Development of phonemic hearing: the simplest and most effective exercises. How to develop phonemic awareness with exercises. Phonemic hearing: hearing without which there will be no words

What is this I already wrote. And today I want to offer a few exercises to development of phonemic hearing. I would like to note right away that these exercises should be started at the age of 5-6 years. In more younger age other types of exercises are used.

"Catch the Sound"

We suggest to the child: “Let you and I catch the sounds. If the word has the sound “C”, then clap your hands once. If not, then be silent and don’t clap.” We very clearly name words in which this sound is in a strong position and is clearly audible, and words in which this sound is not present at all.

For example: With up, oak, With ol, mole, pi With Um, I’m writing, no With ik, but With, cart

At the beginning of the game, you need to pronounce the desired sound longer and very clearly, placing emphasis on it. As our hearing develops, we place less and less emphasis on the desired sound. But this happens closer to 7 years. Even first-graders need to emphasize the sound.

Please note that the sound should always only be in a strong position and not be replaced by a pair. At the end of a word, only voiceless consonants or sonorants can be named, those that are not deafened during pronunciation. We can call the word “soup” if we “catch” the sound P, but we cannot call the word “tooth” if we “catch” the sound B.

You cannot “catch” the sounds I, E, E, Yu! These letters can represent 2 sounds and when pronounced we hear other sounds. In general, try not to touch these letters before school.

For this game we need pictures. These can be pictures from the alphabet, from lotto, or any subject pictures. We select several pictures, among which there are those that begin with the same letter. And we ask the child to find words that begin with the same letter.

If the child finds it difficult. then offer to name all the pictures out loud and listen to the “names” of the pictures. If it’s difficult anyway, then, of course, you need to help. But do not prompt, but simply name these objects, placing a strong emphasis (pronounce longer and louder) on the same letters.

Literate people, of course, may notice an error in my recommendations. That's right, we pronounce a sound, not a letter. But I write this on purpose because small child This difference between sound and letter is still difficult to grasp.

The child thinks in visual images. He can see and write a letter, but not a sound. Therefore, preschoolers should not focus on letter-sound differences. Let him name the letter and pronounce the sound. The time will come, he will go to school and understand the difference between a letter and a sound. In addition, each letter can represent different sounds. On initial stage it is not necessary to emphasize this.

We need the child to learn to separate sounds and hear words in the aggregate. In the words “bow” and “luk” the letter L denotes different sounds - hard and soft. But there is only one letter! Let the child hear first. that this is the sound L, and only then we will pay attention to softness and hardness. But then, when he learns to hear and separate individual sounds.

"Chain of Words"

We name words-objects in turn a certain rule: Each word begins with the last letter of the previous word. This is a more difficult task and should be done closer to school. True, some children cope with this task perfectly even at 5 years old. It all depends on the capabilities of the child himself. So try, teach, and it will be much easier for your child at school. By the way, good phonemic awareness is the basis successful learning any language.

Hearing helps a person to perceive the speech of others. At 8 months, the baby is already trying to imitate the sounds he hears. The development of phonemic perception and sound reproduction is normal for a child and is the basis for mastering reading and writing skills, and also helps harmonious development.

What is phonemic awareness? Every sound of human speech contains a phoneme, one or more. Phonemic hearing is the ability to perceive and recognize spoken or heard sounds. Thanks to this, a person can compare sound and letter.

Normally, phonemic perception is formed gradually. An important stage in the development of many skills, as well as phonemic hearing, is the sensitive period of a child’s life (up to 2 years). If a baby hears correct native speech from birth, and parents regularly read literature for children to him, at 4 years old he will be able to distinguish all phonemes by ear, and over time he will master the ability to pronounce correctly.

A 4-year-old child should clearly pronounce sounds (except for [r] and [l]), and a 5-year-old child should clearly pronounce phonemes.

Children often misunderstand words and individual sounds, which is why they may not perceive other people’s speech well. If children do not understand something, they replace an unfamiliar phoneme with a familiar one, and also pronounce some sounds incorrectly (s-sh, k-t, r-l, zh-sh, etc.).

In many cases, even after time, the described phenomenon becomes persistent and difficult to correct.

Symptoms of disorders

Children with well-developed phonemic awareness tend to pronounce all sounds correctly because their brains clearly perceive all phonemes. But if this function is impaired, the child is not able to distinguish phonemes that are similar in sound; they are heard (and pronounced by him) the same way: spoon-horns, daughter-dot, roof-rat, etc.

In many cases, the prerequisites for phonemic hearing impairment appear in infancy.

Parents should be wary of the following features:

• Absence of humming and babbling in a six-month-old baby.
• The child’s lack of reaction to his name (at the age of 7–8 months) and to the words most often repeated in the speech of adults (at 12 months).

The sooner they are accepted necessary measures, the greater the likelihood that the defect will be eliminated.

Phonemic hearing impairment is indicated when a child:

• Mixes sounds and replaces some phonemes with others.
• Omits consonant or vowel sounds, syllables in his speech, rearranges them, inserts others, etc.
• Unable to distinguish sounds that are similar in sound and articulation.
• Mixes sounds in speech, and letters when writing.
• The child’s speech is significantly behind the norm according to his age.

But many parents don’t even realize that their child is learning poorly because he has a phonemic hearing disorder. This deviation does not allow the baby to develop and enrich his vocabulary, so speech development is delayed.

At school, such children, as a rule, do not cope well with mastering curriculum: when reading, they, without noticing it, confuse the names of letters and skip them. This may lead to psychological problems: The child becomes nervous and withdrawn.

Prerequisites for violations

Phonemic hearing impairment in children can be caused by certain reasons. Let's look at them in more detail.

Functional

Include:

• Lack of parent-infant communication.
• "Lisping."
• Close communication with people who have incorrect speech.
• A long period of sucking on the pacifier, which leads to improper functioning of the organs of the articulatory apparatus ( lower jaw, language).
• Hearing impairment.

The functional causes of phonemic hearing impairment in a child in most cases can be corrected by a speech therapist. However, if valuable time is missed - the first months and years of the child, the work ahead will be difficult and lengthy.

Mechanical (or organic)

Include:

• Short frenulum of the tongue.
• Narrow shape and small size of the tongue.
• Flaccidity of the tongue muscles.
• Defects in jaw development.
• Diseases of the auditory organ.

When considering the causes of phonemic hearing disorders, it becomes clear why it is necessary to pay attention to the problem as early as possible. Majority organic disorders amenable to treatment (surgical, orthodontic), and then corrected with special exercises.

It is important that parents contact a specialist in time. Then there will be more chances to correct the situation, because with the development of speech, the child develops other skills and mental processes.

Development methods

A child’s phonetic hearing should be developed from the very beginning. early age. This does not mean that you need to endlessly repeat the same words to him clearly and correctly. Some adults intuitively develop their baby's hearing without knowing it.

Here are examples of games and activities that contribute to this at the initial, so-called non-verbal stage (from 1 to 3 years):

• Imitating animal sounds.
• Listen and guess what musical instrument sounds.
• Listen and distinguish the sounds of home household appliances and other items (doors, faucets, etc.).
• Play blind man's buff with your child so that he learns to determine the direction of sound.
• Listen to the sounds of the street (the sound of the wind, the hum of cars, rain, thunder, etc.).
• Address the baby in a whisper from different distances. For example, ask to do or bring something.
• Show in pairs images of objects whose names differ by one letter (mountain - bark, mouth - cat).
• Read more fairy tales and poems to your child, thereby developing the ability to listen to other people’s speech.

Loving parents, showing their imagination, can come up with their own exercises. It is important that classes are not strict and mandatory, but are conducted in a playful way.

Speech therapy examples

After the age of 3–4 years, when the child can already speak, special tasks can be performed to develop phonemic hearing.

