with speech disorders.// Author's abstract fis. Candidate of Pedagogical Sciences. - M., 1963
  7. Markova A.K. Peculiarities of assimilation of the sound-syllabic structure of the word by children suffering from alalia.// School for children with severe speech disorders. - M., 1961
  8. Titova T.A. To the problem of violation of the syllabic structure of words in children with alalia and dysarthria. - L., 1985