Formation of sound analysis and synthesis skills in preschoolers with level III OHP

The children got acquainted with “The Tale of Cheerful Sounds.”

“Once upon a time there were funny sounds. They knew how to sing songs. Their names were A, E, O, U, I, Y. And everyone together was called “vowel sounds.” The vowels had ringing voices and they sang like birds. One day they sang so joyfully that other sounds also wanted to sing.

• P, p, p, p,” the sound of P puffed. He puffed and puffed, but couldn’t sing the song. He cried and began to mourn: “Oh, how unsinging I am, I don’t have a voice, I can’t sing.”
• T, t, t, t,” the sound of T muffled. He tapped and tapped, but he couldn’t sing the song either. He cried and began to mourn: “Oh, how unsinging I am, I also have no voice, almost no one hears me.”
• K, k, k, k,” the sound of K groaned. He groaned and groaned, but could not sing the song. He cried and sunbathed, because he also really wanted to sing.
• Do not be sad, unsinging sounds! - said the vocal sound A, - We, vowel sounds, can help you. Only you must always stand next to us. Do you agree?
• We agree! We agree! - non-singing sounds screamed.
• That's good! For this we will call you all together “consonant sounds,” said the vowels.”

At this stage, acquaintance with two phonetic oppositions took place:

• first - by hardness - softness;
• then - by hardness - deafness.

The main means of control that determined the differentiation of hard and soft sounds was acoustic control.

Cards with a picture of an object and a diagram were given.

It was suggested to listen to what the vowel sounds in the words CAT and KIT sound like? Same or different?

Then it was found out what the first sounds in these words sound like?

Schemes of words using color symbols were laid out.

D.B. Elkonin proposed yellow to indicate hard consonants, and green to indicate soft consonants. Traditionally, when working with older preschoolers, blue is used to indicate hard consonants, and green for soft consonants.

In the country of Chrysostom, hard consonants wore blue suits - squares. They had a strict, firm character: they knocked strictly (t-t-t), puffed strictly (p-p-p), growled strictly (rr-r-r). Soft consonants loved green suits - squares, because they had a gentle, soft character. They knocked gently (t-t-t-t), puffed gently (p-p-p-p), and even growled gently (p-p-p-p).

The differentiation of voiceless and voiced consonant sounds occurred on the basis of tactile-vibrational control (i.e., based on the vibration of the vocal folds). An image of a bell was entered. Voiced consonants had bells, and voiceless consonants had no bells.

The inhabitants of Chrysostom helped in mastering the analysis and synthesis of words. They were friends, sang their songs, merging into one melody. By the end of this stage, children in the phonics analysis classes had five different types of counters.

Red chips were used to indicate vowel sounds, blue ones with a bell - for hard voiced consonants, blue without a bell - to indicate hard voiceless consonants, green with a bell - for soft voiced consonants, green without a bell - to indicate soft voiceless consonants. When conducting phonemic analysis, the diagram of the sound composition of the word was filled with colored chips.

Later, when they became acquainted with a new sound, the children independently put a suit on it and gave a description according to the reference diagram.

Next, work was carried out on transformation, changing the sound shell of a word through a system of vowels or consonant phonemes. The change in sound envelope through the system of vowels or consonants was carried out one at a time, for example,

*varnish – poppy – cancer; *varnish – face – bow.

At this stage, such sound combinations were proposed so that the child could operate with the semantics of a given word.

By acquiring knowledge about vowels and consonants, hard and soft sounds, children learned to conduct phonemic analysis of words of any complexity.

Here are some types of work on the development of complex forms of phonemic analysis:

• choose words with a certain number of sounds, for example, three sounds, four;
• select pictures whose names have a certain number of sounds (game “Pyramid”);
• choose words where the given sound would be in first, second, third place;
• name the words according to the proposed scheme;
• by transforming words by adding sound

• at the beginning of the word: mouth - mole, fur - laughter;

• at the end of the word: ox - wolf, floor - regiment;
• by transforming words, changing one sound of a word (chain of words) som – juice – soup – sokh – rubbish – cheese – son – son;
• rearranging the sounds: linden - saw, stick - paw.