You can conduct such activities with your child not only at home, but also while walking in the park, waiting in line, while traveling in public transport, etc.

Game activities that develop phonemic awareness should be carried out 2-3 times a week. Regular exercise will improve the understanding of the speech of others, the pronunciation of individual sounds, increase the child’s vocabulary, and help the future student to keep up with his studies.

If independent studies will not give the desired result, you need to contact a speech therapist who has special techniques for correcting this defect.

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PHONEMATIC HEARING AS THE BASIS OF A CHILD’S SPEECH

INTRODUCTION

Russian language is considered one of the most difficult school subjects. On the one hand, knowledge of the native language is given to a child from childhood; he masters it as naturally as he breathes and grows. On the other hand, it is a complex discipline that requires a lot of work.

A necessary condition for learning to read is the ability to correlate the sound and visual series, that is, imagine how a sound and a word can look on paper and, conversely, get used to the fact that they are pronounced somewhat differently than they are written. This presupposes the presence of developed phonemic hearing as the ability to distinguish both sounds and visual images, especially those that are components of letters.

Phonemic hearing is a person’s ability to recognize speech sounds represented by phonemes of this language. In children, the formation of phonemic hearing occurs through the perception of the oral speech of others and, at the same time, through their own pronunciation of words in accordance with perceived patterns, with the help of which various features of phonemes are identified and generalized.

The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Purpose of work: to develop phonemic hearing in older children preschool age.

Tasks:

1. Develop the ability to hear whether a given sound is in a word or not.
2. Develop the ability to distinguish words that sound similar but have different meanings.
3. Teach children to distinguish words that contain the same phonemes arranged in different sequences.
4. Improving speech hearing.
5. Formation of elementary sound analysis skills in children: the ability to determine the number of syllables in a word; clap and tap the rhythm of words of different syllable structures; highlight the stressed syllable; analyze vowels and consonants.
   

I.PHONEMATIC HEARING AS THE BASIS OF A CHILD’S SPEECH
I.1. Phonemic hearing - basic concepts

For a long time (until about 1928), scientists believed that the sound side of speech consists only of a number of elements and combinations. Phonetics was based on the physiological nature of speech, on articulation. The development of speech was viewed through the prism of the development of motor skills and fine articulatory movements. The development of motor skills was considered the only source of development of the sound side of speech. No one paid attention to the importance of speech perception.

For the first time, L. S. Vygotsky introduced the concept of “phoneme”: he proved that the unit of development of child speech is the phoneme. From the point of view of this new phonetics, the development of children's speech occurs through the development of a system of phonemes, and not through the accumulation of individual sounds.

A phoneme is not just a sound, but a meaningful sound - every phoneme is perceived and reproduced as a phoneme against a background of phonemes, i.e. phoneme perception occurs only against the background of human speech. The basic law of perception of phonemes is the law of perception of the sounding side of speech.

Phonemic hearing“is a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word.”

Phonemic hearingincludes 3 speech operations:

The ability to hear whether a given sound is in a word or not;
the ability to distinguish words that contain the same phonemes arranged in different sequences;
the ability to distinguish words that sound similar but have different meanings.

Preschool age- this is the period of active assimilation by the child spoken language, formation and development of all aspects of speech - phonetic (development of phonemic hearing and perception), lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition solving problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Based on this, the main task of speech development is to educate the sound culture of speech, enrich and activate the vocabulary, form the grammatical structure of speech, teach coherent speech, which are solved throughout preschool childhood, however, at each age stage there is a gradual complication of the content of speech work, changes and teaching methods.

Each of the listed tasks has a whole range of problems that must be solved in parallel and in a timely manner. Currently, the relevance of the problem of educating the sound culture of speech is determined by the unique role played by the native language in the formation of the personality of a preschool child. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a “node” in which various lines of mental development converge - thinking, imagination, memory, emotions. Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful learning at school.

Language is a means of communication between people due to its material sound nature. Mastering the sound system of speech is the basis on which mastery of language as the main means of communication is built.

The acquisition of the sound side of a language includes two interrelated processes: the process of development of the pronunciation side of speech and the process of development of the perception of speech sounds.
The development of the pronunciation aspect of speech originates from the first vocal manifestations (screaming and babbling). However, language begins to serve as a means of communication from the appearance of the first words (by one year).

By the age of two, pronunciation is still imperfect: many sounds are not clearly pronounced, consonant sounds are softened, and the syllabic structure of words is not accurately conveyed.

By the age of three, imperfections in the pronunciation of polysyllabic words remain, frequent substitutions of sounds, abbreviations of words, and omission of syllables are observed.

By the age of four, the general picture of softening of speech almost disappears, hissing sounds appear, but substitutions (r-l, r-th) are still frequent. The structure of polysyllabic words lengthens.

By five or six By the age of one, a child must correctly pronounce all sounds and clearly reproduce the sound-syllable structure of words.
For the full assimilation of the sound structure of speech, phonemic hearing is of great importance.

If a child does not have developed phonemic hearing, he falls into the category of children with phonetic-phonemic speech underdevelopment. And phonetic-phonemic underdevelopment of speech is a violation of the processes of pronunciation formation in children with various speech disorders due to defects in the perception and pronunciation of phonemes.
Without sufficient development of phonemic hearing, the formation of its highest level - sound analysis - is impossible. Sound analysis is an operation of mental division into constituent elements(phonemes) of different sound complexes: combinations of sounds, syllables and words.

Older children, for the most part, learn and correctly pronounce all the sounds of their native language, are able to clearly and correctly pronounce words and phrases, change the volume of speech depending on the situation, use intonation means of expressiveness, and have a fairly developed ear for speech. However, even at this age there are still children who do not clearly pronounce individual sounds and polysyllabic words, especially those with a combination of several consonants. They do not always know how to use a moderate rate of speech, speak loudly or quietly enough, etc. Some children, while pronouncing sounds correctly, find it difficult to distinguish them by ear, which can lead to further difficulties in mastering literacy.

Age norms for the development of phonemic hearing.

Currently, there are five stages of development of phonemic hearing and phonemic attention that a child goes through in mastering speech.

The first year of life - already in the third week of life, the baby should pay attention to sharp sounds, and at two months begin to listen to quieter noises. At three months, the baby can easily look for the source of sound that interests him, reacts to it with a smile, and listens to music with pleasure. From four months the child begins to imitate sounds, babble, and by six months he can recognize his name. By the end of the first year of life, with normal development of phonemic hearing, the baby can distinguish frequently used words.

In the second year of life, phonemic hearing actively develops. Despite the fact that the child’s speech is still far from perfect, he can already distinguish all the phonemes of his native language. By the end of the second year, the baby is able to identify by ear an incorrectly pronounced sound in an adult’s speech, but does not yet control his own pronunciation.

The most important and very important achievement of the third year of life is the child’s ability to independently identify an incorrectly pronounced sound in his own speech. If this skill of phonemic perception is not formed by the age of three, then the baby will not be able to master correct sound pronunciation.

In the fourth year of life, phonemic hearing improves and becomes more differentiated. The child already has the skill of distinguishing similar phonemes by ear and in his own pronunciation, which serves as the foundation for mastering sound analysis and synthesis.

In the fifth year – sound analysis is formed, i.e. the ability to determine the sequence and number of sounds in a word.

