How interesting it is to conduct an examination of syllable structure. Methodology for studying disorders of the syllabic structure of words in preschool children with motor alalia

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Introduction

Chapter 1. Theoretical study of the sound-syllable structure of a word and the prerequisites for its formation

1.1 Linguistic aspect research of the sound-syllable structure of a word

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for the formation of the sound-syllable structure of a word

1.3 Formation of the sound-syllable structure of a word in ontogenesis

1.4 Violations of the sound-syllable structure of words in preschoolers with general underdevelopment speeches

Conclusions on the first chapter

Chapter 2. Examination of the sound-syllable structure of words in preschool children with general speech underdevelopment

2.1 Methodology for examining the sound content and syllabic structure of words in preschool children with general speech underdevelopment

2.2 Organization of the study and characteristics of the children studied

2.3 Analysis of the results of a survey of the sound content and syllabic structure of words in preschoolers

Conclusions on the second chapter

Conclusion

Literature

INTRODUCTION

The relevance of research. This graduation qualifying work is devoted to the study of violations of the sound-syllable structure of words in preschool children with general speech underdevelopment.

The increased interest of specialists in general speech underdevelopment is explained by the widespread prevalence of preschoolers with this speech disorder and the variety of manifestations of general speech underdevelopment.

The aspect of training and education of preschool children with general speech underdevelopment was covered in the studies of the following authors: R.E. Levina, R.A. Belova-David, G.V. Babina, G.V. Chirkina, N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva. All authors noted the complexity and diversity of the etiology and pattern of speech disorders in this category of preschool children.

Violations of the sound-syllable structure of a word make it difficult to master oral speech; they are persistent and can be overcome with great difficulty. The formation of the sound-syllable structure of a word is a step-by-step process that continues for a long time. The effectiveness of correctional work mainly depends on the timely start of this work.

Based on the above, we can conclude that the issue of mastering the sound-syllable structure of a word in preschoolers with general speech underdevelopment is extremely relevant. Identification of the mechanisms and symptoms of violations of the sound-syllable structure of a word contributes to a more accurate differential diagnosis, as well as a more productive and dynamic correction of speech disorders.

Purpose of the study: study of the features of the sound-syllable structure of words in preschool children with general speech underdevelopment.

Object of study: violations of the sound-syllable structure of words in children up to school age with general speech underdevelopment.

Subject of study: the process of examining the sound-syllable structure of a word in preschool children with general speech underdevelopment.

Tasks: sound syllabic word preschooler speech

1. Familiarize yourself with theoretical scientific sources and study the features of the sound-syllable structure of a word.

2. Determine the content of the methodology for studying the perception and reproduction of words of different sound-syllable composition and conduct an examination of preschool children with general speech underdevelopment.

3. Analyze the results of a survey of impairments in the perception and reproduction of words of various sound-syllable composition by preschoolers with general speech underdevelopment.

Methods:

- study of scientific and methodological literature on the research topic,

Observation of preschoolers,

Testing.

Chapter 1. Theoretical study of the sound-syllable structure of a word and the prerequisites for its formation.

1.1 Linguistic aspect of the study of the sound-syllable structure of a word

Phonetics is a branch of linguistics that studies the sound side of language, namely the ways sounds are formed, the acoustic properties of sounds, as well as their changes in the speech flow. Particular phonetics studies the sound structure of a particular language.

The study of theoretical issues of general phonetics includes the following aspects: the formation of speech sounds, stress features, syllable structure, interaction of the grammatical and sound systems of the language.

A syllable is the minimum sound unit of a speech stream, which is formed with the help of a single respiratory impulse. A word can consist of a different number of syllables (one-syllable, two-syllable, three-syllable, four-syllable, polysyllabic).

Word stress is pronunciation with effort, highlighting a certain syllable in a word, which serves to phonetically combine this word. Due to the fact that the stress system in the Russian language is variable, the pronunciation energy between the syllables of a word is distributed differently. In stressed syllables, the vowel sound is pronounced much more clearly, since it is in strong position. In syllables without stress, the articulation of vowel sounds is unclear, which is why in this position these sounds often change their sound in the flow of speech and are reduced. Consequently, the unstressed position of vowel sounds is weak.

Consonants may also be in similar positions. The strong position of consonant sounds is the position before the vowels [a], [o], [u], [i]. The weak position of consonant sounds is the end of a word, before voiceless and voiced consonant sounds. In these positions, paired consonant sounds do not differ in dullness of voicing. Also weak is the position of consonant sounds before the front vowel sound [e], in this case the possibility of hard consonants paired with soft ones is excluded.

All vowel sounds are characterized by reduction, which can be quantitative and qualitative. Quantitative reduction is a decrease in the duration and strength of the sound of a vowel sound in which the syllable is in an unstressed position. Qualitative reduction is a weakening and change in the sound of vowels in an unstressed syllable.

Positional change of vowels is a change in vowel sounds depending on their position (stressed position or unstressed position). It can be intersecting and parallel. With intersecting exchange, rows are formed that have a common member or several members. When changing sounds in parallel in an unstressed position, the sound quality does not change, it is only slightly weakened.

The positional change of consonant sounds is associated with a change in voiceless-voiced consonants before noisy ones and at the end of a word, hard-soft consonants before [e].

The construction of a syllable follows the laws of ascending sonority. The construction occurs according to the following scheme: from least to most sonorous. At the point of greatest decline in sonority there is a syllable division. The most sonorous, of course, are vowel sounds, followed by sonorant consonant sounds, only then come noisy consonant sounds. So, let's consider possible options for the arrangement of combinations of consonant sounds during syllable separation:

1. The combination of noisy consonants between vowels goes to the next syllable;

2. The combination of a noisy consonant with a sonorant between vowels moves to the next syllable;

3. The combination of a sonorant consonant with a noisy consonant between vowels has a syllable division within this combination;

4. The combination of the sound [j] with a noisy or sonorant sound between vowels has a syllable division within this combination;

5. The combination of sonorant consonants between vowels goes to the next syllable;

The syllable division is also related to the morphological structure of the word: it depends on the junction of morphemes and the nature of this junction, namely, whether the syllable division occurs at the junction of a prefix and a root or a root and a suffix.

Phonology also studies the sounds of speech, but it considers them from the functional side, namely, sounds in phonology are considered as meaningful units. The main basis in phonology is the doctrine of the phoneme.

A phoneme is the shortest sound unit of a language that has unique ability distinguish sound shells different words and morphemes.

The position of phonemes can be strong or weak. As a rule, a phoneme in a strong position performs a differentiating function. In the strong position of the phoneme, the largest number of sound units is distinguished. It has the maximum distinctive ability within a word form or phoneme series. A weak position is unfavorable for the performance of differentiating functions of phonemes. IN weak position fewer sound units are distinguished. It has less distinctive ability within a word form or phoneme series. A distinctive feature can be replaced by another, while keeping the remaining features unchanged.

Linguistic research indicates that syllability is a complex and pressing problem of general phonetics, but the role of the syllable in language is defined differently by different researchers.

IN linguistic dictionary the following definition of a syllable is given: “a phonetic-phonological unit that occupies an intermediate position between sound and speech tact.”

A.A. Leontiev in his work “The Word in speech activity. Some problems general theory speech activity" speaks of a syllable as a minimal segment of the flow of speech, and this segment, in turn, can be pronounced in a separate form: "a syllable is a particularly elusive unit, a psycholinguistic unit, has many correlates, both in the language standard and outside it, at different levels of physiological activity of the body."

According to Aleksey Alekseevich, the condition for isolating a syllable is the criterion of “actual isolation”. The author emphasizes that the syllable has “equivalents both in the model of language ability and in the model of the language standard. In the version of considering the equivalent as a linguistic ability, a syllable is a quantum of speech flow; in the language standard, a syllable has several equivalents: a syllable as a segment of a phonetic word (phonetic syllable), a syllable as a sequence of phonemes (phonological syllable), a syllable as a sequence of sonemas (sonemic syllable), a syllable as a substrate of “sonemic” stress (prosodic syllable), correlating with a quantum syllable."

A.L. Trakhterov in his book “Issues of Linguistics” emphasizes the features that are characteristic only of the syllable. Also gives a clear distinction between syllable and phoneme. “A phoneme is a linguistically indivisible unit that has the general function of forming the sound shell of words and is distinguished by extremely variegated unequal physical and acoustic properties.” And about syllables, the author writes as follows: “syllables are more complex phonetic formations, varied in composition, but always sharing common physical and acoustic properties.”

