Perseveration of syllables. Violations of the syllable structure of the word in children

Foreword

FORMATION PHONETICALLY

CORRECT SPEECH IS AN IMPORTANT TASK

LOGOPEDIC WORK WITH CHILDREN

PRESCHOOL AND YOUNGER

SCHOOL AGE

Speech function is one of the most important human functions. In the process of speech development, higher mental forms are formed in him. cognitive activities, the ability to conceptual thinking. Mastering speech promotes awareness, planning and regulation of behavior. Verbal communication creates the necessary conditions for the development of various forms of activity and participation in collective work.

It is known that the main functions of speech are communicative, generalizing and regulating. The communicative and generalizing functions of speech are formed in close unity: with the help of speech, a person not only receives new information, but also assimilates it. At the same time, speech is also a means of regulating the higher mental functions of a person. Normally, the regulatory function of speech is formed by the end to school age and has great importance for the child's transition to schooling... The formation of the regulatory function of speech leads to the emergence of the child's ability to subordinate his action to the speech instructions of an adult. Modern research in the field of children's

psychology revealed that the underdevelopment of the regulatory function of speech is general indicator abnormal mental development. This should be taken into account when carrying out corrective speech therapy work.

The formation of grammatically correct, lexically rich and phonetically clear speech in children, which makes it possible to communicate and prepare for learning at school, is one of the important tasks in the general system of work on teaching the child the native language in preschool educational institutions and in the family. A child with a well-developed speech easily enters into communication with others, he can clearly express his thoughts, desires, ask questions, negotiate with peers about joint play. Conversely, slurred speech of a child makes it difficult for his relationship with people and often leaves an imprint on his character. By the age of 6-7, and sometimes even earlier, children with speech pathology begin to realize the defects of their speech, painfully experience them, become silent, shy, irritable.

To educate 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, speak correctly, clearly, expressively. In the family, the baby is understood at a glance and he does not experience any particular inconvenience if his speech is imperfect. However, the circle of the child's connections with the outside world is gradually expanding; it is very important that his speech is well understood by both peers and adults.

The question of the meaning of phonetically correct speech arises even more acutely when the child enters school. From the first day at school, the child has to make extensive use of speech: answer and ask questions in the presence of the whole class, read aloud - and speech deficiencies are discovered very soon. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. A close connection has been established between the purity of the sound of children's speech and spelling literacy. Younger schoolchildren write mainly as they say, therefore, among the unsuccessful primary school students (primarily in their native language and reading), there is a large percentage of children with phonetic defects.

The practice of speech therapy work shows that it is often in the foreground in preschool age the correction of sound pronunciation is put forward and the importance of the formation of the syllable structure of words is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

All phonetic speech disorders must be promptly identified and eliminated. For this child-speech pathologist, it is necessary to send for consultation to specialists: speech therapist, pediatric neuropathologist, psychiatrist. In children with severe speech impairments in the presence of pronounced phonetic defects (sound pronunciation and syllabic structure of words), hearing impairments can also be detected varying degrees, therefore, in some cases, it is necessary to consult an audiologist. Often, speech therapy correction is carried out against the background of drug treatment, psycho- and physiotherapy.

Thus, early detection of speech pathology and its timely correction, as well as the prevention of secondary speech and neuropsychic disorders are the most important tasks facing speech therapists, teachers, doctors and parents of preschool and primary school children. The purpose of this guide is to help them successfully meet these challenges.

CORRECTIVE WORK SYSTEM

FOR OVERCOMING VIOLATIONS OF THE VERSIONAL STRUCTURE OF WORDS IN CHILDREN

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllable structure of words. This defect of speech development is characterized by difficulties in pronouncing words of a complex syllable composition (violation of the order of syllables in a word, omissions or the addition of new syllables or sounds). Violation of the syllable structure of words is usually revealed during speech therapy examination of children with general speech underdevelopment, but it can also be present in children suffering only from phonetic-phonemic underdevelopment. As a rule, the range of these violations varies widely: from minor difficulties in pronouncing words of a complex syllable structure in spontaneous speech to gross violations when a child repeats two- and three-syllable words without a concatenation of consonants, even with reliance on visualization.

