Complex syllable structure. A set of exercises aimed at developing the syllable structure of words
Every year the number of children suffering from general speech underdevelopment increases. This type of disorder in children with normal hearing and intact intelligence is a specific manifestation of a speech abnormality, in which the formation of the main components of the speech system is disrupted or lags behind the norm: vocabulary, grammar, phonetics. Most of these children have some degree of distortion syllabic structure of the word, which are recognized as leading and persistent in the structure of speech defects in children with general speech underdevelopment.
The practice of speech therapy shows that correction of the syllabic structure of a word is one of the priority and most difficult tasks in working with preschoolers who have systemic speech disorders. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The importance of this problem is also evidenced by the fact that the insufficient degree of correction of this type of phonological pathology in preschool age subsequently leads to the development of dysgraphia in schoolchildren due to a violation of language analysis and synthesis of words and phonemic dyslexia.
Research by A.K. Markova on the peculiarities of mastering the syllabic structure of a word by children suffering from alalia shows that the speech of children is replete with pronounced deviations in the reproduction of the syllabic structure of a word, which persist even in reflected speech. These deviations are in the nature of one or another deformation of the correct sound of a word, reflecting the difficulties of reproducing the syllabic structure. It follows from this that in cases of speech pathology, age-related disorders do not disappear from children’s speech by the age of three, but, on the contrary, acquire a pronounced, persistent character. A child with general speech underdevelopment cannot independently master the pronunciation of the syllabic structure of a word, just as he is unable to independently master the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of spontaneous formation of the syllabic structure of a word with a purposeful and conscious process of teaching this skill.
Numerous studies carried out within the framework of the topic under consideration contribute to clarifying and concretizing the prerequisites that determine the assimilation of the syllabic structure of a word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child’s motivational sphere; and according to recent studies - on the developmental features of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially process information (G.V. Babina, N.Yu. Safonkina).
The study of syllable structure in children with systemic speech disorders is most widely represented in the domestic literature.
A.K. Markova 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) stress, 2) number of syllables, 3) linear sequence of syllables, 4) model of the syllable itself. The speech therapist must 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. Violations of the number of syllables:
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 spoken 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):
Deletion of the syllabic 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 confluence 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. Violation of the sequence of syllables in a word:
Rearrangement of 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. Distortion 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 T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.
Insertion of consonants into a syllable (“lemont” - lemon).
4. Anticipations, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).
5. Perseverations(from the Greek word “I persist”). 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 and bread box).
All of the listed types of distortions of the syllabic 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.
Traditionally, when studying the syllabic structure of a word, the possibilities of reproducing the syllabic structure of words of different structures are analyzed according to A.K. Markova, who distinguishes 14 types of syllabic structure of a word according to increasing degrees of complexity. Complication consists in increasing the number and using different types of syllables.
Types of words (according to A.K. Markova)
1st grade - two-syllable words made from open syllables (willow, children).
Grade 2 - three-syllable words made from open syllables (hunting, raspberry).
3rd grade - one-syllable words (house, poppy).
Grade 4 - two-syllable words with one closed syllable (sofa, furniture).
5th grade - two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
Grade 6 - two-syllable words with a closed syllable and a consonant cluster (compote, tulip).
7th grade - three-syllable words with a closed syllable (hippopotamus, telephone).
8th grade - three-syllable words with a combination of consonants (room, shoes).
9th grade - three-syllable words with a combination of consonants and a closed syllable (lamb, ladle).
Grade 10 - three-syllable words with two consonant clusters (tablet, matryoshka).
11th grade - monosyllabic words with a combination of consonants at the beginning of the word (table, closet).
Grade 12 - monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
Grade 13 - two-syllable words with two consonant clusters (whip, button).
Grade 14 - four-syllable words made from open syllables (turtle, piano).
In addition to the words included in the 14 classes, the pronunciation of more complex words is assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.
The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) are also explored.
Types of jobs:
Name the subject pictures;
Repeat the words as reflected by the speech therapist;
Answer the questions. (Where do they buy food?).
Thus, during the examination, the speech therapist identifies the degree and level of violation of the syllabic structure of words in each specific case and the most typical errors that the child makes in speech, identifies those frequency classes of syllables whose syllabic structure is preserved in the child’s speech, classes of the syllabic structure of words that are grossly are violated in the child’s speech, and also determines the type and type of violation of the syllabic structure of the word. This allows you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.
Many modern authors deal with the issue of correcting the syllabic structure of words. In the methodological manual by S.E. Bolshakova “Overcoming violations of the syllabic structure of words in children,” the author describes the reasons for the difficulties in forming the syllabic structure of words, types of errors, and methods of work. Attention is paid to the development of such prerequisites for the formation of the syllabic structure of a word as optical and somato-spatial representations, orientation in two-dimensional space, dynamic and rhythmic organization of movements. The author proposes a method of manual reinforcement that makes it easier for children to make articulatory switches and prevent omissions and substitutions of syllables. The order of mastering words with consonant clusters is given. Games at each stage contain speech material selected taking into account speech therapy training programs.
