As studies by V.I. show Beltyukova (1964), A.N. Gvozdeva (1995), R.E. Levina (1968), V.K. Orfinskaya (1946), N.X. Shvachkina (1948) and others, the formation of the sound side of speech occurs during the first 4-5 years of a child’s life. During this period, the child’s articulatory apparatus adapts precisely to those sound phonemic relationships that it finds in the surrounding language. First of all, the distinction between the lightest-sounding phonemes is established, gradually spreading to acoustically closer sounds. Gradually, the child masters phonemes that differ little from each other in their acoustic properties (voiced-voiceless, hissing, whistling, [r] and [l], etc.). The path of phonemic development of speech ends only when all the phonemes of a given language are mastered.
The result of the process of isolating phonemes is, on the one hand, the gradual formation of oral speech, and on the other, the accumulation of a stock of auditory phonemic images, which constitute the content of linguistic consciousness. These auditory images are not isolated in nature, but generalized in nature (V.K. Orfinskaya, 1946).
Thus, mastery of sound speech occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relationships that exist in a given language. The perception of these relationships turns out to be necessary for the emergence of an appropriate sound background and, consequently, for the formation of active speech and further for the full mastery of literacy.
Methods for eliminating various types of speech insufficiency should develop in children a conscious and strong assimilation of the material being covered and its active use. Overcoming phonetic-phonemic deviations is based on the development of active cognitive activity of children, the formation of their processes of observations, comparisons and generalizations in the field of speech sounds. It is achieved through the use of various types of exercises aimed, first of all, at the development of speech-auditory and speech-motor analyzers. The main requirement for training is to teach children to correctly recognize, distinguish and isolate by ear all elements of a word - sounds and syllables, their sequence in a word, correctly and clearly pronounce the entire sound composition of the word, therefore, the word and the phrase as a whole (N.S. Zhukova , E.M. Mastyukova, T.B. Filicheva, 1990).
The effectiveness of the methodological approach in speech therapy work is ensured, first of all, by identifying the main clinical picture of a speech disorder, around which subsequent secondary deviations are located. Comparing the nature (type) of pronunciation defects with the level of development of phonemic processes makes it possible to clarify the role of pronunciation defects in the overall picture of oral speech disorders. The earlier the correction of speech disorders begins, the higher its effectiveness in terms of eliminating speech deficiencies themselves, not complicated by secondary and tertiary consequences. The content and methods of speech therapy work should be significantly modified depending on whether the violation of sound pronunciation is associated with general speech underdevelopment or not. As F.F. emphasizes Rau (1967), in some cases, an extensive program of speech therapy classes is planned, including work on the dictionary, grammatical structure of speech, the development of phonemic hearing and pronunciation. In other cases, the program includes work on pronunciation related only to the development of phonemic awareness.
Based on the research materials of the outstanding philologist A.N. Gvozdeva (1995), by the age of 4.5 - 5 years, a child must master the entire system of his native language: speak coherently; express your thoughts fully; easily build complex, detailed sentences; easily retell stories and fairy tales; pronounce all sounds correctly; easily reproduce polysyllabic words; vocabulary should be from 4 to 5 thousand words. Consequently, overcoming phonemic underdevelopment is ensured by the unity and interaction of all aspects of speech. (G.A. Kashe, 1985).
In general, the tasks and content of speech therapy work arise from an analysis of the structure of speech disorders, as well as the intact and compensatory capabilities of children. The development of phonemic perception begins from the very first stages of speech therapy work and is an integral part of many methods of correctional intervention. In various manuals - L.E. Zhurova, G.A. Kashe, V.K. Orfinskaya, N.X. Shvachkina, N.A. Cheveleva, D.B. Elkonina et al. note that it is necessary to begin work on the development of phonemic perception on the material of non-speech sounds and gradually cover speech sounds correctly pronounced by children, and then those that are re-produced (or corrected) and introduced into independent speech. In addition, from the very first lessons it is necessary to carry out work on the development of auditory attention and auditory memory, which will allow achieving more effective and rapid results in the development of phonemic perception.