The issues of etiology and pathogenesis of this specific violation of the phonetic side 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. A history of children suffering from a violation of the syllable structure

words, there is a delay in speech development in early age and the appearance of the first words in truncated form. Based on the scheme of the systemic development of normal children's speech, compiled by N. S. Zhukova based on the materials of A. N. Gvozdev's book "Questions of studying children's speech", the formation of the syllabic structure of words goes through the following stages:

1 year 3 months - 1 year 8 months the child often reproduces one syllable of the heard word (stressed) or two identical syllables: ha-ha, tu-tu;

1 year 8 months - 1 year 10 months 2-compound words are reproduced; in 3-compound words, one of the syllables is often omitted: mako (milk);

1 year 10 months - 2 years 1 month in 3-compound words sometimes still omitted

the syllable is repentant, often pre-stressed: I will bite (I will bite); the number of syllables in 4-compound words can be reduced;

2 years 1 month - 2 years 3 months in polysyllabic words are often omitted

pre-stressed syllables, sometimes prefixes: tsipilas (hooked);

2 years 3 months - 3 years the syllable structure is rarely violated, the main

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.

The first words of abnormal children's speech can be classified as follows:

Correctly pronounced words: mom, give;

Fragment words: mako (milk);

Onomatopoeic words denoting an object, situation, action: BBC;

Outlines of the words papata (shovel);

Words that don't resemble words at all native language.

Violation of the syllable structure of words persists in children with speech pathology for many years, revealing itself every time as soon as the child encounters a new sound-syllable and morphological structure of the word

(e.g. motorcyclist, hairdresser). School-age children often deliberately avoid using the words that are most difficult to pronounce for them in spontaneous speech, thereby trying to hide their defect from others.

Violation of the syllable structure of words is a significant difficulty for speech therapy work. Insufficient degree of correction of this type of phonological pathology in preschool age subsequently leads to the emergence of dysgraphia in schoolchildren on the basis of impaired language analysis and synthesis of words and phonemic dyslexia, and also causes the appearance of so-called secondary mental layers associated with a more or less painful experience of these phenomena, about as evidenced by everyday speech therapy practice.

The choice of methods and techniques of corrective work to eliminate this violation is always preceded by an examination of the child-speech pathologist. The examination of the state of the syllable structure of words is carried out according to the traditional scheme, with the obligatory consideration of the general level of the child's speech development, his intellectual abilities and age. It should be noted that speech therapy examination of a child with any speech pathology necessarily includes the section "State of the syllabic structure of words."

Research by L. B. Esechko, R. E. Levina, A. K. Markova, E. F. Sobotovich, L. F. Spirova, O. N. Usanova and others indicate that motor alalia is a systemic speech underdevelopment of cortical genesis , which manifests itself in a prolonged absence of speech, and later in the incorrect, distorted use of all (lexical, grammatical and phonemic) norms of the native language in all types of speech activity. Typical for all children with alalia is the late appearance of speech (absence by the age of three), a sharply limited vocabulary, pronounced agrammatism, impaired pronunciation and phoneme formation, syllabic structure of speech, underdevelopment of phonemic processes. The lack of formation of coherent speech with motor alalia is associated with a violation of programming operations, selection and synthesis of speech material, with the lack of formation of internal speech. Behind these developmental deviations lies a violation of the analytic-synthetic activity of the brain.

Alalia speech is not a full-fledged means of communication, the organization of behavior and individual development... Underdevelopment of speech in children with alalia is combined with an unformed motivation for communication. Lack of desire for communication is associated with communication difficulties.

"The musical components of speech - alalik children - melody, rhythm, intonation - also have some originality. In some - no peculiarities are noted, in others - speech is monotonous, little modulated, inexpressive. In some cases, the rhythm and tempo of speech are disturbed, incorrect a logical emphasis is placed. Often a child with alalia cannot give the necessary expressiveness to speech on assignment - during dramatization, reading. " Thus, the leading in the structure of a speech defect in motor alalia is language disorders.

In order to systematize the data of the chronological order, A.K. Markova conducted a systematic observation of the speech of a child from 10 months to 2.5 years, and also studied the peculiarities of mastering the syllable structure of a word in children suffering from motor alalia. Analysis of the data obtained shows that the speech of the alalik child is characterized by pronounced deviations in the reproduction of the sound and syllable composition of the word, which are preserved even in the reflected speech. Children with alalia have difficulty repeating either single sounds or a series of sounds. In speech therapy literature, cases of arbitrary addition of vowel sounds to the structure of a word, distorting its structure, are described. The structure of the word can be changed due to the addition of an extra syllable and an increase in the syllable composition. Typical violations of the syllable structure are the permutation of the syllables within the word, the assimilation of syllables.