Due to the fact that children enter kindergarten in at different ages and do not equally assimilate all sections of the sound culture of speech, work on its formation should continue in older groups. The main task of forming a sound culture of speech in children 5-6 years is the further improvement of speech hearing, consolidation. At this stage, the formation of a sound culture of speech can be associated with the work of differentiating the sounds most often mixed by children: hissing and whistling (sh - s, zh - z, ch - ts, shch - sj), voiced and voiceless (v - f, z - s, zh - sh, b - p, d - t, g - k), sounds l and r, hard and soft (d - dъ, l - l, etc.). If necessary, it is possible to differentiate other pairs of words, which are also often mixed by children, for example ch - th, s - ts, etc.
Work on the differentiation of sounds can be correctly constructed only if the differentiation of sounds is carried out simultaneously both by their acoustic and articulatory properties. These properties were identified by children even earlier, when practicing sounds. For example, in the process of working on the sounds s and sh, you need to lead children to compare these sounds, highlighting their main acoustic and articulatory features: cold air comes out of the pump and whistles sss... - when we pronounce the sound s, the tongue lies behind lower teeth; warm air comes out of a burst tire and hisses shhh... - when we pronounce the sound sh, the tongue rises behind the upper teeth.( Annex 1)

Such systematic work, aimed at the practical study of the distinctive features of sounds, helps children who come to kindergarten later to clarify their sound pronunciation, contributes to the development of phonemic hearing and the development of subtle differentiated movements of the articulatory apparatus, characteristic of distinguishing sounds, and all this is a necessary condition for further successful learning of your native language.
Since differentiation is carried out not only of isolated sounds, but also of sounds in words and in phrasal speech, this makes it possible to simultaneously work on improving speech breathing, diction, intonation expressiveness, i.e. all aspects of sound culture of speech, skills of clear, correct, intonationally expressive speech.

I.2. Typical phonemic hearing disorders

The subject of analysis in this work was phonemic errors of preschoolers, which were understood as:

Distortions of word structure;

Incorrect letter type;

Violations of basic graphics rules.

Insufficient development of phonemic perception inhibits the process of sound formation in a child: sounds are formed with a long delay and often distorted.

Thus, one of the most important conditions for the formation of sound pronunciation will be how the child perceives by ear and differentiates the phonemes of his native language. Children with good phonemic awareness begin to speak clearly early, as they clearly perceive all the sounds of our speech. And in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot differentiate phonemes that sound similar, and words with these phonemes sound the same to them, for example: sami-sleigh, kidney-barrel, fox ( animal) - forests (plural of the word forest).

So, if a child has impaired motor skills of the articulatory apparatus and phonemic perception, then it will be difficult for him to form sound pronunciation, the reading process and there will be numerous errors in writing, and therefore he needs special correctional classes.

A significant proportion of children aged 5-6 years do not master the sound norms of the Russian language in time. The reasons for this are different, but they are decisivephonemic awareness deficiencies.

It is known that sound-letter analysis is based on the ability to distinguish the sounds that make up each word and correlate them with the necessary letters. In turn, the sound composition of the word is perceived by the child, provided that there is correct interaction between hearing, speech and the motor analyzer. That is, the child must not only pronounce all sounds correctly, but also be able to distinguish them by ear. It turns out that learning to read and write, contrary to popular opinion, begins not at school, but in preschool childhood.

Thus, if your child pronounces certain sounds incorrectly by the age of 5, this is a serious signal of insufficient readiness to master sound-letter analysis. In other words, the child will have difficulty learning to read and write. He will write and read with errors.

So how can you test your phonemic awareness?

1. Show the child pictures with similar sound content. The names must differ in only one sound being tested. For example: goat - braid, bear - bowl, cat - hummock, spoons - horns, onion - hatch.

To get the correct result, the following conditions must be met:

The adult must name the pictures; the child only points to them.

Pictures should be named in different sequences, sometimes the same name is repeated several times in a row.

Additionally, the adult does not explain anything to the child.

Children are very observant, and often watch where the adult’s gaze is directed. Therefore, the examiner should not look at the called picture. This can make it easier for your child to complete the task.

The adult's mouth is covered with a sheet of paper, a palm. Why is this being done? Our task is to check whether the child distinguishes sounds well by ear. Some sounds that the baby cannot distinguish by ear can be recognized by him by your articulation.

During the examination, you should carefully observe the child’s behavior while showing pictures: does he perform tasks calmly and confidently, or hesitates, looks questioningly at an adult, or simply shows pictures at random.

2. The child is asked to repeat chains of syllables or words with oppositional sounds:

Date

TA-dah

KA – ha

Ta-da-ta

Yes - ta - yes

KA – ha – ka

Tsa-cha-tsa

Cha-sha-cha

Ots - ots - ots

Juice - clack

Tom is home

Bow - hatch

3. Ask the child to clap his hands if he hears the given sound.

In this case, the examiner names different sounds, including those that are very similar to the given sound according to some characteristics. Then the syllables among which the given sound occurs. Then words according to the same principle.

At senior preschool age, the process of mastering the sounds of the native language ends. Most children correctly pronounce articulatory sounds (hissing sounds, as well as the sounds “l”, “r”, “ry”), polysyllabic words, words with a combination of several consonants. Spelling errors are becoming less and less common in the pronunciation of words. Children are good at distinguishing by sound where an object is, identifying familiar sounds in words, using a moderate voice volume, and can speed up or slow down the speed of their utterance. The duration of exhalation is extended to 8 seconds.

At the same time, many children have an incorrect placement of stress, swallowing the endings of words, mixing hard and soft consonants, whistling, hissing within the group: “s” and “z”, “s” and “ts”, “sh” and “ sch", "ch" and "sch", "s" and "sh", "z" and "zh", some preschoolers pronounce words slurred.

The peculiarities of children's mastery of sound pronunciation are largely explained by anatomical and physiological characteristics, and primarily of the speech-motor apparatus. By preschool age, it is fully formed, but the central speech apparatus, located in the cerebral cortex, is not yet functioning sufficiently, vocal cords shorter than in an adult, the larynx is almost half as long, the movements of the organs of speech articulation (soft palate, tongue with the palatine vault and dental system, lips and lower jaw) are underdeveloped, poorly coordinated, the tongue fills most of the oral cavity, it is pulled back and moves forward little, the lips close weakly, the soft palate rises little. At the same time, the muscles of the speech apparatus are more elastic and contract more slowly, which favors the early formation of sound pronunciation. This reduces fatigue, due to which, despite the weakness of the muscles, movements are distinguished by a certain ease and freedom.

Despite the fact that phonemic hearing reaches perfection by older preschool age, it is still not sufficiently developed. The interaction of the auditory and speech motor analyzers is also insufficiently developed, and for the process of assimilation of the sound side of the language, as the researchers emphasize, a connection is necessary between the sensations caused by the contraction of the muscles of the speech apparatus, the auditory sensations from the sounds pronounced by the person himself, and the visual sensations from the perception of the speaker’s articulation.

For clear pronunciation of sound it is necessary correct position and movement of the organs of articulation. The teacher’s task is to develop children’s tongue mobility and regulation of jaw movements. It is solved simultaneously with the formation of sound pronunciation.

If the child has mastered pronunciation sounds coming ok then and then special work in sound pronunciation and diction is necessary.

Special motor exercises for the muscles of the speech apparatus are necessary in the same way as general gymnastics is necessary for the normal development of the body.( Appendix 2) Therefore, work on sound pronunciation and diction should not be considered in kindergarten as speech therapy. It should be carried out with all children, not only those who have any deviations in the pronunciation of sounds.

The formation of sound pronunciation is carried out in three stages: 1) preparation of the articulatory apparatus; 2) clarification of the pronunciation of an isolated sound; 3) fixation of sound in syllables, words and phrasal speech. All these three stages can be carried out in one lesson, or in two with a break of 1-5 days.

Children's mastery of correct sound pronunciation lies in

1. In showing and explaining the articulation of sound, repeatedly pronouncing the sound with the teacher

2. Pronunciation of an isolated sound by children with simultaneous exercise in speech breathing (duration of exhalation) and expressiveness of speech.

3. Children pronounce syllables and onomatopoeia with the reproduction of changing strength, pitch of the voice, and tempo of speech.