Also A.L. Trakhterov says that physical properties The emphasis of a syllable must be embedded in it regardless of stress, because it is they who provide the linguistic specificity of the syllable. The material means of identifying a syllable are all the physical properties of sound. These include: strength, height, longitude, timbre.

Syllables act as the shortest parts of the rhythmic component of speech, and the melodic pattern of the syllable that arises in this case is the phonetic design of the sentence and syntagma. The presence of a tonal element is necessary condition to form a syllable. The main linguistic function of the syllable, according to A.L. Trakhterov - “to serve as the shortest link in the accent-tonic structure of speech.”

The vowel sound is a syllabic peak, the element that forms a syllable. The consonant sound is classified as an auxiliary component; it is the sound that acts as the initiator of the syllable.

L.A. Chistovich points out that all articulatory properties of the vowel sound are included in a structure corresponding to the SG syllable type, which, in turn, is universal in many languages ​​of the world. It is obvious that in any pronounced element of a word a set of similar parts is used. These parts correspond to the SG syllable type, thanks to which more complex structures are formed. Any constructions tend to decompose into sequences of the SG type.

The concept of “word structure” is explained as the relationship between parts of sound units. L.L. Kasatkin and E.V. Klobukov presents the sound division of speech as “the division of the speech stream into segments, separate units, distinguished by various phonetic means.” Such units are: phrase, phonetic word, syllable, sound. A phonetic word is understood by the authors as a segment of a sound chain, which is united by one verbal stress.

The constituent parts of a syllable are characterized by monolithicity or unity. R.I. Avanesov studies unity as the main criterion for the integrity of a syllable. The monolithic nature is explained by A.L. Trakhterov, as “the unity of a homogeneous element and the maximum unity of elements with each other.”

Therefore, the concept of speech sound has no direct correlate in the flow of speech. It is the syllable that is the minimum segment in the speech stream.

The works of L.V. are important. Bondarko. The author reveals the relationship between the recognition of a syllable and the severity of its contrasts: “contrast in volume, from minimum on a voiceless plosive consonant to maximum on a vowel; contrast in formant structure, from its complete absence on a voiceless plosive consonant to a clear emerging vowel structure; contrast in duration, from instantaneous noise in plosives to prolonged sound in vowels, contrast in the participation of vocal folds, from voiceless consonants to vowels; contrast in place of formation, associated with the initial and final frequency of the second formant of the vowel.” .

L.V. Bondarko claims that brightly contrasting syllables are recognized better than syllables with sonants. The recognition of a syllable is influenced by the contrast of the consonant sound with the following vowel sound, since in syllables where a voiced consonant sound occurs at the beginning, the voice characterizes the entire syllable. The boundary between a voiced consonant and a vowel is no longer quite clear.

Thus, the analysis of literary data allows us to say the following: for adequate perception and production of speech, the work of a number of mechanisms is necessary: ​​probabilistic forecasting and proactive synthesis, identification and generalization, linear segment-by-segment analysis linguistic units, control of their linguistic correctness.

The perception and implementation of the word is carried out through the deployment of the verbal structure in time and space; with a desire for convenience in pronunciation and submission to the laws of harmony, mode and rhythm.

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for the formation of the sound-syllable structure of a word

Research conducted on the topic under study clarifies and concretizes the data that determines the formation of the syllabic structure of a word. Having analyzed the literature on the topic, the following fact should be noted: the following processes play an important role in the perception and pronunciation of lexical units of different syllable structures:

1. Optical-spatial orientation.

2. Dynamic and tempo-rhythmic organization of serial movements and actions.

The study of such concepts as “space” and “time” was carried out by researchers from various scientific fields: philosophy, physiology, psychology, neuropsychology, biology, pedagogy.

The studies of philosophical researchers boil down to the following: time and space are indicators of a person’s understanding of the integrity of the picture of the Universe. "From the time of ancient mythology and philosophy, the structure of the Universe is considered as a transition from Chaos, disorder, disharmony to Cosmos, which is associated with harmony, harmony, coherence, proportionality, rhythm." “United in an infinite number of options, space and time appear in rhythmic structures as an inextricable unity, as the basis for the existence of any phenomenon, the course of any process, as a means of its harmonization.”

For normal functioning of the human psyche as a whole, a continuous sensation of uniform pulsation is needed. Ripple accumulates in time and space from different components of speech. Psychophysiological tasks associated with positive feelings require a high degree of rhythmicity. It is this psychophysiological pattern that is the basis for the intuitive choice of one or another rhythm of oral utterance.

Neuropsychological studies reveal an analysis of the vertical, level formation of a person’s spatial representations simultaneously with his temporal sensations. The selected levels are formed one after another, building on top of each other.

First level. It is formed by the neurobiological premises of perceptual systems. These include: “dark muscle feeling”; biorhythms, human biological clock, determined by inclusion in the rhythm of the environment.

Second level. At this level, somatognosis is formed. Somatognosis is a space that exists within the subject’s own body and is formed by it through interaction with external space “from the body”; fixation is achieved, a sense of rhythmic constancy internal environment body, breathing rhythm, heartbeat, hormonal fluctuations, walking.

Third level. This level is characterized by the emergence of topological and metric concepts that are associated with the study of space. This space is limited by contact with any object that is in a certain relationship with the body, near and far optical-manual, multimodal space. At the same time, life events are concentrated in time, layered over time, and awareness of their speed, tempo, rhythm, and canon is realized.

Fourth level. Simultaneously with the development of temporal concepts “past present future”, coordinate representations are formed.

Fifth level. The level is fixed subject to the presence of structural and topological representations and perception of individual subjective (experienced and experienced) and objective events of one’s own life relative to oneself and at the moment.

Sixth level. Characteristic of the sixth level is the emergence of projection concepts; the verbal designation of space acquires conceptual meaning. This is what allows you to perform actions with it in the abstract. At the same time, a verbal designation of time appears, an awareness of linear, cyclical, discrete, continuous, holographic time.

Seventh level. Represents the formalization of the strategy, the cognitive style of the individual, which become relevant in the process of context with internal and external space and time /I in time, time in me/. The seventh level is the final one.

Let's summarize the above. Throughout a person’s life, there is a gradual structuring of quasi-spatial characteristics. They determine the degree of consistency of individual actions and their series in any activity (for example: mental, manual, verbal), as well as the level of development of the entire personality as a whole.

The theory of perceptual space, which was proposed by Sechenov and Pavlov, received a projective representation in numerous domestic and foreign studies.

The psychological aspect of the studied problem of perception and development of spatial orientation in preschool children is presented in the works of the following researchers: B.G. Ananyev, Airapetyants, L.I. Leushina. This aspect also reflects the authors’ most important conclusion about the presence of a multimodal mechanism for the perception of space. The basis of this mechanism forms a complex of connections (visual, vestibular and kinesthetic). The role of a connecting link in interanalyzer relations is performed by the motor analyzer. It has also been proven that conditioned reflexes to spatial signals are developed much more slowly compared to others.

In the psychological and pedagogical works of M.B. Vovchik-Blakitnoy, O.I. Galkina, A.A. Lyublinskaya, T.A. Museyibova, F.N. Shemyakin there are detailed analyzes of issues that are related to the development and formation of spatial orientation in children. All authors point out that the formation of initial knowledge about the surrounding space occurs in the process of the child’s contact with the world around him and is inextricably linked with the child’s accumulation of sensory and motor experience.

The very concept of “orientation in space” is understood by many researchers as the ability of a person to sense and determine his location in space, as well as the position of other objects in the same space, to distinguish the directions of space and to move around in it without difficulty.

T.A. Museyibova in her work “Genesis of the reflection of space and spatial relationships in preschool children” indicates that in order to develop the skill of spatial orientation, a schoolchild needs to master the following categories of space:

1. Knowledge of the directions of space.

2. The ability to determine the location in space of a subject or object “from oneself.”

3. Evaluate the distance and location of an object or subject. Orientation in space, as a holistic ability to perceive, reproduce and transform objective and social reality, is formed, developing on the basis of significant new formations younger age, early and preschool childhood. For a preschooler, a special way to display and change the surrounding space is through productive activities (for example: drawing, designing, modeling). Productive activities act as an indicator of the individual level of development of spatial concepts. The emergence of productive forms of activity in a child is due to the need to familiarize himself with a visual-graphic culture of perception of the reproduction of spatial relationships.

