Speech therapy work to eliminate violations of the syllabic structure of words in children with dysarthria involves influencing all components of the speech system.

Complete system speech therapy intervention includes:

Development of general, fine and articulatory motor skills;

Correction of sound pronunciation (staging, automation, differentiation of sounds);

Development of phonemic hearing, formation of phonemic perception skills;

Work on the syllable structure of a word;

Expansion and enrichment of the vocabulary (active and passive);

Development grammatical structure speeches;

Formation of intonation-expressive aspects of speech;

Formation of coherent speech;

Developing self-control over speech;

Formation of practical skills and abilities to use correct speech.

The development of the syllabic structure of words in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of the child’s cognitive activity. Corrective work was carried out in individual and subgroup speech therapy sessions.

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:

Preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words native language;

Actually correctional work; The goal is to correct defects in the syllabic structure of words in a child.

Preparatory stage.

At this stage, game exercises are offered, first on non-verbal material, and then on verbal material.

Working on non-verbal material.

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

2. Work on rhythm (first on simple, and then on complex). Children are offered various ways rhythm reproduction: clapping your hands, tapping the ball on the floor, using musical instruments- drum, tambourine, metallophone.

Types of tasks:

Clap your hands as many times as there are dots on the die;

Comparison of rhythms: !-!!, !!-!!-;

Recognition of rhythms and correlating them with a certain rhythmic pattern written in symbols;

Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;

Arbitrary reproduction of rhythm by a child followed by recording of the rhythmic pattern with symbols;

Playing long sounds (pipe, harmonica - “-” symbol and short “+” - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+--, etc.

3. Formation of general coordination of movements to rhythmic music:

marching, easy running.

4. 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 or by counting: fist-rib, fist-rib-palm.

5. Exercises to develop hand coordination: performing movements with both hands simultaneously (fist of the left hand – edge of the right hand, etc.)

6. Graphic exercises for switching (continue the line): 0-0-0…;+=+=…

Work on verbal material.

Game exercises aimed at developing spatiotemporal concepts such as beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of sound-syllable series, the sound content of words of a simple and complex syllabic structure.

Exercises to develop optical-spatial orientation.

Exercise 1.

The child sits on a chair, eyes closed. The adult rings the bell, holding it in front of the child, behind him, above and below the chair, on the right and left. You need to correctly say where the bell rings.

Exercise 2.

An adult names the action of an object or an object. The child answers whether it is far or close.

(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)

Exercise 3.

The child moves in space according to the instructions of the adult.

The robot moves forward... stop. To the right...stop. Down... (under the table)... stop. Left...stop, etc.

Exercises to develop somatic-spatial orientation.

Exercise 1.

After showing it to an adult, the child repeats the movements, answering questions.

Adult. Where is the heart?

Child. Left.

Adult. Where is your crown?

Child. From above.

Adult. Where is your back?

Child. Behind.

Adult. Where's the belly?

Child. Front.

Exercise 2.

The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh etc.

Exercises 3.

The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the left hand the right temple, the little finger of the right hand the left eye, etc.

Exercises 3.

The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left leg to the side, etc.

Exercises 4

An adult asks to perform the so-called movements without showing a model.

Exercises to develop orientation in two-dimensional space.

Exercise 1.

Place a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.

Exercise 2.

From the point placed on the sheet, the child, without lifting his hand, must draw a line according to the adult’s commands.

We go right, stop, up, stop, right, etc.

Exercise 3

The child must continue the series: xx\ xx\ xx\; ...< … <…<

Exercise 4.

Copying by a child of various figures from simple to more complex.

Exercise 5.

An adult and a child draw a plan of the room, indicating the position of windows and furniture doors.

Exercises to develop time-spatial orientation.

Exercise 1.

Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)

Exercise 2.

Tasks: first jump, then sit, clap your hands at the end, etc.

Exercise 3.

The adult interrupts the child’s performance and asks questions.

What did you do before? What are you doing now? What will you do next7

Exercise 4.

Arranging pictures according to the themes “Seasons”, “Parts of the day”.

Exercise 5.

An adult and a child talk on the topic “Yesterday-today-tomorrow.”

Exercise 6.

Transition to working with speech material. An adult gives a child a task.

2. Listen to the sentences: The fire is burning. The bird is flying. It's snowing. Count. Name the third sentence, the second, the first.

Exercises to develop dynamic and rhythmic organization of movements.

Holding dynamic programs. The exercise consists of the child repeatedly repeating an action independently after presenting instructions to an adult.

1. Articulation exercises.

Open your mouth, bare your teeth, puff out your cheeks;

Tongue behind the right cheek, lips in a tube, tongue on the lower lip;

click your tongue twice, blow once;

Pull in your cheeks, click your tongue, blow once;

Silently articulate vowels (i-u-a);

2. Exercises for arms.

– use your thumb to alternately touch your index finger, little finger, and middle finger;

Place your hand on the table with your fist, edge, palm;

Show a ring of fingers, palm vertical, “bunny ears”;

From and. p. “fist on the table” alternately show the thumb, little finger, index finger;

3.Body exercises:

Lean to the right, squat, stand, clap your hands;

Wave your arms above your head, put your hands behind your back, jump in place;

Stomp your foot, hands to your shoulders, down, raise your head, lower it.

Exercise 7.

Repeating rhythmic patterns after an adult - tapping, clapping, stamping.

Corrective stage

Working on vowels

Accurate perception and clear articulation of vowels ensure the correct transmission of the syllable outline of the word, and also prevent the replacement of vowels and rearrangement of syllables.

Exercise 1.

The child repeats pairs, triplets and a large number of sounds from more contrasting to less contrasting. Suggested syllables:

A – I A – I – O U – A – I – O

A – U U – A – I E –U – A – I

I – O I – O – Y A – I – O – Y

S – A E – U – A I – E – U – A

U – E A – Y – O U – A – Y – O

A – O I – Y – E O – I – Y – E

O – U O – U – A E – O – U – A

Exercise 2.

· on one exhalation, and smoothly;

loud (quieter, very quiet);

· alternating volume within one row;

· quickly (slowly).

Exercise 3.

Additional tasks. To consolidate work on vowels, the child is asked to:

· show the same number of fingers as sounds;

· tap sounds silently;

stand up when a series of three sounds sounds;

· name two (three, five) vowel sounds yourself;

· come up with as many sounds as there are stars drawn;

· recognition of a series of sounds by silent articulation and pronouncing them with a voice;

Repeat the sounds in reverse order.

Working on syllables

Exercise 1.

The exercise consists of repeating rows, starting with two to three syllables. Syllables taken:

With common consonants:

MA – MO – MU – WE – ME;

With common vowels:

BU – KU – VU – NU – DU;

Reverse:

AN – EUN – OH – EN – UN

OF – OP – OH – OT – OM;

Closed syllables, their rows and pairs:

MAK – MOK – MUK – MYK – MEK

POP - POP - POP - POP

TUK – MUK BOK – WOK;

Direct and reverse syllables with hard and soft consonants:

BA – BYA AP – EL

VU - VU UV - UV

MO – MIO EN – EN

Exercise 2.

To consolidate work on syllables, the child is asked to:

· arrange the sticks according to the number of syllables;

· take as many steps, jumps as there were syllables;

· identify the same sound in a series;

· come up with syllables with the same vowels (consonants);

· come up with and (“make a wish”) syllables with a given consonant;

repeat a number of syllables in reverse order;

· repeat only the first and last syllable of the row;

· pronounce syllables smoothly (shortly), loudly (quietly), different in height, quickly (slowly);

· highlight the stressed syllable (reflected);

· name the first (second, third) sound of the syllable;

· create a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;

· compare two syllables: MA – AM, UT – KUT, KOP – POK, CON – PYN.

