Speech material for the formation of the syllabic structure of words in children with speech disorders

Transfer rules

It is necessary to understand that the transfer is not always carried out in accordance with the phonetic syllable division. When does it absolutely not match?

• If the syllable consists of one vowel. You cannot leave or move one letter on a line. Example: oh-fire. This is a two-syllable word, but it cannot be hyphenated.
• If there are double consonants in the middle. Example: va-nna. We wrote down the word in accordance with the phonetic syllable division. It consists of two open syllables. But when transferring, the doubled consonants must be separated: van-na.
• If there is a cluster of consonants in the middle of a word, then transfer is allowed in two ways: by phonetic syllable division and by separating the consonants. Example: heart, heart; friendship, friendship; squeak, squeak, squeak.

In other cases, the phonetic syllable division and word transfer are identical: ko-ra, gu-sar, pro-ba, city, bre-lok.

Tongue Twisters

It would seem that a confluence of consonants is an ideal phenomenon for tongue twisters. This is where everyone's tongues are smashed to smithereens! Let's analyze the most popular tongue twisters in the Russian language.

• Sasha walked along the highway and sucked on a dryer.
• Grass in the yard, firewood on the grass. Don't cut wood on the grass in your yard.
• In the shallows we lazily caught burbot and exchanged the burbot for tench. Was it not you who sweetly begged me for love, who beckoned me into the mists of the Liman.

It turned out to be a very motley picture. Well-known tongue twisters, it turns out, do not contain a single mind-blowing combination of consonants! The maximum here is two consonants in a row [dr], [tr], [shk]. But these combinations are widespread and do not cause difficulties.

Basically, tongue twisters are aimed at honing simple consonant-vowel syllables that are similar to each other. Thus, tongue twister improves the pace and fluency of speech at the same time.

There are several tongue twisters with consonant clusters. However, they are not so well known.

• Wipe the portrait. Wipe the portrait carefully.
• Maintaining a vehicle is more expensive than spending money on transport.
• The route was routed, but was not routed.

Such verbal exercises will not make speech more elegant, and therefore it is better to still use the old, tried and tested fruits of folk art.

The meeting place can be changed

Speaking about the “meeting place”, one cannot fail to mention the random combination of consonants at the junction of words or morphemes . A classic example from a bad poem for children: “The baby doll is furious.” With such a pandemonium of voiceless consonants, not only the baby doll will go crazy! Whistling [s] and [z] completely dissolve the innocent [v] between them, erase the boundaries of words and, when pronounced quickly, make the phrase difficult to understand.

Counterstrategy, filterpress, burgomastership, denationalization... These monsters in letter form are just words that are not very lucky with prefixes and suffixes. Often the foreign origin of either the prefix (counter-), or the root (burgomaster), or both roots (filter and press) is to blame. It is worth rejoicing that such words, as a rule, have a narrow specialization.

Among the various speech disorders in preschool age, such a manifestation of speech pathology as a violation of the sound-syllable structure of words is particularly difficult to correct. This defect in speech development manifests itself in difficulties in pronouncing words with complex syllabic composition (violation of the order of syllables in a word, omissions, addition of syllables and sounds).

The issue of mastering the sound-syllable structure of words in conditions of delayed speech development is very important. Difficulties in reproducing the sound-syllable structure of words interfere with the acquisition of vocabulary and grammatical structure of speech. Violation of the sound-syllable structure of words accompanies children with pathologies of speech development for many years of life. As speech develops, it can gradually become obsolete, but it always reveals itself as soon as the child encounters a new sound-syllabic and morphological structure of a word. This disorder, which significantly complicates the acquisition of oral and, subsequently, written speech, causing the appearance of secondary mental layers, is quite persistent and difficult to overcome.

Analyzing the information available in literary sources, we came to the conclusion that a violation of the sound-syllable structure of a word is a characteristic feature of the speech of children with its general underdevelopment. Violation of the sound-syllable structure changes the sound-syllable composition of the word in different ways.

