System of work on differentiation of sounds in phonetic-phonemic speech underdevelopment

Distinguishing the pronunciation of sounds in the absence of sound replacement

• First practice pronouncing that defective sound that the child used to have. You pronounce the words the way the child pronounced them before (that is, pronouncing the sound incorrectly), then correctly (sometimes vice versa). The child “guesses” when you pronounced the word correctly.
• The child must first pronounce words correctly, then the same way he pronounced them before (sometimes vice versa). You "guess" when he said it correctly and when he didn't. From time to time you will “make mistakes” (confuse correctly and incorrectly pronounced words), and the child must detect and correct these mistakes of yours.
• You pronounce the word the way the child used to pronounce it. He must “correct” your pronunciation - pronounce the word correctly.
• You pronounce a word correctly, and the child must repeat it after you the way he pronounced it before (defectively), and then “correct” his pronunciation.
• The child must first pronounce the word correctly, then the way he pronounced it before (defectively), then again correctly.

Distinguishing the pronunciation of sounds when replacing sounds

The work of distinguishing sounds will be described using the example of the sounds [s] and [w]. Expected situation: instead of the sound [w], the child pronounced the sound [s]. Pre-familiarize your child with the corresponding letters. Other symbols can be used: for example, the sound [s] (old pronunciation) may be indicated by a black circle, and the sound [w] (new pronunciation) may be indicated by a red circle.

Differentiation of sounds in an isolated position. When you show your child the letters [s] or [sh] (or symbols that replace them), he should pronounce the corresponding sounds.

Differentiation of sounds in syllables. You pronounce syllables very slowly, among which there are syllables with the sounds [s] and [sh], [ra], [shi], [lo], [su], [re], [sha], etc. Bogda child hears one of the differentiated sounds, he must show you a picture with the corresponding letter and name the sound that he heard.

Differentiation of sounds in words.

• You slowly pronounce words where the sounds [s] or [w] are at the beginning of the word (garden, son, fur coat, sleep, step, etc.), the child must name the sound with which the word begins. Make sure that you do not alternate words first with one sound, then with another, in this case the child will stop paying attention to the verbal material and will simply begin to raise his hand through the word.
• You pronounce simple words where the sounds [s] or [w] are in the middle of the word: porridge, braid, mustache, soul, ears, fox, etc. The task for the child is the same as in the previous case.
• You pronounce simple words where the sounds [s] and [w] are at the end of the word: forest, ladle, fox, mouse, shower, cape, etc. The task is the same as in previous cases. Be sure to ensure that among the words there are no words in which both differentiated sounds are simultaneously present.
• The child must come up with words that begin with the sound [s] or [sh].
• You name pairs of words that differ from each other in only one sound ([s] or [sh]), for example: bowl - bear, koska - cat, helmet - porridge, cape - mouse, etc. Having named a pair of such words ( for example, a braid is a cat), you ask the child questions, for example: “What can be braided on a girl’s head?”, “Who says meow?” The child must answer your question using the correct word.
• The child should repeat after you words that contain both differentiated sounds at once: highway, land, boxwood, pole, etc.
• The child should repeat after you words in which there are both differentiated sounds (as in the previous exercise) and words in which the same sound occurs twice (for example: kebab, nipple, checkers, etc.). In the latter case, the child often replaces the repeated sound with another (for example: shashlik - sashlyk or shashlik, soska - fry or shoska, etc.).

Differentiation of sounds in sentences. The child should repeat after you sentences in which differentiated sounds occur in large numbers, including in one word: Sasha is walking along the highway. The cat ate the mouse. Boxwood grows in the garden.

Differentiation of sounds from pictures

• The child must arrange the pictures whose names contain the sounds sounds [c] [w] into two piles: one with the sound [s], the other with the sound [w].
• The child must choose from a bunch of pictures those whose names contain the sound [s] (among the pictures there should also be pictures whose names contain the sound [w]). Then from the same pile you need to select those pictures whose names contain the sound [w].

Example words for differentiating sounds

Words for differentiating sounds [s - w]: Sasha, highway, land, drying, six, pole, wool, nimbleness, duchess, fascist, procession, knuckle, rustle, boxwood, weightlifter, wasteland, eared, chance, shepherdess, machinist, hornet, kebab, checker, cone, nipple, sausage, gopher, samsa, swineherd, space. Words for differentiating sounds [z - zh]: rod, lighter, yellowness, life, clamp, ignition, iron, healing, makeup artist, zhizha, ground beetle, excitement, splinter, gap, sweetheart, arrogant, zrazy. Words for differentiating sounds [ts - s]: tank, citrus, kingdom, stairs, desert, hotel, station, specialist, sun, village, abscess, oyster, process, male, tsatsa, tsetse fly, concept, Cicero, queen, stanzas , Stae, pacifier, iconostasis. Words for differentiating sounds [l - r]: roll, eagles, throat, lorgnette, Lara, overlock, Karl, Clara, drill, caravel, coral, den, marmalade, carnival, Frol, flora, formula, casket, charlatan, corporal, emergency, rapier, spring, castling, Aurora, resort, bell, balalaika, scrap metal, puzzle. Words for differentiating sounds [l - i]: husky, bark, apple, Yalta, balalaika, pancakes, blanket, spinning top, Christmas tree, slide, puff pastry, Dalai Lama, Jamaica, egg, bell, puzzle. Words for differentiating sounds [l' - i]: ruler, watering can, spruce, lily, beehive, glue, train, alley, manger, sculptor, Julia, hookah, Leah, skiff, lithium, alliance, flute, rut, Jamaica, egg , Lilya, Lala. Words for differentiating sounds [p - i]: paradise, swarm, Paradise, brightness, fair, yoke, region, edge, cut, troika, Ermak, moira, saury, yurt, fireworks, Beirut. Words for differentiating sounds [p' - th]: prairie, reika, Korean, Yuri, Guria, aria, Maria, boyar, mayor's office, Austria, fury, remake, Friedrich, refrain, referent, scrape, secretary, crossroads. Words for differentiating sounds [р' - l']: solarium, malaria, cavalryman, April, cleric, coppice, pilgrim, grill, charm, lyrics, prel, tide, healer, binding, quail. Words for differentiating sounds [t' - h]: teacher, bird, flow, seal, mosque, buckshot, first aid kit, reading, quarter, chick, respect, shadow, aunt, bowstring, black grouse, dot, scarecrow, why, drawing, tap dance .

Khvattsev M. E. on the development of phonetic differentiation

Initially, the word means both an object, a goal, and a means of action (Prof. V.V. Bunak), i.e. is a proposal. For example, with the word “meow,” a child means: 1) “Here is the cat,” 2) “Cat, go away,” 3) “Cat, come,” 4) “I’m afraid of the cat,” 5) “Give me the cat,” etc. This reveals the situational nature of children’s speech based on the generalization of many conditioned stimuli: here the word expresses an entire situation. The transition from a word-sentence to a sentence of several words requires the ability to break down the unity of a situation into individual components; this occurs when the child has 40-60 words, usually at the age of 1-2 years (Lublinskaya). Only later, with the emergence of a certain content in the child, i.e. understanding of a word, it stands out from the formed sentence as part of it.