As E.F. points out. Sobotovich (1981), when eliminating pronunciation deficiencies accompanied by deviations in sound analysis, along with articulation exercises, a large place is given to analytical-synthetic work, which develops in children the ability to freely distinguish and isolate sounds in words. The connection between phonemic and logical-grammatical representations is also undeniable. With systematic work on the development of phonemic hearing, children begin to perceive and distinguish much better endings, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc. In addition, sufficient development of phonemic perception accelerates the formation of its highest level - sound analysis, the operation of mental division into constituent elements (phonemes) of various sound complexes: combinations of sounds, syllables, words.
T.B. Filicheva and G.V. Chirkina (1991) indicate that for effective correction of phonemic disorders it is necessary to plan the work in such a way that it simultaneously contributes to both the development of correct sound pronunciation and the sound analysis and synthesis of the composition of the word. In each period, work should be carried out in three sections: production and differentiation of sounds, sound analysis based on the material of syllables and words, and the formation of sentences.
According to G.G. Golubeva (2000) and L.V. Lopatina (2004) speech therapy work to overcome phonetic-phonemic disorders in preschoolers with speech disorders includes the following sections: 1) development of motor skills of the articulatory apparatus; 2) education of correct speech breathing, correct articulation of sounds and their automation in various phonetic conditions of pronunciation; 3) formation of intonation expressiveness. 4) formation of sound pronunciation; 5) development of phonemic perception (auditory and auditory-pronunciation differentiation of phonemes); 6) formation of simple and complex forms of phonemic analysis.
L.V. Lopatin and N.V. Serebryakova (2001) note that the immaturity of the psychophysiological prerequisites for the development of the phonemic side of speech at the sensorimotor level, the interdependence of speech and non-speech processes, the structural features and mechanisms of phonemic disorders in children with erased dysarthria determine the main directions of correctional influence: Stage I - preparatory (education of auditory attention and auditory memory, development of articulatory motor skills, development of fine motor skills, formation of phonemic perception); Stage II is the main stage (formation of phonemic analysis of the structure of a word - isolating (recognizing) a sound against the background of a word, isolating the first and last sound from a word, developing complex forms of phonemic analysis, that is, determining the sequence, number and place of sounds in a word). The implementation of these areas should be carried out comprehensively and systematically. In each direction, stages of work are distinguished, each of which involves solving specific problems. At each stage, the work is built taking into account the structure of the speech defect with erased dysarthria, the degree of complexity of the tasks, and the independence of their implementation. To solve the problem of developing phonemic analysis, children are offered tasks with game content, because gaming activity influences the formation of mental processes; when playing, children concentrate better and remember more. The game carries out both the cognitive development of children and speech activity in general, because gaming activity helps to expand and deepen ideas about the surrounding reality, improve attention, memory, perception, imagination, observation and thinking.
R.E. Levina (1968), who stood at the origins of Russian speech therapy, wrote that when choosing ways and means to overcome and prevent speech disorders in children, it is necessary to focus on the nodal formations on which the normal course of not just one, but a whole series of speech processes depends. Such a key formation, a key point in the system of correction of erased dysarthria, is phonemic perception and sound analysis. The formation of nodal formations makes it possible to achieve a pedagogical effect, that is, correction of speech underdevelopment, with the greatest economy and expediency. This position is confirmed by T.A. Tkachenko (1980), who says that the development of phonemic perception has a positive effect on the formation of the entire phonetic side of speech. By developing articulatory skills, only a minimal effect can be achieved. At the same time, permanent correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception. Subsequently, this has a positive impact on the development of writing.
Thus, work on the formation of phonemic (sound) analysis is impossible without preliminary work on the formation of phonemic perception, in which several stages can be distinguished:
1) First, children are asked to distinguish between non-speech sounds, that is, environmental sounds. To do this, children are offered games like: “What is the room talking about?”, “Guess what it sounded?”. In this way, children's attention is drawn to sounds as such, to everything that surrounds us in everyday life, interest is developed, and children's initiative is supported.