4. Exercise in pronunciation of sounds in words and phrasal speech: jokes - pure talk, dramatization of stories, didactic and outdoor games with recitative, reading poems.

As you can see, mastering correct pronunciation lies in repeated many times one sound. Therefore, the teacher must ensure that children are interested in classes by diversifying teaching methods and speech material, including articulation and diction exercises. In addition, you need to strive for maximum speech activity of children, a lively pace and high density of classes.

Mastering correct sound pronunciation depends not only on anatomical and physiological characteristics, but also on the characteristics of the child’s psyche: on the state of attention, memory, auditory and visual endurance.

A favorable condition for the development of correct sound pronunciation is a calm environment in kindergarten, which does not allow sharp noise, loud conversation, screaming, which not only excite and tire children, but force them to strain their voices and reduce hearing acuity. Therefore, teachers should not only provide children with a model of perfect speech, but also take great care of physical condition the child himself, about the protection of his senses and nervous system.

Types of work on differentiating sounds

Differentiation of any pair of sounds involves three types of work:
1st type of work - differentiation of isolated sounds.
Work is being done to distinguish sounds by their acoustic and articulatory properties, using “image” pictures, i.e. conditionally relating the sound to a specific sound made by an animal or object.
At the same time, this type of work helps to improve phonemic hearing and develop clear pronunciation of sounds.
2nd type of work - differentiation of sounds in words.
Various pictures, objects, toys are selected, the names of which contain differentiated sounds, and teaches children to distinguish them. First, words are taken that contain one or another differentiated sound, then - words that differ only in one differentiated sound, then - words that include both differentiated sounds. Children must clearly, correctly pronounce sounds and indicate their differences. At the same time, this work helps improve diction and clarifies the correct pronunciation of words in accordance with orthoepic pronunciation standards.
3rd type of work - differentiation of sounds in speech.
Are being selected word games, stories, plot pictures, poems, tongue twisters, riddles, proverbs and other speech material, rich in differentiated sounds.
At the same time, attention is paid to ensuring that children use these sounds correctly and do not mix them in their own pronunciation.
By providing material for differentiating sounds in nursery rhymes, poems, and stories, the teacher has the opportunity to simultaneously work with children on speech rate, diction, the ability to use the voice correctly, and monitor the correct pronunciation of words, taking into account the literary norms of their pronunciation.

“A child’s phonemic hearing is not formed immediately, but in the process of speech development (its perception and reproduction),” emphasizes O.V. Pravdina. The development of phonemic hearing occurs in accordance with the patterns of formation of any complex mental activity; at the beginning of its development, the child, listening to speech, fixes attention on the articulation of the speaker and repeats what he heard.

By the age of 4, the development of correct sound pronunciation normally ends, and the child speaks completely clearly. By this age, the child must differentiate all sounds, that is, he must have developed phonemic perception.

Children 5 years of age should have fairly well developed phonemic hearing, sound analysis of words, and intonation expressiveness.

Thus, in older preschool age, children fully master not only speech hearing, but also special actions sound analysis of words, all speech and communication systems. However, in order for the process speech development children was carried out in a timely and correct manner, organized, systematic work is necessary.

I.3. Features of work on teaching correct speech and developing phonemic perception in older preschool age

The main objectives of teaching correct speech in the senior group are:

1) formation of sound pronunciation;

2) development of phonemic awareness;

Teaching correct speech involves solving problems related to the development of phonemic hearing, cultivating interest in native speech.
Children learn to analyze the sound composition of words, compare them by the number of sounds, and sounds by their qualitative characteristics (vowels - stressed and unstressed, consonants - hard and soft).

When teaching sound analysis, the method of intonation isolating sounds in a word is used, which children have already mastered in speech development classes.

To conduct a sound analysis, you need a picture diagram of the sound composition of a word. It consists of a sequential row of cells corresponding to the number of sounds; it depicts an object whose name is proposed for sound analysis. The picture helps the child not to forget which word he understands, and the diagram helps him determine the number of sounds in it. Children pronounce the word out loud, intonationally highlighting all the sounds of the word, identify them and designate them with chips of a neutral color (gray). When conducting sound analysis, children name sounds in accordance with their sound in a word.

Sound analysis is formed on specially selected verbal material. First, children parse three-sound words: poppy, house, smoke, onion, whale, forest.

Then enter new task- familiarization with these sounds, which are easily pronounced without encountering any obstacles in the mouth. From now on, vowel sounds are indicated by red chips.

The complication of sound analysis tasks occurs using the material of four-sound words: moon, fox, ducks, sleigh, stork, leaf, elephant, spinning top, spider, glue, etc.

Following the introduction of vowel sounds, a distinction is made between consonants into hard and soft. Children learn that when pronouncing consonant sounds, obstacles interfere - either lips, or teeth, or tongue. To confirm this position, children are asked to pronounce several consonant sounds (l, r, t, v, s, etc.) and compare them with vowel sounds (a, o, u, s, i, e), which are easy to pronounce. The characteristics of a consonant sound are most clearly manifested when comparing pairs of sounds (b-b, v-v, s-s, r-r, etc.), therefore, the basis for developing in children the ability to distinguish consonant sounds is the principle of comparing sound pairs. ( Appendix 3)

For example, the words moon and fox are analyzed.
Children name the first sounds in words: moon - l, fox - l. Next, the children are explained that the sounds sound differently: the sound l is called a hard consonant, and the sound l is called a soft consonant. Hard consonants are indicated by blue chips, and soft consonants by green ones. Teaching children the ability to distinguish between vowels, hard and soft consonants is carried out using the following words: rose, moon, fox, sleigh, ducks, stork, leaf, spinning top, elephant, geese, spider, beetle, glue. Next, using the material of four-five-sound words (fur coat, movie, beads, needle, bear, mouse, castle, watering can, river, Christmas tree, cherry), the skills of conducting sound analysis and distinguishing sounds by their qualitative characteristics are consolidated.

In the work on the formation of phonemic perception, the following stages can be distinguished:

Stage I - recognition of non-speech sounds;

Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;

Stage III - distinguishing words that are similar in their sound composition;

Stage IV - differentiation of syllables;

Stage V - differentiation of phonemes;

Stage VI - development of skills in elementary sound analysis.

Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.

Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. Through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds.

Children should learn to distinguish the pitch, strength and timbre of their voice through games, listening to the same speech sounds, sound combinations, and words. ( Appendix 5)

Then children learn to distinguish words that are similar in sound composition. Later, they learn to distinguish syllables and then phonemes of their native language.

The task last stage The work is to develop children's skills in elementary sound analysis: the ability to determine the number of syllables in a word; clap and tap the rhythm of words of different syllable structures; highlight the stressed syllable; analyze vowels and consonants

Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more actively his mental development. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language.

Speech development, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct a sentence, etc., is one of the main problems facing a preschool institution.

The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Consequently, successful learning to read and write requires, as a prerequisite, the formation of phonemic perception and the development of sound analysis skills.

One of the common reasons for the failure of primary school students is violations of oral and writing, which make it difficult to master correct reading and literate writing.

Violation of phonemic perception prevents children from mastering vocabulary and grammatical aspects to the required extent, and inhibits the development of coherent speech.

The theoretical and practical significance of this problem and the need to solve it determined the choice of the topic of our research: “Phonemic hearing as the basis of a child’s speech.”

Work on the formation of the perception of speech sounds is based on the nature of the defect. In some cases, work is aimed at the formation of phonemic perception and the development of auditory control. In others, its task includes the development of phonemic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as a conscious action.

In this case, the following provisions must be taken into account.

The ability to recognize and distinguish speech sounds as conscious. This requires the child to restructure his attitude towards his own speech, directing his attention to the external, sound side, which he was not previously aware of. The child needs to be specially taught the operations of conscious sound analysis, without relying on the fact that he will spontaneously master them.