In the domestic literature, the most widely presented is the study of the syllable structure in children with speech disorders.

A.K. Markova defines the syllable structure of a word as an alternation of stressed and unstressed syllables of varying degrees of difficulty. The syllable structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) a linear sequence of syllables, 4) the model of the syllable itself. A speech therapist must know how the structure of words becomes more complicated, and how the structure of words becomes more complicated, and examine the thirteen classes of syllable structures that are most frequent. The purpose of this survey is not only to determine those syllable classes that are 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 syllable structure of the word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of complex syllabic structure to gross violations.

Violations of the syllable structure in different ways modify the syllable composition of the word. Distortions are clearly distinguished, consisting in a pronounced violation of the syllable composition of the word. Words can be deformed by:

1. Violations of the number of syllables:
- a) Elysia - reduction (omission) of syllables): “skein” (hammer).

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

Depending on the degree of speech underdevelopment, some children reduce 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” - a button):

The omission of the syllabic vowel.

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

b) Iterations:
- - an increase in the number of syllables due to the addition of a syllable 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 is, as it were, “unfolding” the word and especially the concatenations of consonants into constituent sounds (“airship” - airship).
- 2. Violation of the sequence of syllables in a word:
  - - rearrangement of syllables in a word (“devore” - tree);
  - - permutation of sounds of adjacent syllables (“hebemot” - behemoth). These distortions take 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 a single syllable:
- - reduction of the confluence of consonants, turning a closed syllable into an open one (“kaputa” - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence (“tul” - chair).

This defect is distinguished by T.B.Filicheva and G.V. Chirkina as the most common when pronouncing words of various syllable structures by children suffering from OHP.

- insertion of consonants into a syllable (“lemon” - lemon).
4. Anticipation, i.e. assimilation of one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).
5. Perseveration (from the Greek word for "persistent"). This is an inert stuck on one syllable in a word ("pananama" - panama; "vvvalabey" - sparrow).

The most dangerous is the perseveration of the first syllable, because this type of violation of the syllable structure can develop into stuttering.

6. Contamination - joining parts of two words ("refrigerator" - refrigerator and bread box).

All these types of distortions of the syllable composition of the word are very common in children with systemic speech disorders. These disorders are found 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 mastering speech is further aggravated by the fact that they are distinguished by great persistence. All these features of the formation of the syllable structure of the word interfere with normal development. oral speech (accumulation of vocabulary, assimilation of concepts) and impede the communication of children, and also undoubtedly interfere with sound analysis and synthesis, therefore, interfere with literacy learning.

Studies by LB Esechko, EF Sobotovich, NN Traugott, ON Usanova and others have revealed that the sound and syllable composition of the word with motor alalia is unstable, unstable. The mastery of the syllabic composition does not directly depend on the mastery of individual sounds of speech. Even with the correct pronunciation of individual sounds, the syllabic structure of the word, consisting of these sounds, is often reproduced distorted. Errors in reproduction of the sound composition of a word are expressed in the following:

- omitting sounds and syllables in words;
- substitution by substitutes;
- assimilation;
- permutation of sounds and syllables;
- adding syllables;
- adding a syllable vowel.

It is especially difficult to pronounce words containing complex or low-contrast sounds in the articulation relation, as well as their combinations.

Difficulties are caused by two-syllable words, including syllables of various types, as well as monosyllabic, more often (SGSG), with a confluence of consonants (SGSS). Words can be deformed by reducing syllables. EF Sobotovich notes that the contraction of the syllable structure in children with alalia lasts a long time and stably, while a normal child by the age of three masters the structure of four-syllable and more polysyllabic words. SN Shakhovskaya believes that in this category of children, the most frequent are abbreviations and additions of the number of syllables. Reducing the number of syllables has its own characteristics. Thus, word abbreviations with motor alalia are more stable than distortions of the sound composition. As V.A.Kovshikov notes, violations of the structure of a syllable are mainly manifested in its simplification, in reduction to the constructions of SG, SGS, SSG. Insertions of sounds are less common. Most often, a violation of the syllable structure is expressed in a reduction in the number of syllables. As a rule, the stressed syllable remains in the word, the rest can fall out. The loss of a syllable is determined by a number of factors, often combined with the following:

- its own structure and characteristics of its constituent phonemes;
- the location of the syllable in the word and the location in relation to the stressed syllable (in particular, the distance from it);
- sounds included in adjacent syllables.