The development of language analysis and synthesis was served by tasks like:

• from the first sounds in the names of every three pictures, create a one-syllable word;
• make up a word from the first sounds in the names of each of the four pictures, etc.

Dividing words into syllables also helped to more effectively master the sound analysis of a word. The work began with simple exercises.

In the game “Say the Word,” the speech therapist pronounced the first syllable, and the child pronounced the second. Then the children named the remembered words in full:

shi-na, ti-na, mi-na.

In the process of forming syllabic analysis and synthesis, the phasing of mental actions is taken into account. First, exercises were offered that relied on external, auxiliary means: clapping a word, tapping, walking. In the game “Walk the Word,” the speech therapist showed that when pronouncing different words, you can take a different number of steps (moon, car, plane). The children were asked to walk through the words they had invented. Having learned to correctly pronounce words of two or three syllables, not complicated by a combination of several consonants, games were used to master a more complex sound-syllable structure.

In the game “Choose a similar word,” the teacher named a word of two syllables, and the child selected a word of three syllables with the same ending. If the child found it difficult, he could choose a word using pictures selected for the game and laid out in front of him:

Christmas tree-broom, watering can-sticker, cannon-cracker.

Then, in the process of developing auditory analysis in speech, the ability to isolate a vowel sound in a word was formed. Graphic diagrams of words were used.

At the last stage the following games were used:

• "Confusion"

The teacher pronounced two syllables. It was necessary to change their places and name the resulting word.

Syllables: ka-mas, ta-pas, cha-Ka, ka-sum, na-sos, etc.

• "Come up with the beginning of a word"

The presenter said the end of the word. The child added the first syllable and named the whole word.

Syllables: - tire, - meta, - neta, - midor, - daughter, - losy, etc.

D.B. Elkonin emphasized: “Not only the acquisition of literacy, but also all subsequent acquisition of the language—grammar and associated spelling—depends on how the child discovers the sound reality of the language, the structure of the sound form of the word.”

After completing this work, children with level III OHP were examined again. The obtained data are presented in Appendix 3. The summarized data are presented in Table 3.

Data from a control examination of the speech of children with level III SLD

Table 3

Thus, it became clear that work on the development of phonemic perception influenced all components of children’s speech development, including the level of sound analysis and synthesis.

During the control examination, all children with level III SEN demonstrated a sufficient level of auditory perception.

When performing speech tests for the development of elementary phonemic analysis, 45% and 30% of children, respectively, accurately identified the sound in a word and selected words with a given sound; the rest required only minor variable assistance from an adult.

When performing tasks to isolate the first and last sounds in words, 80% and 90%, respectively, showed a sufficient level of development of this type of sensitivity, of which 30% had a high level.

The percentage of correct and independent determination of the place of sounds in the middle of a word was 22%, 61% with minimal help.

Analyzing a word, breaking it down into sounds, determining their number, and dividing the word into syllables became accessible to most children (92%).

This can be seen in more detail in Figure 3.

Figure 3

Comparative analysis of examination data of children with special needs at the ascertaining and control stages

As you can see, all indicators of the sensorimotor side of children’s speech, including those that describe the skills of sound analysis and synthesis, have improved significantly. Consequently, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschoolers with level III SEN was confirmed.

Conclusion:

therefore, it is precisely the deficiencies in phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.

What is it needed for

I will tell you what sound-letter analysis and synthesis is - analysis of the elements of speech: syllables, words and sentences. What symbols do they consist of, how are they displayed in writing (letters) and in speaking (sounds). In other words, it is the basis of our literacy. Many parents naively believe that it is enough to learn all the letters with their child, he will immediately read and get carried away with reading books. And he will also write competently and beautifully. However, reality forces even the most dreamy romantics to take off their rose-colored glasses,

The child will learn that sentences are made up of words, words are made up of syllables, and syllables are made up of letters or sounds. And each sound is displayed on the letter using special written icons. And they are arranged in a certain sequence. If you change their sequence, then the meaning of the word will change, for example, take 3 letters T, K, O, from them you can lay out 3 words: CAT, TOK, WHO, each of which carries its own semantic load.