A new word, like any first stimulus, at first, due to the irradiation of excitement, has a generalized, meaningful character. It means many similar objects both in terms of essential characteristics, function (a child can call boots, galoshes, and boots) and in terms of non-essential ones (“wow-wow” means a porcelain figurine, a dog, a portrait of his grandfather, and wall clock, and horse). Sometimes, depending on the commonality of some features of things in a given situation and the weakness of the analysis, on the contrary, the same object is called by different words. So, according to Rosengart, a duck is sometimes called a dog (the toys are the same size), sometimes a teapot (they are the same color).

Both the initial understanding and mastery of pronunciation in a child are initially based on the rhythm and intonation of the word without distinguishing its sound composition. The child says: nanok instead of lights, tititú instead of bricks, etc. He strives to reproduce even the rhythm of a phrase. Young children, for example, love to pronounce rhythmic chains of rhyming sound combinations (titi-tili-tikotom). In differentiating the meaning of speech in the early stages of childhood, the main role is played by the emotional coloring of what is being said.

In the “period of melodies” (Kaczmarek), the child understands speech from them, first of all imitates them and widely uses them to differentiate his statements (Ohnesorg). Sometimes the child supplements intonation with facial expressions and gestures (Kogen). Since he imitates the intonation of adults, his speech seems richer in intonation than the speech of those around him (Zeman). By the age of three, speech becomes equal to that of adults, but in emotional states there is a return to the previous state.

Discrimination of phonemes occurs relatively slowly: even in the second year, children do not distinguish the words bak, poppy. Only from the second half of the second year does the semantic differentiation of the word begin, and with it the semantic distinguishing function of sounds, i.e. phoneme selection. Accordingly, the articulation is also clarified. The quality of pronounced sounds depends on it. At first, articulation occurs only reflexively, without conscious control, then in some cases it is carried out consciously. This explains the well-known cases of disappearance in young children of certain unconscious sounds that were already present in speech, apparently more easily amenable to inhibition. Often, after some time, inhibited sounds suddenly appear again, depending on the duration of extinction, environmental stimuli, etc.

Already at the end of the first half of the year, in the babbling of many children it is possible to distinguish quite clear sounds s, b, p, m, g; then gradually, by the beginning of the second year, e, y, s, o, and appear, i.e. all vowels and consonants in, t, d, k, x, l, s, f. Most of these sounds are not formed immediately in the correct form, but through intermediate, transitional sounds. Such sounds are softened corresponding to normal sounds (д, ь, н, сь, ць, рь, л) or similar in the method of articulation (instead of r-l, instead of s-t, etc.), bilabial l or v instead of l , b instead of c (tel - table, lyapa, yapa, vapa - paw, badya - water, lyutska - handle); instead of fricatives, stops (dip instead of live). Gradually, through transitional sounds, consonants are differentiated. For example, t passes into k through the stages: t dental, t palatal, t kakuminal (tip of the tongue) normal k; s, v, w: s, s, w. In this case, all transitional sounds coexist for some time.

Every sound substitute represents a certain number of articular movements , corresponding, although not entirely, to the number of movements of the sound being replaced. This not only advances the child along the path of mastering the replaced sound, but enriches the child’s articulatory fund, which facilitates the mastery of other sounds. Each child has his own dominant sounds, which most often replace other sounds. Later appearing sounds are formed from diffuse sounds of the earlier period. This happens in different ways even in the same child. For example: 1) s'ubi - s'z'ubi - z'by - teeth. 2) t'ubi - s'ubi - yubi - sh'yubi - j'yubi - teeth - teeth.

The diffuseness of sounds makes them unstable: in the same word, first one sound and then another is pronounced (bank and banga, drink and write, matiki and matsiki - boys). The period of final consolidation of a new sound lasts from 15 to 22 days, sometimes up to three months. The more complex the articulation, the longer the substitute existed and the more it differs from normal articulation, the longer this period.

The identification of phonemes (according to Shvachkin) occurs in the process of their phonemic opposition in the following time sequence: first, the vowel a is isolated, in contrast to other vowels; then they differentiate and - uh, y - o, and -y, uh - o, and - oh, uh - y. The most difficult to digest are and -y, since they are formed by the greatest narrowing in the oral cavity; o - y are similar in articulation and poorly differentiated from each other. Then consonant sounds are differentiated into sonorant and noisy. Moreover, for distinguishing sonorous sounds, hearing plays the main role, and noisy sounds - articulation. Much later, after about a year, the softness and hardness of consonants differ. In the subsequent differentiation of sonorants among themselves, the child, depending on the individual, relies either on hearing, or on articulation, or on both. Subsequently, the labials l, b, m, f, v are primarily distinguished from the noisy ones (sight also helps here). They differ from lingual ones, while the plosives are primarily distinguished as acoustically brighter, articulatory lighter (p - t, b - d, p - k, b - g, p - f, t - s, k - x) . Further, the lingual front and back rows (t - k, s - x) are distinguished from one another.

Subsequently, more difficult differentiation of voiceless and voiced consonants develops, although they were unconsciously used by the child before. This distinction is made difficult by the sameness of articulation. Subsequently, there comes a period of differentiation of hissing and whistling sounds and, finally, the distinction between l - y, r - y. As a rule, in the period of formation of consonants, voiceless sounds, not complicated by the work of the larynx, precede voiced ones, plosives predominate over fricative ones, because it is easier for a child to roughly press the organ of speech for a short time than to hold it close at a short distance for a long time. That is why sh, zh, s, z, c appear much later than other consonant sounds - only in the third year, and sometimes even at the end of the fifth year. The solid sounds of lyres arise due to the special complexity of their articulations much later than other sounds, often only by the fifth or sixth year and later.

In all cases, the first sound of the word stands out better. This course of phoneme development is observed in most children. A significant part of them rather acquire phonemes acoustically, a smaller part - articulatory (Shvachkin), i.e. not all sounds that a child can hear are pronounced by him. The newly acquired sound for some time becomes a strong irritant - a dominant, and due to insufficient differentiation with the substitute, the latter is forced out even from the places it legally occupies. Having mastered, for example, the sound sh (previously pronounced s), the child says: fleas, shuk; having mastered the sound r (said l), he pronounces: rapa, rozhka. Sometimes other sounds that are similar in articulation (and due to the process of generalization) are also replaced, such as: rozhik instead of knife, racha instead of dacha.

The longer a “premature” sound lingers in a child’s speech practice, the slower and more difficult it is to acquire its completed form. Since the development of a child’s hearing outstrips the development of his speech motor skills , then from the end of the second year, pronunciation deficiencies are mainly caused by imperfections in motor skills, to the improvement of which special attention should be paid. New sounds, similar in articulation, usually appear in a whole group. Therefore, the appearance of one of them is very important.