Permutations and especially repetitions of syllables, also contextually conditioned, occur much less frequently. Less often, such violations are manifested in the pronunciation of "local" words.

A.K. Markova [9] notes that the correct reproduction of even a syllable structure accessible to a child with alalia is not achieved immediately, but through lengthy searches, repeated reproduction of the structure in a distorted and abbreviated form, alternate separate pronunciation of individual syllables of a word without combining them into one whole.

Replacements of some sounds with others are very diverse. A child with alalia pronounces the same sound in different ways. The substitute can be more complex in articulation than the sound being replaced, which is not observed during the normal ontogenesis of a child.

ON Usanova investigated the assimilation of consonants in the speech of children suffering from motor alalia. She came to the conclusion that consonant contraction is perhaps the most common defect. The author has developed a coefficient of stability of combinations of sounds, according to which the most stable for a child with motor alalia are confluences that include sounds that are contrasting in some way. The higher the contrast, the more stable it is. The most favorable for stability is the contrast in the mode of formation. Within each of the groups, the stability of the concatenations of sounds is determined by different reasons: for the concatenation of sounds from one method of formation, the most stable are the concatenations, the sounds of which differ in the place of formation; for sounds of a different way of formation, this difference is sufficient. Concatenations of sounds, which are the same at the place of formation, are unstable. The sounds in these combinations differ in the way they are formed.

L. B. Esechko shows that violations of the syllable composition of a word are manifested primarily in the incorrect reproduction of the syllable structure of the word - in the inability to convey the required number of syllables. More complex distortions are also observed, combining incorrect reproduction of the structure of a word with errors in its sound content. The author notes a significant number of errors in the sound structure of the word, which take place against the background of the formed syllable structure. The following types of errors are distinguished:

- assimilation;
- permutations of syllables and individual sounds;
- reduction of consonants;
- adding extra sounds.

Characterizing the development of speech of a motor alalik, N.N. Traugott identified three stages:

Stage 1 - the child owns a few words, some of which have the character of childish babble (woo, yum-yum, etc.);
Stage 2 - there are more words at the child's disposal, but these words are often heavily distorted. Often, words that are characteristic of the first babbling are preserved. Also, occasionally there are individual words invented by the child himself and used by him for several years. Having a small vocabulary, alalik is inclined to greatly expand the meaning of words. Often, at this stage, a phrase of 2-3 words appears, but the construction of the phrase is peculiar: some of the words are replaced by facial expressions, case endings absent, there is complete agrammatism;
Stage 3 - Alalik already has a fairly rich vocabulary of words, the meaning of which has been clarified and specialized: babbling words disappear, distortions become less. Agrammatism is somewhat smoothed out, prepositions, prefixes, and conjunctions appear in speech. Often, at this stage, alalik correctly formulates short phrases everyday value.

The development of speech in children with motor alalia follows different paths, however, the only constant and common for all is that poverty comes to the fore in the beginning. vocabulary, then agrammatism, distortion of words, later inability to operate with words, difficulties in coherent speech.

Research by S.N. Shakhovskoy showed diffuseness of phonemic representations, indistinctness of sound perception, weakness of orientation in the sound and syllabic composition of a word against the background of structural lack of formation of words. Difficulties in determining the correct sequence of sounds in a word, the processes of assimilation and dissimilation within a word, and a violation of switching from one word to another are noted. S. N. Shakhovskaya points to the lack of formation of the rhythmic structure, to the impossibility of reproducing the rhythmic-intonational pattern of the word. The facts of the pathology of children's speech show that if a child does not proceed to reproduce words according to their rhythmic syllable model or its part, then he inevitably turns out to be “speechless” for a long time. It should be noted that a normally developing child also often abbreviates words, but the stressed syllable, as a rule, is preserved. The factor of syllabic elision is temporary, and children quite quickly master new rhythmic-syllabic word models for themselves. With a violation of syllabic development in the form of motor alalia, difficulties were noted in the transition to the reproduction of rhythmic-syllabic models of trisyllabic and more polysyllabic words. As NS Zhukova notes, in long words newly acquired by children with alalia, the tendency continues to reproduce fragments of their primary sizes in one or two syllables with the omission of most unstressed syllables.