2) For differentiation, identical sound complexes in height, strength and timbre are offered. This task is solved especially well when a speech therapist and a music director work together, since it is in music classes that all the necessary conditions and objects are created for the implementation of such tasks.
3) At this stage, children learn to distinguish words that are similar in sound composition. This task is solved in parallel with the expansion and clarification of semantic connections of words. For work, cards are offered with images of quasi-homonym words, that is, words that differ in pronunciation by one sound. In the process of such work, children learn that changing just one sound entails changes in the meaning and meaning of the entire word.
4) Next, work is carried out on the differentiation of syllables. At this stage of work, children learn to work with syllable tables, compare syllables by ear when pronounced in someone else’s speech and in their own speech (if the sounds being practiced in the child’s speech are pronounced correctly). Children also learn to work in pairs (with other children). Awareness in their activities and greater independence are manifested.
5) The last stage in the formation of phonemic perception is the differentiation of phonemes. Children first learn to isolate sounds and relate them to non-speech sounds (such as the sound of water running in a tap). Next, identify the sound in a series of sounds that are distant in terms of acoustic and articulatory characteristics of sounds, and then - in a series of close sounds. To do this, the speech therapist asks the child to listen carefully to a series of sounds and clap when a certain sound is pronounced. Taking into account the consistently carried out work, the child masters such tasks quite quickly (T.A. Tkachenko, 1980).
It is very important to carry out work on the formation of phonemic perception simultaneously with the formulation of correct sound pronunciation. So, at the stage of formation of primary pronunciation skills and abilities when producing a disturbed sound, imitation techniques are used when working with a child - when a speech therapist shows a child sitting in front of a mirror the elements, the main points of articulation and offers to pronounce the sound; onomatopoeia based on the demonstration of correct articulation, during which an image of a sound is formed (example for the sound with: “Listen carefully, the water is flowing, the wind is whistling”). Such techniques help to attract the child’s attention to sounds (non-speech and speech), and later the child uses his hearing to compare his sound, that is, the sound in his own pronunciation, with the sound of the correct speech of an adult (in this case, a speech therapist).
The work does not stop at the stage of audio automation. It is carried out on material of varying complexity (in syllables, words, phrases). However, only after the desired sound has been automated can one begin to differentiate it from sounds that are similar in articulation and acoustic perception.
According to N.A. Cheveleva (1986), work on the formation of phonemic representations presupposes a certain sequence: from a clear perception of phonemes correctly pronounced by the child (type (P), (T), (K)) and discrimination of sounds that sharply differ in articulatory structure ((T) from (S , P, R)) and gradually moving to the differentiation of sounds that are similar in acoustic-articulatory characteristics (P - B, S - 3, S - Sh).
It should be remembered that in children with an erased form of dysarthria, receptive changes develop gradually. First, exercises are carried out to distinguish sounds based on deafness and sonority, softness and hardness. The available material expands the number of words for memorization and repetition. At this time, it becomes possible to memorize words with similar sounds (tooth - soup, goat - braid), sentences and short texts, which is a new level of complexity. In the process of preparing children for the elementary skills of sound analysis, it is necessary to teach children to identify a sound among other sounds: a syllable with a given sound among other syllables, to determine the presence of a given sound in a word, to identify a vowel at the beginning of a word, in the middle, at the end, in position under stress and by analogy a consonant sound. The speech therapist teaches children to differentiate a task, listen to speech instructions, and retain its sequence in memory. A connection is established between auditory and speech motor images (L.V. Lopatina, 2004).