Before talking about the nature of distortions in the sound-syllable structure of a word, it is necessary to clarify that when using the term “word structure,” we include in this concept, following linguists, the following features: the number of syllables in a word and stress, the sequence of syllables in a word, the structure of individual syllables (direct and reverse, open and closed, syllable with and without a consonant cluster).

distortions of words are widespread , resulting in their simplification (shortening and assimilating syllables, shortening consonant clusters). Additions of syllables , observed with general underdevelopment of speech, are normally rare.

Difficulties in reproducing another feature of syllabic composition - stress - are uncommon for children with general speech underdevelopment.

A special place is occupied by such distortions as rearrangement of syllables , which is unusually typical for children with speech underdevelopment (potenatik - towel, tipyhata - turtle, rizhebenok - foal). As a result of rearrangements of syllables, children often complicate the structure of the word (chitirtga - poker), which does not allow articulation difficulties to be considered the cause of the rearrangements. Analysis of errors also shows that of all the syllables of the word, children in more than half of all cases rearranged the stressed syllable, trying to put it closer to the beginning of the word or to begin pronouncing the word with it (patenatik - towel, vyglanat - grapes, chechenye - cookies).

It is necessary to mention one more type of syllabic distortion - the likening of syllables within a word (tuturar - sidewalk, bilibliteka - library, yashirshir - lizard).

The word is significantly distorted by the reduction of consonant clusters , which are considered perhaps the most common defects in the pronunciation aspect of children’s speech with its general underdevelopment, and which in some cases complicate the understanding and use of speech. By abbreviation of consonant clusters, it is customary to understand the phenomenon when sounds that are accessible to the child’s pronunciation and used by him in a number of words are omitted at the places of consonant clusters (rolls - tablecloth, it - window, veda - star).

Violating the sound-syllable composition of a word or the structure of an individual syllable, all the distortions mentioned above, to one degree or another, extend to the SOUND COMPOSITION of the WORD. Which in turn can lead to various disorders of written speech - dysgraphia and dyslexia.

Difficulties in pronouncing the sound-syllable structure of words turn out to be very persistent. They, for example, are resumed in an already acquired and correctly pronounced word, if this word is included in a phrase. Most often, these distortions come down to a reduction in the sound-syllable structure of individual words.

Structural distortions that are eliminated from spoken language often reappear in writing. Thus, a child may distort words that he pronounces correctly in oral speech: krostra, kostryura - pan, zezda - star, kuzechk - grasshopper, grtusik - thermometer, mil, mili, milizaner - policeman. Here we again encounter a reduction in the number of syllables, their rearrangements, a reduction in consonant clusters, that is, errors that have already been eliminated from oral speech. This emphasizes the importance of mastering the syllabic composition of a word for mastering literacy.

System of correctional work to overcome violations of the sound-syllable structure of words

Our technique consists of several blocks, and work should be carried out in parallel on each of the blocks. Since the ultimate goal of speech therapy work will be the correct design of the word in terms of its pronunciation in children with general speech underdevelopment, then, obviously, when creating a unified comprehensive methodology, one should work on the phonetic system as a whole. All speech therapy work on the phonetic side of speech is work on the word, but it varies at different stages of speech development. It is necessary to purposefully influence all aspects of speech, including sound, syllabic, grammatical structure, work on phrases, development of phonemic, as well as mental functions.

So, when children master the correct pronunciation of each group of words of a new sound-syllable composition, several interdependent sections of correctional work are distinguished:

1. Formation of the syllabic contour of a word.
2. Mastering the sound structure of syllables and their specific sequence.
3. Eliminating errors in assimilating syllables to each other, mastering the ability to switch from one syllable to another.
4. Overcoming the difficulty of consonant clusters.
5. Elimination of syllable rearrangement.

1. Formation of the syllabic contour of the word.

At the first stage, as in all subsequent lessons, work on mastering the sound-syllable structure of a word included exercises to promote discrimination and exercises aimed at reproducing the word. In other words, the task of this section of work is to teach children to clearly perceive and reproduce the required number of syllables.

For this purpose, children are offered exercises aimed at developing auditory perception.

1. Games and exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory based on the material of non-speech sounds (“Where did they call?”, “Recognize a musical instrument by sound”, “How many times did you hit the drum?” ).