A peculiarity of the reduction of syllabic structures by children suffering from motor alalia, according to O.N. Such abbreviations of the syllable structure of the word are stable and long-term. They appear even when naming words that are simple in their phonetic structure, which is the fundamental difference between violations of the syllable structure in motor alalia and syllabic elisions during the normal formation of speech ontogenesis.

Conclusion on Chapter I: In general, the analysis of the literature data on the state of the word structure in children with motor alalia showed that the issue of violations of the structure of the word in this speech pathology is covered quite fully. Studies devoted to the problem of motor alalia contain material on the laws of the syllabic and sound structure of the word.

alalia syllabic motor speech

elizi

iterations

anticipation

reduction

distortions

Game "Slam the Word"

Game "How many syllables are in a word"

Find a picture.

If in the speech of a preschooler there are permutations, omissions or the addition of unnecessary sounds and syllables, then the structure of the word is reproduced incorrectly.

For example, a child says “mitsany” or “militinel” instead of a policeman; “Ignited” or “ingulisny” instead of a toy, etc.

Normally, children already at 3 years old reveal the ability to reproduce the structure of a word according to the laws of euphony, and linguistic "sensitivity" to euphonious canons is inherent in the child from birth. At the age of 1.5-2, a child with an unformed sound pronunciation can say “grow small” - an airplane.

At the age of 4-5 years, these phenomena are a signal of persistent violation of the syllabic structure of the word, and in this case, the child needs the help of a speech therapist.

Such violations do not go away on their own.

The syllabic structure is a necessary element for the formation of the grammatical structure of speech. Correct speech is of great importance for the child in mastering the letter and his further successful education in school, and as a result - the formation of a full-fledged personality.

In case of violation of the syllable structure in children, typical violations are noted:

elizi(abbreviations, omission of syllables) ("orange - pisin, TV - tiziy, cabbage - puta")

iterations(increase in the number of syllables by adding a syllable-forming vowel) ("suitcase - chimanadan, grass - tarava");

anticipation(assimilation of one syllable to another) ("automaton - tatamat), separate permutations of syllables and sounds (" malotok - matalok, tamalok ");

reduction confluence of consonants (“cabinet - cafe, bow - baht”);

distortions polysyllabic syllable composition of an unfamiliar word ("tape recorder - mihiphone", fern - papiik)

Small children can rearrange, skip syllables in words that are complex in their structure. If this violation manifests itself every time in the same word, it is necessary to focus the attention of the baby on this, to give him the correct sample, i.e. say the word yourself at a slow pace, and then together with your child until he can say it on his own. If a child rearranges syllables in many words, even simple ones (for example, pronounces “onga” instead of a foot, “written” instead of a vacuum cleaner), it is necessary to deal with the child to overcome this violation. Distortion of the syllabic structure of the word in a preschooler over 4 years of age indicates a violation of phonemic hearing and a violation of the rhythmic side of speech. Therefore, developing this side of the child’s speech, we will develop both phonemic hearing and a sense of rhythm.

I suggest you be in the role of children who have a broken syllable structure of the word. I will introduce you to some techniques for correcting and developing the syllable structure of a word.

Game "Slam the Word"

It turns out that any word can be slapped. For example, the word cat (clap for each syllable). We pronounce it in parts. Try to slap the word airplane yourself (3 claps, since 3 syllables). Well done, everything worked out for you.

Let’s play the game “Walk the Word”. You clapped words, and you can walk them. For example, the word sleigh (take a step for each syllable). How many steps did you take? That's right - 2 steps. The word is home. How many steps have you taken? Do you think this is a short word or a long one? That's right - short. The word cabbage. We walk with the right foot and pronounce the word. How many steps did you get? (3 steps). Is it a long word or a short one?

Game "How many syllables are in a word"

We slammed the words, walked, that is, divided the words into parts. These parts are called syllables. Each word consists of a certain number of syllables. For example, from 1 syllable (1 clap - house), from 2 syllables (2 claps - doll), from 3 syllables (3 claps - hippopotamus), there are even 4 syllables (4 claps - pencils) and 5 syllables (5 claps - cyclist) are very long words. Remember the rule - how many vowels in a word, so many syllables (claps, steps)

I will tell you a little trick how you can check yourself. You have to put your palm under your chin and say the word. How many times the chin touches the hand, so many syllables in the word.