T.B. Filicheva, N.A. Cheveleva (1987) recommend starting work on educating the phonemic side of speech with the development of phonemic hearing. Such training is carried out first on the material of non-speech sounds, gradually introducing speech sounds that are correctly pronounced by children and those that are reintroduced (or corrected or introduced into the child’s independent speech). In addition, from the first lessons, work is carried out in parallel to develop auditory attention and auditory memory. This dual focus of classes allows us to achieve the most effective results in the development of phonemic awareness. After all, the inability to listen closely to the speech of others is often one of the reasons for incorrect sound pronunciation. In the process of speech therapy classes, the child must, first of all, master the ability to control his pronunciation and correct it, comparing the speech of others with his own.
Speech therapy work on developing children’s ability to differentiate phonemes T.B. Filichev and N.A. Chevelev is conventionally divided into six stages: 1) recognition of non-speech sounds; 2) distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of the voice; 3) distinguishing words that are similar in sound composition; 4) differentiation of syllables; 5) differentiation of phonemes; 6) development of skills of elementary sound analysis.
R.I. Lalaeva and L.V. Venediktova (2003) propose the following sequence of work on the development of phonemic analysis and synthesis in preschoolers: 1. Phonemic analysis of a series of vowels (consonants): a) determining the presence of a vowel (consonant) sound in a series; b) determining the place of a given vowel (consonant) in a series; c) determining the sequence of vowels (consonants) in a series. 2. Phonemic analysis of a syllable: a) determination of vowel and consonant sounds in a syllable; b) determining the place of vowel and consonant sounds in a syllable; c) determining the sequence of sounds in a syllable. 3. Phonemic analysis of a word: a) highlighting the sound against the background of the word; b) determining the first and last sound in a word; c) determining the location of a sound in a word; d) determining the number and sequence of sounds in a word. Speech material by R.I. Lalaeva and L.V. Venediktov is recommended to give in the following sequence: monosyllabic words like: mustache, na, house, cancer; two-syllable words made of open syllables (moon, rose); two-syllable words made of open and closed syllables (axe, sugar); two-syllable words with a combination of consonants (cat, donkey, pocket); monosyllabic words with a consonant cluster at the beginning (table, mole, closet); monosyllabic words with a consonant cluster at the end (wolf, tiger, regiment); two-syllable words with a consonant cluster at the beginning (grass, roof); two-syllable words with a combination of consonants at the beginning and middle (flowerbed, roof). Work with three-syllable words is carried out in a similar sequence.
Research by L.E. Zhurova and D.B. Elkonina (1963) prove that such training is necessary: the transition from the natural syllabic division of a word to its artificial sound-by-sound division using intonation separation of sounds in the word. At the same time, the function of the child’s speech changes, turning from a practical function of communication, transmission of thoughts into a function of examining the sound composition of a word.
Taking into account the varying complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, speech therapy work, according to L.E. Zhurova and D.B. Elkonin (1963), should be carried out in the following sequence: 1. Isolation (recognition) of sound against the background of the word, i.e. determining the presence of a sound in a word. 2. Isolation of sound at the beginning and end of a word. Determine the first and last sound in a word, as well as its place (beginning, middle, end). 3. Determining the sequence, quantity and place of sounds in relation to other sounds.
L.E. Zhurova and D.B. Elkonin identifies the following stages in the formation of complex forms of phonemic analysis (determining the number, sequence, place of sounds in a word in relation to other sounds):
The first stage is the formation of phonemic analysis based on auxiliary means and external actions. The work is carried out as follows. The child is presented with a picture, the word-name of which must be analyzed, and a sound line consisting of a certain number of cells, according to the number of sounds in the word. As the sounds in the word are highlighted, the child moves the sliding part of the ruler. The sound line also helps children realize that the sounds in a word come one after another.