2. Work on rhythm (first on simple, then on complex). Children are offered various ways to reproduce rhythm: clapping their hands, tapping their palms on the table, stamping their feet, tapping a ball on the floor using musical instruments: drums, tambourines, metallophones.

Types of jobs:

1. comparison of rhythms: / //, //…..// /;
2. recognizing rhythms and correlating them with a certain rhythmic pattern;
3. reproduction of a certain rhythm according to the model of a speech therapist, according to a given rhythmic pattern;
4. tasks using stress to highlight part of the rhythmic pattern ///; ////;
5. arbitrary reproduction of the rhythm by the child, followed by recording of the rhythmic pattern with symbols;
6. play long sounds (pipe, harmonica – symbol – ) and short sounds (drum, tambourine – symbol +). The rhythmic pattern can be as follows: – – +, ++-, etc.;
7. formation of general coordination of movements to rhythmic music: marching, walking, easy running. These types of work can be carried out both in music classes and in logarithmics, if the correction is carried out in the conditions of a speech therapy preschool educational institution;
8. exercises for the development of dynamic praxis of the hands: performing movements (with the left, right hand, two hands) according to a model, according to verbal instructions, counting: fist-edge, fist-edge-palm;
9. exercises to develop reciprocal hand coordination: performing simultaneous movements: fist (left hand) – rib (right hand), etc.

Simultaneously with the described exercises, work is carried out to distinguish and reproduce the syllabic contour of words. The child’s attention is drawn, first of all, to the difference between words in syllable size, that is, in the number of syllables. So, the game “Long and short words” . The speech therapist explains to the children that there are “big, long words, which we say for a long time,” and “small, short ones, which we say quickly,” and give examples of them (cobweb, room and poppy, fluff); then the speech therapist names a series of words (poppy, fluff, lump, cat, web) and asks the children to raise their hand when he names the longest word. At the same time, in time with the pronunciation, the speech therapist taps (or taps) the number of syllables of the word in order to highlight the difference in the length of these words. Then this exercise is carried out in another version: children must recognize the shortest word from those presented.

For comparison, it is better to take words that are more contrasting, then words that are less contrasting. So, at first, words of one, four, and five syllables are used; then one- and three-syllable; one- and two-syllable; two- and three-syllables and, finally, the most difficult to compare, three- and four-syllables. Gradually, material of a more complex composition is selected for such exercises. Words with reversed and closed syllables are given, and then words of similar sound composition: watermelon - apricot; desk - glove.

The words are compared in pairs, then the tasks can be changed. For example, you can invite children from words called speech therapist to choose those that consist of one part, two parts, etc. Such exercises are carried out in parallel with work on mastering the sound composition of a word and are preparation for pronouncing words consisting of a certain number of syllables.

The speech therapist can use the following work techniques :

1) The speech therapist displays a series of pictures that depict words of different sound-syllable structures. First, children pronounce the words of the sound-syllable structure they have learned and determine how many syllables they consist of. The number of syllables in the remaining words is determined by clapping or conducting after their pronunciation by the speech therapist. Then the pictures are distributed according to the number of syllables in the words.

2) In the future, such techniques as finding among a number of subject pictures those whose names consist of a given number of syllables are used.

3) Finding in the plot picture objects denoted by words containing a given number of syllables.

4) Memorizing and independently naming words containing the required number of syllables (without visual support).

5) One of the exercises could be playing lotto. Children are given cards with pictures of several objects. Children cover pictures whose names contain the number of parts indicated by the speech therapist (at the initial stage of working on the syllabic composition of words, the concept of “syllable” should be replaced with “part”). The first one to complete the task correctly wins.

6) In the future, the task of the exercises gradually becomes more complicated: the speech therapist asks the children to show or name words that have the same number of syllables as the word house, saw, raspberry, etc.

In addition, by working on the sound-syllable structure of a word, you can simultaneously teach children the individual grammatical forms of a word, as well as the construction of a phrase. The speech material for classes must include possessive adjectives - momina, Vovina, etc., words with the diminutive suffix -ochk- in comparison with the basic form of the nominative singular: Vova - Vovochka, boat - boat, etc. (at the same time, the concepts of “big - small” were worked out); comparison of singular - plural: squirrel - proteins, comparison of nouns in different cases: here is squirrel, no squirrel, give squirrel, etc. The children's attention was drawn to the correct pronunciation of the endings of words, to the change in the meaning of the word depending on the change in the ending.