Division into syllables

One option: there are 3 houses, with one window, two, three, this is the number of syllables. We will place residents there, depending on the number of syllables. To make it easier for the baby to divide into syllables, you need to hold your palm under your chin and count the number of times you open your mouth, the number of syllables. You can divide into parts by clapping your hands, but if there are problems with phonemic hearing, then the child will make mistakes. For example, the word “ceiling” will separate “po-to-lo-k”. In this case, there should be clear instructions - the syllable is only for an open mouth. And when pronouncing “k” the mouth does not open.

Finding a stressed syllable also reveals problems with the sense of language. It is necessary to show with your voice, exaggeratingly emphasizing each syllable in a word, for example, divide “milk” into syllables. Then say “milk, milk, milk”, let the child choose the correct option. A stressed syllable can be highlighted with a wave of the hand. Emphasizing this syllable with intonation and increasing volume will help lay the foundations for beautiful speech and expressive reading.

Sound in the middle of a word

Then the position in the middle of the word comes into play; it is the most difficult, especially for those children whose phonemic hearing is particularly impaired. They do not hear the vowels in the middle of the word and also write: “the road is a road,” “milk is milk.” We work according to the above scheme. Then we connect 3 positions, 3 different actions. We arrange the pictures into 3 piles “beak”, “tail”, “wings”. Or we traditionally put you on the train - the 1st, 2nd and 3rd carriages, respectively. And here you can simultaneously divide words into syllables and find the stressed vowel.

What does the word end with?

When this skill is mastered, we find the sound at the end of the word. The order is the same as with the position at the beginning of a word. But you can include the game in a chain of words, the next word should begin with the sound with which the previous one ends (onion - braid - pineapple - juice). And you can differentiate, divide words into those where the sound is at the beginning of the word, and where at the end. Arrange the pictures into two piles, for example, “beak” and “tail”. Raise your left hand, then your right, jump or sit down, raise your hands up, lower them down, etc., etc.

Making a diagram

After this, we introduce the child to the concept of a sentence and say that it consists of several words. For example, “Masha washes her hands,” there are 3 words in this sentence. Take 1 long strip (stick, draw a line). Then under the long strip we put 3 shorter ones, these are words, the “Masha” strip, the “washes” strip, the “hands” strip. After this, we begin to divide each word into syllables and lay out smaller strips and syllables below. For children under 5 years old this is quite enough.

Already in the preparatory group, under each syllable, squares-sounds of different colors are first laid out. Typically, vowels are red, consonants are hard blue and soft consonants are green. Below them, letters are laid out from a split alphabet. When the child has already learned to write letters, then you can lay out the sound-letter analysis scheme in reverse - draw a colored circle under each letter, divide the words into syllables, highlighting the stressed vowel.

You don’t have to write the letters, but use a magnetic alphabet, cubes, cards and other materials at hand. This is the case if fine motor skills are poorly developed and it is difficult for the baby to write. And he already knows the letters well. And thus, separate the development of fingers and phonetic analysis for a while and combine these skills later as the hand develops. In any case, we need to look at the child’s zones of proximal development. See what he can do on his own, and what he can do only together with you.

I’ll finish writing here, because the topic is very broad and it is impossible to cover it in one article. I hope there will be a whole series, because this is the basis of the work of a speech therapist. So stay tuned for blog updates and subscribe. Write in the comments about your experience, share on social networks with friends and acquaintances.

Position at the beginning of a word

Then tell the baby that, for example, in the letter A there is the sound “aaa”, he stretches out, we say it with his mouth wide open. And we begin to come up with words for this sound. If the children cope with this task, we begin to complicate the task. We come up with the sound A: fruits, transport, animals, edibles. Then we check how well the skill has been mastered and name the words. And if they contain the sound you are looking for, you need to clap your hands, stamp your foot, jump, and show the card with that letter. We show several pictures, select from them those that begin with the desired sound.