Productive forms of children's activities have been well studied by domestic and foreign researchers.

Construction, or modeling, is studied as a process that is aimed at obtaining three-dimensional models of objects and situations, posing certain perception tasks for the child and requiring orientation to a whole complex of given conditions.

Often it is modeling that acts as a connecting element between the preschooler and the surrounding objective reality, transfers his practical experience, and ensures the formation of a plan of ideas.

As the child develops, the quality of the models also changes: new ones are formed. complex species analysis and synthesis, an orientation towards a holistic image is formed, and the object or situation begins to interact as component segments.

A planar image has a certain peculiarity, which lies in the fact that the transmission of real spatial relationships is achieved by certain conditionally specific pictorial techniques. The child masters some of them independently, through experience, while others he masters in the process of special training, with the help of an adult.

If we consider the creation of graphic and constructive compositions, we can distinguish copying and independent activities. It is copying and independent drawing that are used as a test with which one can determine the level of development of visual perception, memory, fine motor skills, intelligence, mental states. The most effective tests are copying from a sample.

Neuropsychological data indicate spatial concepts as the basis on which the entire complex of higher mental processes in a child is built (for example: writing, reading or counting).

“The specific role of the spatial factor in speech activity lies in the possibility of perceiving simultaneous patterns and their further restructuring into a normative sequence of segments.”

The authors who studied the development of space in normal children point to the following pattern: spatial representations begin their development very early, but at the same time they take a long time to form in the ontogenesis of mental functions. The simplest forms of orientation in space arise already in infancy.

“A significant change in the child’s perception of space is observed with the advent of speech and the replenishment of the vocabulary with verbal equivalents denoting the spatial arrangement of objects and things. Thanks to this, the perception of space rises to a qualitatively new level, and the formation of spatial ideas occurs.”

A.A. Lyublinskaya points out that the degree of mastery of spatial concepts in preschoolers reflects the level of their speech development and shows the ability to identify and recognize spatial features of the objective world as independent objects of cognition.

The mastery of each individual group of spatial relations goes through the stage of developing a known reference pattern, which serves as a “reference point” in the coordinate system, then it becomes possible to distinguish opposite objects. In each pair of spatial designations, only one of them is initially mastered, and the development of opposite meanings occurs somewhat later, through comparison with the first.

Normally, by the age of four, a child has the following abilities.

1) Understanding the distance and location of objects (far, close, high, low).

2) Orientation in spatial directions (in front, behind, above, below).

3) Reflection of spatial relationships between objects (near, nearby, between).

A preschooler is able to manipulate the verbal components of spatial relationships and verbally describe the location of objects around him.

Children of six to seven years old have the opportunity to navigate in the above directions by putting themselves in the place of another person, using the following spatial concepts: next to, near, opposite, between, right, left.

A.N. Kornev believes that children’s later acquisition of the spatial concepts of “right” and “left” is due to their greater abstraction. These concepts turn out to be the least sensitively reinforced when compared with the concepts of “in front”, “behind”, “above” or “below”. For example, the concepts of “in front of behind” are reinforced by a sense of differences between the ventral and dorsal parts of the body, and “up and down” by the relationship to the vertical axis “head and legs.”

Other authors explain this phenomenon by the gradual maturation of various brain structures, in the formation of morphofunctional connections between them. It is known that cortical-subcortical interactions are formed earlier than connections within and between hemispheres.

Summarizing the above, we can draw the following conclusions. Research in linguistics, psycholinguistics, psychology, and philosophy shows that human behavior and activity are determined by the “law of advanced reflection of reality.”

The study of the development of the formation of the syllabic structure of a word proves that by the age of three the child masters the structural features native language. At the same age, normative feelings of rules are formed. It is this sense of rule that allows the child to implement the syllabic structure of a word according to the canons of euphony and to notice distortions in the statements of others.

Normally, the formation of the sound-syllable structure of a word is explained by the processes of formation of the linguistic sense, its phonoprosodic component.

1.3 Formation of the sound-syllable structure of a word in ontogenesis

L.S. Vygotsky identified the principle of development as a fundamental principle that serves as a basis in the process of mastering speech activity. According to the principle of development, there are general patterns of speech ontogenesis in situations of normal development and development with some deviations. Consequently, when studying the process of formation of the sound-syllable structure of a word in preschoolers with deviations in speech development, one must keep in mind the basic patterns of speech formation in the presence of deviations and in normal ontogenesis conditions.

Authors from different fields of science have different explanations for the concept of “sound-syllable structure of a word.” Some of them divide the concept of “sound-syllable structure of a word” into the terms “sound structure of a word” and, accordingly, “syllabic structure of a word.” This example of interpretation can be found in the works of I.A. Sikorsky. The author conditionally divided all preschoolers into two groups: “sound” and “syllabic”. A similar phenomenon is emphasized in their works by N.Kh. Shvachkin and A.N. Gvozdev. However, in the works of N.I. Zhinkin notes the unity of sound and syllabic structures. No one can be pronounced outside of a syllable. speech sound and without a syllable, not a single linguistic unit can be formed, but at the same time, sounds, combining as part of a syllable, ensure the uniqueness of words and, at the same time, facilitate the concatenation of syllables as a result of merging. The connection between the sound and syllabic composition of a word is discussed in detail in the dissertation of A.K. Markova.

The level of formation of the sound-syllable structure of a word is one of the main criteria when assessing the phonetic development of a preschooler.

Today, the sound-syllable structure of a word is understood as a characteristic of a word in terms of the quantity, sequence and types of constituent sounds or syllables.

The work describes two main aspects of mastering the sound-syllable structure of a word by preschoolers with general speech underdevelopment:

The first aspect is mastering words that differ in sound content.

The second aspect is mastering the rhythmic-syllabic structure of a word. Let us consider in more detail the process of mastering the rhythmic-syllabic structure of a word and the process of mastering words of different sound content.

The period of completion of the humming stage and the beginning of the babbling stage is the moment of beginning to master the syllabic structure of a word. During this period, the baby develops a stable syllable. At the babbling stage, the child has a pronounced ability to repeat identical syllables. The consequence of these repetitions is the development of a babbling chain, the length of which at 7-8 months is equal to 3-5 syllables. The peculiarity of such a babbling chain is its openness: [ka-ka]. Such chains consist of repeatedly reproduced syllables that are identical in structure and sound composition. As the child develops, the babbling chains begin to be full of variety, and a “dissimilarity” of syllables occurs. S. M. Nosikov points out the following: “the last syllable-like element from the end is most often subject to dissimilarity... if the structure of syllable-like elements is dissimilarized, then the same consonant-like ones are most often found in them than vowel-like ones.”

By the end of the child’s first year of life, the number of babbling parts is reduced to two or three parts, this is the approximate number of syllables in a Russian word. This is a process in which babbling chains begin to acquire the character of “integral pseudowords.” When mastering verbal speech, the baby first pronounces a word that consists of one syllable (for example, bi machine). Next, the child begins to reproduce words of two syllables, but this is a repetition of the same syllable (for example, bibi machine).

The next stage is the appearance of a word from two different syllables. A.K. Markova identifies two main directions for complicating the word that a child pronounces:

1) Transition from monosyllabic words to polysyllabic ones;

2) Transition from words with the same syllables to words with different syllables.

The formation of the syllabic structure of a word continues during the period of the child’s mastery of the syntactic side of speech. A.K. Markova notes the connection between the formation of a simple sentence and the development of the syllabic structure of a word. The baby begins to pronounce sentences consisting of three syllables earlier than words consisting of three syllables. The same picture applies to words that consist of four syllables; the appearance of four-syllable sentences occurs before the appearance of four-syllable words. From 2 to 2.5 years there is an accelerated assimilation of the syllabic structure of a sentence; after 2.5 years, a reduction in syllabic composition can be found very rarely.

But the works of A.K. Markova indicate that not all polysyllabic words need to go through the stage of abbreviated pronunciation. “Many words that appear at a certain stage of speech development are initially pronounced by the baby in the correct syllabic composition. This fact indicates “a high degree of generalization of the motor and auditory skills of a child with normal speech development and rapid transfer of acquired skills from one word to another."

The emergence of such generalizations indicates that the sound side of one’s speech becomes understandable to the child himself. Active cognitive activity This is an integral part in the formation of the syllabic structure of a word.

