1. Two-syllable words made from open syllables.
2. Three-syllable words made of open syllables.
3. Monosyllabic words.
4. Two-syllable words with closed syllable.
5. Two-syllable words with a cluster of consonants in the middle of the word.
6. Two-syllable words made from closed syllables.
7. Three-syllable words with a closed syllable.
8. Three-syllable words with a combination of consonants.
9. Three-syllable words with a combination of consonants and a closed syllable.
10. Three-syllable words with two consonant clusters.
11. Monosyllabic words with a combination of consonants at the beginning or middle of the word.
12. Two-syllable words with two consonant clusters.
13. Three-syllable words with a combination of consonants at the beginning and middle of the word.
14. Polysyllabic words made from open syllables.
Two-syllable words made from open syllables
(1st type syllable structure.)
1. 1. Exercise “find out who it is?” Target:
Learn to clearly pronounce two-syllable words with repeated syllables.
Learn to answer posed questions in one word based on plot pictures.
Develop auditory attention and memory.
Equipment: story pictures.
Progress of the game exercise.
The speech therapist lays out 5 plot pictures in front of the child, while simultaneously pronouncing sentences for them:
Mom gives Vova a bath.
Dad plays with his son.
Uncle goes home.
There is a woman made of snow in the yard.
The nanny walks with the children.
And then invites the child to answer the questions:
Speech therapist: Child:
Who bathes Vova? Mother.
Who plays with his son? Dad.
Who's standing in the yard? Woman.
Who walks with children? Nanny.
Who's going home? Uncle.
1.2. Exercise “the end of the word is yours.” Target:
Learn to pronounce words with type 1 syllabic structure.
Practice simple syllabic synthesis.
Activate and expand your vocabulary.
Equipment: ball.
Progress 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 says the word in full.
Speech therapist: Child: Speech therapist: Child:
But the note is ba bath
Wow, nanny nanny
Yes date yes melon
Ha TA hut To NYa Tonya
My mint And Anya
Bi bita Va Vanya
Fa veil Ta Tanya
Ka Katya and go
Pe TYa Petya bu DI wake up
Vi Vitya ve lead
Mi Mitya go go
(The lexical material of this exercise can be divided into two lessons. The meaning of words unfamiliar to the child must be clarified).
Didactic games on the development of the syllabic structure of words.
Speech therapist teacher: Ananyina G.N.
To make it easier for a child to learn the structure of a word, a speech therapist needs to involve as much motor activity as possible, since with movement the child will better consolidate speech material. Words of different syllabic structures can be clapping, tapping, jumping, stepping away, and so on.
At the preparatory stage Exercises are carried out first on a non-verbal level, and then on a verbal one.
Exercise “Repeat the same”
Goal: learn to reproduce a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Progress of the exercise: The speech therapist sets the rhythm with one of the objects, the child must repeat the same.
Exercise “Count correctly”
Goal: learn to count sounds.
Materials: children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as the dots appear on the cube.
Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.
Exercise “Choose a scheme”
Goal: learn to correlate the rhythmic pattern with its diagram on the card.
Material: cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.
Exercise “Long - short”
Goal: to learn to distinguish between long and short sounding words.
Material: chips, long and short strips of paper, pictures.
Progress of the exercise:
Option 1. The speech therapist pronounces the words, the child places a chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: the long strip and the short one.
At the correctional stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.
Exercises at the sound level:
1. “Say the sound A as many times as there are dots on the cube. Make the sound O as many times as I clap my hands.”
2. “Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.
3. Determination of a stressed vowel in a stressed position (in a series of sounds).
Exercises at the syllable level:
Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
- “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
- Count the number of syllables pronounced by the speech therapist.
- Name the stressed syllable in the chain of heard syllables.
- Memorization and repetition of a chain of syllables of different types.
Word level exercises:
Ball game
Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.
Game "Telegraph"
Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.
Game "Count, don't make a mistake"
Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.
Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.
Material: ball.
Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.
Game "Say the correct word"
Goal: to learn to distinguish correctly sounding words.
Material: pictures.
Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).
Exercise “What has changed?”
Goal: to learn to distinguish between different syllable structures of a word.
Material: pictures.