· building up syllables;

· reduction in the number of syllables;

· tapping syllable chains.

Working on syllables with consonant clusters.

Exercise 1.

Suggested syllables:

Open and closed:

kna-akn gna-agn

dmo-odm tmo-otm

PTU-UPT BMU-UBM

With oppositional consonants:

fta-fta fta-vda

tko-tke tko-dgo

kmu-kmu kmu-gmu

Syllable chains:

I-I-I-I-I-I-I

gwa-gwo-gwu-gwy-gwe

hwa-hwi-hwi-hwe

Syllables with a change in consonant position:

mna – nma

sko – xo

xtu – thu

zby - bzy

Exercise 2.

To consolidate work on syllables with consonant clusters, the child is asked to:

· analyze the syllable (name the first, third, second sounds);

· make a syllable from these sounds so that the consonants (or vowels) come first;

· come up with a syllable consisting of two consonants and one vowel;

compare syllables:

INT – YNT

UBR - UPR.

Types of syllabic structure of words.

1. Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.

2. Three-syllable words consisting of open syllables: shovel, dog, cubes, Panama hat, etc.

3. Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.

4. Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.

5. Two-syllable words with a cluster of consonants in the middle of the word: bank, skirt, duck, thread, etc.

6. Two-syllable words with a closed syllable and a cluster of consonants in the middle of the word: cactus, bear, soldier, peacock, etc.

7. Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.

8. Three-syllable words with a combination of consonants: apple, sausage, cuckoo, girl, etc.

9. Three-syllable words with a combination of consonants and a closed syllable: bus, gardener, orange, grapes, etc.

10. Three-syllable words with two consonant clusters: toys, light bulb, jump rope, strawberry, etc.

11. Monosyllabic words with a consonant cluster at the beginning or end of the word: leaf, bush, tank, umbrella, etc.

12. Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.

13. Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.

14. Four-syllable words with a combination of consonants: refrigerator, motorcycle, teacher, towel, etc.

14 types of syllable structure of a word are proposed according to increasing degrees of complexity (classification by S.E. Bolshakova).

Working on words.

Exercises to distinguish between long and short words.

Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child places a chip under the long or short strip, respectively.

Words: bitch, bicycle, soup, beetle, fly agarics, etc.

Exercise 2.

In front of the child are pictures with monosyllabic, polysyllabic words. We need to divide them into two groups.

Exercise 3.

Two are selected from a group of children. One child looks for objects in the room with short names, the other with long ones. Having found the object, player 2 names it.

Exercises to explain the meanings of unfamiliar words.

Since knowledge of the lexical meaning is necessary for mastering correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).

Exercises for reflected scanned repetition of words of the type being studied.

Exercise 1. Training the ability to pause between words. The speech therapist calls the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand comes down.

Example: bu…..sy, not…..bo, lyu…..di, ko…..le-but (ko-le…..but), o-le…..ni (o…..le -ni), si…..ni-tsa (si-ni…..tsa).

Exercise 5.

Sound analysis and synthesis.

1. Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of the speech therapist.

2 Laying out strips according to the number of syllables.

3 Selecting a suitable word scheme.

4 Analysis of each syllable (counting and listing sounds). This type of work is important when learning words with consonant clusters. Offered:

1-two-syllable words with confluences in the middle of the word starting with a vowel sound: needle, sheep, glasses, etc.

Then - words starting with a consonant sound: heel, nails, bag, etc.

Words with two consonant clusters: swallow, sun, leaves, etc.

2-conjunction at the end of a word (bone, bridge, bandage, etc.)

3- confluence at the beginning of a word (chair, kvass, key, etc.)

4- one-syllable words with two sequences (tail, nail, pillar, etc.)

5-polysyllabic words with conjunctions (pan, medicine, library, etc.)

Exercise 6.

Isolated pronunciation of the words “Let's go up the stairs.” The child should, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder.

Exercise 7.

Repetition of words similar in sound composition:

Differing in vowel sounds: suk-sok, ball-sword, kit-cat, forest-fox, sam-som;

house-smoke-dam, fur-mah-moh; bull-buck-buck-buck;

skis-puddles, hands-rivers, crayfish-hands, etc.

Differing in consonant sounds: suk-sup, nose-knife, fur-mel; oak-cube-soup, horse-com-cat-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.

Differing in consonant sound and stress location:

water-soda, goat-rose, hands-beetles, skin-goat, etc.

Repetition exercises highlighting stressed syllables.

Exercise 1.

The child repeats after the speech therapist the entire word, syllable by syllable, and then names only the stressed syllable: ko-fe…..ko-fe, ko; li-sa…..li-sa, sa.

Exercise 2.

Using a graphic representation of the stress on the word diagram, the child is asked to:

Guess the word that another student clapped;

Come up with a word for the diagram;

Put emphasis on the diagrams (in the form of a dictation).

Exercise 2.

Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.

Exercises with rearranging syllables.

Exercise 1.

Swap the syllables and name the resulting word:

Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, na-sos;)

Syllables: ka-mu, ma-do, pa-li, ka-sum, wa-tyk, zha-lu, duk-sun, breath-lan, tuk-far, etc.

Exercise 2.

Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.

Exercises to assess normativity.

Exercise 1.

The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.

Words: spider, spider; vutka, duck; window, window; Isa, scales; devereux, tree; moko, milk; mimon, lemon; manina, raspberries; nebel, furniture; hunter, hunter; dark snake, snake; tol, table; melon, afternoon; pinino, piano; motorcyclist, motorcyclist, etc.

Exercises for the transition to continuous pronunciation.

Exercise 1 “Guess, say the word.”

Syllables: ved-, set-, kukh-, dos-, white-, met-, waf-, color-.

Exercise 2. The child adds the first syllable and names the word: -zhama, -shina,

Goda, -keta, -midor, -reza, -tyata, etc.

Exercise 3 The speech therapist names the word, making a clap instead of the second syllable. The child adds a syllable and names the whole word.

Syllables: sa-!-let, py-!-sos, pa-!-hod, te-!-fon, mo-!-tok, vita-!-ny, ba-!-rina, etc.

Exercise 2

The child says his name. At the teacher’s signal, each player must stand next to the one whose name has the same number of syllables.

Exercise 3.

Syllable analysis and synthesis. From the proposed pictures, name those that contain a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.

Arrange the pictures so that the last syllable of the previous word and the first syllable of the following word are the same (owl, cotton wool).

Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.

Exercises to form phrases.

Exercise 1.

Pronouncing phrases:

A small light bulb, a small swallow, a small ribbon, etc.

Words: jacket, blouse, tassel, little book, bench, etc.;

Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.

Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;

Exercise 2.

Formation of the genitive plural using the word “many”: melon...many melons, owl...many owls, goat...many goats, etc.

Exercise 3.

The speech therapist names the object, and the child responds with a phrase using the words round - oval: moon... moon round, cloud... oval;

words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.

Exercise 4.

The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:

newspaper….newspaper rectangular, screen…..screen square, cap….cap triangular;

words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.

Exercises to write short sentences using learned words.

Exercise 1. It is proposed to select a suitable action for the name of the object (standing, sleeping) and make up sentences:

The kettle......The kettle is standing. Dolphin......Dolphin is sleeping. The bear..... The bear is sleeping.

Exercise 2. Put the words in the correct order and name the sentence.

In, tomatoes, greenhouse…….Tomatoes in the greenhouse.

Under the apple tree, under, apples……..Under the apple tree there are apples.

Popsicle, table, on……..Popsicle on the table.