The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers,” where the author proposes a sequence of work that helps clarify the contour of the word. (Types of syllables according to A.K. Markova)
The educational and methodological manual “Formation of the syllabic structure of a word: speech therapy tasks” by N.V. Kurdvanovskaya and L.S. Vanyukova highlights the features of correctional work on the formation of the syllabic structure of a word in children with severe speech disorders. The material was selected by the authors in such a way that when working on the automation of one sound, the presence of other sounds that are difficult to pronounce in words is excluded. The presented illustrative material is aimed at developing fine motor skills (pictures can be colored or shaded), and the order of its arrangement will help the formation of a syllable structure at the stage of onomatopoeia.
In his manual “Speech therapy work to overcome violations of the syllabic structure of words in children,” Z.E. Agranovich also proposes a system of speech therapy measures to eliminate such a difficult-to-correct, specific type of speech pathology as a violation of the syllabic structure of words in children of preschool and primary school age. The author summarizes all the correctional work from the development of speech-auditory perception and speech-motor skills and identifies two main stages:
Preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
Actually correctional (the work is carried out on verbal material and consists of several levels (level of vowel sounds, level of syllables, word level). At each level, the author assigns special importance to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage - direct correction of defects in the syllabic structure of words in a particular speech-language pathologist child.
All authors note the need for specific, targeted speech therapy work to overcome violations of the syllabic structure of words, which is part of the general correctional work in overcoming speech disorders.
Conducting specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllabic structure of words in children with general speech underdevelopment.
For example, the didactic game “Funny Houses”.
This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of subject pictures for many game options.
Option #1
"Zoo"
Target: development of the ability to divide words into syllables.
Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: hedgehog, wolf, bear, fox, hare, elk, rhinoceros, zebra, camel, lynx, squirrel, cat, rhinoceros, crocodile, giraffe...)
Progress of the game: The speech therapist says that new houses have been made for the animals at the zoo. The child is asked to determine which animals can be placed in which house. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is asked to “clap” the word: pronounce it syllable by syllable, accompanying the pronunciation by clapping his hands. Based on the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is advisable that children’s answers be complete, for example: “In the word crocodile three syllables.” After all the animals have been placed in their houses, you must once again say the words shown in the pictures.
Option No. 2
"Puzzles"
Target: development of the ability to guess riddles and divide guessing words into syllables.
Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: squirrel, woodpecker, dog, hare, pillow, wolf).
Progress of the game: The speech therapist invites the child to listen carefully and guess the riddle, find a picture with the answer word, determine the number of syllables in the word (by clapping, tapping on the table, taking steps, etc.). Based on the number of syllables, find a house with the corresponding number of windows and insert a picture into the pocket of this house.
Who deftly jumps through the trees
And climbs oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter? (Squirrel)
Sleeping in the booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)
Stuffed with fluff
Is it under your ear? (Pillow)
It knocks all the time
The trees are being hollowed out,
But it doesn't hurt them
But it only heals. (Woodpecker)
White in winter,
Gray in summer,
Doesn't offend anyone
And he's afraid of everyone. (Hare)
Who is cold in winter
He wanders around angry and hungry. (Wolf)
You can simply use pictures whose names consist of a different number of syllables. The child takes a card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the appropriate pocket of the house, depending on the number of colors in the window.
, teacher-speech therapist, Tosno, Leningrad region.
In order for work on the syllabic structure of a word to be most successful, I propose to start with the development of spatial, dynamic and rhythmic factors of mental activity.
Exercises to develop optical-spatial orientation:
Exercise 1. The child sits on a chair, eyes open or closed.
The adult rings the bell, holds it in front of the child, behind him, above and below the chair, to the right and left. You need to correctly say where it rings (right, left, above, below, in front, behind).Exercise 2. The child moves in space according to the adult’s verbal instructions (Robot goes forward...... stop. To the right.... stop. Down (under the table).... stop).
Exercises to develop somato-spatial orientation:
Exercise 3. The child independently shows: left little finger, right elbow, right toe, left wrist, left ear, etc.
Exercise 4. 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 middle finger of the right hand the left shoulder, etc.
Exercise 5. An adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left foot to the side, right hand on the belt, etc.
Exercise 6. An adult asks the child to perform the so-called movements without showing a model. The commands are taken from Exercise 5.
Exercises to develop orientation in two-dimensional space (on a sheet of paper):
Exercise 7. An adult offers the child the following tasks: “Put a dot at the top of the sheet (a stick down), draw a cross on the right, draw a wave in the lower left corner (a straight line in the lower right corner), etc.
Exercise 8. From the point placed on the sheet, without lifting his hand, the child must draw a line at the command of an adult: “We’re going to the right…..stop, up…..stop, left…..stop, up….stop, etc. ""
Exercise 9. Graphic dictation. The child is asked to draw: a cross to the right of the stick, a dot to the left of the hook, an oval under the triangle, a square in a circle, etc.
Exercise 10. The child must continue the row.
…. “ …. “ …. “ ….
ABOUT! +Oh! +Oh! +
Exercise 11. The child is required to find an extra figure among similar ones, but upside down in space.
Exercises to develop time-spatial orientation:
Exercise 12. Graphic dictation. For the graphic dictation, the following tasks are offered: ""Draw first a house, then a person, and finally a flower; on the tree, first draw a leaf, then a hollow, at the end a nest, etc. ""
Exercise 13. The adult interrupts the child’s actions and asks questions: “What did you do before? What are you doing now? What will you do next?"