Before clear and “pure” speech appears, the child must go through a difficult path along which his pronunciation will be formed. Even after the word appears, over a certain period of time the child returns to this word many times, pronouncing it, sometimes correctly, sometimes incorrectly. The first attempt to pronounce a word is the beginning active search the correct pronunciation option, which will later be included in the baby’s active vocabulary. Therefore, there is nothing terrible in the fact that a child encounters various errors at certain stages of the formation of the syllabic structure of a word. Without these same mistakes, full development of speech is impossible. Many authors paid attention to these temporary disturbances: A.N. Gvozdev, R.E. Levina, A.K. Markova, N.Kh. Shvachkin.

The following temporary disturbances in the sound-syllable structure of words in normal children have been identified:

1. omission of syllables and sounds in a word;

2. errors in adding the number of syllables;

3. errors in reducing consonant groups;

4. likening sounds and syllables;

5. rearrangements of sounds and syllables in a word.

Elisions are omissions of sounds and syllables in a word. Elisias are more common than other disorders. A.N. Gvozdev interpreted the reasons for elision by the comparative strength of syllables. When pronouncing words, usually the stressed syllable does not change. N.H. Shvachkin considered the cause of elision to be the child’s ability to perceive the speech of an adult in a certain rhythmic structure. N.I. Zhinkin explained this this way: “the pharynx does not have time to make syllabic modulations or produces them weakened.” All authors indicate that this is a temporary disorder that disappears by the beginning of preschool age without intervention from specialists.

Errors in adding the number of syllables are also quite common. N.H. Shvachkin: “an excessive increase in the energy of the explosion during the concatenation of consonants” leads to the formation of “a rudimentary syllable.

A.K. Markova noted that the type of disorder in question is associated with an increase in the child’s attention to the sound side of the spoken word. Pronunciation with increased attention leads to the decomposition of the word into parts (for example, uncle woodpeckers) and prepares for the continuous pronunciation of a combination of consonant sounds.

Persistent violations of syllable structure are errors in the reduction of consonant sounds. S.N. Tseitlin systematized the order of reduction of groups of consonant sounds. According to the author, reductions occur according to the following scheme:

1. “In combination sonorant + noisy, the sonorant is reduced (for example: kuka doll).

2. In the combination of a noisy fricative + a noisy stop, the stop remains and the fricative is eliminated (for example: here here).”

The abbreviation of consonant sounds also depends on the place of the consonant in the word. Typically, consonant sounds are shortened in the middle of a word.

A.K. Markova interpreted this tendency as follows: when pronouncing a cluster of consonant sounds in the middle of a word, the distribution of the cluster between two adjacent syllables (for example: camel). The author correlates the difficulty of reproducing combinations of consonant sounds with their colossal phonetic heterogeneity. Abbreviations of groups of consonant sounds are characteristic of children at all stages of development of speech function.

Assimilation is the likening of syllables or sounds. Assimilation is a characteristic phenomenon for children two to three years old. The reason for this disorder is the discrepancy between the vocabulary that has already been accumulated and the sounds of which much less has been learned. Assimilating syllables is one of the simplest options for filling out syllable contours. S.N. Tseitlin described the distant assimilation of sounds; the essence of assimilation lies in the effect of one sound on another.

The rarest errors in the speech of children without deviations are perseverations. Perseverations are errors in rearranging sounds or syllables in a word.

To summarize, we note the following: in the process of developing the sound-syllable structure of a word, the child overcomes a developmental path that is long in time and complex in content. Authors who study the speech of children include insufficient motor or auditory capabilities of children as the causes of temporary disturbances in the sound-syllable structure of words.

1.4 Violations of the sound-syllable structure of words in preschool children with general speech underdevelopment

R.E. In the middle of the 20th century, Levina first used the term “general speech underdevelopment” in her works. General speech underdevelopment (GSD) is a violation of the formation of all components of speech activity in children with normal hearing and primarily intact intelligence.

R.E. Levina identified three levels of speech formation with general speech underdevelopment. Let's take a closer look at each of these levels.

The first level of general speech underdevelopment. Preschoolers with the first level of general speech underdevelopment are characterized by a complete absence of speech or an almost complete absence of speech. These preschoolers actively use onomatopoeia and babbling words, pointing gestures and facial expressions to communicate. In their passive vocabulary there is much more words, than in their active vocabulary. However, there are difficulties and shortcomings in impressive speech. A preschooler with general underdevelopment of first-level speech almost never succeeds in understanding the meanings of the grammatical forms of a word, and if he succeeds, it is with great difficulty.

It is also worth noting the presence of difficulties in perceiving and reproducing the syllabic structure of words. Due to poor articulation and unformed auditory perception of phonemes, incorrect pronunciation of almost all sounds is noted.

The second level of general speech underdevelopment. Preschoolers with the second level of general speech underdevelopment are characterized by the presence of constant, commonly used words. These common words can be extremely distorted. Lexicon A preschooler with general speech underdevelopment, of course, lags behind the vocabulary of a normal preschooler. At this level of general speech underdevelopment, a simple phrase begins to develop. Some grammatical forms become available to preschoolers. For example, the number of nouns and verbs or the gender of past tense verbs.

The syllabic structure of the word is broken. The sound pronunciation of a preschooler with the second level of general speech underdevelopment lags behind the norm. The following violations of sound pronunciation are observed: replacement of sounds, distortion of sounds, mixing of sounds.

The third level of general speech underdevelopment. Preschoolers with the third level of general speech underdevelopment have developed phrasal speech, but there are minor elements of lexical-grammatical and phonetic-phonemic underdevelopment. An understanding of speech is formed that is almost close to normal. But at the same time, there is an insufficient understanding of the meanings of words when changing them with prefixes or suffixes, inaccurate use of many lexical meanings words Preschoolers with the third level of general speech underdevelopment may have difficulties in the following: distinguishing the number and gender of nouns, understanding spatial and temporal relationships, agreeing numerals with nouns, agreeing adjectives with nouns in gender and case.

With general underdevelopment of speech at the third level, the first words appear almost on time, keeping up with the norm. However, reflected pronunciation of new words can for a long time absent. The baby can only repeat acquired words and not strive to use words that are not yet in his active pronunciation. These preschoolers do not know how to use word formation methods, and this, in turn, limits the ability to change words. The vocabulary of these preschoolers does not correspond to the age norm. Generalizing words, antonyms, synonyms are not used or are used very rarely.

There is also an abundance of lexical errors in speech. For example, incorrect use of words in a speech context. Quite often, preschoolers change the name of a part of an object to the name of the whole object, confuse words that are similar in meaning. external sign or situation.

Combining words into simple sentences occurs strictly individually; it is difficult to single out a specific period for the appearance of a simple sentence. At a certain moment, the baby begins to connect words into sentences, but at this moment there is no grammatical connection between the words. In a child, this phenomenon can be observed for quite a long time. With severe speech underdevelopment, preschoolers cannot learn the syntactic meaning of case for a long time. In simpler cases, the described phenomenon is isolated in nature. Nouns are used mainly in the nominative case, and verbs are used in the indefinite form of the verb, in the imperative mood. There are errors in the use of prepositions, for example: omission of prepositions, replacement of prepositions, omission of prepositions.

For a long time, grammatically correctly formed sentences and grammatically incorrectly formed sentences are preserved in parallel in speech. This tendency can be explained by the following: preschoolers with general underdevelopment of speech at the third level are not able to form word forms by analogy. These preschoolers prefer to use simple sentences without any attempt to extend them.

In preschoolers at this level of general speech underdevelopment, sound pronunciation becomes much better than at the first or second level of general speech underdevelopment. The disturbances affect to a greater extent sounds that are difficult to articulate. There are errors in distinguishing sounds that belong to related groups. Random mixtures do not occur at this level.

Violation of the syllabic structure of a word is much less common. Difficulties may arise when pronouncing words that are unfamiliar or complex in their syllable structure. There may be permutations and abbreviations of sounds or syllables. At this level of general speech underdevelopment, preschoolers already use the full syllabic structure of the word.

Difficulties arise when pronouncing words with complex sound content: rearranging sounds, replacing sounds and syllables, abbreviations when consonants coincide in a word. Such errors are associated with a violation of the sound and syllabic content of words. There are also perseverations of syllables, anticipations of sounds or syllables, and addition of extra sounds or syllables.