The development of phonemic analysis is based on previously formed skills of isolating the first and last sound, determining the place of a sound in a word (beginning, middle, end). Initially, monosyllabic words such as “poppy”, “cat”, “house”, “onion”, “catfish” are given for analysis. So, for example, the sequence and place of sounds in the word “bow” is determined as follows. There is a picture on which a bow is drawn, below it there is a diagram of three cells. The speech therapist asks: “What is the first sound in the word onion?” “The sound is “l,” the children answer and move the ruler one circle forward. The word is repeated by the children and the speech therapist. — What sound is heard in the word after the “l”? - Sound "u". It is suggested to say the word again and listen to what sound is heard after the “l” in the word “bow”, etc. Using a picture at this stage makes the task easier, as it reminds the child which word is being analyzed.
The second stage is the formation of the action of phonemic analysis in speech terms. Reliance on the materialization of action is excluded. The formation of the phonemic analysis function is translated into speech - first with the use of a picture, then without it. Children name the word, determine the first, second, third sound, and specify the number of sounds.
The third stage is the formation of the action of phonemic analysis in mental terms. At this stage, children determine the number, sequence and location of sounds without naming the word. For example, it is proposed to select pictures whose names have five sounds. In this case, the pictures are not named.
At the same time, as emphasized by L.E. Zhurova and D.B. Elkonin (1963), the process of forming phonemic analysis should involve not only a complication of the forms of analysis, but also a gradual complication of speech material, an increase in the phonetic complexity of the word.
According to T.B. Filicheva and G.V. Chirkina (1991), correctional work on the development of phonemic perception and phonemic functions is divided into III periods.
In the first period, the basis of learning is not the word, but the sound. The purpose of classes during this period is to consolidate and differentiate the softest sounds for pronunciation: vowels and voiceless plosive consonants. In the same period, preparations are made for the production of difficult sounds (r, sh, zh, l) and the production of voiced consonants begins. Work on sound analysis begins with isolating the vowel sound at the beginning of a word, then isolating the plosive consonant at the end of a word or syllable, and finally analyzing the open syllable.
In the second period, most of the sounds that are difficult to pronounce are learned and the differentiation of sounds is carried out: voiced and voiceless, whistling and hissing, fricatives and affricates, sonors R and L, soft and hard. Each lesson includes exercises for analyzing and synthesizing words. The visual support in this period is the graphic diagram of a two-syllable word with open syllables (a long line indicates the word, a shorter line indicates syllables, and squares indicate sounds).
In the third period, the final consolidation of all delivered sounds in independent speech occurs against the background of the development of coherent speech. During this period, literacy classes are included: mastery of letters, merging of letters into syllables and words, and understanding of what is read are mastered.
As a result of training according to this system, children must master the following knowledge and skills: be able to pronounce and distinguish among themselves all the sounds of speech, use them correctly in independent speech; be able to determine the place of any sound in a word (such as Masha, noise), be able to analyze words of this type; be able to read words of the specified complexity syllable by syllable; be able to form words of this type from letters of the split alphabet.
In the first lessons on the development of phonetic-phonetic functions, children must be taught to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations, and words. The speech therapist needs to pay children’s attention to facial expressions, clarity of sound pronunciation, intonation, and strength of voice.
In the first correctional classes for the development of auditory attention, it is necessary to teach children to listen to non-speech sounds, to arouse attention and interest in them, to show that non-speech sounds can inform or warn about something.
Thus, these games in speech therapy work will help prepare children to understand the sound side of speech.
With preschoolers who have speech impairments, work on the development of phonemic awareness must begin with the children repeating a series of syllables, including differentiation with voiceless and voiced, hard and soft, with whistling and hissing sounds, as well as with affricates and their components.
Next, children need to be introduced to the concept of “syllable” and taught to distinguish syllables. The speech therapist tells the children a syllable series, for example, “na-na-na-Pa,” and the children must determine which syllable is extra. Then the game can be complicated by giving more complex syllable series: “na-NO-na”, “how-how-Ga-ka”, etc.