Exercise 14. The exercise consists of the child arranging pictures according to the topics “Seasons”, “Parts of the day”. Finally, the adult and child discuss the sequence of pictures.
Exercise 15. An adult and a child talk on the topic “Yesterday – Today – Tomorrow”.
Exercise 16. Let's move on to working with speech material. The adult gives the child the task:
- Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
- Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.
Exercises to develop dynamic and rhythmic organization of movements:
Exercise 17. Holding dynamic programs. The exercise consists of the child repeatedly repeating the action on his own after visual presentation of the instructions by the speech therapist.
- Articulation exercises: open your mouth, bare your teeth, puff out your cheeks; tongue behind the right cheek, lips like a tube; suck in your cheeks, click your tongue, blow, etc.
2. Hand exercises: alternately touch the index, little, and middle fingers with your thumb; put your hand on the table with your fist, edge, palm; ""fist on the table"" alternately show the thumb, little finger, index finger, etc.
After practicing these exercises, you can proceed directly to overcoming violations of the syllabic structure of words.
In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of developing the syllabic structure of a word 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. In this case, the individual level of speech development of each child and the type of speech pathology (polymorphic dyslalia, dysarthria, alalia, childhood aphasia, rhinolalia) should be taken into account. In working on the syllabic structure of a word, I attach particular importance to “inclusion in work”, in addition to the speech analyzer also auditory, visual and tactile.
Vowel level
Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of a word, and also prevent the substitution and rearrangement of syllables in a word. At the stage of mastering articulatory gymnastics, children should be accustomed to a number of manual poses corresponding to vowel sounds (Fig. 2-7).
Thus, the traditional exercise “Window” (sound [a]) is accompanied by showing an open palm facing the child (Fig. 2).
The “pipe” pose (reminiscent of the articulation of the sound [u]) – the fingers are brought together “in a pinch”, but not closed, and extended towards the child (Fig. 3).
The “Proboscis” pose (lips as with the sound [o]) is similar, but the fingers are spaced wider (Fig. 4).
“Fence” pose (sound [and]) – palm in fist with fingers facing the child, thumb pressed, nails visible (association with teeth) (Fig. 5).
Additionally, poses are introduced for the sounds [s] and [e].
The position for the sound [ы] is similar to [i], but the wrist is more advanced towards the child (association with the lower jaw pushed forward) (Fig. 6).
The pose for the sound [e] is a rounded palm, as if squeezing a ball (Fig. 7).
The double sounds of the letters “e”, “e”, “yu”, “ya”, are also indicated manually, with two consecutive poses.
""e"" = [j]+[e] – clenched fist with fingers towards the child, thumb to the side, nails visible [j] (Fig. 8) + sound posture [e] (Fig. 7)
""ё"" = [j] (Fig. 8) + sound posture [o] (Fig. 4);
""yu"" = [j] (Fig. 8) + sound posture [y] (Fig. 3);
""I"" = [j] (Fig. 8) + sound posture [a] (Fig. 2).
When performing poses, the forearm is positioned vertically or at a slight angle.
Such manual accompaniment during articulatory gymnastics shows the volume of the pose (“window”) and emphasizes the contrast (“fence - tube”, “tube - proboscis”).
Subsequently, when working on the syllabic structure of words, alternating vowel positions makes it easier for the child to switch from syllable to syllable and prevents omissions and replacements.
Children are offered the following exercises:
Exercise 1. The child repeats pairs, triplets and a larger number of sounds from more contrasting to less contrasting:
- accompanied by hand symbols;
- without them;
- without visual support.
- Suggested syllables:
A – I – O
U – A – I
I – O – Y
U – A – I – O
E – U – A – I, etc.
Exercise 2. Training pitch, volume, voice strength and tempo of pronunciation. The child pronounces a series of vowels:
On one exhale, smoothly (or abruptly);
Loud (quieter, very quiet);
Alternating volume within one row;
Fast (or slow).
Exercise 3. To consolidate work on vowels, the child is asked to:
- pronounce the sound as many times as there are dots on the die;
- pronounce the sound as many times as the speech therapist claps his hands;
- come up with as many sounds as there are stars drawn;
- singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, writing a series of letters (auditory and visual dictation): A U I O; AU IA OA; AUI IAU; AUA UAU; AUIA IUAO;
- the same tasks with emphasis on the impact sound: A UA; A U A, AU A;
- guess which vowel symbol is being shown by the speech therapist or another child;
- make a series of sounds and depict them with hand symbols;
- recognizing a series of sounds by silent articulation and pronouncing them with a voice;
- repeat the sounds in reverse order;
The speech therapist taps out a rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A - AA, AA - A, A AA, A A A
Syllable level
It is advisable to carry out these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist. Tasks can be the following:
Compiling all possible syllables from the given letters (“Who is bigger?”);
- Stringing rings onto rods while simultaneously pronouncing a chain of syllables (one syllable for each ring);
- Exercise with fingers ““Fingers say hello”” (for each contact of the fingers of a hand with the thumb of the same hand, pronounce one syllable);
- Count how many syllables the speech therapist pronounced (syllables are forward, backward, with a combination of consonants);
- Name the stressed syllable in the chain of heard syllables;
- Building up syllables (“Say one syllable more than I did”): sa-so….;
- Reducing the number of syllables (“Say one syllable less than me”): sa-so-su-sy;
- Tapping syllable chains by touching the thumb and middle or thumb and index fingers of the leading hand, and identical syllables are tapped with the same finger: sa-so-so, so-sa-so;
- Memorizing and repeating a chain of syllables: sa-so-so, so-sa-so, sa-so-so, sa-sa-so, so-so-sa;
- Come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
- “Say the opposite” (ball game): sa-as, tsa – ast;
- “Who is faster?”: the syllables are written in the table, the child must quickly find and read the syllable named by the speech therapist;
- Recording syllables of various types under dictation;
- Recording chains of syllables of varying lengths, emphasizing vowels or consonants, hard or soft consonants, voiced or voiceless consonants; performing sound-syllable analysis of a chain of syllables (depending on the correction task)
Word level
The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers.” The author suggests the following exercises:
Exercises to distinguish between long and short words:
Exercise 1. The child has chips, and on the table in front of him is a long and short strip of paper. The speech therapist suggests listening to the word and determining whether it is long (sounds long) or short (sounds short). Having heard the word, the child places a chip under the long or short strip, respectively.