Of the sound combinations, the most stable are the combinations of the consonants p, b, then t, l, d, k, n, d, mainly with the vowel a, occasionally with u and o (pa, ba, ma, pap, bap, mam, etc.). P.). Frequent softening of sounds is caused by greater articulatory tension (the opposite rarely occurs), which causes a raised midsection of the tongue and is observed in emotional speech.

In children under two years of age, it is common to replace voiced consonants with voiceless ones. This is more often observed with explosive speeches (dad instead of woman, aunts instead of children, etc.), especially with emotional speech: let's go! ph putu! (here I will!). Pochesova explains this phenomenon by the fact that excess energy directed to articulation inhibits the vibration of the vocal cords. This completely coincides with Pavlov’s teaching about the role of the dominant stimulus. But interjections and onomatopoeia do not obey this rule.

From the latest examples it is clear that the emotionality characteristic of young children determines certain phonetic peculiarities of their speech. When synthesizing a word, the strength of syllables as sound stimuli plays a decisive role. The child, imitating the word he hears, catches and initially pronounces only the first or only the stressed syllable. An unstressed syllable, especially a pre-stressed one, is often greatly distorted or completely omitted (midoy - tomato, atobul - car, klyandash - pencil). Often the entire word is replaced by one of its syllables, regardless of their number (va - mittens, ko - milk, etc.), then the second strongest syllable is added to it, often the last one, and finally a weaker syllable is introduced into the word . After some time, under the influence of the speech of others or training, the child masters the normal pronunciation of the word. So, the word milk is pronounced sequentially: moko, mokolo, milk. Thus, the physiological law of the strength of sound stimuli determines the initial rhythm of children's speech - the predominance of trochee (established by Shvachkin): baka, instead of dog, Vádya instead of Volodya, Sėnya instead of Semyon, etc.

It happens that stressed syllables also drop out (bo instead of hurts, boo instead of sick). The more syllables there are in a word, the more often they are omitted. Weak sound analysis, lack of articulation (Shvachkin), kinesthetic differentiation and sense of rhythm are significant reasons for missing syllables. An open syllable is easier to learn; a closed syllable is less common in children's speech and appears later.

When several consonants come together in one syllable, due to the difficulty of articulation, partly due to the weakness of phonetic analysis, usually only one of them remains: syasno - scary, yaboko - apple, tel - table, basoy - big, másya - butter. Often these combinations are replaced with the sound t: lekato - medicine. The most difficult combinations for a child are the following combinations: two plosives (bg), sonorant - plosive (lk), fricative - plosive (st), two fricatives (cx) and consonants with the same (sz) or similar place of formation (sd, vp). In this case, the transition of the sound of the posterior formation to the sound of the anterior formation (xv) is easier than in the reverse order (vx).

At the same time, the most difficult of these combinations, located at the beginning or at the end of the word, turn out to be the easiest in the middle of it: they are split there between syllables (vozvozd - sunrise; overtaking - overtaking). This explains that such combinations at the beginning or end of a word are shortened (one of the consonants is dropped), but in the middle they are completely preserved. Sometimes a child, in order to avoid a overlap of consonants, introduces additional vowels, which are gradually reduced: I don’t zinayu - I don’t concede - I don’t know (Sikorsky), on the carpet, ship, etc.

According to Gvozdev, only those groups in which the second sound is one of the sounds of the group l, r, й, (j) do not fall out. These confluences are absorbed first. Then the child masters the combination of plosive with fricative, and much later - sonorant with plosive.

In addition to omissions (eliminations) and replacements (substitutions), children aged 3-5 years experience: 1) permutations (metathesis), especially in long words and when they contain r and l (caused by difficulty remembering the sequence of sounds in a word): ground, kolomotiv, levolver (and in adults!), talėrka, chedomán, prádva, galavút, loop, forge; 2) doubling (republication): nurse - one; 3) merging (contamination) of two words into one: Mifimich instead of Mikhail Efimovich, igrusu - pear (under the influence of the word toy), patelefdn - gramophone and telephone; 4) assimilation (assimilation) under the influence of the general similarity of words and sounds (bupka instead of bun, bamyazhka instead of piece of paper). Types of likening are the following cases: lalaz - climbed, pintsėnya - cookies, mamėto - in place, natakan - glass; 5) premature pronunciation of the subsequent sound in a word (anticipation). Such pronunciation features appear in other cases due to insufficient differentiation of the inhibition process in the area of ​​the auditory analyzer and the resulting weakness of phonemic analysis; in other cases due to the imperfection of the motor analyzer, sometimes due to the inertia of the processes of higher nervous activity (repetition, anticipation). In a child’s assimilation of speech sounds, it is extremely important for him to become aware of their phonemic significance. Meanwhile, a child under 3-4 years of age has difficulty distracting himself from the objective content of a word in order to focus his attention on its sound form.

At first, it assimilates phonemes practically, but gradually, year after year, sporadically, it begins to consciously comprehend the form of the word. Although at 3-4 years old children do not yet isolate individual sounds from words, they notice irregularities in the sound of words. “I can’t do that” or “She can’t do that” (pronounce a word with a given sound). Therefore, children have a negative attitude towards adults imitating their speech. Often, a 4-5 year old preschooler, having heard a speech sound noted by his mother or teacher, points to a number of words that contain this sound, takes into account corrections in pronunciation, notices its incorrectness and corrects his friends.

Pochesova also notes that at a certain age a child has all the phonemes of the mother’s language, but not all of them are realized in his conversation. He does not pronounce r for a long time and usually replaces it with the sound l (rak - lak). But he protests vehemently if adults imitate his incorrect pronunciation. So, when the father called the girl “Ilenka” instead of “Irenka,” her brother demanded: “Shout louder!” His father’s clearer pronunciation of this word did not reassure him: “Say it even louder!” The boy was satisfied only when he heard “Irenka.” “I said Ilenka.” As you can see, a child’s understanding of speech is much ahead of speaking. “Small puppies have big ears,” says the famous linguist Jespersen.

Subsequently, although the child distinguishes phonemes by ear, for some time, due to the strengthened cortical connections, he often replaces them with others, previously pronounced. Thus, for a relatively long time he perceives the speech of others through his “phonetic sieve”, i.e. based on ingrained incorrect sound stimuli (images). This also explains that in new, less commonly used words, sounds are pronounced more correctly than in older ones (Ohnesorg). This leads to a methodological rule: newly learned sounds must be included in new words. Those sounds of a word that are more closely related to its meaning (sounds of the root of the word, inflections) become dominant.

Summarizing the phonetic peculiarities in the ontogenesis of speech, it is necessary to emphasize the position put forward by prof. that is important for speech therapy practice and confirmed by it. A. N. Gvozdev: the determining, main role that complicates the formation of sound pronunciation in children is played by insufficiently developed speech motor skills of the speech apparatus. At the same time (approximately in the third year), the child’s hearing is already sufficiently developed for subtle sound perceptions. Thus, hearing is the leading analyzer in the assimilation of the speech of others. At the same time, he also becomes a controlling regulator of his own pronunciation, which enhances the development of phonemic hearing. Speech therapy work in kindergartens is based on this interaction of hearing and articulation. But in pathological cases the stated patterns are violated.