To develop phonemic awareness, it is also necessary to teach children to distinguish words that are similar in sound composition. Children are given pictures and asked to look at them and remember the name of the object. Next, the speech therapist offers a chain of words. Having heard the word denoting the object shown in the picture, the child picks up his card. For example: bunny - cod, rose - dew, goat - braid. This game is started by a speech therapist, and during the game the children understand that when the first sound in a word is replaced, the meaning of the word itself changes. Here it is necessary to explain the meaning of each new word, and to explain words that children do not understand, which helps to expand the vocabulary. The work is carried out using an album of pictures of quasi-homonym words and is carried out from simple to complex.
The development of the ability for phonemic analysis is carried out in stages, moving from the assimilation of simple forms of phonemic analysis to complex ones. The development of such an ability implies not just the formation of the ability for phonemic analysis, but also a sufficiently high level of formation of this ability.
The skills of performing phonemic analysis are also consolidated when working on phonemic synthesis. Phonemic synthesis is thus carried out on the basis of developed phonemic analysis skills.
We can say that the correction system proposed by T.B. Filicheva and G.V. Chirkina (1991), assumes the formation of a sufficiently high level of speech perception by the time a child trained using this method graduates from kindergarten. The system of speech therapy work to eliminate speech disorders in children with erased dysarthria provides a firmly formed perception of speech - a sufficient basis for further normative development of speech (both oral and written), which does not require further correctional work.
In general, the main tasks of a speech therapist with children with speech disorders should be, in the opinion of L.F. Spirova (1957), the following:
1. Maximum focus and longer work on developing the child’s ability to compare, contrast and distinguish speech sounds (first on correctly pronounced ones, later on clarified and corrected sounds).
2. Practicing and clarifying the articulation of those sounds that are correctly pronounced in isolation, but in speech merge or sound insufficiently distinct, blurred.
3. Staging missing and distorted sounds and introducing them into speech.
4. Formation of skills to compare and distinguish a system of differential (acoustic-articulatory) characteristics of sounds.
5. Consolidating the level of sound analysis that is accessible to the child, and gradually leading to a stable automated skill, i.e. teaching the child more abbreviated and generalized operations through which sound analysis is carried out, developing the ability to identify sounds not only in strong but also in weak positions, and to distinguish between variations of their sounds.
Thus, successful correction of phonemic underdevelopment in children with speech disorders is carried out as a result of a multifaceted impact aimed at speech and extra-speech processes and at activating the cognitive activity of preschoolers. In a special institution, the entire complex of correctional tasks is solved by the clear organization of children’s lives and the correct distribution of correctional and educational activities. It is also important to note that all work on the development of phonemic processes in children with speech impairments should be carried out taking into account individual characteristics, with mandatory monitoring of implementation, with notes (negative and positive) about the successes of each child, with the mandatory inclusion of game moments in classes, since this is undoubtedly an important and indispensable part of the work on correcting speech defects.
Bibliography:
1. Beltyukov V.I. On children's acquisition of speech sounds. - M.: Education, 1964. - 91 p. 2. Gvozdev A.N. A child’s acquisition of the sound side of the Russian language. - St. Petersburg, Aksident, 1995. - 64 p. 3. Golubeva G.G. Correction of phonetic speech disorders in preschool children: Methodological manual. – St. Petersburg: Soyuz, 2000. – 64 p. 4. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. - M.: Education, 1990. - 238 p. 5. Zhurova L.E., Elkonin D.B. On the issue of the formation of phonemic perception in preschool children // Sensory education of preschool children. - M., 1963. - P.213-227. 6. Kashe G.A. Preparing children with speech impediments for school: A manual for speech therapists - M.: Education, 1985. - 207 p. 7. Lopatina L.V. Speech therapy work with preschool children. - SPb.: RGPU im. A.I. Herzen, Union, 2004. - 192 p. 8. Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschool children. - St. Petersburg: Detstvo-Press, 2001. - 324 p. 9. Orfinskaya V.K. On the education of phonological concepts in primary school age // Tr. LGPI named after. A.I. Herzen. - 1946. - T.3. — P.44-52. 10. Fundamentals of the theory and practice of speech therapy. / Ed. R.E. Levina. – M.: Education, 1968. – 367 p. 11. Ray E.F. and Rozhdestvenskaya V.I. Correcting pronunciation deficiencies in schoolchildren, ed. 2. - M.: Education, 1967. - 241 p. 12. Sobotovich E.F. Formation of correct speech in children with motor alalia: Textbook. allowance. - KGTSh Publishing House, 1981. - 150 p. 13. Spirova L.F. Features of sound analysis in children with speech impairments. - M.: Publishing house of the Academy of Sciences of the RSFSR, 1957. - 55 p. 14. Tkachenko T.A. Formation of phonemic perception in children with general speech underdevelopment. // Current problems of speech therapy / Rep. ed. Seliverstov V.I. – M., 1980. – P.57-63. 15. Filicheva T.B., Cheveleva N.A. Speech therapy work in a special kindergarten: Proc. allowance. - M.: Education, 1987. - 141 p. 16. Filicheva T.B., Chirkina G.V. Preparing children with general education for school. speech underdevelopment in a special kindergarten: Proc. allowance. - M.: Publishing house MGZPI, 1991. - 187 p. 17. Cheveleva L.P. Techniques for developing phonemic awareness in preschoolers with speech impairments. // Defectology. - 1986. - No. 5. – P.57-61. 18. Shvachkin N.Kh. Development of phonemic speech awareness in early childhood. // News of the APN RFSR. — Issue 13. - 1948. - P.101-133.
General points of work
Correction of FFND is not limited to work with a speech therapist. The load must be distributed correctly, and a special daily routine is created. Subgroup and individual classes are provided.
The peculiarity of working with the FFNR is that educators, music directors, and physical education teachers participate in the process. Parents also become an integral part of the correction process. Their task is to consolidate the material covered and perform special gymnastics.
The goal of correction at primary school age is to eliminate speech defects and successfully master the educational program.
In speech therapy, there are different methods of working with one or another disorder. For each case, the specialist draws up an individual plan. It indicates the sequence of work and the goals to be achieved.
FFNR: concept, signs
When diagnosing, it is important to distinguish the defect in question from other speech therapy disorders.
According to the etiological factor, FFNR is distinguished:
- congenital (genetic predisposition, complicated pregnancy and childbirth);
- acquired (traumatic brain injuries, pedagogical neglect, psychological problems).
The classification according to the severity of the defect is presented in the diagram:
This conclusion is made in the absence of mechanical damage to the organs of the articulatory apparatus, with a good vocabulary and sufficiently developed coherent speech. The results of the examination are recorded in a special document - a speech card. The dynamics of the correctional impact are also reflected here.
Types of activities
The speech therapist takes on children from the senior and preparatory groups. For subgroup lessons, preschoolers are divided into several groups of 3-4 people. The development of the grammatical structure of speech and vocabulary is taken as a selection criterion. The level of children should be approximately the same.
During the lesson, the speech therapist deals with:
- production of sounds;
- automation;
- differentiation;
- vocabulary development;
- grammar;
- auditory perception.
Teachers reinforce the material covered with preschoolers. This may concern both pronunciation skills and lexical topics. Parents also participate in this process, performing special tasks with their children that are given by the speech therapist. In individual lessons, articulation skills and auditory perception are developed. When mastering the correct pronunciation of a sound, the development of the skill of isolating it in a word is involved.
Work with syllable structure is included if necessary. For dysarthria, speech therapy massage is indicated.
The sequence of sound production depends on the individual characteristics of the preschooler. In case of violations of whistling, hissing and sonorous sounds, work is carried out on each group. Sometimes they start with sibilants and sonorants, since these groups require a good air flow and an upper rise of the tip of the tongue.
Frontal classes are conducted with the entire group. They practice lexical topics and differentiation of sounds. At each lesson, a complex of articulatory gymnastics is practiced and the pronunciation of sounds is clarified. The tasks are designed to be completed collectively.