The initial units of speech must be words, since sounds - phonemes exist only as part of a word, from which they are isolated during analysis through a special operation. Only then can they be operated as independent units and observed as part of syllable chains and in isolated pronunciation.

Operations of sound analysis, on the basis of which the skills and abilities of conscious recognition and differentiation of phonemes are formed, are carried out at the beginning of work on material with sounds correctly pronounced by the child. After the child learns to recognize one or another sound in a word. determine its place among other sounds. distinguish one from the other. you can move on to other types of operations. based on skills. formed in the process of working on correctly pronounced sounds.

Work on developing the perception of incorrectly pronounced sounds must be carried out in such a way that the child’s own incorrect pronunciation does not interfere with him. To do this, at the time of performing sound analysis operations, you need to exclude your own pronunciation, transferring the entire load to the auditory perception of the material.

It is advisable to include the child’s pronunciation in subsequent lessons, when there is a need to compare his own pronunciation with the standardized one.

Differentiation of sounds at all stages of learning is given great attention. Each sound, after its correct pronunciation has been achieved, is compared by ear with all articulatory or acoustically similar sounds (1st stage of differentiation). Later, after mastering the articulation of the second of a pair of sounds interchangeable in speech, differentiation is made not only by ear. but also in pronunciation (2nd stage of differentiation).

This sequence of work allows you to include exercises in distinguishing sounds very early, which contributes to the spontaneous appearance of new sounds in children’s speech and greatly facilitates the 2nd stage of work on differentiation. Thanks to developed auditory control, this stage is completed much faster.

Much attention is paid to vowel sounds, the clarity of pronunciation of which largely determines the intelligibility of speech. Besides. correct pronunciation of vowels plays a big role in analyzing the sound composition of a word.

Based on refined pronunciation skills, the simplest forms of phonemic perception are realized, i.e., the ability to hear a given sound (among other sounds); determine the presence of a given sound in a word.

From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word. The ability to isolate sounds from a word plays a big role in filling gaps in phonemic development.

I.4. Application of articulatory gymnastics and sound articulation models

The use of articulatory gymnastics and sound articulation models can expand the possibilities of conscious assimilation of sounds and help the formation of full-fledged sound discriminations.

Articulation gymnastics is simple, but effective remedy improving strength, accuracy and coordination of speech movements. Articulatory gymnastics can be included in classes (5-7 minutes daily), recommended by the teacher for daily performance at home. As a result, not only the quality of movements of the speech organs is developed, but also the ability to sense the position of the speech organs is formed, both when performing exercises and when pronouncing individual sounds. In the future, this allows us to analyze and compare articulatory postures of similar sounds, to find in them common features and differences.

The use of sound articulation models can make the learning process both visual and educational.

Special symbols have been developed to create models of sound articulation.

Models of articulation of vowel sounds take into account:

Participation or non-participation of the lips;
- vibration of the vocal folds;
- free passage of exhaled air through the mouth.

Models of articulation of consonant sounds take into account:

Patterns of articulation of sounds reflect the position of the organs of articulation at the moment the sound is pronounced and correspond to the characteristics of a particular sound. The models are easily recognizable, which makes them easy to remember. The richer and more varied the means we have for memorization, the simpler and more accessible they are, the better the voluntary memorization; The more effort we put into organizing information and giving it integrity, the easier it is then reproduced in memory.

Articulation models raise visibility to the highest quality level - the level of mental operations. The child will be able to perceive and master the knowledge contained in the models if he comprehends them. By comparing the structure of the organs of the articulatory apparatus using a model or constructing the model itself, children learn to think, analyze, develop phonemic hearing, and see before them a clear example of the correct structure of the speech organs. ( Appendix 4)

Working on each new sound, the child can simultaneously: hear the sound, see on the model how it is pronounced, compare the acoustic image, picture and position of his own speech organs.

Thus, models of articulation of sounds, along with articulatory gymnastics, expand the possibilities of conscious assimilation of sounds and help form full-fledged sound discrimination, which is the prevention of phonemic dysgraphia and dyslexia in junior schoolchildren.

II. CONSULTATIONS

II.1. Consultations for teachers

“Phonological hearing is the basis of correct speech.”

The ability to focus on sound is very important feature person. Without it, you cannot learn to listen and understand speech. It is also important to distinguish, analyze and differentiate phonemes by ear (the sounds that make up our speech). This skill is called phonemic awareness.

A small child does not know how to control his hearing and cannot compare sounds. But he can be taught this. It is especially necessary to develop phonemic hearing for children with speech problems. Sometimes the baby simply does not notice that he is pronouncing sounds incorrectly. Target game exercises- teach him to listen and hear. You will soon notice that the child has begun to hear himself, his speech, that he is trying to find the correct articulation of sound and correct defective pronunciation.

Games for developing auditory attention.

WHAT KIND OF CAR?

Guess what kind of car drove down the street: a car, a bus or a truck? Which way?

HEAR THE WHISPER

Take 5 steps away from me. I will give commands in a whisper, and you follow them. Step back 10, 15, 20 steps. Can you hear me?

Games for the development of phonemic hearing.

ZOO

Look at the toys. Guess the word based on the first sounds of the names of the toys: mouse, donkey, lion (moth); dog, hoop, goat (juice); cat, hoop, dog, tiger (bone).

CHAIN

What do the words “poppy” and “cat” have in common? Sound [K]. The word poppy ends with this sound, and the word cat begins. What sound does the word cat end with? Think of a word that starts with this sound. Continue the game.

“Creating an environment for the development of phonemic hearing”

Phonemic hearing disorders that arise in preschool age can later lead to a number of secondary violations speech: underdevelopment of the sound culture of speech, delayed formation of skills in sound, syllabic and letter analysis of words, impoverishment of the child’s vocabulary, violation of the grammatical structure of native speech. Any speech disorder to one degree or another can affect the child’s activity and behavior as a whole. Therefore, it is so important to take care of the timely development of children’s speech and pay attention to its purity and correctness.

According to many experts, the beginning purposeful work by forming correct sound pronunciation from the age of three helps to prevent the appearance of many speech disorders, and often to identify other, more complex speech pathologies in children of this age, which contributes to their early correction.

As noted earlier, a child’s speech is formed in the process of communication with the adults around him. In this sense, a large role in the formation of children’s correct speech belongs to kindergarten teachers. preschool institutions. If one of the tasks of a speech therapist is correction of speech defects in the case of abnormal speech development of a child, then the task of the teacher is to form the speech of children with normal speech development. Basic general education program preschool education, developed in every kindergarten, provides for the development of all aspects of oral speech: vocabulary, grammatical structure, coherent speech, sound pronunciation. Thus, the education of phonemic hearing is integral part systems for speech development. The main components of phonemic hearing are the rhythmic and melodic side of speech (intonation) and speech sounds (phoneme system). The teacher’s work on the formation of phonemic hearing includes several stages:

1. preparatory;
2. stage of sound appearance;
3. stage of sound assimilation and automation (correct pronunciation of sound in coherent speech)

The first two stages of speech work include:

• development of children's auditory attention;
• development of fine motor skills of fingers in children;
• development of mobility of the articulatory apparatus;
• clarification of the articulation and pronunciation of a sound or its evocation by imitation.

Often at this stage Not enough time is spent on work. As a result of such haste, children find themselves unprepared for consistent, purposeful speech work, which can serve as an impetus for the appearance of speech development defects. In kindergarten, various games are widely used to develop auditory attention in children, finger games accompanied by chants, and an object-based environment is presented for the development of fine motor skills of the fingers. Clarifying the articulation and pronunciation of sound is very important in the process of working on speech development. It allows you to attract children's attention to the position of the organs of articulation and enhance kinesthetic and auditory sensations.