Words. Above, icicle, the window. Tree, on, cuckoo. Uh, chess, boy. Home, above, clouds. Candy, girls, y.

Exercises to differentiate words of the studied type from words of greater or lesser contrast in syllable structure.

Exercise 1.

“Animals were brought to our zoo. We must place them in cages. In the first place we will place animals whose names have one syllable. Secondly, with names of two syllables, etc.”

Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.

Exercise 2.

When pronouncing different words, you can take a different number of steps (for example, cheese is an airplane). Then the children walk through the words called by the speech therapist.

Exercises to consolidate the material.

Repetition of sentences with complex syllabic composition.

A long-legged stork flies over the house.

Aunt Dina is sitting on the sofa.

Nikita was bought sneakers and a cap.

There are eggplants and apricots in the refrigerator.

The bread box is on the refrigerator.

There is a purple sugar bowl in the cupboard.

Maxim loves to take pictures.

The librarian issues books.

A plumber fixes a water pipe.

A policeman regulates street traffic.

The postman delivers letters, newspapers, magazines.

The guide conducts excursions.

Practicing the syllabic structure of words using the material of pure phrases.

(B) Beep, beep, smoke is coming from the chimney.

Beavers wander into the cheese forests. The hippopotamus opened its mouth, the hippopotamus asks for rolls.

Bananas were thrown to a funny monkey.

They threw bananas to a funny monkey.

Beep beep. The car is humming without gasoline.

(P) Whoop-whoop-whoop, mom is making soup.

The parrot says to the parrot:

I'll scare you, parrot.

The cockerel jumped onto the threshold:

Give me a pie, baker.

(P-B) Our grandmother lost her beads.

Grandma's bean grows in the rain.

The baker baked the bagel, bagel, loaf and loaf from the dough early in the morning.

Two bulls were fighting their heads against the fence.

All sides were pierced in a noisy argument.

(B) Va-va-va an owl is sitting on a branch.

Three crows on the gate.

The water carrier was carrying water from the water supply.

Delicious halva - praise to the master.

The fidgety wind tore out the gates like turntables.

(F) Af-af-af, there is a closet in the corner.

Fani has a sweatshirt, and Fedya has shoes.

The fleet is sailing to its native land, a flag is on every ship.

Fedya went to the buffet for candy, the fact was that there would be no candy in the buffet.

(V-F) Our Filat is never to blame.

Don't go into the forest to be afraid of wolves.

Mikhail played football and scored a goal.

The eagle owl, even with a flashlight, cannot see anything during the day.

(D) Gu-gu-gu, geese are grazing in the meadow.

There is cackling on the mountain, a fire is burning under the mountain.

The road to the city is uphill, from the city down the mountain.

There is a jackdaw on the willow, and there are pebbles on the shore.

(K) Ko-ko-ko, don’t go far.

Knock, knock, I nail the heel.

Our river is as wide as the Oka.

A fly bit her pussy and her ear hurts.

A cat with a kitten, a hen with a chicken.

(K-G) They go in single file, gander after gander.

The breast warms the side in the sun. The fungus goes into the box.

(X) Ha-ha, you won't catch the rooster.

Prokhor and Pakhom were riding on horseback.

A grief fly landed on my ear.

(D) Doo-doo-doo, apple trees are growing in the garden.

Daria gives Dina melons.

A woodpecker was hammering a tree and woke up my grandfather with his knock.

Grandfather Danil divided the melon.

(T) Ta-ta-ta, the cat has a fluffy tail.

Our guest bought a cane.

Again the guys found five honey mushrooms.

(D-T) Tom the dog guards the house.

A woodpecker was healing an ancient oak tree.

I am shaggy, I am shaggy, I am above every house in winter.

(M) Mu-mu-mu, milk for anyone?

Mom washed Mila in the bath.

Where there is honey, there are flies.

Toma sat on a bench near the house all day.

(N) An-an-an, dad is fixing the tap.

The nanny is babysitting Nadya and Nina.

Nina plays the piano.

Feet dressed up in new boots.

(C) Sa-sa-sa, a fox is running in the forest.

As-as-as, our gas has gone out.

Os-os-os, there are a lot of wasps in the clearing.

Mow the coconut while there is dew.

Little Sanya's sleigh moves on its own.

Senya carries hay in the canopy.

Sonya and Sanya have a catfish with a mustache in their nets.

(Z) For-for, go home, goat.

Zu-zu-zu, we wash Katya in a basin.

Buba the bunny has a toothache.

(N-W) Sa-za, sa-za the dragonfly flew away.

Za-sa, za-sa, a wasp flew towards us.

Sonya brought elderberries to Zina in a basket.

The net caught on a twig.

(Ts) Tso-tso-tso, there’s a ring on my hand.

The ring has no end.

Two chickens are running around right on the street.

The heron, standing on the porch, wrote the letter C.

(S-C) So-tso, so-tso, the chicken laid an egg.

Tits are funny birds.

The chicken laid an egg under the porch.

He drinks water from a nearby well all day long.

There is a cart of oats, next to the cart there is a sheep.

The sun is shining brightly through Sonya’s window.

(Sh) Sha-sha-sha, the mother is washing the baby.

Shu-shu, I'm writing a letter.

Ash-ash, Pasha has a pencil.

Hush, mice, the cat is on the roof. Make some noise - he will hear.

Our Masha was given semolina porridge.

I can't find this frog's ears.

Masha, finish your porridge, don’t bother mom anymore.

(S-Sh) Su-shu, I’m writing a letter home.

Shu-su, I met a bear in the forest.

Sasha loves sushi, and Sonya loves cheesecakes.

Cones on the pine tree, checkers on the table.

Sasha bought dryers.

(F) Zha-zha, the hedgehog has needles.

Ju-ju, let's give milk to the hedgehog.

The hedgehog has a hedgehog, the grass snake has a snake.

Snakes don’t live where hedgehogs live.

The beetle and grass snake need dinner.

(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.

Zha-sha, Zhenya is feeding the baby.

Acorns for the mouse, cones for the monkey.

The cat has spoons in a basket.

The pie is good, there is curd inside.

On the roof of Shura lived the crane Zhura.

Midges flew around the lamp, warming its thin legs.

Be careful, midges, you will burn your legs.

(Uh) Now, we're bringing home bream.

Whoa, whoa, I’m putting on a raincoat.

Wolves prowl, looking for food.

The puppy squeaks pitifully.

(Ch) Cha-cha-cha, a candle is burning in the room.

Chu-chu, I'm knocking with a hammer.

Ooh, it's night.

A sheep's fur coat is warmer than any stove.

The student was learning his lessons, his cheeks were inky.

This is ice cream on a plate for Lenochka.

(Ts-C-C) Tsu-Chu, I'm flying on a rocket.

Chu-tsu, they gave the grains to the chick.

Tanya's saucers clash very often.

The mischievous student received one.

(L) La-la-la, I have a top.

Lo-lo-lo, it's warm outside.

We caught burbot in the shallows.

Mom washed Mila with soap.

Julia was little and was spinning around

Put the coal in the corner.

The sea wave is strong and free.

(R) Ra-ra-ra, it's hot outside.

Ro-ro-ro, there's a bucket outside.

Ar-ar-ar, there is a lantern hanging on the wall.

Three trumpeters blew their trumpets.

The crow missed the crow.

There are oak trees on the mountain, and grids growing under the mountain.

Egorka quickly says a tongue twister.

(R-L) La-ra, La-ra, the game begins.

Lara washed the floor, Lilya Lara helped.

Lara was playing the piano at Valya's.

A fisherman was catching fish, and the entire catch floated into the river.

Kandrat drew a square in his notebook.