From the general task - to distinguish a long word from a short one - we lead the child to the next task, more specific and difficult - to distinguish a series of two syllables from one syllable. It is advisable to do this in a gaming situation. It is important to consider the following: the game will be educational if the completion or failure of a speech task is directly related to winning or losing the game.

Our research has shown that children with general speech underdevelopment are characterized by disturbances in rhythmic organization not only at the level of sentences, but also at the level of individual words, therefore, to develop ideas about the rhythmic structures of words, it is advisable to use exercises for tapping the rhythm of well-known children's songs (in an accessible form, on available material). At the same time, the speech therapist hums and taps the rhythm of these songs several times, then the children recognize these songs only by their melody and rhythm and themselves join in playing it.

In the correct organization of the contour of a word, highlighting the stressed syllable is of great importance. Therefore, you can use types of work aimed at developing this skill, for example, when a speech therapist reads a simple poem to children, and when pronouncing a stressed syllable, children perform some conditioned movement together with the speech therapist.

After children learn to distinguish different rhythms and words of different syllabic sizes, as well as reproduce non-speech rhythms (number of taps), you can move on to reproducing syllabic series.

2. Mastering the sound structure of syllables and their specific sequence.

Exercises should alternate with training in clear pronunciation of rows of vowels, which in the initial period of training act as tongue twisters: they are pronounced first at a normal pace, and then at an accelerated pace, smoothly and abruptly (auiaauiaui).

L.B. Esechko emphasizes the need to pay great attention throughout the training to working on vowel sounds in terms of both perception and pronunciation. The ability to hear and clearly articulate vowels is the basis for correctly reproducing the number of syllables in a word. At the same time, exercises in the reproduction of a series of sounds, training a clear switching from sound to sound, prevent numerous errors in assimilation and rearrangement of vowel sounds, which are noted in the speech of children with general speech underdevelopment: “hanger”, “vilasok” - cornflower, “golobi” - pigeons, etc. .d.

It is advisable to carry out these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist. Types of work and methods of presenting tasks are selected taking into account the age, intellectual and speech development of the child:

1. count how many syllables the speech therapist pronounced (syllables are forward, backward, with a combination of consonants);
2. name the stressed syllable in the chain of heard syllables;
3. building up syllables: “say 1 syllable more than I do” (sa-so...);
4. reduction of syllables: “say 1 syllable less than I do” (sa-so-su...);
5. reading chains of syllables: sa-so-su-sy, sa-sa-so, sa-as-sa;
6. reading and repeating a series of syllables: a-sa, a-so, a-su, a-sy; and-sa, and-so, and-su, and-sy, o-sa, o-so, o-su, o-sy, o-sa, o-so, o-su, o-sy;
7. remember and repeat: sa-so-so, so-sa-sa, si-sa-so, ca–co-si, (similarly - with emphasis on some syllable);
8. repetition, reading syllables with a combination of consonants: hundred, hundred, stu, sty; ast, ost, mouth, ist; a-sta, a-hundred, a-stu, a-sty, etc.
9. “come up with a chain of as many syllables as there are dots on the die, write them down”;
10. come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
11. “say the opposite” (ball game): sa-“as”;
12. fluent reading of syllabic tables with forward and backward syllables, with a confluence of consonants.

In all these exercises at this stage of training, the following are widely used: tapping, rhythmic waving of the speech therapist’s hand in time with pronunciation, head nodding, because all this fixes the children’s attention to the number of syllables in a row.

As many authors note, special attention should be paid to the development in children of memorizing a number of syllables from hearing, without visual support for the speech therapist’s articulation.

Throughout the entire training period, exercises are carried out aimed at distinguishing words by their sound composition. At the same time, children's attention is drawn to how the meaning of a word changes when individual syllables are omitted or their sequence changes. For the exercises, words are selected that differ in one syllable or its place in the word: juice - sand, tea - seagull, pump - pine, etc.