Preschoolers with general speech underdevelopment of level III have phonemic underdevelopment, which manifests itself in the immaturity of the processes of distinguishing sounds, which are distinguished by the most subtle acoustic-articulatory features. That is why preschoolers have difficulty in selecting pictures for a certain sound, which the speech therapist named, in identifying the first and last sound in a word, in determining the number of syllables in a word, in determining the place of a sound in a word. These difficulties entail difficulties in mastering sound analysis and synthesis, which in turn complicates the acquisition of reading and writing.

Conclusions on the first chapter

Analysis of literary data allows us to say the following: for adequate perception and speech production, the work of a number of mechanisms is necessary: ​​probabilistic forecasting and proactive synthesis, recognition and generalization, linear segment-by-segment analysis of linguistic units, control of their linguistic correctness.

The perception and implementation of a word occurs through the deployment of a verbal structure in time and space, with its desire for pronunciation convenience and subordination in its existence to the laws of rhythm, harmony, and harmony.

Research in linguistics, psycholinguistics, psychology, and philosophy shows that human behavior and activity are determined by the “law of advanced reflection of reality.”

The process of pronouncing a word from the point of view of linguistics is represented as a linear development of a verbal sequence in time and space and its ordering by rhythmic forms.

The process of word realization from the point of view of neuropsychology is considered as a serial activity of successive articulatory movements. The presence of a tempo-rhythmic aspect in any serial automatism is a condition for the existence of any form of activity.

The study of the development of the formation of the syllabic structure of a word proves that by the age of three a child masters the structural features of his native language. At the same age, normative feelings of rules are formed. It is these sense of rules that allow the child to implement the syllabic structure of a word according to the canons of euphony and notice distortions in the statements of others.

Normally, the formation of the sound-syllable structure of a word is explained by the processes of formation of the linguistic sense, its phono-prosodic component.

According to ontogenesis, complex serial actions and basic ideas about space are formed in preschool age.

In the process of developing the sound-syllable structure of a word, the child overcomes a developmental path that is long in time and complex in content. Authors who study the speech of children include insufficient motor or auditory capabilities of children as the causes of temporary disturbances in the sound-syllable structure of words.

CHAPTER 2. INVESTIGATION OF THE SOUND-SYLLABILITY STRUCTURE OF THE WORD IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

2.1 Methodology for examining the sound content and syllable structure of words in preschool children with general speech underdevelopment

G.V. Babina and N.Yu. Sharipov’s methodology for examining the syllable structure of words in children with speech underdevelopment includes four series of tasks. Our examination is based on the first two series of tasks, but the speech material is selected in such a way that, along with the syllabic structure of the word, the sound content of the word can also be examined.

The first block of tasks that we offered to children includes two types of tasks that are aimed at identifying violations in the sound content of a word and at identifying the features of the syllabic design of words of varying degrees of complexity.

The second block of tasks is aimed at determining the ability to perceive the rhythmic and structural features of a word by presenting words and quasi-words aurally.

BLOCK 1. The purpose of the tasks of the first block is to determine the level of complexity of the syllabic structure of a word, which is available for independent pronunciation, and to determine the nature of distortions in the filling of words with sounds.

Task 1. Examination of the pronunciation of words of varying structural complexity

Instructions: “Name who is traveling on this train.” Speech material:

D) Three-syllable words without combinations of consonants: foxes, dog, kitten, bun.

E) Three-syllable words with clusters of consonants: grapes, pencil, lingonberry, alarm clock

G) Four-syllable words without clusters of consonants: hippopotamuses, caterpillar, Pinocchio, corn.

H) Four-syllable words with combinations of consonants: astronauts, teacher, refrigerator, Snow Maiden.

Task 2. Reflected and conjugate pronunciation of words of different syllable structures.

Instructions: “Listen and repeat after me.” Speech material:

A) Monosyllabic words without combinations of consonants: poppy, fluff, varnish, smoke.

B) Monosyllabic words with clusters of consonants at the beginning and end of the word: grandson, maple, elevator, bridge.

C) Two-syllable words without combinations of consonants: children, coffee, home, salad.

D) Two-syllable words with clusters of consonants at the beginning and in the middle of the word: star, thread, fountain, penguin.

D) Three-syllable words without clusters of consonants: crow, raspberry, cockerel, ceiling.

E) Three-syllable words with combinations of consonants: room, monument, Dunno, products

G) Four-syllable words without clusters of consonants: suitcases, scooters, piano, chess players.

H) Four-syllable words with combinations of consonants: refrigerator, Snow Maiden, astronauts, teacher.

Analysis of the results of the tasks of the first series.

1) The presence or absence of distortions in the sound content and syllabic structure of the word in independent and reflected speech is noted.

2) Number of errors.

3) The nature of the errors.

BLOCK 2. Examination of the perception of words of different sound content and words of different syllabic structure.

Task 1. Determining the presence of rhythmic distortion in a word, examining the possibility of perceiving words of different sound content.

Instructions: “Is Dunno correct?” Speech material:

A) here is a pine tree, here is a girl, here is a stream, the definition of rhythmic distortion.

B) here are paroducts (products), here are chess players (chess players), this is poltolok (ceiling) adding a vowel or consonant sounds).

C) this is the teacher (teacher), here are the products, here is the manarin (mandarin) omission of a consonant sound in the conjunction.

D) here is a malima (raspberry), here is a lezved (bear), this is a crow, a replacement for a consonant sound in a combination of consonants.

D) here is mots (bridge), here is a star, here is a sonsa (pine) rearrangement of consonant sounds in a cluster of consonants.

Task 2. Examination of the possibility of perceiving words of different syllabic structures and the possibility of determining the number of syllables.

Instructions: “How many syllables are there in a word? Pick up the card with this number on it (the child is offered cards with the numbers 1,2,3 and 4).”

A) Monosyllabic words without combinations of consonants: cat, bull, whale, poppy.

B) Monosyllabic words with clusters of consonants at the beginning and end: pancake, bread, elephant, bow.

C) Two-syllable words without combinations of consonants: fox, cats, rooster, puppy.

D) Two-syllable words with clusters of consonants at the beginning and in the middle of the word: tables, penguin, sheep, bear.

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Methods for examining the syllable structure of a word

1. Methodology for examining the syllabic structure of words, proposed by Agranovich Z.E.

Methodology for examining children 3 years old. Children are asked to reproduce after the speech therapist teacher words, consisting of 2 syllables, for example, (cotton wool, willow, owl and so on, from 3 syllables(cabin, car, ducklings and so on) 1 syllable, For example, (poppy seed, juice, smoke, etc.). In this case, the total number of correctly reproduced syllables.

Methodology for examining children 4-5 years old. Various types are available for children words: simple - from open syllables without a consonant cluster; more complex - out of 4-5 syllables with a consonant cluster at the beginning, middle, end words. Speech material can be next: snow, cabbage, roof, cat, bridge, button, birdhouse, yogurt, medicine, tomatoes, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction.

Types of work should vary:

Name the subject pictures;

Repeat speech therapist's words;

Answer the questions (Where hair is cut).

After 5 years, children are given the task of repeating after the speech therapist sentences with a large concentration of complex words, For example:

The plumber was fixing the water pipe.

A policeman regulates street traffic.

Multi-colored fish swim in the aquarium.

Builders are working on the construction of a high-rise building.

Hair being cut in a barbershop.

In addition, children are encouraged to independently make sentences based on the plot pictures.

2. Methodology for examining the state of the syllabic structure of words, authors Babina G.V. and Safonkina N.Yu.

Examination technique includes four series of tasks. The first series consists of a set of tasks aimed at identifying the characteristics syllabification of words varying degrees of difficulty (naming presented pictures, reflected pronunciation words, completion phrases and sentences).

The second series includes sets of tasks that allow you to determine the characteristics of the perception of rhythmic and structural characteristics of the word(based on auditory presentation syllables, words and quasi-words.).

The third - includes sets of tasks aimed at identifying the state of complex parameters of motor acts - dynamic and rhythmic (when performing serial movements of the organs of articulation, arms and legs).

The fourth series consists of a set of tasks aimed at studying the features of optical-spatial orientation (somato-spatial and orientation in three-dimensional and two-dimensional space.