The ship was carrying caramel, and the ship ran aground.

And the sailors ate caramel aground for three weeks.

Thus, the types of exercises were selected depending on the level of speech and intellectual development of the children, their age and type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children and using clarity. Thanks to this, significant results were achieved in the formation of the syllabic structure of words in children.

Irina Kulesh
Consultation “Violation of the syllabic structure of words”

If there are permutations, omissions or

increase in sounds and syllables, Means word structure is not reproduced correctly.

Up to 3 years of age, this phenomenon is physiological due to, Fine. We often hear from children who have just begun to speak something like this: words:

kasanaut (cosmonaut, matsicycle (motorcycle, mitsanel (policeman,

and we are justified in not worrying about the state of their speech. However, if the child is

at the age of 4-5 years pronounces: KASAVOKA (FRYING PAN, PISOS (VACUUM CLEANER, ANGA (LEG, LIPEKA) (TABLET) etc., then this is a signal of persistent violations of the syllabic structure of words and in this case, the baby needs the help of a speech therapist.

In the system of language with its three components - phonetics, vocabulary and grammar - syllable structure occupies a special place. On the one side,

this is undoubtedly part of the pronunciation side of speech - phonetics

(T. G. Egorov, N. Kh. Shvachkin, etc.). But on the other hand, there is a connection between structural distortions of words and their semantic deficiency in preschoolers (R. E. Levina, A. K. Markova, etc.). Therefore, LEXICAL UNITS, namely words with an unfamiliar meaning are more often subject to changes to syllable level.

According to some researchers, there is an influence of the formation syllable structure and on the grammatical structure of the language.

R. E. Levina notes that the emergence of sentences in a child’s speech is closely related to syllable formation. According to D. B. Elkonin, mastering grammar

ical structure directly depends on the child’s orientation in the sound system of his native language. Improving the latter (and, in particular, the reproduction syllabic structure of words, we create the basis for children to master a variety of grammatical

matic designs and grammar in general.

A.K. Markova points out the connection between mastery syllabic composition with motive-

ational side of the child’s activity, the level of his articulatory capabilities, the state of the auditory (phonemic) perception. She's the same

confirms that due to misstatements syllabic composition of the word communication of preschoolers, their acquisition of sound analysis, and then literacy becomes difficult.

Persistent distortion syllabic structure of the word in a preschooler over four years of age is a symptom of deep phonemic disorders

tic perception, which, in turn, inevitably indicates a general underdevelopment of speech in such a child.

Let's look at some typical examples of distortion syllable structure

words five-year-old children age:

traffic controller – ANALOTIC, IGULETIK;

frying pan – KAVOTA, SYAKAVOTYA;

dragonfly – GOAT, SITAZYA;

stool – BUTEKA, TUBEKA;

intersection - PIKOSYA, KIPYOSYAK;

grapes – BILEDAT, VIGANA;

door - DEL, DEI.

Along with the reduction syllables, their permutations, distortions and replacements

tions, in each example there is violation confluence playback

consonant sounds. This defect is identified by T. B. Filicheva, G. V. Chirkina, L. B. Esechko and O. N. Usanova as the most common in pronunciation words

various syllable structure by children suffering from general underdevelopment

1. BASIC PRINCIPLES OF CORRECTION VIOLATIONS

SYLLABILITY STRUCTURE OF THE WORD

At the formation stage syllable structure all speech material

The child speaks reflectively, following the adult. At the stage of consolidating skills, memorized poems, tongue twisters, and stories are reproduced. On

the final stage of accurate reproduction skills syllable structure

words are finally automated in independent speech (composing

sentences, stories, dialogue on a given topic, etc.).

If a child has difficulties syllabic composition

word pronounced slowly, separately syllables, with simultaneous

slamming it away syllabic contour.

Meaning words to be clarified before it starts syllable-by-syllable pronunciation.

When repeated many times during practice syllabic composition of the word

At the same time, its meaning is consolidated. For this the word is included

into various sentences until its semantics is fully assimilated and syllabic composition.

2. CORRECTION METHOD SYLLABILITY VIOLATIONS

WORD STRUCTURES

a) PREPARATORY STAGE (Creation of a phonetic-phonemic base for correction violations of the syllabic structure of words)

1. PHONETIC BASE – mastering the pronunciation of all vowels, and

also consonant sounds of early ontogenesis (M, N, B, P, V, F, D, T, G, K, X and their soft

options, correcting existing ones voice disorders, tempo, timbre, etc.

2. PHONEMATIC BASE – ability to reproduction:

Combinations of vowel sounds (AUI, AOUI, UOIA, etc.);

- syllabic combinations with a common consonant and different vowel sounds

(TA-TO-TU, PU-PU-PA);

- syllabic combinations with a common vowel and different consonants

(PA-KA-TA, DO-BO-GO);

- syllabic combinations with consonant sounds that are oppositional in voicing -

deafness (DA-TA, PA-BA);

- syllabic combinations with consonant sounds, oppositional in hardness -

Softness (TA-TYA, PA-PYA);

- words, similar in sound composition (BOCK-BOCK-BULL).

B) FORMATION STAGE SYLLABILITY STRUCTURE OF THE WORD

Sound matching words with visual images;

Playing combinations syllables with a combination of consonants;

Pronunciation words(and their combinations containing consonant clusters

There are 14 types words, over which we successively carry out

work to overcome syllable structure disorders.

Types syllabic structure of words

I. Two-syllables words, consisting of open syllables:

MELONS, WATER, OWL, COTTON WOOL,

COFFEE, FLIES, SOAP, CHILDREN, FEET, MOON, PERFUME, SCALES, VASE, NOTES, GOAT, TEETH.

II. Trisyllabic words, consisting of open syllables:

SHOVEL, DOG, CUBES, BOOTS,

CABIN, PANAMA, DUCKLES, HEAD,

RASPBERRY, NEWSPAPER, MIMOSA, BERRIES,

CAR, COIN, WHEEL, MILK.

III. Monosyllabic words, consisting of a closed syllable:

POPPY, BOW, BALL, WHALE,

FOREST, BEETLE, CATFISH, JUICE, OAK, LION, HONEY, HOUSE, CAT, GOOSE, SMOKE, NOSE.

IV. Two-syllable words, consisting of one open

th and one closed syllable:

LEMON, BROOM, BOUQUET, BANANA, FIRE, PACKAGE, CAN, HAMMOCK, CAR, LOAD, IRON, COCK, ROCKER, SOFA, SCOOP, ROPE.

V. Two-syllables words with a consonant cluster in sulfur

Dina words:

BARN, SKIRT, LETTER, BRANCH, LETTERS, DUCK, BATH, THREAD, FORK, CAP, PUMPKIN, SLIPPERS, WINDOW, SKATES, T-shirt, TAXI.

VI. Two-syllable words with closed syllables and sequences

eat consonants in the middle words:

TEAPOT, TRAY, ALBUM, RAIN, CACTUS, FOUNTAIN, BEAR, BAGEL, MAGNET, TULIP, TURKEY, DOLPHIN, COSTUME, COMPASS, SOLDIER, PEACOCK.

VII. Trisyllabic closed words:

KOLOBOK, PLANE, TOMATO, SUITCASE,

Hippopotamus, Cockerel, Pineapple, Cornflower,

PHONE, DRUM, DIVER, PARROT,

HAMMER, CAPTAIN, CALF, STORE.

VIII. Trisyllabic words with confluence consonants:

APPLE, CHESS, SAUSAGE, CANDY,

CUCKOO, DUMBBLES, ROOM, GATE,

BOOTS, SNAIL, CABBAGE, FISHING FISHING,

NEEDLE, GAZERBOARD, FELT FEET, GIRL.