Often this type of speech work is carried out collectively in the form of memorizing and reciting poems and speeches that are saturated with the appropriate sound or include onomatopoeia. This form is really effective if the sound appears spontaneously in the child and is already sufficiently automated in independent speech.

If this sound has not yet been formed, or the automation process has not been completed, then the defective sound is recorded in the child’s speech, which in the future will require painstaking correctional work. Based on this, it is more advisable to combine work on clarifying the position of the organs of articulation for a given sound with the pronunciation of speeches.

At the same time, the teacher’s pronunciation should be clear, with good articulation of the most significant points, preferably at a slow, moderate pace. Children should have basic knowledge about the structure of the oral cavity and the possible movements of the organs of articulation. In accordance with the education and training program in kindergarten, children are introduced to the sounds of speech in a certain sequence. For achievement desired result it is necessary to perform the appropriate complex of articulatory gymnastics in a group. (See Appendices)

II.2. Consultations for parents

“How to teach a child to pronounce sounds correctly”

The most common speech impediments in preschoolers are different kinds violations of sound pronunciation: inability to pronounce a particular sound, replacement of one sound with another, distortion of an existing sound.
Disturbances may be caused for various reasons: age-related disorders (go away on their own); structural defects of the jaw, soft and hard palate; massive or short bridle; incorrect position of teeth; insufficiency of the muscles of the speech apparatus.
Work on correcting the pronunciation of sounds consists of three main stages:
- preparatory (training the movements of the organs of the articulatory apparatus);
-stage of sound appearance (sound production);
- the stage of mastering sound in speech (automation, practicing sound in syllables, words, phrases, poems and stories).
What is phonemic awareness and what does it do?
Phonemic awareness is the ability to perceive and distinguish speech sounds - phonemes.
High-quality correction of sound pronunciation will be guaranteed provided that phonemic perception is developed. The development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech, including the syllabic structure of a word.
The development of phonemic perception underlies the work on correcting sound pronunciation, the formation of lexical and grammatical concepts, and teaching reading and writing.
Violation of phonemic perception leads to the fact that the child does not perceive by ear (does not differentiate) speech sounds that are close in sound or similar in articulation. His vocabulary is not filled with words that contain sounds that are difficult to distinguish. Subsequently, the baby begins to lag significantly behind age norm.
How do you know if your child has a phonemic awareness disorder?
Ask to repeat various syllables and words, while the child should not see your mouth: sa-sha-sa, ta-da-ta, ra-la-ra, sa-za-sa, beetle-bitch, tom-dom-com, day-shadow-stump, Pasha-our-your, buck-mak-lac.
If a child has sufficiently developed auditory attention, auditory memory and phonemic perception, then he will repeat speech material without errors.
Expand your vocabulary and form a grammatical structure of speech (this includes the accumulation of vocabulary, the use of prepositions, word endings, constructing phrases, etc.);
In a child with normal speech development, by the age of five, all grammatical categories of his native language are formed; he speaks in detailed phrases, using complex and complex constructions, correctly coordinates words using any prepositions, case, gender endings, etc.

The vocabulary of a five-year-old child is 3-4 thousand words, all parts of speech are represented in it; The child actively uses word formation and word creation.
A different picture is observed in a child of the same age with general speech underdevelopment. Lexicon does not exceed 1.5-2 thousand words, the level of ability to construct a sentence is low. Noticeable errors during use case endings, prepositions, coordination of parts of speech (three buckets, cared for by a squirrel, bear cubs).
Such disorders do not go away on their own; specially designed speech therapy work is required.
-work on the ability to compose stories and retellings;
-teach the child literacy, reading and writing;
- cope with the problem of reading and writing disorders - dyslexia and dysgraphia;
-form the syllabic structure of a word;
If there are rearrangements, omissions, or the addition of extra sounds and syllables in a preschooler’s speech, then the structure of the word is reproduced incorrectly. Until the age of three, this phenomenon is normal. There is no need to worry about the child’s speech condition.
At the age of 4-5 years, these phenomena are a signal of a persistent violation of the syllabic structure of the word, and in this case the child requires the help of a speech therapist. Such violations do not go away on their own.
Work to eliminate violations of the syllable structure goes through a number of stages and requires considerable time.
Ask your child to repeat the words: policeman, traffic controller, aquarium, frying pan, grapes, turtle. He must pronounce them correctly.

CONCLUSION

Language is a means of communication between people. The formation of coherent speech in a child is closely related to the acquisition of the grammatical structure of speech and mastery of the sound system of speech.
The assimilation of the sound side includes two interrelated processes: the process of developing phonemic hearing in a child and the process of pronouncing speech sounds. The development of the sound side of the language is a prerequisite for learning to read and write, namely reading and writing.
The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Work on the formation of phonemic hearing includes tasks for the development of auditory attention and auditory-verbal memory. In classes on the sound culture of speech, the child develops the ability to hear the sound of a word, children learn to hear the sounds that make up the word; differentiate similar sounding phonemes (sounds); get acquainted with the concept of syllable, stress, sentence, text.

BIBLIOGRAPHY

1. Varentsova N.S. Kolesnikova E.M. Development of phonemic hearing / Varentsova N.S. Kolesnikova E.M.// Primary School,-2004,-№6,- p.48-50.
2. Volkova L.S. Speech therapy. [Text]: Textbook./Volkova L.S. - M.: Vlados, 2008.
3. Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly. [Text]: Toolkit/ Durova N.V. - M.: Mosaic-Sintez, 2000 260s
4. Zhovnitskaya O.N. Phonetic-phonemic perception in primary schoolchildren / Zhovnitskaya O.N. // Elementary school, - 2001, - No. 11, - pp. 41-46.
5. Kazanskaya V.L. Shmatko N.D. Didactic games and exercises for the development of auditory perception / Kazanskaya V.L. Shmatko N.D. // Defectology, - 2002, - No. 5 - p. 75 -86
6. Kulyukina T.V., Shestakova N.A. There is no phonetic error!/ Kulyukina T.V., Shestakova N.A.// Primary school, -2002,- No. 4,- p.45-50.
7. Semenkova T.V. The formation of phonemic hearing is the key to successful correction of sound pronunciation. [Text]: tutorial/ Semenkova T.V. - M., 2000
8. Tkachenko T.A. Development of phonemic perception. [Text]: textbook / Tkachenko T.A. - M., 2001.
9. Filicheva T.B. and others. Children with phonetic-phonemic underdevelopment. Education and training. [Text]: textbook / Filicheva T.B. et al.-M., 2006.
10. Yastrebova A.V. How to help children with speech impairments. [Text]: study guide/ Yastrebova A.V. – M.: ARKTI, 2010.

Phonemic hearing

Phonemic hearing (Phonemics) - discrimination (analysis and synthesis) of sounds (phonemes) of parts of speech, which is a necessary basis for understanding the meaning of what is said. When speech sound discrimination is not formed, a person (child) perceives (remembers, repeats, writes) not what he was told, but what he heard.

The development of phonemic awareness in children is necessary for their successful learning to read and write. Children often confuse phonemes that are similar in sound, which in some cases inhibits the development of coherent speech. In the future, the development of phonemic awareness is necessary for successful learning of foreign languages.

To develop phonemic hearing in speech therapy and neuropsychology, they use special exercises.

see also

Notes

Links

• Formation of phonemic hearing in children of senior preschool age.

Wikimedia Foundation. 2010.

See what “Phonemic hearing” is in other dictionaries:

phonemic awareness- Etymology. Comes from the Greek. phoneoma voice, sound, speech. Category. Form of hearing. Specificity. A person's ability to recognize speech sounds represented by phonemes of a given language. The formation of phonemic hearing occurs in children with... ...

PHONEMATIC HEARING- (eng. phonemic hearing). A person’s ability to analyze and synthesize speech sounds, i.e. hearing, which ensures the perception of phonemes of a given language. In the anatomical and physiological mechanism of phoneme discrimination, the main role belongs to the auditory speech zone of the cortex... ...