The process of continuous development of a child’s speech from the first months of his life proceeds individually differently, sometimes delayed, sometimes accelerated, with unequal periods of replacement of the old quality with the new. Either the child makes great progress, then suddenly stops, then loses already acquired speech skills, then suddenly restores them.

Phonetic features also become obsolete in different children at different ages (from 3 to 8 years). These terms mainly depend on the teachers, since, according to K. D. Ushinsky, “the age of the child is in the hands of the teacher.”

Rules for differentiating sounds

• If the child did not have a replacement of sounds (for example, he pronounced the sound [w] as an unclear hissing sound or the sound [r] - with one beat), it is very advisable to distinguish his old pronunciation from the new one. This will allow the child to quickly “get rid of” the previous defective pronunciation.
• If the child did not pronounce any sounds (missed them in speech), the need to differentiate these sounds disappears by itself (there is nothing to differentiate).
• If a child replaced a sound with some other sound (for example, [w] was pronounced as [s], or [r] as [l]), these sounds must be differentiated in order to prevent the child from developing reading and writing disorders.
• You can begin to differentiate sounds after the child freely pronounces them in syllables following you by imitation.

Differentiation of sounds in the speech of children in speech therapy classes

Olga Khusyainova

Differentiation of sounds in the speech of children in speech therapy classes

Correct speech is important for a child's development. Of particular importance is correct sound pronunciation and perception when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of pronunciation deficiencies in children . Children who cannot distinguish and identify sounds by ear have difficulty mastering literacy.

This means that the most important prerequisite for successful learning to read and write is the ability to hear individual sounds in a word , separate them from those nearby, distinguish one sound from another by acoustic characteristics and analyze the entire sound composition of the word .

Work on differentiation of sounds should be in the following directions: develop auditory differentiation , consolidate pronunciation differentiation , form phonemic analysis and synthesis.

Differentiation of mixed sounds includes two stages:

1) stage of preliminary work on mixed sounds

2) auditory and pronunciation differentiation of mixed sounds .

First stage. It is necessary to clarify the pronunciation and auditory images of each mixed sound. The work should be carried out according to the following plan:

1). Clarify the articulation of sound , paying attention to visual, auditory, tactile perception, and kinesthetic sensations. Ex: you should monitor how the sound and at the same time clarify the correct articulation of the sound . Thanks to tactile sensations, it is necessary to clarify what kind of air stream is formed when pronouncing a differentiated sound , and to clarify the state of the vocal folds. For example, when pronouncing the sound [b], the lips are closed and opened under the pressure of exhaled air; the tip of the tongue moves slightly away from the lower teeth; flat tongue (use speech profile)

.
With the help of tactile sensations, the work of the vocal folds is clarified (they vibrate, resulting in the formation of a voice)
.
Children are given an auditory image of the sound [b] - it is compared to a loud, ringing sound , reminiscent of a stick hitting a drum.
The auditory image is reinforced by the visual perception of a picture-symbol with a drum pattern. 2). Isolate a sound against the background of a syllable . The children try to recognize the sound of a syllable by ear and in pronunciation, to distinguish between syllables with and without a given sound . Ex: when the speech therapist pronounces syllables with and without the required sound , the children will have to, upon hearing the desired sound , clap their hands ( “Who is more attentive?”

)

3). To develop the ability to highlight the presence of sound in a word . Ex: The speech therapist names words that have the desired sound and those that do not. Children must determine by ear whether a given sound . You cannot name words that contain sounds that are similar in acoustic properties.

4). Determine the place of a sound in a word : at the beginning, in the middle, at the end of the word, after which sound , before which sound .

5). Select words with a given sound from a sentence or text.

According to these instructions, you need to practice each mixed sound .

At the 2nd stage, it is necessary to compare specific mixed sounds in pronunciation and auditory terms. to differentiate sounds sound are clarified . However, the main goal is to distinguish them, so the speech material includes words with mixed sounds .

Tasks are used with well-known pure tongues and poetic works - dialogues and poems that are rich in the sounds , entertaining and accessible, and, in addition, diverse in intonation characteristics (interrogative and exclamatory)

.

Tasks for composing phrases and poems contribute to the development of rhythm, a sense of consonance, and rhyme. Children usually enthusiastically accept the speech therapist’s to compose or correct pure sayings or poems that for some reason the characters in the plot do not succeed in. First they suggest individual words and rhymes, and then whole phrases.

It is very important to differentiate phonetically similar sounds : hard and soft, voiced and voiceless, whistling and hissing, affricates and the sounds included in their composition. The sounds should be differentiated in the following sequence: B - P, D - T, G - K, Z - S, Zh - Sh, S - Sh, Z - Zh, C - S, Ch - T, Ch - Shch.

During the differentiation of sounds, the development of phonemic analysis and synthesis plays an important role; this is an important aspect at the stage of differentiation .

When forming complex forms of phonemic analysis, it is necessary to take into account that every mental action goes through certain stages of formation, the main of which are the following: mastering the action based on materialization, in terms of loud speech , transferring it to the mental plane (according to P. Ya. Galperin)

.

Stage I – formation of phonemic analysis and synthesis based on auxiliary means and actions.

The initial work is carried out based on auxiliary means: a graphic diagram of the word and chips. As sounds , the child fills in the diagram with chips. The action that the student performs is a practical action to model the sequence of sounds in a word .

Stage II – formation of the action of sound analysis in speech terms. Reliance on the materialization of action is excluded, the formation of phonemic analysis is transferred to the speech plane. The word is named, the first, second, third, etc. sounds , and their number is specified.

Stage III – formation of the action of phonemic analysis in mental terms. Children determine the number and sequence of sounds without naming the word and without directly perceiving it by ear, i.e., based on ideas

Language analysis and synthesis is complex mental work that is carried out in every lesson . Tasks are introduced in different parts of the lesson - where it will arouse the greatest interest among children .

Of particular interest to children are tasks in which scattered
sounds are “collected” or , conversely, they are “scattered”
, accompanied by action.
Compiling word schemes from color symbols alternates with selecting or searching for suitable words for a given scheme. At later stages of work, children solve puzzles and crosswords. At the same time, it is important to teach children to independently ask questions about sounds , syllables and words. Children perform creative tasks - ask questions to the characters in the lesson , each other and the speech therapist . intentionally made by the speech therapist in answering these questions arouse particular interest in children ; they respond emotionally, wanting to help correct the mistake and find the correct answer.
To prevent dyslexia and dysgraphia, each sound during work is associated with a specific letter.