IX. Trisyllabic words with a combination of consonants and for

covered syllable:

BUS, GRASSHOPPY, OCTOPUS, ARTIST, MACHINE, LAMB, ROSE HIP, GARDENER, MONUMENT, LADLE, ALARM CLOCK, ORANGE, GRAPES, HUNTER, PENDULUM, COFFEE POT.

X. Trisyllabic words with two confluences consonants:

MATRYOSHKA, IZBUSHKA, TOYS, Dunno,

RIFLE, LIGHT BULB, ANTENNA, TABLETS,

CARROTS, ROPE, STRAWBERRY, CLOVE,

BENCH, TURKEY, FOOTBALL PLAYER, ACCORINA.

XI. Monosyllabic words with a consonant cluster at the beginning or end words:

LEAF, BOLT, BUSH, TANK, CAKE, UMBRELLA, ELEVATOR, SCREW, BOW, SIGN, BOTTOM, GLUE, FLAG, BREAD, GNOME, CABINET.

XII. Two-syllable words with two confluences consonants:

STAR, ROD, NEST, MATCHES,

CHICKS, FLAGS, STICK, NAILS,

WIPE, CAGE, CRANBERRY, ROLLING ROLLING ROLL,

BUTTON, BEET, BOOKS, GRASS.

XIII. Quadrisyllables words, consisting of open

syllables:

PIANO, BLACKBERRY, CORN, PINOCIO, SINK, BUTTON, CATERPILLAR, TOMATOES, BLANKET, TURTLE, LIZARD, FLIESHAKIC, VITAMINS, PASTA, SPIDER WEB, SUITCASES.

XIV. Quadrisyllables words with confluence consonants:

STRAWBERRY, EGGPLANT, TEACHER,

BEAR CUBS,

CAR, STOP, CHIN,

TAPE RECORDER,

AQUARIUM, MONKEY, DANDELION,

FERN,

TOWEL, REFRIGERATOR, EXCAVATOR,

MOTORCYCLIST.

C) STAGE OF CONSOLIDATING ACCURATE REPRODUCTION SKILLS

SYLLABILITY STRUCTURE OF THE WORD

1. Reflected pronunciation and memorization:

- words, phrases and sentences,

Rhymes and poems,

Tongue twister,

Stories.

2. Using the acquired skills of accurate reproduction syllabic

word structures in independent speeches:

Compiling stories based on reference points words,

Description of items

Coming up with an end or beginning to the teacher’s story,

Comparison of objects,

Dialogue on a given topic,

Storytelling from imagination

Inventing fairy tales based on a set of toys, etc.

Literature used:

1. Markova A.K. Peculiarities of mastery syllabic composition of the word in children with speech underdevelopment, 1963.

2. Levina R. E. Disadvantages of speech and writing in children, 1965

3. Tkachenko T. A. In first grade - without speech defects, 1999.

4. Bolshakova S. E. Overcoming disorders of the syllable structure of words in children, 2007

This article addresses an issue related to the problem of pronunciation formation, namely, mastering the pronunciation of the syllabic structure of a word by children suffering from general speech underdevelopment.

Currently, in speech therapy work on the pronunciation of these children, the task of correcting individual sounds often comes first. Meanwhile, in the very course of speech training, it is constantly discovered that mastering the pronunciation of the syllabic structure of a word is especially difficult for them and requires the special attention of a speech therapist.

The process of mastering the syllabic structure of a word by non-speaking children has not been specifically studied and is not described in the literature, although works on alalia usually indicate the difficulties that arise here. More detailed information on this issue is contained in works concerning the normal development of speech. A number of authors (A.N. Gvozdev, I.A. Sikorsky, N.H. Shvachkin, B. Kiterman) point to the need to highlight within the phonetic side of speech a special process of assimilation of the syllabic structure of a word, along with the assimilation of individual sounds of a word.

I.A. Sikorsky cites facts from his observations indicating the possibility of individual children mastering predominantly the sound or syllabic characteristics of speech. In his examples, children of the so-called sound direction are characterized by error-free reproduction of one or more sounds of a word; Children of the so-called syllabic direction grasp the syllabic composition of a word, distorting its sound composition and using a very small number of sounds. Information from I.A. Sikorsky are interesting in that they speak of a certain independence of the process of mastering the syllabic structure of a word in relation to the mastery of individual sounds.

Some studies have raised the question of the factors that determine the acquisition of word structure in children with normal speech development. So, A.N. Gvozdev, considering the assimilation of the syllabic composition of a word, dwells on the peculiarity of the syllabic structure of Russian words, which lies in the fact that the strength of unstressed syllables in it is not the same. When mastering the syllabic structure, the child learns to reproduce syllables and words in order of their comparative strength: first, only the stressed syllable is transmitted from the entire word, then the first pre-stressed syllable appears, and, finally, weak unstressed syllables. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and in this sense, the fate of different sounds and sound combinations is connected with the assimilation of the syllabic structure. The comparative strength of the syllables of A.N. Gvozdev calls “the main reason influencing the preservation of some syllables in a word and the omission of others.”

Every year the number of children suffering from TSD increases. Most of them have, to one degree or another, a violation of the syllabic structure of the word (SWS). In speech therapy work with children, overcoming deficiencies in sound pronunciation is often highlighted and the importance of the development of the cardiovascular system is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contrary to the natural process of speech development. Therefore, it is of particular importance to determine the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word. Correction of the cardiovascular system is one of the priority tasks in speech therapy work with preschoolers with systemic speech disorders. The formation of the CVS affects the success of mastering the grammatical structure of speech, mastering sound analysis, writing, and reading.

Since this topic has not been sufficiently studied and covered in educational and methodological literature, speech therapists experience difficulties in organizing work on the formation of the syllabic structure of a word: in systematizing and selecting speech didactic material, providing classes with lexical richness.

This manual presents a system of working on the syllabic structure of a word, based on an analysis of the literature on this problem and on personal teaching experience.

Types of violations of the syllabic structure of words

A.K. Markova identifies the following types of violations of the syllabic structure of a word:

1. Violation of the number of syllables:

• Abbreviation (omission) of a syllable: “skein” - hammer;
• Omission of the syllabic vowel: “pinino” - piano;
• Increasing the number of syllables by inserting vowels into consonant clusters: “komanata” - room;

2. Violation of the sequence of syllables in a word:

• Rearrangement of syllables: “devore” - tree;
• Rearrangement of sounds of adjacent syllables: “hebemot” - hippopotamus;

3. Distortion of the structure of an individual syllable:

• Abbreviation of consonant clusters: “tul” - chair;
• Insertion of consonants into a syllable: “limont” - lemon;

4. Assimilation of syllables : “coconuts” - apricots;

5. Perseverations (cyclical repetition of one syllable).

6. Anticipations (replacing previous sounds with subsequent ones): “nananas” - pineapples;

7. Contamination (mixing elements of words): “booth” - kennel + booth.

Stages of working on the syllabic structure of a word

For the development of the syllabic structure of a word, such non-speech processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of movements and actions, and the ability to serially process information are significant. These non-speech processes are the basic prerequisites for the acquisition of the syllabic structure of a word.

Corrective work to overcome CVS disorders can be divided into 2 stages:

• preparatory, the purpose of which is to prepare the child to master the rhythmic structure of words in his native language; work is carried out on non-verbal and verbal material;
• proper correctional, the purpose of which is the direct correction of cardiovascular system defects in a particular child; work is carried out on verbal material.