A person's ability to recognize speech sounds represented by phonemes of a given language. The formation of phonemic hearing occurs in children when they perceive the oral speech of others and, at the same time, when they pronounce words in their own... ... Psychological Dictionary

Phonemic hearing- – ability to distinguish phonemes, speech sounds. Underdevelopment or loss of such hearing leads to a misunderstanding of the oral speech of others. Phonemic hearing disorder can apparently be considered as a separate form of speech pathology, having... ... encyclopedic Dictionary in psychology and pedagogy

hearing- ability to perceive sounds and navigate by them in external environment through a hearing analyzer. The reflection of the processes of the external world in the auditory system occurs in the form of a sound image, in which three parameters can be distinguished: 1) ... ... Great psychological encyclopedia

phonemic hearing- a person’s ability to recognize speech sounds represented by phonemes of a given language. The formation of phonemic hearing occurs in children when they perceive the oral speech of people around them and at the same time during their own pronunciation of words... ... Great psychological encyclopedia

HEARING- RUMOR. A person's ability to perceive sounds and navigate environment. This ability is based on the activity of the auditory analyzer. The following types of S. are distinguished: speech (phonetic), phonemic, musical, ... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

- (auditus phonematicus) the ability to recognize by ear the minimal distinctive elements of speech (phonemes) ... Large medical dictionary

Hearing- a function of the body that provides the perception of sound vibrations. Implemented by the activity of mechanical, receptor and nerve structures, components auditory system, or auditory analyzer. When exposed to sounds, a person experiences... Pedagogical speech science

Writing skills- today remain one of the most important in school teaching. They can be measured in the following main areas: literacy, creativity (creativity), accuracy of presentation of thoughts, brevity, understandability. In connection with the development of computer... ... Encyclopedia of educational technologies

Books

• Mysterious alphabet. Notebook for reading and writing, Yakubova Ramilya Borisovna. The material is intended for studying the letters of the Russian alphabet, their sequence, as well as graphic images and writing in the process of preparing a child for school. The tasks are...

This consultation will be of interest to both parents of preschool children and teachers. It talks about the importance of developing phonemic hearing in preschool children, and also presents exercises for the development of physiological hearing and auditory attention.

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How to develop phonemic awareness?

What is phonemic hearing and phonemic awareness?

Phoneme is a sound that gives a word a certain meaning. Let's take, for example, a couple of words: catfish - house. The words sound similar, they differ by only one phoneme, but it is precisely because of this difference that similar-sounding words have completely different meanings: catfish - fish, house - building.

Thus, phonemic hearing is understood as an innate ability that allows:

• recognize the presence of a given sound in a word;
• distinguish between words consisting of the same phonemes, for example, bank - boar, cat - current;
• distinguish words that differ in one phoneme (as discussed above): mask-Mashka, dot-daughter, etc.

Phonemic perception refers to the mental actions of isolating phonemes from a word, distinguishing them, determining their position in a word (beginning, middle, end), as well as establishing the sequence of sounds in a word. The highest stage of development of phonemic perception is sound analysis and synthesis, i.e. the ability to determine the sound composition of a word (“parse a word into sounds”, “assemble a word from sounds”). Only by mastering sound analysis can one master reading and writing, since reading is nothing more than synthesis, and writing is analysis.

Phonemic hearing has a decisive influence on the development of the child’s speech as a whole: lag indevelopment of phonemic hearingleads to disturbances in sound pronunciation, the formation of coherent speech and speech therapy diagnoses that are now so common as dysgraphia and dyslexia, that is, to disturbances in the formation of literate writing and reading skills.

How it happens

The development of a child’s phonemic hearing occurs gradually in the process of his communication with those around him. Therefore, from birth, try to talk to your child as often as possible,read him poetry and fairy tales, sing lullabies and children's songs. The sensitive period for the development of phonemic hearing is the age from 6 months to 2 years. However, he continues to improve throughout preschool age. The final maturation of the areas of the cerebral cortex responsible for phonemic perception is completed by 5–7 years. By the age of 7, a child’s speech becomes closer to that of an adult.

Development of phonemic hearing in the first year of life

Normally, from the third week of life, the child reacts to sharp sounds, and at two months begins to listen to quieter sounds. A three-month-old baby turns his head towards the source of the sound and reacts to it with a smile. You may notice that your baby likes music. From three to four months the baby begins to imitate sounds (humming appears, then babbling); by six months the baby recognizes his name. By the end of the first year of life, the baby distinguishes and pronounces frequently used words.

Development of phonemic hearing in the second year of life

In the second year of life, a child’s phonemic hearing develops very actively. The child can already distinguish all the phonemes of his native language, although his speech itself is far from perfect. By the end of the second year, the baby can by ear identify an incorrectly pronounced sound in the speech of adults or other children and wonder why not a “bug”, but a “bow” flew by.

Development of phonemic hearing in the third and fourth years of life

By the end of the third year of life, the child can distinguish similar phonemes and words that sound similar by ear. When pronouncing, the child tries to maintain the syllabic structure of words, although he does not pronounce all sounds, for example, “ti-ti-ta” instead of “car-ti-na” or “do-do-dil” instead of “kro-ko-dil”. It is very important that during this period the child begins to hear his own speech: he can notice an incorrectly pronounced sound and correct himself.

Development of phonemic hearing in the fifth to sixth years of life

In the fifth year of life, the child learns to determine the sequence and number of sounds in a word (this process is called phonemic analysis), and can assemble a word from sounds (this process is called phonemic synthesis). These skills are essential to mastering reading and writing. Many children at this age themselves begin to show an active interest in words, letters, and games with sounds: they come up with words for a certain sound, name the first and last sounds in a word. Some children ask to be taught how to read and try to write something themselves. A five- to six-year-old child can also clearly distinguish between increasing or decreasing the volume of speech, slowing down or accelerating its tempo.

How to determine the level of development of phonemic hearing

What should alert you:

1. absence of humming and babbling in a baby aged 4–6 months;
2. lack of reaction to one’s name at the age of 6-7 months, to frequently used words – at the age of one year;
3. replacing a sound with one similar to it in one’s own speech and not distinguishing words that sound similar in sound in the speech of others at the age of 4–5 years;
4. a strong lag in the child’s speech development from generally acceptednorms of speech development .

Once again I would like to note that many speech disorders are to blame (incorrect sound pronunciation, delay in the formationcoherent speech ) very often is the underdevelopment of phonemic hearing (distinguishing sounds by ear) and phonemic perception (determining the sound composition of a word).

In order to check the child’s readiness for learning to read and write and, accordingly, the level of development of phonemic hearing and perception, the following technique is used: the child is told a tongue twister - not quickly, but at a normal pace, and is asked to repeat it. If a child confuses letters in words and rearranges syllables, he will have to work hard to develop his phonemic awareness.

If you have concerns about your child's lack of phonemic awareness, you should first test your child's physical hearing. If everything is fine with him, you can develop phonemic awareness in the form of games at home. However, remember that in particularly difficult cases of delayed phonemic awareness, you may need the help of a specialist - a speech therapist.

How to develop phonemic hearing

Since phonemic hearing develops gradually, special exercises for its development can also be divided into several stages. Start with the very first stage, if the child copes well, move on to the next one.

Stage 1 – recognition of non-speech sounds

These exercises are aimed mainly at developing physiological hearing and auditory attention.

"We listen to the silence ": invite the child to close his eyes and listen to the silence. Of course, there will not be complete silence around you, but there will be different sounds: the ticking of a clock, the slamming of a door, the conversations of neighbors upstairs, a car honking from the street and the screams of children on the playground. When the child opens his eyes, ask him what sounds he heard in the silence. Explain to your child that sound is what we hear. Tell us about the sounds that you heard. You can play this game at home, on the playground, on a busy sidewalk, in the village - you will hear different sounds every time.