For this purpose, I have developed, collected and used didactic material, which involves the use of most analyzers. Children are offered pictures-symbols. For example, to compare the sounds [b] - [p] I show pictures: the first one shows a drum with sticks in the form of the written letters b. Children, pronouncing the sound [b] , use the back of their hand to check whether the vocal folds are involved in the formation of the sound . At the same time, students are convinced that the sound [b] is sonorous and compare it with the sound made when hitting the drum with sticks.

The second picture shows a spider with legs in the shape of the written letters p. By pronouncing the sound [p] , children check the functioning of the vocal folds and make sure that the sound is dull . They associate the sound

Other sounds , where [g] is associated with the loud sound made by a goose, [k] - with the silent movement of a cat, [v] - with the loud croak of a crow, [f] - with the dull hoot of an eagle owl, [z] - with the ringing the squeak of a mosquito, [s] - with the howling of the wind, [d] - with the blows of a woodpecker on a tree trunk, [t] - with the silent movement of a cockroach, [g] - with the sound made by a flying beetle, [w] - with the dull hiss of a snake .

In addition, each letter takes on a specific image so that the child develops not only auditory, but also visual associations.

Thus, at each stage of correctional work on the formation of correct sound pronunciation , work on differentiation of sounds . It is the work of differentiating speech sounds that contributes to the child’s development of skills and abilities to accurately use previously defective sounds in any situations of speech communication.

Let's together teach children to speak clearly and correctly, easily and beautifully!

Contained in sections:

• Letters. Getting to know letters and sounds 2797
• Speech therapy classes 9598
• Literacy training. Sounds, letters, syllables 9203

Includes sections:

• Differentiation, automation of sounds. Didactic games 393
• Sounds [L] - [R]. Differentiation of sounds 161
• Sounds [L], [L']. Automation, sound differentiation 715
• Sounds [S] - [Sh]. Differentiation of sounds 452

By groups:

• Senior group
• Preparatory group
• Middle group

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Cards for sound automation[r]. Continuation [DRA] (at the beginning of words)

drap fight drama firewood bustard dragoon dragon shingles dratva hash browns woodcutter pellet pellet pellet woodcutter crusher teaser [DRO]
(at the beginning of words)
shot pellets dart dart wood trembling thrush yeast [DRU] friend friend squad friendship friends warrior [TRA]
(at the beginning of words)
...

Cards for sound automation [P] [RA] (at the beginning of words)

cancer slave ran host frame wound Raya horns slaves stew Roman ranet rickets radio rainbow rocket willow work ramp relatives spring warrior slingshot racket plain refined sugar romantic shell [RA]
(at the beginning of the word, in words with whistling
sounds ) dew mind satchel Russia walkie-talkie...

To more quickly distinguish sounds, comparison of similar sounds by ear and pronunciation is of great importance.

In this case, the same games and exercises are used as when recognizing a separate sound in a word. Since games here are played simultaneously with two sounds, all symbols are doubled. Pictures or toys as symbols are placed in front of the children at a certain distance from each other (to make it easier to point to them with your hand), and the child holds the figures, one in each hand.

Games to develop the ability to differentiate oppositional sounds

1. “Where is the sound?” (an example of comparing the sounds S-Sh in different ways).

The child can:

a) show pictures, toys or objects: bag, hat;

b) answer with words: garden, fur coat;

c) use onomatopoeia: ssssss - pump, sh-sh-sh - steam locomotive;

d) imitate movements silently or accompanied by sounds (pump, steam locomotive);

e) name the actions - the cry of an animal, bird or the sound of an object:

whistles (whistle) - S, hisses (tire burst) - Sh;

f) use gestures: hand goes down - C (tongue down, behind the lower teeth); hand up - W (tongue rises up).

2. “Remember and repeat.”

The child remembers five to seven names of pictures with related sounds and repeats them in the same order after they are covered by the screen or turned over.

3. “Find what you need.” There are ten or more pictures on the table. The child selects from them only those whose names contain one of the related sounds.

4. “Divide by two.”

Children are asked to correctly name and arrange the pictures into two piles in accordance with the sounds being studied in any position.

5. “Divide by two and three.”

The child must arrange all the pictures into two piles, then each of them into three more parts in accordance with the position of the sound being studied in the word.

6. "Telegraph". The children memorize four words with oppositional sounds, four children take turns naming them one at a time, the fifth again starts with the first word. For example: shower - knock - oak - mascara - shower...

7. “What is it, repeat!”

Repeat words that differ in one sound and explain how they differ (in terms of sound composition and meaning: barrels - kidneys; in the first word we hear the sound B, and in the second - P; barrels are dishes, you can salt cabbage in them, and the buds bloom on the trees in the spring).

8. “Start from the end.” The child must repeat first the second and then the first word: kidneys - barrels.

9. “Change the sound.” For example, the word cod is suggested. The child replaces the dull sound with a voiced one and pronounces the resulting word: bunny (C-3).

10. “What came first?” The teacher pronounces two or one word with paired sounds. The child is asked to determine which one is heard first. For example: R—L, red varnish—R, kilometer—L.

11. “What then?” Which of the paired sounds is heard later? Tom - house - D.

12. “Name it in order.” For example: sweet sugar - L, R; fisherman - R, L.

13. “Start from the end.”

The child names the second and then the first of the required sounds. For example: tsok - juice - S, C.

14. “Finish the word” (pictures are shown). Sh—F: u-shi, lu-zha, ski-zhi, bag-shok.

15. “Listen to your neighbor.”

Children are given two pictures with paired sounds. The teacher, starting the game, pronounces a word with one of them and points to the child, who must name the word with a different sound, the next called child changes the sound again. The named drawings are turned over to the reverse side. The result is a chain of words with oppositional sounds, for example K-G: bow, leg, cat, goose, cancer, carriage, etc.

16. “Finish the sentence.” The game is played with and without pictures: Nails need... varnish. There lives... a crayfish in the river.

17. “Who is bigger?” Children, looking at the plot picture, select words with the sounds being studied in any order (you can alternate). For example, “Winter” (N-W): snowman, scarf, sled, fur coat, throws, mittens, snow, big...

18. “Remember the word.”

Children come up with words with given sounds without pictures.

Thus, the education of phonemic hearing and differentiated pronunciation of all sounds is aimed at developing in children the ability to perceive various subtleties of sound, correctly hear and use acoustically and articulatory close sounds in independent speech - without this knowledge, it is impossible to prepare children for mastering literacy.

Differentiation of isolated sounds

(conducted as part of the lesson)

When differentiating isolated sounds, they rely on speech-motor, speech-auditory and visual analyzers.

For this stage of work, the teacher selects pictures-symbols for differentiated sounds. When practicing these sounds in previous groups, children were already taught to correlate sounds with a certain picture-symbol, and the developed stereotype must be used. The goal of the work is to teach how to distinguish sounds by comparing them according to their main qualitative characteristics - acoustic and articulatory.

