Ebbinghaus technique.
The technique is used to identify the level of speech development and the productivity of associations. Instructions: “Fill in the missing words.”
Instructions : “Place the dots.”
Analysis of results: The speed of finding and productivity of associations is recorded.
A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, the connection of details into a single whole).
This technique is used to determine the level of development of understanding of grammatical structures.
Task 1. 1. “Listen to what I read to you and tell me.” 2. “Read and retell.”
Jackdaw and dove.
The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote. The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw. Then the pigeons drove her away. She went back to the jackdaws, but they didn’t accept her either.
Ant and dove.
The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto this branch and escaped. The next day the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.
Smart jackdaw.
The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw was out of reach. She began throwing pebbles into the jug and scattered so many that she could drink.
Most beautiful.
An owl was flying. Other birds flew towards her. The owl asked: “Have you seen my chicks?” - What are they like? - Most beautiful!
Analysis of results: understanding of the sequence of events, general and hidden meaning is taken into account.
Task 2.
Addressing the child, the teacher says: “Listen carefully. I will name a few words. Make up several sentences from each set (one sentence). If necessary, change these words or add one or more words to the set.”
Sets of words: 1. Girl, album, drawing. 2. Child, cup, milk. 3. From, cage, siskin. 4. Sasha, skiing, riding, on.
Grading scale.
| 4 or more | 5 |
| 3 | 4 |
| 2 | 3 |
| 1 | 2 |
| 0 | 1 |
Task for in-depth diagnostics.
“Listen to a series of words and make sentences from them.” 1. Girls sing in the choir. 2. Passengers on the tram get off.
Task 3.
Two cards with pictures are laid out on the table in front of the child:
The teacher says: “The boy in the white shirt is called Petya, and the boy in the checkered shirt is Vanya.” Then, under these pictures, the teacher lays out eight separate cards with sentences of varying syntactic complexity printed on them. These sentences represent a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya.
Then the teacher says: “Read these sentences. Put separately those that say what Petya drew, and separately those that say what Vanya drew.”
Note: If the child does not read, deictic gestures are used. The teacher reads the sentences. The child shows with his finger who drew: Petya or Vanya.
Task for in-depth diagnostics.
“Show me where in the picture: - the circle under the square; - a square over a circle; - circle on a square; - a circle over a square."
Phoneme discrimination and selection test.
The sound discrimination test consists of 8 basic tasks and 6 tasks for in-depth diagnostics. The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - at the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis.
To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing: individual sounds in a series of sounds (task 1) and synonymous words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, affricates of voiceless and voiced, hard and soft phonemes. If necessary, additional tasks can be used for this purpose.
At the time of using this test, it is necessary to have data on the state of the child’s physical hearing. This is because even slight hearing loss in early childhood makes it difficult to distinguish speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the development of the entire sound system.
Exercise 1.
Addressing the student, the teacher says: “Now I will name various sounds. Be careful: if among these sounds you hear the sound Ш, then raise your hand. Listen:
T, Sh, Ch, F, Shch, Sh.”
After the student completes this part of the task, the teacher continues the instructions: “Now raise your hand when, among the sounds that I will pronounce, you hear the sound 3′ (зъ). Listen:
S', C', 3′, T', 3' ". And finally, the teacher says: “Now I will again name the various sounds. Raise your hand only when you hear the sound T. Listen:
S, Ch, T, C, S, C, Shch.”
Note: The sounds Ш, 3′, Ц occur twice in given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following assessment standards are proposed.
Task for in-depth diagnostics.
“When you hear the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA.” After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SY. Listen:
ZYA, XYA, SA, XYA, TYA.”
Task 2.
10 drawings are laid out on the table in front of the child (see below). Next, the teacher says: “Look at all the pictures and tell me, are all the objects depicted in the pictures known to you? Do you know the names of all these items? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (two words each), and you will show them in the drawings.” Next, the teacher names the following pairs:
grass - firewood, duck - fishing rod, roof - rat, bear - mouse, barrels - kidneys.
Task 3.
The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are depicted in these pictures contain either the sound D or the sound T. Next, the teacher asks: “Do you know all the objects?” The child usually answers in the affirmative.
Then the teacher lays out two more pictures: the first one shows a white house, the second one shows a black one. The teacher turns to the student again: “Place pictures of objects with the sound T near the white house, and pictures with the sound D near the black house.”
Task 4.
Addressing the student, the teacher says: “Remember and name as many words as possible that contain the sound S. Remember that this sound can be at the beginning of a word, in the middle, at the end.”
Task 5.
First, the teacher asks the child to write the word on a piece of paper
"frying pan".
As a rule, the student refuses to do this, citing inability to write well. The teacher calms him down, saying: “Well, then we will do things differently. I will write down the words. To do this, you will first dictate to me the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.”
Then the teacher calls out the words one by one:
nose, spider, school, tent, frying pan.
Task for in-depth diagnostics.
“Name the first and last sound in the word
ELEPHANT".
Task 6.
Four cards are laid out on the table in front of the child (see below). The teacher asks whether the student knows the names of the objects depicted on them and asks them to name them. Then, turning to the student, he says: “Select from these four pictures the one in whose name the first sound is the same as in the word “swallow.”
Task for in-depth diagnostics.
“Choose from among the pictures the one that begins with the sound B.”
Task 7.
The teacher places four letters on the table in front of the child:
H W T
Checks to see if the child knows what letters these are and asks to name them. Then the teacher says: “Now I will say one word - the word “cup.” And you select from these four letters (SH, CH, C, T) the one that corresponds to the first sound of this word.”
Task for in-depth diagnostics.
“Choose from four letters the one with which the word AIST begins.”
O U A M
Task 8.
Addressing the student, the teacher says: “Now I will name each sound in the word separately, one after the other. Listen carefully and say what word comes out of these sounds.” (The teacher pronounces sounds at intervals of 4-5 seconds.)
Task for in-depth diagnostics.
“Tell me what word will come out of the sounds that I pronounce.” (Sounds are pronounced at intervals of 2-3 seconds.)
“Name the first sounds in the words that indicate the names of the objects depicted in these pictures.”