“Lay out the toys” (small toys from Kinde surprise)

Sort toys by the number of syllables in a box. We will put toys in the first cell with 1 syllable in the name, 2 syllables in the second, and 3 syllables in the third. How to check? Clap, walk, check with your palm.

Find a picture.

To consolidate the ability to divide words into syllables, you can use children's board games, such as Lotto, Zoo, pictures in children's books and magazines.

Today I introduced you to specific techniques for correcting and developing the syllabic structure of the word, which you can use in your homework with your child. No matter how significant positive changes in the child’s speech occur in the classroom with a speech therapist, they will acquire significance for the child only if they are transferred to a real life situation. Mom can do a lot for her baby at home. Good luck on the difficult path of shaping and developing your child's speech!

If in the speech of a preschooler there are permutations, omissions or the addition of unnecessary sounds and syllables, then the structure of the word is reproduced incorrectly.

For example, a child says “mitsany” or “militinel” instead of a policeman; “Ignited” or “ingulisny” instead of a toy, etc.

At the age of 4-5 years, these phenomena are a signal of persistent violation of the syllabic structure of the word, and in this case, the child needs the help of a speech therapist.

Such violations do not go away on their own.

In case of violation of the syllable structure in children, typical violations are noted:

elizi(abbreviations, omission of syllables) ("orange - pisin, TV - tiziy, cabbage - puta")

iterations(increase in the number of syllables by adding a syllable-forming vowel) ("suitcase - chimanadan, grass - tarava");

anticipation(assimilation of one syllable to another) ("automaton - tatamat), separate permutations of syllables and sounds (" malotok - matalok, tamalok ");

reduction confluence of consonants (“cabinet - cafe, bow - baht”);

distortions polysyllabic syllable composition of an unfamiliar word ("tape recorder - mihiphone", fern - papiik)

I suggest you be in the role of children who have a broken syllable structure of the word. I will introduce you to some techniques for correcting and developing the syllable structure of a word.

Game "Slam the Word"

Game "How many syllables are in a word"

I will tell you a little trick how you can check yourself. You have to put your palm under your chin and say the word. How many times the chin touches the hand, so many syllables in the word.

“Lay out the toys” (small toys from Kinde surprise)

Find a picture.

To consolidate the ability to divide words into syllables, you can use children's board games, such as Lotto, Zoo, pictures in children's books and magazines.

Sections: Speech therapy

Every year the number of children suffering from general speech underdevelopment is increasing. This type of impairment in children with normal hearing and intact intelligence is a specific manifestation of a speech anomaly in which the formation of the main components of the speech system is disturbed 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 the speech defect of children with general speech underdevelopment.

The practice of speech therapy shows that the correction of the syllabic structure of a word is one of the priority and most difficult tasks in working with preschoolers with 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 appearance of dysgraphia in schoolchildren on the basis of impaired language analysis and word synthesis and phonemic dyslexia.

The research of A.K. Markova on the peculiarities of mastering the syllable structure of the word by children suffering from alalia shows that children's speech is replete with pronounced deviations in the reproduction of the syllable composition of the word, which are preserved even in reflected speech. These deviations are in the nature of one or another deformation of the correct sounding of the word, reflecting the difficulty of reproducing the syllable structure. It follows that in cases of speech pathology, age-related disorders by the age of three do not disappear from children's speech, but, on the contrary, acquire a pronounced, persistent character. A child with a general speech underdevelopment cannot independently master the pronunciation of the syllabic structure of a word, just as he is not able to independently master the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of the spontaneous formation of the syllable structure of the word with a focused and conscious process of teaching this skill.

Numerous studies conducted within the framework of the subject under consideration contribute to the refinement and concretization of the premises that determine the assimilation of the syllabic structure of a word. There is a dependence on mastering the syllabic structure of a word on the state of phonemic perception, articulation capabilities, semantic failure, the child’s motivational sphere; and according to recent studies - from the features of the development of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially-sequential processing of information (G.V. Babin, N.Yu. Safonkina).