The teacher slowly names the sounds, and the children show the corresponding pictures-symbols. This is how the ability to perceive their different sounds by ear is developed. Then symbol pictures are shown, and the children pronounce the corresponding sounds. The teacher asks what the lips and tongue do when pronouncing this or that sound. This is how the ability to determine the difference in the position of the main organs of the articulatory apparatus is developed when pronouncing differentiated sounds. The teacher, together with the children, sums up: what is the difference between differentiated sounds when they are perceived by ear and when pronounced.

Differentiation of sounds in words

(conducted as part of a lesson, in some cases, as a whole lesson)

The purpose of this stage of work is to teach children to isolate differentiated sounds from a word and not mix them up. When conducting an entire lesson, several types of work are used, which require the preparation of a large amount of verbal and visual material.

The teacher teaches to distinguish words that differ from each other by one of the differentiated sounds (paronyms). Using their example, he shows children that when one sound is replaced, the meaning of a word changes. The child explains the meaning of each word and indicates which word contains which sound. For example, the words teddy bear and bowl are suggested. The child says that the bear lives in the forest, and they eat from a bowl. In the word teddy bear there is a sound sh, in the word bowl there is a sound s. The teacher may ask: “What needs to be done to turn the word bear into the word bowl?” (“We must pronounce s instead of w”).

The teacher selects, according to the number of children, pictures (objects, toys), the names of which contain one of the differentiated sounds, and distributes them. Each child shows his picture, names it, highlighting the differentiated sound, and places it in an envelope attached to the board under the corresponding picture-symbol.

Children are offered words (names of toys, objects, pictures) that contain both differentiated sounds, for example: highway, drying, sun, etc. Children must correctly name pictures and toys without mixing up the sounds.

If differentiation of sounds in words is organized as part of a lesson, then one of the three listed types of work is used. At the same time, other types of work are carried out as part of the lesson in the future.

Differentiation of sounds in phrasal speech

(conducted as a whole lesson)

The teacher uses nursery rhymes, poems, tongue twisters, and stories rich in differentiated sounds in class. Children can come up with sentences themselves: based on a picture that shows an action with an object; using subject pictures familiar from previous classes; with the given word. The teacher gives instructions to come up with a sentence so that it contains as many words as possible with differentiated sounds, for example lyre (A policeman regulates traffic. A boat floats on a fast river. Fishermen have caught a lot of fish. The piano keys are white and black. Fish swim in an aquarium) , s and w (Sasha has a piece of glass on her palm. Sasha was walking along the highway. The shepherd is playing the pipe. Bumblebees are sleeping on the daisies, the baby frogs have gone to bed. Bucket sun, look out the window!), etc.

In this type of work, program material for speech development (correctly selected stories, songs, nursery rhymes, poems, pictures for composing stories, etc.) can be used.

Questions and tasks

What are the stages of work on sound formation and the requirements for their implementation?

Describe the stage of familiarization of children with the organs of the articulatory apparatus.

Describe the stage of clarifying the movements of the organs of the articulatory apparatus.

Tell us about the features of working with children at the stage of evoking sound by imitation.

Indicate what the teacher needs to take into account when selecting didactic material for classes at the stage of developing clear pronunciation of sounds in words.

What should a teacher pay attention to first of all in the process of teaching children the correct pronunciation of sounds in phrasal speech?

Describe the main stages of work on differentiating sounds.

Planning work to develop correct pronunciation

The main form of work with children on the formation of correct pronunciation is classes: frontal, subgroups and individual. (When getting acquainted with the practical material of this manual, presented in the form of stages of work, one should not forget that each stage is carried out either as a whole lesson on the sound culture of speech, or as part of any lesson on speech development, etc.).

Frontal work is carried out regularly with the entire group according to annual planning (see Table 4). When planning it, we proceed from the time allocated by the program for classes in the native language. Classes entirely devoted to the education of the sound culture of speech are held in the middle and senior groups approximately once a month, and more often in the younger groups. In addition, individual exercises in all groups, including the preparatory group, are included in other classes (at least once a week). For example, 5-7 minutes can be devoted to developing the sound culture of speech in classes such as memorizing poems, telling stories from a toy, or a picture.

Certain types of work on cultivating the pronunciation aspect of speech (development of auditory attention, speech breathing, tempo, rhythm of speech) can also be included in musical classes.

Thus, work on pronunciation education is carried out once a month as an independent (whole) lesson on the sound culture of speech and once a week as part of a lesson (on the native language, music, etc.). These classes are carefully prepared by the teacher. Carrying out frontal work, the teacher can see how each child assimilates the program material and the difficulties that arise in individual children. This gives the teacher the opportunity to outline a plan for future activities, think through what to do next with the child, what and how to work with him in subsequent stages.

Work in subgroups is carried out with those children who have not mastered the program material of the frontal lesson. It is organized 2-3 times a week in the morning (before breakfast) or in the evening (after a nap and before going home). The composition of the subgroup (no more than 4-6 children) changes, since during frontal work difficulties may arise in different children. For some, preparatory exercises for the correct pronunciation of a sound are difficult, for others - clarifying an isolated sound or pronouncing it in words. Those children who were absent from the front lesson are also included in these subgroups. Working with subgroups, the teacher eliminates the difference in children’s skills and abilities, and children, in turn, have the opportunity to master subsequent program material in front-line classes.

Individual work on the formation of sound pronunciation skills is carried out at a time convenient for the teacher with children who have not mastered the sound pronunciation material provided for the entire group. Classes in subgroups are also not sufficient for them.

Work with children should be carried out according to an individual plan drawn up by the teacher together with a speech therapist. Parents should take an active part in it, performing certain tasks with the child at home, suggested by the teacher and speech therapist. If necessary, children who later entered kindergarten or missed a lot due to illness are involved in individual lessons. With such children, they individually practice the material covered with the whole group. Children with whom individual lessons are conducted are not exempt from participation in general frontal work on sound pronunciation.

Questions

What are the features of organizing frontal classes?

How to organize work with subgroups of children?

How is individual work carried out?

Approximate work plan for the year

Table 4

A collection of didactic games for differentiating mixed sounds in preschool children

MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 381

COLLECTION OF DIDACTIC GAMES

TO DIFFERENTIATE MIXED SOUNDS

IN PRESCHOOL CHILDREN

WITH SPEECH DISORDERS

Compiled by – teacher-speech therapist Leonova Natalya Grigorievna

Speech therapy work on the formation of auditory differentiation of specific pairs of mixed sounds includes two stages (R.I. Lalaeva): the first is a preliminary stage of work on each of the mixed sounds; the second is the stage of auditory and pronunciation differentiation of mixed sounds.

At the first stage, the pronunciation and auditory image of each of the mixed sounds is sequentially refined. The work is carried out according to the following plan.

• Clarification of sound articulation based on visual, auditory, tactile perception, and kinesthetic sensations.

• Isolation of sound against the background of a syllable.

• Formation of the ability to determine the presence of sound in a word.

• Isolating a word with a given sound from a sentence.