Exercise 2. In front of the child is a set of pictures with monosyllabic and polysyllabic words. It is required to divide them into two groups.
Exercises for reflected scanned repetition of words of the type being studied
Exercise 3. Training the ability to pause between syllables. After the speech therapist names the word, the child must repeat and tap it on the table conjugately (BU….SY, NOT…..BO, LYu…..DI).
Exercise 4. Sound analysis and synthesis.
- Counting syllables.
- Laying out strips and sticks according to the number of syllables.
- Selecting an appropriate word scheme.
- Analysis of each syllable (counting and listing sounds).
This type of work is especially important when studying words with consonant clusters. This group of words requires special attention. The following mastering procedure is proposed:
- two-syllable words with a cluster in the middle of the word: first, words starting with a vowel sound are given (game, glasses), then words starting with a consonant (heel, nails), after that - words with two clusters of consonants (swallow, leaves);
- confluence at the end of a word (bone, bridge);
- confluence at the beginning of a word (elephant, table);
- monosyllabic words with two sequences (pillar, tail);
- polysyllabic words with conjunctions (library).
Exercise 5. Isolated pronunciation of the words "We're walking up the stairs." The child must, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder. There is a stop at each step.
Exercise 6. Variant of the game "" "We walk along the ladder." Pronouncing a series of two or three monosyllable words from a closed syllable: SOUP - SMOKE, GOOSE - CAT, SHOWER - ELK - MOUSE.
Exercise 7. Repeating series of words that are similar in sound composition:
- differing in vowel sounds: SUK – SOK
- differing in consonant sounds: SUK – SUP
- differing in consonant sound and stress location: WATER - SODA.
Repetition exercises highlighting stressed syllables.
Exercise 8. Two pictures are laid out. Their name contains the same number of syllables, but differ in the position of the stressed syllable (Melon - water). The speech therapist silently slaps words with accents on stressed syllables. The child guesses the planned words.
Exercise 9. Naming words that are similar in sound composition, but differ in the place of the stressed syllable (Zamok - zamok).
Exercises with rearranging syllables.
Exercise 10. The speech therapist pronounces a word consisting of two syllables. You need to swap them and name the resulting word (ZHI-LY - SKI, KI-RA - CRASH).
Exercise 11. The speech therapist pronounces three syllables. Children must make a word out of them (KU-KI-BI - CUBES, SA-GI-PO - BOOTS).
An exercise to assess normativity.
Exercise 12. The speech therapist reads the words, the children raise a green flag if the word sounds correct, and a red flag if it sounds incorrect. The exercise is carried out based on pictures (PAVUK, VUTKA, KOKHE).
Exercises for the transition to continuous pronunciation.
Exercise 13. The speech therapist names the word in syllables, and the children guess the word (KA....PUS.....TA - CABBAGE).
Exercise 14. The speech therapist pronounces the first syllable of a word. Children guess what word was said (VED- - BUCKET, KUH- - KITCHEN).
Exercise 15. The speech therapist says the ending of the word, clapping it syllable by syllable. The child adds the first syllable and names the whole word (-ROAR..... - DE! TREE).
Exercise 16 . The speech therapist calls the word by clapping instead of the second syllable (or any middle syllable). The child adds a syllable and names the whole word (KO - ! – BOK – LO! KOLOBOK) .
Exercise 17. The speech therapist thinks of a word and places as many chips on the typesetting canvas as there are syllables in it. Then the speech therapist names the first syllable: KA. Children guess the intended word based on the number of chips (KA - BINET, KA - LINA, KA - RETA).
Exercise 18. Syllable analysis and synthesis.
- From the proposed pictures, name those that have a given syllable (for example, MA): raspberries, tomatoes, popsicle, macaque, ant, lipstick.
- Put the pictures in such an order that the last syllable of the previous word and the first syllable of the following word are the same (OWL, VATA).
- The speech therapist names the word, inserting the word ““then”” between the syllables (““further””, ““then””). The child makes up a word (PA, then UK - SPIDER).
After practicing words of different syllabic structures at the word level, it is necessary to practice them on material from pure proverbs, complete sentences, poems and other texts.