"Find the sound ": you will need a self-sounding object - an alarm clock or, in as a last resort, telephone. Hide it in a secluded place and ask your child to find it. This game is very popular with young children who already crawl or walk confidently. An older child can be blindfolded and ring a bell or tambourine.

"Guess what it sounded like": listen with your child to various everyday sounds: the clink of a spoon on a plate, the sound of water, the creaking of a door, the rustling of a newspaper, the rustling of a bag, a book falling on the floor, the creaking of a door and others. Invite your child to close his eyes and guess what it sounded like. You can play this game with musical instruments: metallophone, tambourine, drum, maracas,flute and so on.

"Noisemakers" ": you will need several plastic jars or containers from Kinder surprises. Fill them with cereals: millet, buckwheat, peas, beans. Make two identical containers. Ask your child to match each container by sound.

"We extract sounds from everything"": show your baby that with a spoon, pencil or stick you can make sounds from all surrounding objects: walls, tables, cabinets, plates, and so on. Different objects will produce different sounds: loud and quiet, voiced and dull. If you take a metal, wooden and plastic spoon, then different sounds will be obtained from the same object. An older child can be asked to guess what it sounded with their eyes closed.

Stage 2 – distinguishing pitch, strength, timbre of voice

These exercises also train the child's auditory perception.

"Guess who ": On the phone or in a recording, your voice sounds a little different than in real life. Ask your child to guess who is calling on the phone, or record your loved ones' voices on a tape recorder or computer and ask your child to guess who is speaking.

"Loud quiet ": agree with your child that he will clap his hands when you say words loudly, and clench his hands into fists when you say words quietly. You can take other actions. Then you can switch roles: the child says the words quietly and loudly, and you perform certain actions.

“We read with expression": reading fairy tales to a child, for example, "Kolobok ", "Three Bears", "Bull - Tar Barrel" and others, try to speak for the characters in the fairy tale, changing the timbre of your voice: high and low, rude and squeaky, and so on. Let the child first guess who you are speaking for, and then try to speak for the characters in the fairy tale.

"Tell me like I do": the adult pronounces the same sound with different timbre and emotional coloring, and then asks the child to repeat after him: “A - a - a” - the girl cries, the mother rocks the baby, the singer sings, the boy is surprised.

Stage 3 – distinguishing words that are similar in sound composition

From this stage begin exercises aimed specifically atdevelopment of phonemic hearing.

"Choose the right one ": prepare pictures with words that sound similar:roof - rat; wheelbarrow - dot;

Fishing rod - duck; goat - braid;

Kom – house; varnish – cancer;

Spoons - horns; flour - hand;

Shadow - day; tower - arable land and so on.

You name the object, and the child chooses the desired picture. If you are playing with several children, you can add an element of competition: who can quickly cover the desired picture with their palm.

"Clap when it's right": you will need picture cards (you can use cards from the previous game). You show the child a picture and name the object, replacing the first sound (grisha, drysha, chrysha, roof, mrysha, urysha, and so on). The child's task is to clap his hands when you name the correct option.

"Correct mistakes ": ask your child to help put order in the sentences - correct mistakes. A lot of fun is guaranteed for you. Examples taken from the book by A.Kh. Bubnova "Development of speech."

• An onion (that's right, a beetle) flew into our window.
• Grandfather has a pedal (medal) on his chest
• The boy put a barrel (period) at the end of the letter
• Laziness fell on the asphalt (shadow)
• The house is coming out of the chimney (smoke)
• A whale (cat) lives in the ocean
• Whale (cat) sleeping on the fence
• Grandfather brought ice (honey) from the apiary
• Above the kettle there is a ball (steam)
• Loves to eat fur coat salt (moth)
• The sailors entered the cake (port)
• The elephant has a robot instead of a nose (trunk)
• A new day has arrived
• A stove (river) flows in the forest
• The bug is finishing the booth (bun)
• The nuts are carried into the hollow by a bun (squirrel)
• Dad took a vest (ticket) on the tram
• Rams (bananas) grow on a palm tree

Stage 4 – distinguishing syllables

"Let's slap the words": tell your child that there are short and long words. Say the words and clap the syllables: ma-ma, bread, mo-lo-ko and so on. Encourage your child to sound out and clap the words with you. Then he himself will be able to divide words into syllables.

“Stop syllables ": agree with your child that you will pronounce the same syllables, and if you make a mistake, he will say “stop” or clap his hands. For example, “bu-bu-bu-mu-bu-bu...”.

Stage 5 – distinguishing sounds (phonemes)

Tell your child that words are made up of sounds. When we speak, we "create" sounds. This means sounds are what we hear and pronounce.

"Catch the Sound": Say a sound several times that the child must remember and “catch” (clap your hands or hit the table). Next, slowly and clearly pronounce the sound sequence “A-U-A-A-M-Z-A-T”. Consonant sounds must be pronounced abruptly, without adding the sound “E” (not “TE”, but “T”).

"Guess who": an adult tells a child: a beetle is buzzing (“zhzhzh”), a tiger is growling (“rrrr”), a strong wind is blowing (“oooo”), a machine gun is scribbling (“ddd”), and so on. Then the adult makes a sound, and the child says who or what can make such sounds: “nnn”, “kkkk”, “eeee” and so on.

"Collect the word": the adult pronounces “scattered” sounds, and the child pronounces the word:s, o, k – juice; r, s, b, a – fish and so on.

Stage 6 – mastering basic sound analysis

Sound analysis for a preschooler involves the ability to identify sounds in a word, count their number, hear their softness or hardness, as well as the ability to select words that begin or end with a given sound. These skills will be very useful for your child at school.

“Say the first sound”:Say the sound several times that the child should remember. Tell your child words in which this sound is the first sound mixed with other words. Have your child clap when he hears a word that starts with the given sound.

“Come up with a word:and now it’s the other way around - the adult pronounces a sound, and the child comes up with a word starting with a given sound.

"Shop": Tell your child that today in the store you will only buy items whose names contain certain sounds (at the beginning of words, in the middle or at the end of words), for example the sounds “S, Sh, L, R”. With the sound “Ш” you can buy a jug, hat, shirt, and with the sound “S” you can buy a glass or bowl.

“Whose house? ": tell your child a story about how animals (snake, catfish, cat, fox, wolf, mole, boar, mouse, etc.) got lost. Ask your child to help the animals find their houses: how many sounds are in a word, so many windows in the house. If the child does not write yet, write down the sounds in suitable houses under his dictation.

"Naughty sounds": ask the child to guess the words from which the sound escaped. For example, the sound “M”: _ylo, _uh, _olok, _butter and so on.

"Zoo" : (distinguishing between softness and hardness of consonants). The adult says that many animals were brought to the zoo. But the zoo is small, there’s no room for everyone. Therefore, only those animals whose names contain the sound “L” can settle in it. Can a donkey enter the zoo? - Why? Comfortable cages are ready for lions, leopards and foxes. But the elephant, wolf and llama will have to go to another zoo.

"Lost in the Forest"(initial skill of isolating percussive sound). The animals got lost in the forest. The child calls them, i.e. pronounces the name with emphasized intonation of the stressed vowel: M-i-i-sha-I, R-y-y-bka-Y, K-o-o-tik-O, etc.

Regularity is your main assistant

Try to play games ondevelopment of phonemic hearingregularly, every 1 – 2 days. They won’t take you much time, and you will see the effect after just a few lessons: your baby’s pronunciation will improve, and even if he doesn’t pronounce all the sounds yet, in his speech he will maintain the syllabic structure of the word and will begin to say more words.

Games for developing phonemic awareness are perfect for a car ride, waiting in line, or a long walk in the park.

I wish you success!