Progress of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.
Exercise “Find the longest word”
Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.
Exercise “Count, don’t make a mistake”
Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.
Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).
Exercise “Which word is different”
Goal: learn to distinguish words with different rhythmic structures.
Material: pictures.
Progress of the exercise: the speech therapist names a series of words, the children determine superfluous word(use pictures if children find it difficult).
Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.
Exercise “Name the same syllable”
Goal: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Progress of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).
Game “The end of the word is yours”
Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...
Game “Which word did you get?”
Goal: to practice simple syllabic analysis.
Material: ball.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.
Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine
Exercise “Call me kindly”
Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
Material: ball.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.
Exercise “Say the word correctly”
Goal: to learn to clearly pronounce words of type 7 syllable structure, to develop auditory attention and memory.
Material: subject pictures.
Progress of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and names it.
Speech therapist: Child:
Mosalet
The plane is breaking
Airplane
Game "Syllable cubes"
Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.
Game "Chain of words"
Goal: to consolidate the ability to analyze and synthesize two- and three-syllable words.
Material: cards with pictures and words divided into parts.
Progress of the game: children lay out a chain of words (pictures) like dominoes.
Game "Logocube"
Goal: to practice syllabic analysis of one-, two- and three-syllable words.
Material: cube, set of subject pictures, cards with numbers.
Progress of the game: children choose from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.
Train game
Goal: learn to select words with a given syllable pattern.
Material: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.
Game "Pyramid"
Goal: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Progress of the game: 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 “Collect a word”
Goal: learn to synthesize two- and three-syllable words.
Material: cards with syllables on tinted paper.
Progress of the exercise: each child lays out one word. Then a set of cards is exchanged and the game continues.
Exercise “Choose a word”
Goal: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with diagrams of syllable structure. Cards with words (for reading children).
Progress of the exercise:
Option 1. The child matches the diagrams to the pictures.
Option 2. The child matches the pictures to the diagrams.
Game "Let's put things in order"
Goal: improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Progress of the game: children select syllables from the total number and arrange them in the right order.
Game "Who is more"
Goal: improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Progress of the game: from the total number of syllables, children lay out as many variants of words as possible.
“Walk the word.”
On the floor are “maple sheets” (“pebbles”, “clouds”, “flowers”, etc.), cut out of colored paper. Children are divided into two teams. When pronouncing words, a step is taken for each syllable. If the word is divided into syllables incorrectly, the child returns to the starting position. The second player starts moving from the sheet where the first player stopped, etc. The team that reaches the finish line first wins. The total number of syllables in the words of both teams must be equal.
“Climb the stairs.”
It is necessary, pronouncing the word syllable by syllable, to climb the steps of a toy ladder with your fingers. The words can be suggested orally or depicted in a picture.
"Shop".
The players are given “money” - cards with dots drawn (one, two, three, four). The speech therapist has pictures of goods laid out on his table. Children take turns “buying” a product so that its name has as many syllables as there are dots on the card. The game continues until players have spent all the “money”.
Products: butter, cheese, tomatoes, milk...
School supplies: notebook, ruler, glue, textbooks...
Toys: bear, cubes, ball, Pinocchio...
"Ball game"
You need to hit the ball on the floor (or throw the ball low) as many times as there are syllables in the word. Strikes (or tosses) are accompanied by clear pronunciation of syllables.
"Postman".
Each child has a “telegram” on which a certain syllable is printed and the dots indicate the number of vowels and, accordingly, syllables in the word. There are pictures on the desks. Each child must find a picture not only with the required syllable, but also with the required number of syllables. For example, for the “telegram” the following pictures were selected: moon, bananas, tulip, pencil case.
Pyramid game
Place a pyramid in front of the child, discuss it, then take it apart, and start putting on the rings, pronouncing words of different syllabic structures. It is necessary to pronounce a syllable for each ring.
Button game
Invite your child to play with buttons, sort through them, pick up buttons different color and size. After sorting through the buttons with your child, lay them out in a row, pronouncing the words, one syllable for each button. The child should see the composition of the word, after you collect the word, repeat it again, and put the buttons collected in a row separately from the others, then discuss how you collected a lot of words, how well done you are!