As a rule, children with severe speech pathology do not remember poetry, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them. Memorization should be carried out based on subject pictures. When memorizing poems, you need to make sure that children understand their content. To do this, the speech therapist asks a question based on the picture. It is also recommended to conduct outdoor games accompanied by speech:
Game “Train”
The green cars are running, running, running
And the round wheels go on and on and on.
(Children stand one after another and imitate the movement of a train).
Game “Geese”
Geese - geese!
Are you thirsty?
Geese - geese, here's the water!
Ha-ha-ha! Ga-ha-ha!
So run here everyone!
(Children run to the driver)
Game “Fox and Geese”
Geese, geese, I'll eat you!
Wait, fox, don't eat!
Listen to our song:
Ha-ha-ha! Ga-ha-ha!
I'm tired of listening to you!
I'll eat them all now!
(“Geese” scatter, “fox” catches).
All of the above exercises are aimed at bringing the level of children’s pronunciation of words as close as possible to the norm.
The described exercises are carried out during speech therapy sessions for 5–7 minutes.
Bibliography
- Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. – St. Petersburg """Childhood-Press"", 2005
- Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. – M.""Sphere", 2007-12-11
- Bondarko L.V. Syllable structure and characteristics of phonemes // Issues of linguistics. – M., 1967 No. 1
- Esechko L.B. Formation of syllabic composition in the pronunciation of children with general speech underdevelopment in the preparatory class. // Defectology, 1974 No. 3
- Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. – M., "Sphere", 2007
- Markova A.K. Features of mastering syllabic composition in children with speech impairments.//Author's abstract fis. Candidate of Pedagogical Sciences – M., 1963
- Markova A.K. Features of the acquisition of the sound-syllable structure of words by children suffering from alalia.// School for children with severe speech impairments. – M., 1961
- Titova T.A. On the problem of violations of the syllabic structure of words in children with alalia and dysarthria. – L., 1985
1. Two-syllable words made from open syllables.
2. Three-syllable words made of open syllables.
3. Monosyllabic words.
4. Two-syllable words with a closed syllable.
5. Two-syllable words with a cluster of consonants in the middle of the word.
6. Two-syllable words made from closed syllables.
7. Three-syllable words with a closed syllable.
8. Three-syllable words with a combination of consonants.
9. Three-syllable words with a combination of consonants and a closed syllable.
10. Three-syllable words with two consonant clusters.
11. Monosyllabic words with a combination of consonants at the beginning or middle of the word.
12. Two-syllable words with two consonant clusters.
13. Three-syllable words with a combination of consonants at the beginning and middle of the word.
14. Polysyllabic words made from open syllables.
Two-syllable words made from open syllables
(1st type of syllable structure.)
1. 1. Exercise “find out who it is?” Target:
Learn to clearly pronounce two-syllable words with repeated syllables.
Learn to answer posed questions in one word based on plot pictures.
Develop auditory attention and memory.
Equipment: story pictures.
Progress of the game exercise.
The speech therapist lays out 5 plot pictures in front of the child, while simultaneously pronouncing sentences for them:
Mom gives Vova a bath.
Dad plays with his son.
Uncle goes home.
There is a woman made of snow in the yard.
The nanny walks with the children.
And then invites the child to answer the questions:
Speech therapist: Child:
Who bathes Vova? Mother.
Who plays with his son? Dad.
Who's standing in the yard? Woman.
Who walks with children? Nanny.
Who's going home? Uncle.
1.2. Exercise “the end of the word is yours.” Target:
Learn to pronounce words with type 1 syllabic structure.
Practice simple syllabic synthesis.
Activate and expand your vocabulary.
Equipment: ball.
Progress of the game exercise.
The speech therapist, throwing the ball to the child, pronounces the first syllable. The child, returning the ball, says the second syllable, then says the word in full.
Speech therapist: Child: Speech therapist: Child:
But the note is ba bath
Wow, nanny nanny
Yes date yes melon
Ha TA hut To NYa Tonya
My mint And Anya
Bi bita Va Vanya
Fa veil Ta Tanya
Ka Katya and go
Pe TYa Petya bu DI wake up
Vi Vitya ve lead
Mi Mitya go go
(The lexical material of this exercise can be divided into two lessons. The meaning of words unfamiliar to the child must be clarified).
Every year the number of children suffering from general speech underdevelopment increases. This type of disorder in children with normal hearing and intact intelligence is a specific manifestation of a speech abnormality, in which the formation of the main components of the speech system is disrupted or lags behind the norm: vocabulary, grammar, phonetics. Most of these children have some degree of distortion syllabic structure of the word, which are recognized as leading and persistent in the structure of speech defects in children with general speech underdevelopment.
The practice of speech therapy shows that correction of the syllabic structure of a word is one of the priority and most difficult tasks in working with preschoolers who have systemic speech disorders. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The importance of this problem is also evidenced by the fact that the insufficient degree of correction of this type of phonological pathology in preschool age subsequently leads to the development of dysgraphia in schoolchildren due to a violation of language analysis and synthesis of words and phonemic dyslexia.