Preparatory stage

The preparatory stage includes work in the following areas:

• formation of spatial concepts and optical-spatial orientation;
• development of temporal-spatial orientation;
• development of dynamic and tempo-rhythmic organization of movements.

Below are sample games and exercises to develop these functions. At the preparatory stage, these games and exercises can be used simultaneously, that is, all areas of work can be included in one lesson. Exercises are used not only in speech therapy classes, but also in classes on the development of elementary mathematical concepts, in music classes, in drawing, physical education, and in classes to familiarize themselves with the outside world.

I. Formation of spatial representations and optical-spatial orientation

1. Orientation in your own body

• "This is who we are"(“Show your belly, your back”: The belly is in front, the back is behind. Where is the tummy? Where is the back?).
• "We're putting things in order"(in front of the child are mittens, gloves, sandals, etc. - “Find a pair”, “Place the sandals correctly”).
• "Palms and Footprints"(The child is offered the contours of several palms and footprints and the contour of a palm, for which he must find a pair from the proposed options).

2. Orientation in three-dimensional space

• "Train"(Toys are placed in a column in front of the child and questions are asked: “Who is in front? Who is behind? Who is far away? Who is close?”)
• "Collect a fairy tale"(In front of the child is a set of toys or objects: “Put the horse close to the house. Place the little man between the house and the tree.”)
• "Find the treasure"(orientation according to diagrams).
• "Where the locomotive whistles"(sound location determination).

II. Development of temporal-spatial orientation

• "The bunny went to visit"(The child in the role of a bunny goes according to the instructions to visit a squirrel, a hedgehog, a frog. Who had it first, then, at the very end?)
• "What's first, what's next"(The adult gives the child tasks: 1) first jump, then squat, and finally clap your hands; 2) first rock the bear, then feed the bunny, at the end dress up the doll - the child performs and then describes the sequence of his actions).
• "Watch and repeat"(The adult shows a series of movements, the child watches, then repeats all the movements in the desired sequence)

III. Development of dynamic and tempo-rhythmic organization of movements

Areas of work:

• Improving gross motor movements
• ​Improving fine motor skills
• Development of articulatory motor skills
• Developing a sense of tempo
• Formation of a sense of rhythm

Improving motor skills: general, fine, articulatory

Goal: development of spatial organization of movements; development of switchability of movements; development of the ability to reproduce a given sequence of movements.

• "Do as I do"

The speech therapist performs a series of first two, then three or four movements, the children follow the instructions: “Do as I do”, “Continue yourself”: 1) Sit down - stand up, sit down - stand up, ... 2) Hands to the sides - on the belt, in sides - on the belt, ...3) Leg forward - back - to the side, forward - back - to the side.

• "Skillful Hands"

Alternation of different poses: 1) Fists - palms, ... 2) Rings - ears - horns, ... 3) Fingers say hello.

• Articulation exercises

Alternation of different poses of the organs of the articulatory apparatus: 1) “Frog” - “Proboscis” - “Donut”; 2) “Watch”; 3) “Spatula” - “Needle”.

Developing a sense of tempo

Goal: to teach to distinguish, reproduce, characterize tempo based on tactile-kinesthetic, visual, and auditory sensations.

• "Mouse and Cat"

An adult shows the children how easily and quickly a mouse runs on its toes, and a cat slowly sneaks behind it. The movements are performed in a circle to the sound of a tambourine. For frequent blows - quickly, like a mouse, for rare blows - slowly, calmly, like a cat.

• "Fists - palms"

An adult reads a poem, and children perform hand movements at the right pace:

Anyone has two fists, hit one lightly on the other:
Knock — knock, knock — knock
Well, the palms don’t lag behind, they beat them cheerfully:
Clap — clap, clap — clap
The fists beat faster, how hard they try:
Knock — knock — knock, knock — knock — knock
And the palms are just there, crumbling:
Clap — clap — clap, clap — clap — clap

Formation of a sense of rhythm

Objectives: to teach to perceive metrical relations (accented unaccented beats — a prerequisite for the acquisition of stress), to distinguish and reproduce rhythm based on tactile-kinesthetic, visual, and auditory sensations.

• “Thunder” (clap your hands loudly, or quietly, leaning on the drawing - a large cloud - a loud clap, a small cloud - a quiet one).
• Graphic switching exercises: “Beads” (alternating beads of different colors - for example, red - yellow - red - yellow, etc.), “Track” (alternating two or three geometric shapes, various objects).
• Reproduction of rhythms based on clarity, on patterns: “Snowflakes”, “Rain”, “Woodpecker” (“Rain” - a large drop - a long clap, a small drop - a short one).
• Playing a given rhythm by ear: “Bunny and Spoons”

The adult has wooden spoons in his hands, the children stand in a circle. An adult walks around the circle and sings: The gray little bunny went to visit. The little gray bunny found a spoon. I found the spoons and went up to the house. He stops behind the child and knocks on the spoons: knock - knock - knock. The child asks: “Who’s there?” The adult replies: “It’s me, Bunny, and who are you?” The child answers: “….” The adult continues: “Come on... come out and knock on the spoons with me!” The adult plays the child on the spoons with any of the proposed rhythms: / //; // /; // //; // / etc.

Corrective stage

Corrective work is carried out on verbal material and consists of several levels. The transition to the next level occurs after mastering the material of the previous level.

The following levels are distinguished:

• level of vowel sounds;
• syllable level;
• word level;
• level of short sentences;
• level of pure proverbs, poems and other texts.

Particular importance at each level is given to “inclusion in work” in addition to the speech analyzer, also the auditory, visual and tactile ones. Below are suggested exercises for each level.

Working on vowels

• Pronouncing a series of two, three or more sounds:
• accompanied by symbols (“Men - sounds”)
• without visual support.
• Pronunciation of a number of vowels with emphasis on one of them (also - with support for clarity and without it - by ear).
• Recognition and pronunciation of a series of vowels from the silent articulation of an adult.
• "Musical Ball"

An adult, throwing a ball to a child, makes one or two (at the next stage more) sounds. The child repeats and returns the ball.

• Pronouncing a series of vowels, changing the volume, tempo, “mood” (sad, angry, affectionate) of the voice.
• Pronounce as many vowels as there are flowers in the meadow.
• Stand up when a series of two (or other specified number) sounds sounds.

Working on syllables

Work is carried out with different types of syllables:

• with a common consonant (for example, the exercise “Rolling a snow woman” - imitating the movements, say: ba - bo - bu - would);
• with a common vowel ( ka - ta - ma - va);
• reverse syllables (Say “Aw - aw” as many times as there are dots);
• closed syllables, their rows and pairs (various onomatopoeias);
• direct and reverse syllables with oppositional sounds: according to hardness - softness, sonority - deafness (“We hammer in nails with a hammer: ta - yes - ta - yes, then - to - to - to");
• syllables with confluence.

Techniques and exercises:

• “Musical ball” (see “Working on vowels”)
• The combination of pronouncing syllabic rows with any rhythmic movement: with drawing or tracing broken lines; with laying out sticks and circles; with drawing patterns with a finger in cereals poured into a small box.
• Working with rhythmic patterns (Exercise “Chicken”: the child is offered a rhythmic pattern // / // / /// / /, he needs to voice it: ko-ko ko ko-ko ko ko-ko-ko ko ko).