Ball game
Let your child play with various small balls, leave them or roll them around.
After this, invite the child to throw balls into the basin, pronouncing the words syllable by syllable. Practice this exercise with your child, gradually increasing the distance to the pelvis into which you need to throw the balls and the syllable structure of the spoken words.
Game with matryoshka
Play matryoshka with your child, disassemble and reassemble it. Then disassemble and assemble each small nesting doll separately and arrange the toys in a row, pronouncing the words syllable by syllable - for each toy one syllable.
Game with geometric shapes
Invite your child to study the shapes: circle, square, triangle. Separate all the figures into separate piles. Then, together with your child, lay out the figures in a row (for example, just circles) and pronounce the words syllable by syllable, for each circle a syllable. So play with all the figures. Then discuss with your child the number of words spoken and their length (words with one syllable are short, words with many syllables are long)
Game with dice
Take the cubes, build a tower or fence out of them, then invite the child to talk and pronounce the words syllable by syllable, arranging the cubes in a row in a “fence”, one syllable for each cube.
Game with children's stamps
An adult invites the child to do beautiful picture and gives him a seal. IN joint activities Adults and children print pictures in a row, pronouncing words syllable by syllable. For each printed picture - one syllable. Words printed syllable by syllable should be located separately from each other on a sheet of paper.
The concept of “syllable structure of a word” is usually understood as the relative position and connection of syllables in a word. It is no secret that mastering the pronunciation of the syllabic structure of a word is a great difficulty for preschoolers. But mastering the syllabic structure of a word is one of the main prerequisites for mastering literacy. The lack of development of skills in syllabic analysis and synthesis entails the manifestation of dyslexia and dysgraphia during schooling.
The problem of motivation is one of the central ones in speech therapy work. Very often, knowledge of speech correction techniques and the desire of a speech therapist are not enough to positive dynamics speech development children.
It is known that the use of play techniques in correctional work prevents children from becoming tired and maintains their cognitive activity, increases the efficiency of speech therapy work in general. The words “learn by playing” remain relevant today.
A didactic game- this is also a method of teaching children preschool age, both a form of education and a means of comprehensive education of the child’s personality.
I present to your attention didactic games, the purpose of which is to form the syllabic structure of words in preschoolers.
“When you say a word, how many syllables do you say in it?”
The first line shows numbers from one to four. On the second line are pictures whose titles have a different number of syllables.
Option 1.
The child chooses a picture and determines the number of syllables in its name. Then selects the corresponding number.
Option 2.
The child moves the first ruler so that a number appears in the window. Then it searches for a word with the appropriate number of syllables.
Modern children's construction sets provide limitless imagination not only for the child, but also for the teacher.
The children are offered object pictures with words of different syllable structures. Based on the number of syllables in a word, children build a tower from construction set parts. Then they compare the towers and determine which word is the largest and which is the smallest.
Along the miraculous ladder
I'll get up now.
I will count all the syllables,
I'll climb higher than everyone else.
Speech therapist: “Help the little people climb up their steps.”
Children use pictures to determine the number of syllables in a word. They walk up the steps with their fingers, naming the syllables of the word, place the little man on the step of the last syllable, and determine the number of syllables in the word.
Children decorate the Christmas tree. The largest lower branches are decorated with toys with pictures, the names of which have three syllables.
Smaller branches - two-syllable words. The smallest upper branches are written in monosyllabic words.
We go with the guys to visit Slogovichok and help him collect two-syllable words - the names of toys from the halves of Kinder Surprise eggs.
We put each toy in an egg with its name.
Sculpts since the morning
Snowman baby.
Rolls snow globes
And, laughing, he connects.
The speech therapist invites children to build snowmen so that words can be read on them.
On the clock dial, instead of numbers, there are balls with syllables.
Speech therapist: “The clown was juggling balls and mixed up all the words. Help the clown collect the words."
Children move the hands of the clock, connecting syllables to form two-syllable words.