Research by A.K. Markova on the peculiarities of mastering the syllabic structure of a word by children suffering from alalia shows that the speech of children is replete with pronounced deviations in the reproduction of the syllabic structure of a word, which persist even in reflected speech. These deviations are in the nature of one or another deformation of the correct sound of a word, reflecting the difficulties of reproducing the syllabic structure. It follows from this that in cases of speech pathology, age-related disorders do not disappear from children’s speech by the age of three, but, on the contrary, acquire a pronounced, persistent character. A child with general speech underdevelopment cannot independently master the pronunciation of the syllabic structure of a word, just as he is unable to independently master the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of spontaneous formation of the syllabic structure of a word with a purposeful and conscious process of teaching this skill.
Numerous studies carried out within the framework of the topic under consideration contribute to clarifying and concretizing the prerequisites that determine the assimilation of the syllabic structure of a word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child’s motivational sphere; and according to recent studies, on the developmental features of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially process information (G.V. Babina, N.Yu. Safonkina).
The study of syllable structure in children with systemic speech disorders is most widely represented in the domestic literature.
A.K. Markova 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) stress, 2) number of syllables, 3) linear sequence of syllables, 4) model of the syllable itself. The speech therapist must 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. Violations of the number of syllables:
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 spoken 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):
Deletion of the syllabic 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 confluence 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. Violation of the sequence of syllables in a word:
Rearrangement of 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. Distortion 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 - into a syllable without a consonant cluster (“tul” - chair).
This defect is identified by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.
Insertion of consonants into a syllable (“lemont” - lemon).
4. Anticipations, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).
5. Perseverations(from the Greek word “I persist”). 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 and bread box).
All of the listed types of distortions of the syllabic 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.
Traditionally, when studying the syllabic structure of a word, the possibilities of reproducing the syllabic structure of words of different structures are analyzed according to A.K. Markova, who distinguishes 14 types of syllabic structure of a word according to increasing degrees of complexity. Complication consists in increasing the number and using different types of syllables.
Types of words (according to A.K. Markova)
Grade 1 – two-syllable words made from open syllables (willow, children).
Grade 2 – three-syllable words made from open syllables (hunting, raspberry).
Grade 3 – monosyllabic words (house, poppy).
Grade 4 – two-syllable words with one closed syllable (sofa, furniture).
Grade 5 – two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
Grade 6 – two-syllable words with a closed syllable and a consonant cluster (compote, tulip).
7th grade – three-syllable words with a closed syllable (hippopotamus, telephone).
8th grade – three-syllable words with a combination of consonants (room, shoes).
9th grade – three-syllable words with a combination of consonants and a closed syllable (lamb, ladle).
Grade 10 – three-syllable words with two consonant clusters (tablet, matryoshka).
11th grade – monosyllabic words with a combination of consonants at the beginning of the word (table, closet).
Grade 12 – monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
Grade 13 – two-syllable words with two consonant clusters (whip, button).
Grade 14 – four-syllable words made from open syllables (turtle, piano).
In addition to the words included in the 14 classes, the pronunciation of more complex words is assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.
The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) are also explored.
Types of jobs:
Name the subject pictures;
Repeat the words as reflected by the speech therapist;
Answer the questions. (Where do they buy food?).
Thus, during the examination, the speech therapist identifies the degree and level of violation of the syllabic structure of words in each specific case and the most typical errors that the child makes in speech, identifies those frequency classes of syllables whose syllabic structure is preserved in the child’s speech, classes of the syllabic structure of words that are grossly are violated in the child’s speech, and also determines the type and type of violation of the syllabic structure of the word. This allows you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.
Many modern authors deal with the issue of correcting the syllabic structure of words. In the methodological manual by S.E. Bolshakova “Overcoming violations of the syllabic structure of words in children,” the author describes the reasons for the difficulties in forming the syllabic structure of words, types of errors, and methods of work. Attention is paid to the development of such prerequisites for the formation of the syllabic structure of a word as optical and somato-spatial representations, orientation in two-dimensional space, dynamic and rhythmic organization of movements. The author proposes a method of manual reinforcement that makes it easier for children to make articulatory switches and prevent omissions and substitutions of syllables. The order of mastering words with consonant clusters is given. Games at each stage contain speech material selected taking into account speech therapy training programs.
The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers,” where the author proposes a sequence of work that helps clarify the contour of the word. (Types of syllables according to A.K. Markova)
The educational and methodological manual “Formation of the syllabic structure of a word: speech therapy tasks” by N.V. Kurdvanovskaya and L.S. Vanyukova highlights the features of correctional work on the formation of the syllabic structure of a word in children with severe speech disorders. The material was selected by the authors in such a way that when working on the automation of one sound, the presence of other sounds that are difficult to pronounce in words is excluded. The presented illustrative material is aimed at developing fine motor skills (pictures can be colored or shaded), and the order of its arrangement will help the formation of a syllable structure at the stage of onomatopoeia.
In his manual “Speech therapy work to overcome violations of the syllabic structure of words in children,” Z.E. Agranovich also proposes a system of speech therapy measures to eliminate such a difficult-to-correct, specific type of speech pathology as a violation of the syllabic structure of words in children of preschool and primary school age. The author summarizes all the correctional work from the development of speech-auditory perception and speech-motor skills and identifies two main stages:
Preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
Actually correctional (the work is carried out on verbal material and consists of several levels (level of vowel sounds, level of syllables, word level). At each level, the author assigns special importance to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage – direct correction of defects in the syllabic structure of words in a particular speech-language pathologist child.