3. Methodology according to classification A. K. Markova

In progress examinations the child is asked to pronounce 14 types words with different syllable structure according to classification A. K. Markova. Types of tasks different: answer questions in whole sentences, repeat phrases with polysyllabic words, name the subject pictures, repeat speech therapist's words. All assignments are given in game form using pictures and toys.

Traditionally accepted examine syllable structure, starting from the first grade to the fourteenth, gradually increasing complexity words.

Dictionary:

Grade 14 – four syllables words with consonant clusters

(aquarium, strawberries, tape recorder, excavator).

Grade 13 – four syllables words, consisting of open syllables(button, piano).

12th grade – two syllables words (nest, chicks, beets).

11th grade – monosyllabic words with consonant clusters at the beginning or end words(mushroom, gnome, key, elephant).

10th grade – three syllables words with two consonant clusters (matryoshka, light bulb, firecracker).

9th grade – three syllables words with a consonant cluster and closed syllable(helicopter, grasshopper, orange).

8th grade – three syllables words with a consonant cluster (radish, cabbage, apple).

7th grade – three syllables closed words(tomato, cucumber, drum).

6th grade – two syllables closed words and a cluster of consonants in the middle words(album, notebook, garlic).

5th grade – two syllables words with a consonant cluster in the middle words(pine trees, branches, letters).

4th grade – two syllables words, consisting of one open and one closed syllable(rooster, broom, banana).

3rd grade – monosyllabic words, consisting of a closed syllable(poppy, forest, cat).

Grade 2 – three syllables words, consisting of open syllables(rooster, broom, banana).

1st grade – two-syllable words, consisting of open syllables(poppy, forest, cat).

Publications on the topic:

Among the various speech disorders in preschool children with ODD levels I–II, this manifestation is one of the most difficult to correct.

Formation of the syllabic structure of words in children of senior preschool age using didactic games IN methodological manual a system of special didactic games aimed at overcoming violations of the syllabic structure of the word u is outlined.

Formation of the syllabic structure of words in preschoolers TYPES OF VIOLATIONS IN THE SYLLABIC STRUCTURE OF THE WORD. - Truncation of the syllabic contour of a word due to the loss of a whole or several syllables, or a syllabic forming element.

Formation of syllable structure in children with severe speech impairments by building up syllables. Working as a speech therapist for many years, I noticed that every year the number of children suffering from severe speech disorders is increasing. Most have.

Competition game “Words live in the city. Words-friends and words-enemies" COMPETITION GAME “Words Live in the City” Hello children! Today we will have a game-competition “Words Live in the City.” Everything has a name.

Goal: Formation of the syllabic structure of the word. Objectives: 1. Strengthen the ability to reproduce words of different syllabic composition; 2. Automate.

A series of tasks is aimed at identifying the nature of violations of the syllabic structure of words in children with erased dysarthria. To examine the syllabic structure and sound content of words, words with certain sounds and with different numbers of syllables are selected. The types of syllables vary: open [SG], closed [GS], with a confluence of [SSG], [GSS], [SSSG] at the beginning, middle and end of the word. The possibility of pronouncing words of different syllabic structures is investigated: monosyllabic, disyllabic, with a confluence, etc., words of 13 classes according to Markova are sequentially examined. The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) are also explored. Children are asked to name object pictures, repeat the words as reflected by the speech therapist, and answer questions.

In addition, they suggest repeating rows of syllables consisting of:

~ from different vowels and consonants, for example, “ka - tu - bo”;

From different consonants, but the same vowels, to
example, “ka-ga-da”;

From different vowels, but the same consonants, to
example, “ta - that - that”;

Of the same vowels and consonants, but with
different stress (accented) pa - pa - pa,
yes - yes - yes, pa - pa - pa.

The study included reflected repetition of sentences with words of complex syllabic structure.

Purpose of the study:

1. Identify those frequency classes of words, syllabic
the structure of which is preserved in the child’s speech.

2. Identify those classes of syllabic structure of words that
which are grossly impaired in the child’s speech.

3. Determine the type of syllable structure violation
words.

Types of violation of the syllabic structure of a word - see paragraph 5.2.

By the nature of the violation of the syllable structure, one can determine the level of O HP.

1. Study of the formed™ syllabic structure of words of grades 1-3 (according to Markova)

Grade 1 - two-syllable words made from open syllables:
water

fly teeth

Grade 2 - three-syllable words made from open syllables:
dog

berries milk

Grade 3 - one-syllable words:
ball

1st grade: 2nd grade 3rd grade:
ski car cat
soap shovel forest
saw cow knife

Criteria for evaluation:

4 points - clearly reproduces the syllable structure of all
words

2 points - pronounces slowly, syllable by syllable, some
distorts words.

1 point - most words are distorted, the sound of words is distorted.

About points - distortion of the syllabic structure of words both during repetition and during independent reproduction from a picture.

2. Study of the formation of syllabic structures
word tours for grades 4-6 (according to Markova)

1) Instructions: “Repeat the words after the speech therapist.”

Grade 4 - two-syllable words with a closed syllable:
broom

iron spider

5th grade - two-syllable words with a cluster in the middle
not words:

letter skirt

6th grade - two-syllable words with a closed syllable and
consonant cluster:

compote tray

2) Instructions: “Name the pictures.”

4th grade: 5th grade 6th grade:

lemon mouse apron

ax cat album

pencil case fork notebook

Criteria for evaluation:

3 points - reproduces the syllable structure correctly, but tensely, slowly.

2 points - says in a chant, on the second try.

1 point - most words are reproduced, distorting the syllable structure.

About points - he refuses to repeat some words and name pictures, the rest are distorted in structure and sound completeness.

3. Study of the formation of syllabic structures
word tours for grades 7-9 (according to Markova)

1) Instructions: “Repeat the words after the speech therapist.”

7th grade - three-syllable words with a closed syllable:
bun

tomato pineapple

8th grade - three-syllable words with a combination of consonants:
apple

chess pineapple

9th grade - three-syllable words with consonants
nykh and closed syllable:

grasshopper

octopus

2) Instructions: “Name the pictures.”

7th grade: 8th grade 9th grade:

telephone candy monument

cucumber shirt chick

airplane cutlets pencil

Criteria for evaluation:

4 points - correctly repeats words and names pictures.

3 points - reproduces the syllable structure correctly, but with hesitation.

2 points - the syllable structure is reproduced at a slow pace.

1 point - the syllabic structure of most words is distorted.

About points - refuses to repeat some words and name certain pictures.

The reproduced syllable structure of other words is distorted.

4. Study of the formation of the syllabic structure of words in grades 10-13 (according to Markova)

1) Instructions: “Repeat the words after the speech therapist.”

10th grade - three-syllable words with two sequences
consonants:

matryoshka

11th grade - monosyllabic words with consonants
nykh at the beginning or end:

words: flag bread wolf

Grade 12 - two-syllable words with two confluences
consonants:

13th grade - four-syllable words from open words

corn

2) Instructions: “Name the pictures.

10th grade: 11th grade: 12th grade: 13th grade:

tassel table cage turtle

light bulb chair paint caterpillar

basket key button pyramid

Criteria for evaluation:

4 points - the syllable structure of all words in grades 10-13 is reproduced correctly.

3 points - the syllable structure is reproduced, but the sound content is disrupted.

2 points - words are reproduced at a slow pace, chanted, syllable by syllable, worse in pictures than reflected.

1 point - the syllable structure is distorted for all classes of words and sound filling is disrupted.

O points - refusal to complete the task.

5. Study of the formation of the syllabic structure of words with a complex syllabic structure

1) Instructions: “Repeat the words after the speech therapist.”

Note 1. An understanding of the meaning of words is first clarified. If necessary, the meaning of the word is clarified using different methods of segmentation (showing a picture, explaining through context, etc.). If the word is not in the passive dictionary, then this word is removed from the lexical material of the survey.

Note 2. Words that are semantically complex are underlined.

birdhouse

curdled milk

medicine

trolleybus

TV

transport

construction

salon

2) Instructions: “Name the pictures.”

tankman

pan

astronaut

scuba diver

thermometer

cinema

policeman

aquarium

Criteria for evaluation:

4 points - the syllable structure of all words is reproduced correctly.

3 points - slow, chanted, syllable-by-syllable reproduction of the word is disrupted.

2 points - distorts the syllable structure when naming pictures.

1 point - the syllable structure of more than half of all words is distorted.

O points - grossly distorts the syllabic structure of a word, both reflected and when independently named from a picture. Refusal to complete a task.