Working on the word

A.K. Markova identifies the following types of syllabic structure of a word:

• Two-syllables from open syllables ( willow, children).
• Trisyllabic open syllables ( hunting, raspberry).
• Monosyllabic ( house, poppy).
• Two-syllables with a closed syllable ( sofa, furniture).
• Two-syllables with a cluster of consonants in the middle of the word ( bank, branch).
• Two-syllable words made from closed syllables ( compote, tulip).
• Three-syllable words with a closed syllable ( hippopotamus, phone)
• Three syllables with a consonant cluster ( room, shoes).
• Three syllables with a consonant cluster and a closed syllable ( ladle).
• Three-syllable words with two consonant clusters ( matryoshka).
• Monosyllabic words with a consonant cluster at the beginning of a word ( table).
• Monosyllabic words with a confluence at the end of a word ( umbrella).
• Two-syllables with two consonant clusters ( button).
• Four-syllable words made from open syllables ( turtle, piano).

Work on words is carried out sequentially - the transition to words of a more complex syllabic structure is carried out as words of the previous type are mastered.

Games and exercises used in the process of practicing words with different types of syllable structure

• Syllable tracks (there are traces on the tracks - depending on the number of syllables in the word - the child says the word, stepping on each syllable to the next trace).
• Syllable lines.
• Syllabic houses (1. The number of syllables corresponds to the number of floors in the house - 3 houses with different numbers of floors - the child pronounces the word, counts the syllables and puts the picture in the desired house. 2. The number of syllables in the distributed words depends on the inhabitants of the houses: cancer - 1 syllable, rooster - 2, frog - 3 syllables).
• “House - castle - hut” (distribution of words depending on the number of syllables in these buildings: to the house - words of one syllable, to the castle - two-syllable words, to the hut - words consisting of 3 syllables).
• “Clock” (find and show with an arrow words of two (1, 3, 4) syllables)
• “Think of a word” (match a word to the diagram - with or without reference to pictures, for example, CA _; CA _ _)
• “Steam locomotive” (a steam locomotive consists of several carriages, the carriages differ in the number of windows, depending on this the words are distributed - in a carriage with one window there are monosyllable words, with two - two-syllable words, etc.).
• “TV” (Visual aid “TV”. There are 1-4 vowel letters on the screen. The child is offered pictures. You need to choose a picture that matches the pattern on the screen. For example, on the screen are the letters U A. And pictures to choose from: house, pear, rose) .

Working on phrases, sentences, texts

• "Add-ons" (There are pictures in front of the children. The adult starts, the child finishes, and then repeats the phrase. For example, prickly... (hedgehog); balloon); cunning... (fox)).
• "Snowball" (The words are accompanied by movements of the hands from top to bottom; how many words, so many movements, as if we are “stepping up the steps”. The number of words gradually increases. Each time we begin to “step” from top to bottom again. For example: Birdie. A bird is flying. A beautiful bird is flying. A beautiful little bird is flying.).
• Work on pure sayings, nursery rhymes, jokes, poems.

The study of syllable structure in children with systemic speech disorders is most widely represented in the domestic literature.

A.K. Markov defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity.

The syllabic structure of a word is characterized by four parameters:

1) emphasis,

2) number of syllables,

3) a linear sequence of syllables,

4) the model of the syllable itself.

The speech therapist should know, how the structure of words becomes more complex, and examine the thirteen classes of syllable structures that are the most frequent. The purpose of this examination is not only to determine those syllable classes that have been formed in the child, but also to identify those that need to be formed. The speech therapist also needs to determine the type of violation of the syllabic structure of the word. As a rule, the range of these disorders varies widely: from minor difficulties in pronouncing words of complex syllable structure to severe violations.

Violations of syllabic structure modify the syllabic composition of a word in different ways. Distortions consisting of a pronounced violation of the syllabic composition of the word are clearly distinguished.

Words can be deformed due to:

1. Syllable count violations:

a) Elysia- reduction (skipping) of syllables: “skein” (hammer).

The child does not fully reproduce the number of syllables of a word. When reducing the number of syllables, syllables may be omitted at the beginning of the word (“na” - moon), in the middle (“gunitsa” - caterpillar), the word may not be said to the end (“kapu” - cabbage).

Depending on the degree of speech underdevelopment, some children shorten even a two-syllable word to a monosyllabic one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“puvitsa” - button).

Omission of the word-forming vowel.

The syllabic structure can be shortened due to the loss of only syllabic-forming vowels, while the other element of the word - the consonant - is preserved (“prosonic” - pig; “sugar bowl” - sugar bowl). This type of syllable structure disorder is less common.

b) Iterations

Increasing the number of syllables by adding a syllabic vowel in the place where there is a cluster of consonants (“tarawa” - grass). This lengthening of the structure of the word is due to its peculiar dismembered pronunciation, which represents a kind of “unfolding” of the word and especially consonant clusters into component sounds (“dirigible” - airship).

2. Violations of the sequence of syllables in a word:

Rearranging syllables in a word (“devore” - tree);

Rearrangement of sounds of adjacent syllables (“gebemot” - hippopotamus). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.

3. Distortions of the structure of an individual syllable:

A contraction of a consonant sequence that turns a closed syllable into an open one (“kaputa” - cabbage); a syllable with a consonant cluster is transformed into a syllable without a consonant cluster (“tul” - chair).

This defect is identified by Filichev and Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.

Insertion of consonants into a syllable (“limont” - lemon).

4. Anticipations, i.e. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word for “persevere”). This is an inert stuckness on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

Perseveration of the first syllable is most dangerous, because this type of syllable structure disorder can develop into stuttering.

6. Contamination- connecting parts of two words (“refrigerator” - refrigerator, bread box).

All of the above types of distortion syllable composition of words are very common in children with systemic speech disorders. These disorders occur in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of speech acquisition is further aggravated by the fact that they are highly persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of vocabulary, assimilation of concepts) and make it difficult for children to communicate, and also undoubtedly interfere with sound analysis and synthesis, and therefore interfere with learning to read and write.

Based on the type of violation of the syllabic structure of a word, the level of speech development can be diagnosed. Characterizing the levels of speech development, R.E. Levina highlights the following features of reproducing the syllabic structure of a word:

First level- limited ability to reproduce the syllabic structure of a word. In children's independent speech, one- and two-syllable formations predominate, and in reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - “ku”).

Second level- children can reproduce the outline of words of any syllabic structure, but the sound composition is diffuse. The greatest difficulties are caused by the pronunciation of one-syllable and two-syllable words with a combination of consonants in the word. Here one often observes the loss of one of the adjacent consonants, and sometimes several sounds (star - “squeal”). In a number of cases, polysyllabic structures are shortened (policeman - “anye”).

Third level- complete syllabic structure of words. Only as a residual phenomenon is there a rearrangement of sounds and syllables (sausage - “kobalsa”). Violation of syllable structure occurs much less frequently, mainly when reproducing unfamiliar words.

T.B. Filicheva, characterizing the types of syllable structure violations in children of the fourth level of speech development, notes that such children at first glance make a completely favorable impression. Understanding the meaning of a word, the child does not retain its phonetic image in memory.

The consequence is distortion of sound filling in different versions:

1) perseveration (librarian - “librarian”),

2) rearrangements of sounds in a word and syllables (jacket - “jacket”),

3) elysia (hippopotamus - “bimot”),

4) paraphasia (motorcyclist - “motokilist”),

5) in rare cases - omission of syllables (cyclist - “cyclist”),

6) adding sounds and syllables (vegetables - “vegetables”).

Filicheva notes that these violations concern words with a complex syllabic structure. Children of the fourth level lack anticipation and contamination. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. Violation of the syllabic structure of words persists in children with speech pathology for many years, and is detected whenever the child encounters a new sound-syllable structure.

Talking about factors, causing a violation of the syllabic structure of a word, a number of authors note that the process of assimilation of the syllabic structure of a word is closely related to speech development in general, in particular, to the state of the child’s phonemic (sensory) or motor (articulatory) capabilities.