Ryabova A.M.,
teacher speech therapist
Formation of the syllabic structure of a word: speech therapy tasks
Kurdvanovskaya N.V.,
Vanyukova L.S.
annotation
The manual highlights the features correctional work on the formation of the syllabic structure of words in children with severe speech impairments. Systematization and selection of speech and didactic material, lexical richness of classes will help speech therapists solve these problems, taking into account the main stages of development of speech skills in preschool children.
The manual is intended for speech therapists, educators and parents working with children with speech pathology.
Introduction
Every year the number of children suffering from severe speech disorders increases. Most of them have, to one degree or another, a violation of the syllabic structure of the word. If this violation is not corrected in time, in the future it will lead to negative changes in the development of the child’s personality, such as the formation of isolation and complexes, which will interfere with him not only in learning, but also in communicating with peers and adults.
Since this topic has not been sufficiently studied and covered in educational literature, speech therapists experience difficulties in organizing work on the formation of the syllabic structure of a word: in systematizing and selecting speech didactic material, providing classes with lexical richness.
A.K. Markova identifies the following types of violations of the syllabic structure of a word.
♦ Truncation of the syllabic contour of a word due to the loss of an entire syllable or several syllables, or a syllabic vowel (for example, “vesiped” or “siped” instead of “bicycle”, “prasonic” instead of “pig”).
♦ Inert stuckness on any syllable (for example, “vvvvo-dichka” or “va-va-vodichka”). Perseveration of the first syllable is especially dangerous, as it can develop into stuttering.
♦ Likening one syllable to another (for example, “mimidor” instead of “tomato”).
♦ Adding an extra syllabic vowel at the junction of consonants, thereby increasing the number of syllables (for example, “dupela” instead of “duplo”).
♦ Violation of the sequence of syllables in a word (for example, “chimkhistka” instead of “dry cleaning”).
♦ Merging parts of words or words into one (for example, “persin” - peach and orange, “devolyaet” - a girl is walking).
This manual offers carefully selected speech material taking into account the classification of productive classes, developed by A.K. Markova, with some changes:
Onomatopoeia;
Two-syllable words made from open syllables;
Three-syllable words made from open syllables;
Monosyllabic words made of closed syllables;
Two-syllable words made of closed syllables;
Two-syllable words with a cluster of consonants in the middle of the word and an open syllable;
Two-syllable words with a cluster of consonants at the beginning of the word and an open syllable;
Two-syllable words with a cluster of consonants in the middle of the word and a closed syllable;
Two-syllable words with a cluster of consonants at the beginning of the word and a closed syllable;
Three-syllable words with a closed syllable;
Three-syllable words with consonant clusters (in different positions) and an open syllable;
Three-syllable words with a cluster of consonants (in different positions) and a closed syllable;
Monosyllabic words with a cluster of consonants at the beginning and end of the word;
Two-syllable words with two sequences;
Three-syllable words with two confluences;
Four-syllable words made from open syllables;
Five-syllable words made from open syllables;
Four-syllable words with a closed syllable and/or conjunctions;
Five-syllable words with a closed syllable and/or conjunctions;
Words with a complex combination (more than three consonants next to each other).
Work on forming the syllabic structure of a word in a non-speaking child should begin with practicing onomatopoeia.
If a child has impaired all groups of sounds and the phonetic aspect of speech has not been formed, then we recommend using the material from the first paragraphs from each section when working on the syllabic structure of speech. The sections are arranged in such a way that their sequential use presupposes compliance with the structure of classes on the formation of syllable structure in children with severe speech impairments. The manual is supplemented with an appendix and illustrative material for the “Onomatopoeia” section.
If, in parallel with working on the syllabic structure of a word, you are automating a sound, we recommend using appropriate speech material. It is selected in such a way that it excludes the presence in words of other sounds that are difficult for children. For example: material with the sound [w] does not contain sounds such as [zh], [s], [s"], [z], [z"], [ts], [l], [l"], [ p], [p"]. The material for the sound [l] does not contain sounds such as [w], [zh], [s], [s"], [z], [z"], [r], [r"], but start working nevertheless, it follows from the first paragraphs. Pure statements contain only simple prepositions, such as on And u.
Each vocabulary block also follows systematization: singular and plural nouns, common nouns, adjectives, adverbs, verbs.