All authors note the need for specific, targeted speech therapy work to overcome violations of the syllabic structure of words, which is part of the general correctional work in overcoming speech disorders.
Conducting specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllabic structure of words in children with general speech underdevelopment.
For example, the didactic game “Funny Houses”.
This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of subject pictures for many game options.
Option #1
"Zoo"
Goal: developing the ability to divide words into syllables.
Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: hedgehog, wolf, bear, fox, hare, elk, rhinoceros, zebra, camel, lynx, squirrel, cat, rhinoceros, crocodile, giraffe...)
Progress of the game: the speech therapist says that new houses have been made for the animals at the zoo. The child is asked to determine which animals can be placed in which house. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is asked to “clap” the word: pronounce it syllable by syllable, accompanying the pronunciation by clapping his hands. Based on the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is advisable that children’s answers be complete, for example: “In the word crocodile three syllables.” After all the animals have been placed in their houses, you must once again say the words shown in the pictures.
Option No. 2
"Puzzles"
Goal: to develop the ability to guess riddles and divide guessing words into syllables.
Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: squirrel, woodpecker, dog, hare, pillow, wolf).
Progress of the game: the speech therapist invites the child to listen carefully and guess the riddle, find a picture with the answer word, determine the number of syllables in the word (by clapping, tapping on the table, steps, etc.). Based on the number of syllables, find a house with the corresponding number of windows and insert a picture into the pocket of this house.
Who deftly jumps through the trees
And climbs oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter? (Squirrel)
Sleeping in the booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)
Stuffed with fluff
Is it under your ear? (Pillow)
It knocks all the time
The trees are being hollowed out,
But it doesn't hurt them
But it only heals. (Woodpecker)
White in winter,
Gray in summer,
Doesn't offend anyone
And he's afraid of everyone. (Hare)
Who is cold in winter
He wanders around angry and hungry. (Wolf)
You can simply use pictures whose names consist of a different number of syllables. The child takes a card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the appropriate pocket of the house, depending on the number of colors in the window.
teacher speech therapist MBDOU d/s
compensating type No. 12, Belgorod
Tokareva Olga Antonovna
Original article download
Certificate: not issued
Understanding the speech of others and one’s own active speech accompanies all the child’s activities.
Speech is one of the most important means of developing a child’s personality as a whole. Many researchers of children's speech A. A. Lyublinskaya, F. A. Sokhin, E. I. Tikheyeva and others believe that the main condition for successful learning is the timely and complete formation of speech, that the comprehensive development of the native language should be the basis of education.
A child with well-developed speech easily enters into communication with others, he can clearly express his thoughts, desires, ask questions, and agree with peers about playing together. Conversely, a child’s slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6.7 years, and sometimes earlier, children with speech pathology begin to realize the defects of their speech, experience them painfully, become silent, shy, and irritable.
To raise a full-fledged personality, you need to eliminate everything that interferes with the child’s free communication with the team. It is important that children master their native speech as early as possible and speak correctly, clearly, and expressively. The family understands the baby perfectly and he does not experience any particular inconvenience if his speech is imperfect. However, the child’s circle of connections with the outside world is gradually expanding; it is very important that his speech is well understood by both peers and adults.
The practice of speech therapy shows that correction of sound pronunciation is often brought to the fore in preschool age and the importance of the formation of the syllabic structure of words is underestimated; this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.
Let us consider the features of the development of the syllabic structure of a word in ontogenesis.
The literature notes that a child with normal speech development masters the first skills of perception and pronunciation of the syllabic structure of words already in the process of babbling. (1)
Oral speech is realized in syllables, since this is a special human motor device, the brain control of which begins to improve before sound appears on the lips. Syllable movements appear even in children who are deaf from birth. Meanwhile, monkeys, whose vocal apparatus is very similar to humans, can scream, but are not capable of syllable division and fusion. Oddly enough, canaries can quite clearly pronounce several words that are quite understandable to human hearing. And small white parrots can even compose syllables as endearing emotional reactions.
Systematic and meaningful use of syllables is only accessible to humans. Oral speech without syllable formation is impossible. In written speech, syllables are not represented, because they are pronounced, but not depicted. No lines along the course of letters can reflect expressive syllabic mergers and transitions, and this is not necessary, since when reading loudly, syllables will arise automatically and will obey the stereotypes developed in childhood and cortical control according to the interpretation of the text being read. When reading silently in inner speech, syllable formation can either help understand a complex text if necessary, reread what has been written, or simply slow down the reading of a comparative text.
By the age of three, a child can perceive speech addressed to him at a natural pace, simply because its elements are familiar to him and he recognizes them instantly. This is the result not only of the established automatism, but also of the design features of the elements themselves. A person perceives speech in the iconic code as a continuous sequence of syllables.
The most diverse sound mergers within the syllabic stream are not interference. On the contrary, they link the syllabic stream into a well-recognized whole that has its own meaning. They are recognized as a whole in the same way as any objects. To recognize our friend, we do not need to examine and identify his eyes, nose, ears and other components of his face in turn.(9)
It is necessary to stipulate that when using the term, the syllabic structure of a word, we put into this concept, following linguists and methodologists, the following characteristics: the number of syllables in a word and stress, the sequence of syllables in a word, the structure of individual syllables - forward and backward, open and closed, syllable with confluence with or without consonants.(22)
A. N. Gvozdev, I. A. Sikorsky, N. N. Shvachkin, B. Kitterman point to the need to highlight within the phonemic aspect of speech a special process of assimilation of the syllabic structure of a word, along with the assimilation of individual sounds of a word.