3. Eliminating errors in comparing syllables to each other, mastering the ability to switch from one syllable to another.

The next task in developing the sound-syllable structure of a word is to eliminate errors in assimilating syllables to each other, and master the ability to switch from one syllable to another.

As noted by L.B. Yesechko, sound analysis and synthesis are very helpful in mastering correct pronunciation . Work on developing the skill of dividing words into syllables and isolating stressed syllables can begin only after children learn to determine the place of a phoneme in a word based on the signs “at the beginning of the word,” “in the middle,” and “at the end.” This technique is most widely used when mastering the correct pronunciation of closed syllables and syllables with clusters of consonants. Such exercises build on the skills that children develop as they prepare to learn to write and read.

Thus, the final stage of this segment of work is the learning of two- and three-syllable words from open syllables, distinguished by both different vowels and different consonants. The basis for switching exercises is the visual perception of the speech therapist’s articulation.

First, the speech therapist asks the child to say the whole word with him, syllable by syllable. At the same time, he clearly articulates each syllable and shows the child the position of the tongue and lips for each of them. This is given so that the child can then better monitor the articulation of the speech therapist. Then the same is repeated with the mirror. The child looks in the mirror and positions his tongue and lips as the speech therapist explains to him.

After these preliminary explanations, we begin, in collaboration with the child, to pronounce the entire word, clearly articulating the syllables. Then (without a break) the speech therapist switches to silent articulation of the word, now drawing the child’s attention to his articulation. Then he helps the child only by waving his hand in time with the pronunciation, which after repeated repetition turns out to be sufficient support for pronouncing the word.

It happens that difficulty switching from one syllable to another is caused by shortening a word. Then it is enough to repeat with a child a sound-syllable contour of the same complexity from the same syllables (for example, when learning the word panama - mamama) and against the background of this contour to give a visual image of the articulation of the word being memorized.

In exercises for switching articulatory position from syllable to syllable, we use syllable-by-syllable (dismembered) pronunciation of words.

4. Overcoming the difficulty of consonant combinations.

After the child has mastered these skills - reproducing the outline of a word and switching from one syllable to another - it becomes possible to move on to overcoming the next difficulty - a combination of consonants.

Consonant clusters are taken first in the middle of the word, because in this case it is possible to distribute the cluster between two syllables. The main role belongs to articulation exercises.

To memorize the following words are taken: pumpkin, folder, duck, ribbon, branch, shoes, jacket, slippers, thread, shock, waffles, coat, stones. First, you need to check the child’s ability to pronounce closed syllables and teach them this in words (cat, poppy, fluff, com).

Then we use the same technique: syllable-by-syllable pronunciation of two syllables of a word, with the first syllable pronounced by the speech therapist (tyk), and the second by the child (va).

When working on consonant clusters, explanations of the correct articulation of the cluster and visual reference to the teacher’s articulation and one’s own in the mirror are also widely used. Then this exercise can be done with children: the first syllable is pronounced by the stronger child, the other one finishes, and the speech therapist indicates the order of pronunciation, touching one or the other with his hand.

When selecting words with clusters of consonants in the middle of the word, one must try, first of all, to take words where in the combination both sounds or the second is a stop (p, t, k ), because the presence of such a sound allows one to sharply distinguish one syllable from another: pap-ka , tap-ki, thread-ka, vet-ka.

When practicing a combination of consonants at the beginning of a word, it is important to take into account the features of the latter. So, for example, sonorant sounds are the most favorable as the second component of a sequence, because in terms of articulation they are similar to vowel sounds and bring the combination of consonants closer to the structure of a straight syllable, which is easier for a child. These are some of the stages and techniques that we have outlined when working on consonant clusters.

5. Elimination of syllable rearrangement.

Then comes the next stage in the work - eliminating the rearrangement of syllables. This type of error appears in children only at a certain level of mastery of the sound-syllable structure of a word. Therefore, work on the sequence of syllables is possible only at a certain stage. If a child finds it difficult to even switch from one syllable to another, then, of course, there can be no question of establishing the required sequence while this task is not available.

When working on the sequence of syllables, the main emphasis is on auditory exercises, because in the case of rearrangements, it is not the pronunciation of the syllables that makes it difficult for the child, but the order in which they are reproduced.