Material containing four- and five-syllable words, like the last sentences, is the final stage of work on the formation of the syllabic structure of a word, but it will not be superfluous in the work on developing speech skills in children who do not have severe disabilities. It should be noted that in each specific case there should always be the possibility of varying the sequence of work, taking into account individual characteristics every child.
The work of a speech therapist cannot and should not be standardized. Activation of various analyzers during classes using this lexical material (when the child must observe, listen to the name of an object or action, depict a designation or purpose with a gesture, name it himself) contributes to a more solid consolidation of the material. We recommend using primarily game uniform classes, only in this way can one create a need for communication and interest in exercises, which, in turn, will provide an emotional impact and contribute to the development of speech imitation.
Immaturity of the syllabic structure of words in children with general underdevelopment has speech different characteristics on different levels speech development.
At the first level, the sound design of speech is very unclear and unstable. Children master the articulation of the simplest sounds, which replace those they do not have. Characteristic of their speech is the absence of words. Children are not able to reproduce their syllable structure. As a rule, these are non-speaking children. Their active speech consists of individual amorphous root words (ma instead of mom, pa instead of dad, aw- dog, bb- car, etc.). Non-speaking children, as a rule, do not have the need to imitate the words of an adult, and in the presence of imitative activity, it is realized in syllabic complexes consisting of two or three poorly articulated sounds: “consonant + vowel” or, conversely, “vowel + consonant”. The active vocabulary of non-speaking children contains from 5-10 to 25-27 words.
At the second level of speech development, difficulties in reproducing syllable structures are clearly identified. Children can reproduce monosyllabic and only in some cases two-syllable words consisting of straight syllables. The greatest difficulties are caused by the pronunciation of one- and two-syllable words with a combination of consonants in a syllable, as well as three-syllable ones. Polysyllabic structures are often reduced. All of the above-mentioned distortions of syllabic structure are most clearly manifested in independent phrasal speech. The quantitative vocabulary and volume of amorphous sentences may vary, but characteristic This level is a complete or partial absence of the ability to inflect words. In other words, in their speech, children use words only in the form that they have learned from others. For example, form nominative case The singular is used in place of all other case forms. In more developed children, two forms of the same word can be identified.
At the third level of speech development, a mixture of sounds that are similar in articulatory and acoustic characteristics often occurs. The ability to use words with is developed. complex syllable structure, but this process is difficult, as evidenced by the tendency of children to rearrange sounds and syllables.
Methodology for developing the syllable structure of words in children with severe speech impairments
Throughout the entire period of work, it should be taken into account that the formation of the syllable structure of a word is carried out in two directions:
Development of imitation ability, i.e. formation of skills for reflected reproduction of syllable contour;
Constant control over the sound-syllable content of a word.
It should also be remembered that it is recommended to move on to a more complex syllabic class after practicing the words of the productive syllabic class being studied in phrasal speech.
The actual methodology for working in this section includes propaedeutic and basic stages.
The leading step at the propaedeutic stage is training:
Perception and reproduction of various non-speech rhythmic contours (slapping, tapping, jumping, etc.);
Distinguishing by ear between long and short words;
Aural discrimination of syllable contours by length. the main task the main stage is the formation of the skill of correctly pronouncing words of productive classes.
Propaedeutic stage
At first, the speech therapist does not require the child to consciously treat the syllable as part of a word. Children learn to divide words into syllables unconsciously, and this work is based on a clear syllable-by-syllable pronunciation of the word by an adult. N.S. Zhukova suggests linking this pronunciation with rhythmic movements right hand, which slams the number of syllables pronounced in a word on the table in time. Thus, the number of syllables is rhythmically combined with simultaneous down-up movements of the right hand. In addition, the child is given visual support for the syllable in the form of some objects (chips, circles, cards) laid out one after another on the table. The speech therapist explains to the child that a word can be “tapped on cards”, that words can be long (shows three cards laid out one after another) and short (removes two cards, leaving one on the left). While pronouncing the word syllable by syllable, the speech therapist simultaneously slaps the laid out pieces of paper or chips so that the syllable falls on a separate card. Then the speech therapist asks the child to determine whether the word is long or short. For comparison, one- and three- and four-syllable words are given.