A. N. Gvozdev on the peculiarities of the syllabic structure of Russian words, the strength of unstressed syllables is not the same.
When mastering the syllabic structure of a word, the child learns to reproduce complex syllables and words in order of their comparative strength, first the stressed syllable is transmitted from the entire word, then the first pre-stressed one, then the weak pre-stressed syllables.
The omission of weak unstressed syllables prevents the assimilation of the sounds included in it. The assimilation of different sounds and sound combinations depends on the assimilation of the syllabic structure. A. N. Gvozdev calls the comparative strength of syllables “the main reason that influences the preservation of some syllables in a word and the omission of others, therefore the stressed syllable, as a rule, is preserved” (5)
In his work A. N. Gvozdev “Issues of studying children’s speech” determined the sequence of a child’s mastery of syllable structure:
1. The easiest syllable to pronounce is the syllable that consists of a consonant and a subsequent vowel SG an open syllable.
Thanks to this, the child masters such syllabic patterns as two and three compound words consisting of open syllables, mom, raspberry.
2. The next model is vowel, consonant, closed syllable GS, covered syllable SGS. Thanks to this, monosyllabic words such as cancer and cat appear in the child’s speech.
3. Next, the child begins to combine an open syllable with a closed syllable SG+SGS rooster, skein.
4. The following words with consonant clusters SSG, GSS. The simplest is a combination of consonants in the middle of a word, more difficult at the beginning and end. Also, it is easier for a child to pronounce those combinations when two sounds with different methods of articulation are adjacent, - jacket; it is more difficult for a child to pronounce the combination of two sounds that are identical in the method of articulation, - slippers.
5. Further, the same word includes a combination of consonants and a closed syllable, monument.
6. In one word there are two consonant clusters, a cell. A. N. Gvozdev says that by the age of three the syllabic structure of a word is mastered, that is, a normally developing child can pronounce all six types of difficulties in the syllable structure. (4)
Based on the scheme of the systemic development of normal children's speech, compiled by N. S. Zhukova based on the material from the book by A. N. Gvozdev Questions of studying children's speech, the stages of formation of the syllabic structure of words correspond to the following age periods:
1 year 3 months, 1 year 8 months.
The child often reproduces one syllable of a heard word, stressed, or two identical syllables, ga ga ga, tu tu.
1 year 8 months, 1 year 10 months.
Two-syllable words are reproduced; three complex words contain one of the syllables, mako milk.
1 year 10 months 2 years 1 month
In three complex words, sometimes a syllable is still omitted, more often a pre-stressed one, kusu ukushu, the number of syllables in four complex words may be reduced.
2 years 1 month 2 years 3 months
In polysyllabic words, pre-stressed syllables are often omitted, sometimes prefixes, tsipila hooked.
2 years 3 months - 3 years.
The syllable structure is rarely violated, mainly in unfamiliar words.
In cases of speech pathology, these age-related disorders do not disappear from children’s speech by the age of three, but, on the contrary, acquire a pronounced, persistent character.(1)
Among the various speech disorders in preschool children, one of the most difficult to correct is a violation of the syllabic structure of words. This defect in speech development is characterized by difficulties in pronouncing words of complex syllabic composition, violation of the order of syllables in a word, omissions or the addition of new syllables or sounds. Violation of the syllabic structure of words is usually detected during a speech therapy examination of children with general speech underdevelopment, but it can also occur in children suffering from phonetic-phonemic underdevelopment. As a rule, the range of these violations varies widely, from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two or three complex words without a combination of consonants, even with the aid of clarity.
The issues of etiology and pathogenesis of this specific disorder of the phonetic aspect of speech are not sufficiently covered in the literature. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The history of children suffering from a violation of the syllabic structure of words indicates a delay in speech development at an early age and the appearance of the first words in a truncated form. The first words of abnormal child speech can be classified as follows:
- correctly pronounced words: mom, give;
-words fragments, mako, milk;
- words of onomatopoeia, denoting an object, situation, action, bi-bi,
- outlines of the words papata - shovel,
- words that do not at all resemble words in your native language.
Violation of the syllabic structure of words persists in children with pathology of speech development for many years, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word. For example: motorcyclist, hairdresser.
School-age children often deliberately avoid using words that are most difficult for them to pronounce in spontaneous speech, thereby trying to hide their defect from others. Mastering the pronunciation of the syllabic structure of a word for children with general speech underdevelopment is very difficult and requires special attention from a speech therapist.
Literature.
1. Agranovich Z.E. “Speech therapy work to overcome violations of the syllabic structure of words in children.” St. Petersburg “Childhood-Press” 2001
2. Gvozdev A.N. “Issues of studying children's speech” M. ed. APN RSFSR, 1961.
3. Gvozdev A.N. “A child’s acquisition of the sound side of the Russian language” M. 1948.
4. Zhinkin N.I. “Speech as a conductor of information” M. Ed. "Science" 1982
5. Markova. A.K. "Deficiencies in the pronunciation of the syllabic structure of words in children suffering from alalia." On Sat. "Special School" 1961 issue No. 3