We draw the child's attention to the fact that the meaning of a word changes if the syllables are swapped. You can give examples of words such as mountain - horns, shovel - chamber, bank - wild boar, pine - pump, and show the corresponding pictures. Explain that if in the word pine you say first the syllable na, and then the syllable sos, you will get a completely different word; it should be shown how the rearrangement of syllables makes a word meaningless. “They don’t say that” – children perceive this well.

At this stage, children can find out whether there is a certain syllable in a particular word: “Guys, listen to which words have mu, raise your hands when you hear mu.”

After children can distinguish the presence and place of syllables in a word, we move on to isolating them from the word and consciously determining the place of syllables in the word. First, we teach children to practically master syllable division. The speech therapist pronounces the entire word syllable by syllable, clapping each syllable, clearly separating these claps from each other. At the same time he says: “Here we have divided the word into parts.” Then the children, together with the speech therapist, repeat the word and also clap off the number of syllables. If they cannot do this, then the speech therapist takes their hands in his own and slams them together.

You can then count how many parts there are in each word. (Mac - 1, mom - 2.) Which part is the first? What's the second one?

Dividing words into syllables can be made easier for the child if one part of the word is highlighted by the teacher and the other by the child. When the child learns to count the number of syllables in a word and highlight them sequentially, you can give more complex exercises:

• game “Telegraph”: “transmit” a word by tapping out its rhythmic structure (number of syllables);

• games for dividing words into syllables: hit the ball on the floor as many times as there are words in the word, the hits are accompanied by clear pronunciation of the syllables;

• dividing words into syllables, pronouncing syllables while simultaneously performing an action (stringing rings on rods), compare words: where there are more rings, the word is longer;

• the child writes down a number indicating the number of syllables in a word (the speech therapist dictates the words);

• analysis of a word with quantitative and qualitative analysis of its sound-syllable composition;

• analysis of a word according to the scheme: how many syllables, which is the first, which is the last, which syllable comes before the syllable, after the syllable, between syllables;

• “cut pictures”: cut the pictures into as many equal parts as there are syllables in the word, sign, name each syllable;

• “they settled the animals in houses”: one-story - cat, two-story - fox (write each syllable on a separate “floor” of the house);

• playing with a ball: children pass the ball to each other and at the same time name the syllable of a word;

• Come up with words with a syllable (pa, va, mu, etc.).

• Come up with words consisting of 1 (2, 3) syllables.

• Compose a word from syllables given in a broken sequence: ha, mu; a picture is presented as a support.

• Replacing some syllables in words with others according to the picture presented (log - knee, thread - slippers, jacket - muff).

• Adding or decreasing the number of syllables in a word with change
• the meaning of the word (according to the picture shown).

• explain the meaning of the word steamer, from which 2 words it is formed;

• correct a mistake in the words: makalo a) the words are written incorrectly; b) the words are pronounced incorrectly by the speech therapist. If it is difficult, then an object picture is given to help;

• name an extra word: monkey, hippopotamus, giraffe, crocodile;

• what has changed in the word: fox-fox-fox;

• the child is offered a number of pictures (words), from them choose the longest word, the shortest, name words with the same number of syllables;

• the speech therapist shows pictures, and children must show the number indicating the stressed syllable in these words;

• analysis of words: has the number of syllables in a word changed with the appearance of a new letter (sound): bottom - down, sewed - sewed;

• reading words without meaning, clapping the rhythmic structure of a word (for example, aorikadaora);

• Which words rhyme and which don't? Analysis of the number of syllables in them (crayfish - tank, bunny - arrogant), etc.

In the future, the sound-syllable structure of words is worked out on the material of pure phrases, sentences, poems, and texts. Children can be offered the following types of work depending on the stage of correctional work:

• learning pure sayings (with different types of syllables in words): Sha - sha - sha - our Masha is good; Ash - ash - ash - give me a pencil. Children are asked to clap their hands for each syllable or specific sound (depending on the task);

• come up with a pure saying yourself: sa-sa-sa-...;

• memorizing chants, performing movements during speech;

• reading simple poems, pure sayings, sentences, texts involves an adult, etc.