6. Research on the possibility of repeating a number of syllables

1) Instructions: “Repeat after the speech therapist.” Note
tion: offer syllables consisting of different vowels and
consonant sounds.

PA - TU - KO TA - PU - BO DA - TU - PO

2) Instructions: “Repeat after the speech therapist.”
different consonants, but the same vowel sounds.

KA - GA - DA PO - KO - KO BU - PU - GU

3) Instructions: “Repeat after the speech therapist.”
Note: they suggest syllables consisting of times
different vowels, but the same consonant sounds.

PA - PO - PU BO - BU - BA KU - KA - KO

4) Instructions: “Repeat after the speech therapist.” Note: they offer the same syllables, but pronounced with different voice strength (i.e. under stress). TA - TA - TA TA - TA - TA TA - TA - TA

Criteria for evaluation:

4 points - correctly repeats all rows of syllables in all four trials.

3 points - difficulty only in the fourth test on accented syllables.

2 points - difficulties in tests 1, 2, 4.

1 point - fails to cope with tests consisting of three syllables, but performs tests 1, 2, 3 of two syllables.

0 points - fails to cope with all tests. Refusal
completing the task.

Note: difficulties in reproducing a series of three syllables may be associated with deficiencies in auditory memory for a linear series. In this case, it is proposed to reduce the syllable rows to two syllables per row.

7. Research into the possibility of reproducing rhythmic structures

1) Instructions: “Listen to how I knock, and now repeat the blows after me” (! - blow - pause).

Note: the rhythmic pattern can be slammed with your hand on the table, with a hammer on a metallophone, on a drum, with a stick, with a rattle, clapping your hands, hitting a tambourine, etc.

2) Instructions: “Clap your hands as many times as there are dots on the card.”

Note: cards with different numbers of dots are presented in advance.

3) Instructions: “Repeat the blows after me as accurately as possible.”

Clapping a rhythmic pattern with different strengths: ! - quiet, ! - loud.

Note: it is better to conduct research on the reproduction of rhythmic accented structures using a tambourine, metallophone, and drum.

Criteria for evaluation:

4 points - accurate reproduction of rhythmic structures after the first presentation.

3 points - correct reproduction after the second presentation.

2 points - errors appear after the second presentation.

1 point - erroneous reproduction after the third presentation;

O points - refusal to perform, complete inability to reproduce samples.

8. Research on the possibility of reproducing the rhythmic pattern of a word with beats

1) Instructions: “Let’s say the word together in parts (syllables) and clap each part (syllable). Tell me, how many parts (syllables)?”

Masha summer milk rocket

Mice soap machine newspaper

Flour paw shovel kittens

Criteria for evaluation:

4 points - conjugately reproduces the rhythmic structure of words and correctly counts the number of parts of a word (syllables).

3 points - conjugate does not reproduce rhythmic
structure of words of class 2, but counting the number of parts (word
gov) carries out correctly, focusing on the exaggerated
slapping speech therapist.

2 points - conjugately reproduces a rhythmic string
round of words of 1st grade, but counting the number of parts (syllables)
does not produce words.

1 point - claps without taking into account the rhythmic structure
words The number of beats does not correspond to the number of syllables.
The number of syllables is not determined.

0 points - not included in related activities.
Refusal to perform.

2) Instructions: “Name the picture, and then clap the word in parts (syllables).”

1st grade words 2nd grade words

skis - bananas -

watch - dog -

g | moon - cow -

ff goat - fox -

vase - birch -

fish - cubes -

beads - rainbow -

fly - boots -

Criteria for evaluation:

4 points - reproduces the rhythmic structure of words
Right.

3 points - reproduces the rhythmic structure of words without
synchronously with the pronunciation.

2 points - reproduces the rhythmic structure only
1st grade words.

1 point - the number of hits does not match the number
syllables.

About points - does not reproduce the rhythmic pattern of the word after repeated attempts.

9. Research on the possibility of pronouncing sentences with words of complex syllabic structure

Instructions: “Repeat the sentences after the speech therapist.”

Words that are complex in semantics are explained and clarified. If words are not in the child’s passive vocabulary, then sentences containing these words are excluded from the examination material. Words that are semantically complex are underlined in the text.

# Guide conducts excursion.

# Plumber fixes water pipes.

# The traffic controller regulates movement transport.

# Multi-colored fish swim in the aquarium.

# Builders work on construction high-rise
Houses.

# Hair is cut at the hairdresser.

# Funny are murmuring spring streams.

# Cutlets are fried in a frying pan.

Criteria for evaluation:

4 points - the syllable structure of words in the sentence is reproduced correctly.

3 points - slow, chanted, syllable-by-syllable reproduction of the syllabic structure of words.

2 points - distorts the syllable structure in 2-3 sentences after being repeated twice.

1 point - distorts the syllable structure in 4-5 sentences after two or three repetitions.

About points - in all answers he allows gross distortions of the syllabic structure of words. Refusal to answer.

10. Study of the syllabic structure of words when answering questions

Instructions: “Listen and answer the questions.” Words that are complex in semantics are clarified and explained.

What do you fry in a frying pan? (cutlets) Who fixes the plumbing? (plumber) Who is giving the tour? (tour guide) Who regulates traffic? (traffic controller)

Who cuts hair? (hairdresser)

What is a fish house called? (aquarium)

Who teaches the students? (teacher)

Criteria for evaluation*:

4 points - correct reproduction of the syllabic structure of words.

3 points - slow, scanned reproduction of the syllabic structure of words.

2 points - distorts the syllable structure in 2-3 answers.

1 point - distorts the syllable structure in 4-5 answers. Makes mistakes even after repeating two or three times.

About points - in all answers he makes gross distortions of the syllabic structure of words, or does not answer. Refuses to answer: “I can’t say that.”

As a result of studying the syllable structure of a child with erased dysarthria, it is possible to create a profile of the development of the child’s syllable structure.

The procedure for practicing words with different types of syllabic structure was proposed by E. S. Bolshakova in the manual “The work of a speech therapist with preschoolers.” The author suggests a sequence of work that helps clarify the contour of the word:

• -Disyllabic words made from open syllables (vata);
• -Three-syllable words made from open syllables (car);
• -monosyllabic: words that are a closed syllable (poppy)
• - two-syllable words with a closed syllable (lemon)
• - two-syllable words with a cluster of consonants in the middle of the word (bank)

Two-syllable words with a closed syllable and a consonant cluster (teapot);

• - three-syllable words with a closed syllable (teremok)
• - three-syllable words with a consonant cluster and a closed syllable (bus);
• - three-syllable words with two consonant clusters (matryoshka);
• - monosyllabic words with a consonant cluster at the beginning and end of the word (flag, screw);
• - two-syllable words with two consonant clusters (star);
• - four-syllable words made from open syllables (corn).

In the process of practicing words with different types of syllable structure, you can use the following types of games and exercises.

Phonemic and syllabic analysis of words

• 1. Game “Telegraph”: “transmit” a word by tapping out its rhythmic structure (number of syllables). 2. Playing with a ball: hit the ball on the floor as many times as there are syllables in the word; the blows are accompanied by clear pronunciation of the syllables. 3. Dividing words into syllables, pronouncing syllables while simultaneously performing a mechanical action (stringing rings on rods); compare words: where there are more rings, the word is longer. 4. The child writes down a number indicating the number of syllables in a word (the speech therapist dictates the words). 5. Analysis of words with quantitative and qualitative analysis its sound-syllable composition. 6. Analysis of a word according to the scheme: how many syllables are in a word, which syllable is first, last, which syllable comes before a given syllable, after a given syllable, between given syllables. 7. “Cut pictures”: cut pictures into as many equal parts, how many syllables are in a word, sign, name each syllable. 8. “They put the animals in their houses”: a one-story cat house, a two-story fox (write each syllable on a separate “floor” of the house). 9. Playing with a ball: children pass the ball to each other and at the same time name the syllable of a word; the child who received the ball names the next syllable, etc. 10. Explain the meaning of the word steamer; what 2 words is it formed from? 11. Correct the mistake in the words: hammer, mokolo. Options:
  • -words are written incorrectly;
  • -words are pronounced incorrectly (if it is difficult for a child to complete a task, then a picture is given to help).
• 12. Name the extra word: monkey, hippopotamus, giraffe, crocodile. 13. What has changed in the word? Fox fox fox. 14. The child is offered a series of pictures (words), from them he must choose the longest word, the name of the depicted object, the shortest, name words with the same number of syllables. 15. The speech therapist shows pictures, and the children must show the number indicating the stressed syllable in the word corresponding to the picture. 16. Analysis of words: has the number of syllables in a word changed with the appearance of a new letter (sound)? Bottom down; sewed sewed 17. Call them affectionately: Olya Olenka, Vova Vovochka, etc. (syllable analysis of words). 18. Reading words devoid of meaning, clapping away the rhythmic structure of the word. 19. Which words rhyme and which don’t; analysis of the number of syllables in them: cancer, tank, so, banana. 20. Find identical sound combinations of three sounds (letters) in the words: wig, steam, hairdresser, hairdresser, steamboat. Combine these words into 2 groups according to their meaning. Find the longest word and the shortest. Explain the meanings of words. 21. The child is offered a number of words. You need to find the same syllable in all these words: plane, milk, straight, ice cream. 22. Clarification of the rules for transferring words in the Russian language and the syllabic-forming role of vowels: as many vowel sounds in a word, as many syllables; but you cannot separate by hyphenation a syllable consisting of one letter Anya, Yula, Osa, etc. (2 syllables, but the word cannot be hyphenated).