At the second stage, a comparison of specific mixed sounds is carried out in pronunciation and auditory terms. Differentiation of sounds is carried out in the same sequence as at stage I. However, the main goal of stage II is to distinguish sounds, so speech material includes words with mixed sounds.

Working with preschool children, I was faced with the fact that the period of automation and differentiation of assigned sounds is quite long and requires a variety of tasks and play exercises.

Thinking about how to make individual and subgroup lessons on developing correct sound pronunciation more interesting, educational and educational for children, I began to look for games in specialized literature, the Internet and invent games myself. I systematized all the collected material into stages of work.

The goal of all the games in this collection is to reinforce the correct pronunciation of sounds in words and differentiate mixed sounds in words (stage II of speech therapy work). In all games, speech material can be used for any oppositional sounds: [S-Sh], [S-Z], [S-C], [Z-Zh], [Sh-Zh], [Ch-Shch], [R -L]. Most games are effectively played electronically using Smart Notebook or Microsoft Office PowerPoint.

OUTDOOR GAMES

"Show with your hand"

Material: subject pictures, words with differentiated sounds.

Progress of the game: the speech therapist pronounces the words, the children show the signal with a hand movement. For example, [Ш] - hand movement - “crawling already”, [F] - finger movements imitating how beetles move their legs.

"Ringing and buzzing"

Material: words, object pictures for differentiable sounds.

Progress of the game: the driver is selected and leaves the room. The remaining children each come up with one word or choose a picture whose name contains the sound [Z] or [Z]. The driver, having returned, approaches each child, and he says a word to him. If the driver hears the sound [Z] in a word, then he says “Rings,” if [F], then he says: “Buzzes.”

“We ran away and gathered”

Material: symbols of mixed sounds, located in different parts of the room, object pictures of differentiated sounds.

Progress of the game: the speech therapist names words with differentiated sounds (or shows the corresponding subject pictures). Children run to the sound symbol contained in the word (the name of the picture).

WALKING GAMES

“Who will pack their things faster?”

Material: large card with 2 suitcases in the middle. Pieces of clothing are drawn in a circle, the names of which contain the sound [S] or [SH]. Between the objects there are circles from one to five, chips, a cube.

Progress of the game: two children play. One child must pack things in a suitcase whose names contain the sound [S], the other - [SH]. Children take turns throwing the dice and moving their chip by as many circles as they appear. If the chip lands on an object that has the sound the child needs in its name, he places a cardboard square on his suitcase. The one who packs the most things into his suitcase wins.

"Soundtrack"

Material: a large card with a chain of subject pictures drawn on it for differentiable sounds.

Progress of the game: participants place chips at the start. Players take turns throwing the dice and moving the chips around the playing field, naming the drawn pictures and determining what sound is in the word and covering the picture with the desired card. For example, with the sound [Zh] - beetle, with the sound [Ш] - snake (it is possible to use letter-symbols of sounds). The game ends when all the pictures are covered. Game option. You can only walk along a path with object pictures for a specific sound.

GAMES WITH PICTURE DISTRIBUTION

"Fisherman"

Materials: a fishing rod with a magnet, object pictures whose names contain differentiated sounds, two buckets with pockets for symbols of sounds.

Progress of the game: children take turns catching pictures with a fishing rod. They determine the presence of a particular sound and put the picture in the appropriate bucket.

"Train"

Material: two paper train cars with pockets for symbols of sounds, object pictures, the names of which contain differentiable sounds.

Game progress: place passengers in carriages.

"Shop"

Material: large card divided into 3 strips (store shelves). The stripes are drawn into squares, in which items of clothing, dishes, money are drawn - symbols of sounds.

Progress of the game: each child is given 6 squares with any one letter. With your own money you can buy those items whose names contain this sound. The one who spends his money faster wins.

Second option. Letter money lies on the table with the images down, each player takes one for himself and buys the corresponding product.

"Build a house"

Material: subject pictures on rectangles (bricks) - for differentiated sounds, on a large triangle (roof) - a pocket for letters (symbols of sounds).

Progress of the game: build a house for the heroes, for example, for the Larisa doll, choosing only bricks whose pictures have the sound [L] in their names, and for the robot Roma - with the sound [R].

"Collect a flower"

Material: subject pictures on colored petals and letters (symbols of sounds) on the round core of the flower.

Progress of the game: collect flowers by choosing petals with pictures of the given sounds.

"Let's decorate the room with flags"

Material: two stretched ropes, object pictures (with differentiated sounds), pasted onto multi-colored flags.

Progress of the game: the teacher informs the child that a holiday is coming. In honor of the holiday, the speech therapist suggests decorating the office with flags with pictures, choosing only flags with pictures for the given sounds - one string with the sound [S], the other with the sound [Z].

"Let's decorate the Christmas tree"

Material: silhouettes of two Christmas trees (with pockets for symbols of sounds), on which small buttons are attached using wire, small circles with a loop of braid - “Christmas tree balls”, on which object pictures are glued.

Progress of the game: the teacher invites the child to decorate the Christmas tree with balls on which pictures with differentiated sounds are drawn, attaching the balls with a loop to the Christmas tree.

"Sun"

Material: subject pictures on yellow rectangles (rays) and symbols of differentiated sounds on yellow circles (2 suns).

Progress of the game: the teacher invites the child to collect rays for the sun, choosing only those whose names contain a given sound.

"Collect apples"

Material: subject pictures on apples made of green cardboard, 2 baskets with slots for symbols of sounds.

Progress of the game: the teacher says that the wind shook the apple tree and apples fell from it. It is necessary to collect apples in baskets. For example, in the hare’s basket you need to collect apples with pictures with the sound [Z], and in the dog’s basket you need to collect apples with pictures with the sound [S]. Similar games are played: “Collect carrots”, “Collect pears”, etc.

"Make a pyramid"

Material: subject pictures pasted onto multi-colored rings of different sizes.

Progress of the game: the teacher invites the child to put together two pyramids of figures, choosing only those figures on which a picture with a given sound is pasted, for example, one pyramid with the sound [Ts], the other - [H]. The child must fold the pyramid according to all the rules, selecting rings in decreasing order. The shapes for the pyramid can be of a wide variety of shapes: ovals, rectangles, squares, trapezoids, etc.

"Give the doll some tea"

Material: subject pictures pasted onto colored cardboard cups, doll.

Progress of the game: the teacher introduces the child to the dolls Zhenya and Zina, telling them that they are very capricious - they like to drink tea only from cups on which pictures are drawn with their favorite sounds [F] and [Z]. Among the many cups, the speech therapist teacher asks you to find those with such pictures.

"Aquarium"

Material: two drawn aquariums with pockets (for symbols of sounds), multi-colored aquarium fish made of paper with object pictures of differentiated sounds pasted on the reverse side.

Progress of the game: you need to place the fish in the aquariums.

"Refuel the car"

Material: two painted gas pumps with pockets for symbols of sounds, cars with object pictures of differentiated sounds pasted on the back side.