The above syllaborhythmic exercises are aimed at correcting the sound-syllable structure of words, and the speech therapist will choose specific types of work independently depending on the level of speech and intellectual development of the child, his age and the type of speech pathology.

All work on mastering the sound-syllable structure of a word is linked to the assimilation of individual sounds. This is expressed in the fact that all initial work on reproducing the structure of a word is carried out only on preserved sounds.

Simultaneously with this work, the production of sounds begins. In this case, a strict sequence of syllable rows and words is observed, which are used to automate the sound. Thus, words with a combination of consonants cannot be given to automate a new sound if the child has not mastered them using intact sounds.

Exercises on pronouncing various elements of a word are always preceded by distinguishing between these elements. In addition, at different stages of work the emphasis is placed either on auditory or articulatory exercises. If a child’s auditory control needs to be developed in the case of rearranging and adding syllables, then all cases of simplifying the structure of a word require, first of all, articulation exercises.

All stages of work are closely intertwined. So, if on three-syllable words we are still working on the outline of the word, then on two-syllable words we are already starting to work on the combination of consonants.

All of the above exercises are aimed at maximizing the difficulties facing the child. Thus, all those elements that cause difficulties for the child are consistently practiced (reproducing the outline of a word, switching from one syllable to another, pronouncing a combination of consonants, etc.).

BIBLIOGRAPHY:

1. Agranovich Z.E. System of correctional work to overcome violations of the sound-syllable structure of words in children. // Problems of pathology of development and decay of speech function. Digest of articles. – St. Petersburg, 1999.
2. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children. – M., 1990.
3. Esechko L.B. Formation of the correct syllabic composition of a word in the pronunciation of children with general speech underdevelopment in the preparatory class. // Defectology, 1974 – No. 3.
4. Kovshikov V.A. Expressive alalia. St. Petersburg, 1994.
5. Speech therapy / L.S. Volkova - M., 1995.
6. Orfinskaya V.K. Methods of work on preparing anarthric and motor impaired children for learning to read and write // Development of thinking and speech in abnormal children. –L., 1963. P. 271-294.
7. Tkachenko T.D. Speech therapy notebook. -SPb., 1998.
8. Tumakova G.A. Methods and techniques of work when becoming familiar with the syllabic composition of a word // Familiarization of a preschooler with a sounding word. – M., 1991. P. 62-80.
9. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. -M., 1989.

Speech therapist teacher Elena Viktorovna Golubeva

Cluster of consonants: how many?

“Vdr”, “vzgr”, “stn”, even the strange “sdr” at the junction of words... Such a number of consonants per square centimeter is clearly too much for the language of the average person. And this phenomenon is called simply and figuratively: a confluence of consonants. What is this?

To clearly explain what a confluence of consonants is, let’s look at what is called the norm and deviation from it in any language. From a phonetic point of view, the most convenient scheme for pronunciation is alternating vowel and consonant sounds. It is no coincidence that words like “mother”, “baba”, “bibi” are most quickly and easily picked up by children from adults. Such words are convenient for learning in any foreign language.

How to divide into syllables

To do this correctly, you need to understand what types they are divided into. There are two of them. Syllables are:

• open;
• closed.

Let's look at an example: goat. Both syllables consist of a consonant and a vowel, with the latter coming at the end. These syllables, as well as those in which there are no consonants at all, are called open.

The following cases are considered closed:

• Consonants are found at the end of words - cat, brain, stump.
• Unpaired consonants, but necessarily voiced (sonorant) [y'], [l], [n], [m], [r]) stand in the middle - sai-gak, kol-khoz, san-ki, ram-ki, cursor.
• Soft pairs [l'], [n'], [m'], [r'] are found either in the middle or at the end of the word - mill-nik, kon-yak, seven-ya, Dar-ya.

We see that in two-syllable words the listed consonants are adjacent to the first syllable.

Consider the following examples: ko-ster, mi-ska, po-chta, friend-zhba. In what cases does a combination of consonants move to the second syllable? If in the middle of a word there are two voiceless words next to each other, a voiceless word and a voiced word, or two voiced words. Except for sonorous ones.