In case of predominance in underdevelopment of speech, disorders in the sphere of auditory perception in children are dominated by rearrangements of syllables and addition of the number of syllables. Similarization of syllables and reduction of consonant clusters are rare and have a variable nature (i.e., the shortened version alternates with the unabridged one).

If disorders in the articulatory sphere predominate in speech underdevelopment, the following types of errors predominate: reduction in the number of syllables, and in a clear static form, assimilation of syllables to each other and reduction of consonant clusters.

Thus, word distortion depends not only on the level of speech underdevelopment, but also on its nature. In some cases, underdevelopment affects deficiencies in mastering the syllabic composition of a word through deviations in the sensory sphere and the resulting difficulties in distinguishing syllabic contours. In other cases, due to the immaturity of the articulatory sphere, difficulties arise in reproducing syllable contours and in merging different syllables in a series.

A.K. Markova states that mastery of the syllabic composition of a word is not directly dependent on mastery of individual sounds. The inability to reproduce the syllabic structure of a word persists longer than the deficiencies in the pronunciation of individual sounds. The author argues that the isolated pronunciation of a sound and its pronunciation as part of a word present tasks of varying difficulty for a child with speech underdevelopment. Even with the correct pronunciation of individual sounds (in an isolated position), the syllabic structure of the word consisting of these sounds is reproduced by the child distortedly. Moreover, the more complex the syllabic structures, the more numerous the distortions of sounds, i.e. the ability to pronounce existing sounds in words is closely related to the level of complexity of the syllabic structure. The reproduction of a syllable structure given to a child (in terms of the number of syllables and stress) does not depend on the defectiveness of the sounds included in it: if a child reproduces a syllable structure from correctly pronounced sounds, then he correctly pronounces it from defective ones.

In children with erased dysarthria there is an interdependence between unclear articulatory images and auditory differential features of sounds, which leads to a distortion in the formation of phonemic hearing. Insufficient phonemic hearing at an early age inhibits the maturation of phonetic hearing, which is designed to monitor the sequence of syllable series in the child’s speech. Taking into account the motor difficulties associated with insufficient innervation of the muscles of the speech apparatus, as well as the presence of dyspraxic disorders, manifested in a chaotic search for the desired articulation or difficulties in switching, it is possible to understand the causes of disturbances in the syllable structure in children with erased dysarthria.

In the tutorial E.N. Vinarskaya and G.M. Bogomazov’s “Age Phonetics” (2005) notes that in some children the rhythmic structure of a word is formed earlier, while in others syllables (root words) appear first. The authors see the reason for this in different degrees of maturation of kinesthetic or auditory sensitivity. Thus, with an advantage in kinesthetic sensitivity, the rhythmic structure of a word is acquired earlier. In children with leading auditory sensitivity, syllable contrasts are formed earlier. Phonetic syllabic representations and representations of phonetic rhythmic structures are provided by afferentation of various physiological modalities: kinesthetic, acoustic, vestibular, tactile and visual, which should be taken into account when corrective work with children with speech disorders.

When studying syllable structure words of children with erased dysarthria, the possibilities of reproducing the syllabic structure of words of different structures are analyzed according to A.K. Markova. The possibilities of reproducing words of 13 classes are studied.

Types of words (according to A.K. Markova)

Grade 1 - two-syllable words with two open syllables

skis - vase - beads -

saw - frame - goat -

Grade 2 - three-syllable words made from open syllables

dog - birch -

cow - crow -

chicken - boots -

3rd grade - one-syllable words

cheese - onion -

poppy - cat -

ball - cancer -

Grade 4 - two-syllable words with one closed syllable

cock - pencil case -

lemon - puppy -

hut - fence -

5th grade - two-syllable words with a cluster of consonants in the middle of the word

doll - shoes -

cone - cup -

boat - barrel -

Grade 6 - two-syllable words with a closed syllable and a consonant cluster

watermelon - teapot -

hoop - tray -

album - bear -

7th grade - three-syllable words with a closed syllable

drum - bun -

airplane - tomato -

telephone - well -

8th grade - three-syllable words with a combination of consonants

apple - candy -

chess - shirt -

sausage - bottle -

9th grade - three-syllable words with a combination of consonants and a closed syllable

pencil - grapes -

chick - bus -

grasshopper - shoemaker -

Grade 10 - three-syllable words with two consonant clusters

matryoshka - pacifier -

hut - carrot -

toy - comb -

11th grade - monosyllabic words with a combination of consonants at the beginning or end of the word

flag - elephant -

bread - tiger -

mushroom - leaf -

Grade 12 - two-syllable words with two consonant clusters

star - matches -

nests - saucer -

beets - tractor -

Grade 13 - four-syllable words made from open syllables

corn - button -

turtle - Pinocchio -

lizard - mitten -

Besides words, included in 13 classes, the pronunciation of more complex words is assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.

Data from a study of the syllable structure of children with speech impairments showed that words of classes 1-4 of syllable structure are most accessible to them. Normally, this type of word syllabic structure is formed by the age of three.

Isolated pronunciation of words Grades 5-8 of syllable structure require increased self-control and some chanting, i.e. syllable-by-syllable pronunciation. The inclusion of these words in a phrase worsens the indicators of sound-syllable structure. Erroneous reproduction of words in grades 9-13 is observed both in isolated naming from pictures and in reflected repetition from a speech therapist. Their inclusion in a phrase reveals a variety of violations: omissions, rearrangements, etc. Many children refuse the task and say: “I can’t,” i.e. assess their capabilities in advance.

Words of increased complexity(beyond grade 13) many children with speech impairments either refuse to name, repeat after the speech therapist, or distort the sound-syllable structure so much that the word becomes completely distorted. The speech therapist visually notes difficulties in articulatory motor skills: kinesthetic dyspraxia, when the child selects the desired articulation, or kinetic dyspraxia, when he cannot switch to the next articulation. In addition, synkinesis, slow and tense movements of the organs of articulation are noted. Most children with erased dysarthria cannot pronounce words of a complex syllabic structure in a sentence, although the meaning of these words is clarified and some work is carried out on semantization, not only because of difficulties in speech movements, but in some cases also due to a decrease in auditory memory for a sequential linear series .

Thus, almost all children fail to cope with the task of repeating the sentence:

Cutlets are fried in a frying pan.

Spring streams gurgle merrily.

The teacher teaches the students.

Interesting observations can be considered to be evident in children, along with difficulties in reproducing words of a complex syllabic structure and a violation of general rhythmic abilities. Children cannot repeat a simple rhythmic pattern: clap their hands 1, 2, 3 times, perform a series of claps “1, 2” pause “1, 2”, etc. They cannot clap a similar rhythmic pattern with different strength, i.e. make an emphasis according to the model demonstrated by the speech therapist (knock hard 1 time, quietly 2 times).

Violations, identified in the study of children’s rhythmic abilities, correlate with their motor impairment in the general, fine, manual and articulatory spheres. A feature of some children is the correct reproduction of the contour of words of the first four classes (according to Markova), but expressed by a violation of sound completion. Correctly repeating three complex words after a speech therapist, children often distort them in spontaneous speech, reducing the number of syllables.

When played correctly the contours of these words indicate multiple errors in conveying the sound content of the words; rearrangements and replacement of sounds, syllables, assimilation of syllables, abbreviation when consonants coincide in a word. The largest number of listed errors occurs in pronunciation of words of grades 10-13 and increased syllabic complexity. Low-frequency words are often reduced. There is a limited ability to perceive and reproduce the syllabic structure of a word. Children often distort the syllable structure of rarely used but familiar words, even those consisting of correctly pronounced sounds.