Examination of the sound-syllable structure of a word

The survey was developed based on methodological developments compiled by the candidate pedagogical sciences, Professor of the Department of Speech Therapy of the Moscow Pedagogical University state university Babina Galina Vasilievna and senior teacher of the same university Safonkina Natalya Yuryevna. And also “Methods for psycholinguistic research of speech disorders”, compiled by Doctor of Pedagogical Sciences, Professor of the Russian Academy of Education Raisa Ivanovna Lalaeva.

The survey methodology includes two areas of research.

• 1. Identification of the state of the sound-syllable structure of a word in preschoolers with OHP.
• 2. Determination of the prerequisites for the formation of the sound-syllable structure of a word in preschoolers with ODD.

The first direction consists of sets of tasks aimed at identifying the features of the syllabic design of words of varying degrees of complexity (in isolation and as part of a minimal context), as well as pronouncing syllabic tables. Sets of experimental tasks were developed on the basis of those adopted in speech therapy practice traditional methods examination of the syllabic structure of a word (proposed by R.E. Levina and employees of the speech therapy sector of the Research Institute of Defectology of the Academy of Pedagogical Sciences A.K. Markova, L.F. Spirova, G.V. Chirkina, A.V. Yastrebova; syllabic tables by A.S. Stern).

Quest Series Objectives:

• 1. Determining the level of accessibility of the syllabic structure of a word for spontaneous isolated reproduction; determination of the nature and amount of possible distortions.
• 2. Study of children’s abilities to use words of simple and complex syllabic structure as part of a minimal context, the nature and number of possible distortions in various ways of using words.

The second direction includes sets of tasks aimed at studying speech motor skills; tasks to reproduce the main components of the sound-syllable structure of words (determining the length of a word, the number of structural elements of a syllabic sequence, accentuation); examination of the possibilities of dynamic and rhythmic organization of serial movements and actions.

This series of tasks is developed based on: theoretical research PC. Anokhin, in particular, the law he formulated of the anticipatory reflection of reality as the universal predictive ability of living matter; research in physiology N.A. Bernstein about the brain's ability to anticipate reality speech influence; psychological theory of perception as a process of segment-by-segment analysis through synthesis, determined by probabilistic forecasting (D. Fry, P. Ladefogd, L.R. Zinder, I.A. Zimnyaya, etc.).

The study of complex parameters of movements and actions in children is carried out using several sets of tasks developed on the basis of tests by N.I. Ozeretsky, M.B. Eidinova and the methods of A.R. Luria.

Quest Series Objectives:

• 1. Identifying the possibilities of perceiving and assessing the length of a word, the presence or absence of accentuated components in a syllabic sequence, determining dysrhythmia and distortions in a lexical unit.
• 2. Study of the ability for probabilistic forecasting and segment-by-segment analysis of a word and determination of the specifics of predictive operations on various materials.
• 3. Identification of the dependence that determines the level of formation of the mechanisms of anticipatory synthesis, probabilistic forecasting, and segment-by-segment analysis on the degree of mastery of the syllabic structure of a word in the process of pronunciation.
• 4. Study of the ability for the dynamics of mastering the processes of word perception within the framework of experimental time.
• 5. Identification of the state of complex parameters of motor acts: rhythmic and dynamic.
• 6. Studying the possibilities of constructing serially organized movements, the nature and number of possible difficulties.
• 7. Determination of the dynamics of teaching rhythmization, construction and retention of serially organized movements during the examination process.

"Investigation of the syllabic structure of a word according to Z.E. Agranovich

During the examination, school-age children are given tasks both orally and in writing:

• · reading words of complex syllabic structure; reading sentences rich in words of different types; reading tongue twisters;
• · copying complex words and sentences; recording words and sentences from dictation; writing test auditory dictations.

Thus, during the examination, the speech therapist identifies the degree and level of violation of the syllabic structure of words in each specific case and the most typical mistakes that the child makes in oral and writing(violation of the number and sequence of syllables in 2 5-syllable words, in words with a combination of consonants, replacement of syllables, etc.). This allows you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

Organization and conduct of speech therapy work on the development of the syllabic structure of words

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

• · preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language);
• · actual correctional (work is carried out on verbal material; the goal of this stage is the direct correction of defects in the syllabic structure of words in a particular speech-language pathologist child).

In accordance with the principles of the psychological and pedagogical classification of speech disorders, a category of children with such a disorder as general speech underdevelopment, in which there is insufficient formation of all language structures, is identified. Speech suffers as a whole functional system, in which all its components are violated: phonetic-phonemic side, vocabulary, grammatical structure.

OHP in preschool children can manifest itself in different ways. In complicated forms of this disorder, in addition to the listed components of speech, the syllable structure of the word is additionally disrupted. (The concept of “syllable structure” of a word usually means the relative position and connection of syllables in a word.)

At the same time, the child’s speech has pronounced deviations in the reproduction of the syllabic composition of the word. These deviations have one or another character of changes in the correct syllabic sound and can manifest themselves as follows:

1. Violation of the number of syllables:

Abbreviation (omission) of a syllable – “skein” = “hammer”

Omission of the syllabic vowel - “pinino” = “piano”

Increasing the number of syllables by inserting vowels into consonant clusters – “komanata” = “room”

2. Violation of the sequence of syllables in a word:

Syllable rearrangement – ​​“devore” = “tree”

Rearrangement of sounds of adjacent syllables - “gebemot” = “hippopotamus”

3. Distortion of the structure of an individual syllable:

Abbreviation of consonant clusters – “tul” = “chair”

Insertion of consonants into a syllable – “limont” = “lemon”

4. Similarity of syllables - “coconuts” = “apricots”

5. Perseverations (cyclical repetition, persistent reproduction):

- “beat...beat...librarian” + “librarian”

6. Anticipations (replacing previous sounds with subsequent ones):

- “nananas” = “pineapples”.

7. Contaminations (mixing words)

- “in the refrigerator” = “in the breadbox and refrigerator.”

The predominance of errors, expressed in the rearrangement or addition of syllables, indicates a primary underdevelopment of the child’s auditory perception. Errors such as reducing the number of syllables, assimilating syllables to each other, reducing consonant clusters indicate a predominant violation of the articulatory sphere.

At the same time, violations of the syllabic structure of words are retained in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, acquired in isolated pronunciation, is often distorted again when this word is included in a phrase or independent speech.

The degree of familiarity with the word is of great importance for the correct pronunciation of the syllabic composition of a word. Unfamiliar words are distorted more often than words well known to the child.

Classification A.K. Markova,

which identifies 14 types of word syllabic structure in increasing degrees of complexity. Words become more complex both in increasing the number of syllables (one-syllable, two-syllable, three-syllable and four-syllable words) and in terms of the complexity of the syllable (open and closed, forward and backward, syllable with and without consonants):

1. Two-syllable words made from open syllables.

2. Three-syllable words made from open syllables.

3. Monosyllabic words.

4. Two-syllable words with a closed syllable.

5. Two-syllable words with a flow 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 consonant cluster and a closed syllable.

10. Three-syllable words with two consonant clusters.

11. Monosyllabic words with a consonant cluster 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.