Progress of the game: cars “carry” pictures with different sounds; you can refuel the car only at a certain gas station - with the sound that is in the name of the picture on the typewriter.

"Washing machine"

Material: two washing machines with pockets for symbols of sounds, object pictures depicting clothes for differentiated sounds.

Progress of the game: you need to wash things by putting them in a certain washing machine. If the typewriter has a sound symbol [Ш], then the name of the clothing should also have this sound.

"Postman"

Material: two mailboxes with sound symbols attached to them, letters with subject pictures for differentiated sounds.

Progress of the game: the child selects a “letter” and puts it in the desired mailbox.

"Balloons"

Material : images of two girls, balloons with object pictures glued on the back side for differentiable sounds.

Progress of the game: Lena and Raya were given balloons. On Lena's balloons there are pictures with the sound [L]. On the balloons of Paradise there are pictures with sound [P]. Find out where whose balls are. The child names the picture, identifies the sound in the name of the object and lays out the pictures for the girls.

"Fold the flower"

Material: flower petals, 6 pieces of different colors, on the back side there are object pictures glued to differentiable sounds, yellow “centers” of flowers with letters (symbols of sounds) written on them.

Progress of the game: the child arranges flower petals around the “centers”, choosing pictures with the desired sound.

"Doctor Sounds"

Material: figure of Doctor Zvukov, cardboard bottles with subject pictures pasted on them, the names of which contain differentiated sounds, figures of “sick” animals.

Progress of the game: the animals are sick, Doctor Zvukov prescribes medicine for them. For a snake - with the sound [Z], for a beetle - with the sound [Zh], etc.

"Kick the ball into the goal"

Material: a football field with two painted goals (there are pockets on them for differentiated sounds), cut out soccer balls with object pictures of differentiated sounds pasted on the back side.

Progress of the game: two children play. They are asked to “score goals” - place the ball in the right goal: one child needs to choose pictures with the sound [P], the other - with the sound [L]. For each correctly placed ball, one point is awarded. The one who scores the most goals wins.

GAMES WITH SELECTION OF A PICTURE WITH THE NECESSARY SOUND

"Fix the alarm clock"

Material: watch dial with object pictures drawn along the edge in pairs for mixing sounds (helmet and kashka, fur coat and cheese, pants and glass, etc.), blue figures attached with buttons along the edge of the circle so that they cover half the circle , i.e. one picture (helmet, cheese, glass, etc.).

Progress of the game: the alarm clock is broken. To repair it, you need to hide the pictures with sound [C]. In this case, pictures with the sound [Ш] will remain. When the child does everything correctly, the speech therapist rings a bell (or gives another sound signal).

Second option. The teacher closes the pictures himself, making a mistake. The child’s task is to find the mistake, i.e. fix the alarm clock.

"Collect the beads"

Material: long cord, object pictures (with oppositional sounds), pasted onto small multi-colored circles, along the edges of which two holes were made using a hole punch.

Progress of the game: children take turns collecting beads, one chooses pictures with the sound [Ш], the other - with the sound [Zh].

GAMES USING SOUND SYMBOLS

"Colorful clothespins"

Material: a circle cut out of cardboard, along the edge of which pictures with differentiated sounds are placed, colored clothespins.

Progress of the game: you need to “decorate” the circle, attach a clothespin of a certain color to the picture. For example, a green clothespin is attached to a picture with the sound [З], a blue one with the sound [С], etc.

"Magic Carousel"

Material: two circles cut out of cardboard are attached side by side to the base so that they can rotate. Pictures with differentiated sounds are placed along the edge of one circle, and symbols of these sounds are placed on the other.

Progress of the game: the child rotates the circles in such a way as to make pairs - a picture and a sound symbol, which is in the name of this picture.

Second option. On both circles there are object pictures with differentiated sounds. One of the children rotates the first circle, the other rotates the second circle so that opposite the picture from the first circle is a picture with the same sound.

"Sound Clock"

Material: a cardboard circle is divided into two halves, object pictures with differentiable sounds [С, З, Ц, Ш, Ж] are pasted on one edge, and symbols of these sounds (letters or pictures: [С] – teapot with steam, [Z] – mosquito, [C] – squirrel, [W] – snake, [F] – beetle). In the middle of the circle are two rotating arrows.

Game progress: the child rotates the arrow. If it stops in front of the sound symbol, the child connects it with a picture whose name contains this sound. If the arrow stops opposite the picture, the child connects it with the corresponding symbol.

"Cube"

Material: a cube with an image of a sound symbol or a letter attached to each side, object pictures with differentiated sounds.

How to play: Children take turns throwing the dice. The child throwing the dice must find the sound whose symbol is on top in the names of the displayed pictures. If the child completes the task correctly, he takes the picture for himself. The one with the most pictures wins.

"Sound House"

Material: houses drawn on cardboard with pockets-windows for a sound symbol (on the roof) and for object pictures (on the wall), object pictures of “guests” with differentiated sounds.

Progress of the game: the house invites guests. It is necessary to place pictures in pockets depending on the sound that is in the name of the “guest”.

"Sound Lotto"

Material: large cards with object pictures drawn on them for oppositional sounds (4 pictures each with the sounds [S], [Z], [W], [F]), chips, symbols of these sounds, a magic bag.

Progress of the game: children are given cards, the speech therapist (leader) takes out a sound symbol from a magic bag, children close the picture on their card, the name of which contains this sound.

COLORING GAMES

"Editor"

Materials: sheets with drawn subject pictures of oppositional sounds, colored pencils.

Progress of the game: the child is asked to cross out pictures with one sound, and circle pictures with another.

"Artist"

Materials: sheets with drawn subject pictures of oppositional sounds, colored pencils.

Progress of the game: you need to color the pictures with a certain color. For example, with the sound [S] - blue, [Z] - green, [Zh] - yellow, etc.

All these games will help your child make the long stage of automation and differentiation of sounds interesting and exciting. The child will be happy to attend individual lessons with a speech therapist teacher, and, consequently, work efficiency will increase.

Information sources:

1. Ermolaeva N.K. Teaching reading in the pre-letter period // Speech therapist, 2004, No. 3. – P.69 – 84.
2. Games for automation and differentiation of sounds in preschool children / L. N. Shinkareva. — 2nd ed. — Mozyr: LLC Publishing House “Bely Veter”, 2008.
3. Kovshikov V.A. Correction of sound discrimination disorders. Methods and didactic materials / V.A. Kovshikov. – M.: St. Petersburg, 1995.
4. Lalaeva R.I. Reading disorders and ways of their correction in primary schoolchildren: Textbook. – St. Petersburg: SOYUZ, 1998.
5. Reading and writing according to the D.B. system Elkonina: A book for teachers. - M.: Education, 1993.
6. Shvaiko G.S. 'Games and play exercises for speech development.
7. https://festival.1september.ru Sergeeva O. A. We play with children - we develop speech
8. https://www.liveinternet.ru Games with clothespins.
9. https://logorina.ru Phonemic hearing.

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