The study of syllabic 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 syllable structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) a linear sequence of syllables, 4) the model of the syllable itself. The speech therapist must know how complicated it is, how the structure of words is complicated, and examine the thirteen classes of syllable structures that are the most frequent. The purpose of this survey is not only to determine those syllable classes that are 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 violations varies widely: from minor difficulties in pronunciation of words of complex syllabic structure to gross violations.

Violations of the syllabic structure modify the syllabic composition of a word in different ways. Distortions are clearly distinguished, consisting in a pronounced violation of the syllable composition of the word. Words can be deformed due to:

1. Violations of the number of syllables:

and) Elysia -reduction (omission) of syllables): “skein” (hammer).

Depending on the degree of speech underdevelopment, some children reduce even a two-syllable word to a monosyllabic (“ka” - porridge, “pi” - wrote), while others are difficult only at the level of four-complex structures, replacing them with three-complex ones (“pin” - button):

The omission of the syllabic vowel.

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

b) Iterations:

An increase in the number of syllables by adding a syllable 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 is, as it were, “unfolding” the word and especially the concatenations of consonants into constituent sounds (“airship” - airship).

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

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

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

3. Distortion of the structure of a single syllable:

Reduction of the consonant converting a closed syllable into an open syllable (“kaputa” - cabbage); a syllable with a concourse of consonants - into a syllable without a confluence (“tool” - chair).

This defect is distinguished by T.B.Filicheva and G.V. Chirkina as the most common when pronouncing words of various syllable structures by children suffering from OHP.

Inserting consonants into a syllable ("lemon" - lemon).

4. Anticipation,those. likening one syllable to another (“pipitan” - captain; “weighted” - bicycle).

5. Perseveration(from the Greek word for "persistent"). This is an inert stuck on one syllable in a word ("pananama" - panama; "vvvalabey" - sparrow).

The most dangerous is the perseveration of the first syllable, because this type of violation of the syllabic structure can develop into a stutter.

6. Contamination -the combination of the parts of two words (“refrigerator” - a refrigerator and a bread box).

All these types of distortions of the syllabic composition of the word are very common in children with systemic speech disorders. These disorders are found in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The delaying effect of syllabic distortions on the process of mastering speech is further aggravated by the fact that they are very persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of a dictionary, learning concepts) and impede the communication of children, and also, undoubtedly, impede sound analysis and synthesis, and therefore interfere with literacy.

Traditionally, in the study of the syllable structure of a word, the possibilities of reproducing the syllable structure of words of different structures are analyzed according to A.K. Markova, who distinguishes 14 types of the syllable structure of a word according to the increasing degree of complexity. Complication consists in increasing the number and using different types of syllables.

Types of words (by A.K. Markova)

Grade 1 - two-syllable words from open syllables (willow, children).

Grade 2 - three-syllable words from open syllables (hunting, raspberries).

Grade 3 - monosyllabic words (house, poppy).

Grade 4 - two-syllable words with one closed syllable (sofa, furniture).

Grade 5 - two-syllable words with a concourse in the middle of a word (bank, branch).

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants (compote, tulip).

Grade 7 - three-syllable words with a closed syllable (hippo, phone).

Grade 8 - three-syllable words with a confluence of consonants (room, shoes).

Grade 9 - three-syllable words with a concourse and a closed syllable (lamb, ladle).

Grade 10 - trisyllabic words with two sets of consonants (pill, matryoshka).

Grade 11 - monosyllabic words with a confluence of consonants at the beginning of the word (table, wardrobe).

Grade 12 - monosyllabic words with a confluence of consonants at the end of the word (lift, umbrella).

Grade 13 - two-syllable words with two combinations of consonants (whip, button).

Grade 14 - four-syllable words 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, perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) is also investigated.

Types of jobs:

Name subject pictures;

Repeat the words reflected behind the speech therapist;

Answer the questions. (Where do they buy groceries?).

Thus, during the examination, the speech therapist reveals the degree and level of violation of the syllable structure of words in each specific case and the most typical mistakesthat the child allows speech, identifies those frequency classes of syllables whose syllable structure is preserved in the child’s speech, the classes of the syllabic structure of words that are grossly violated in the child’s speech, and also determines the type and type of violation of the syllable structure of the word. This allows you to set the boundaries of the level available to the child, from which to begin corrective exercises.

The correction of the syllabic structure of a word is dealt with by many modern authors. In the methodological manual of S.E.Bolshakova “Overcoming violations of the syllabic structure of the word in children”, the author describes the causes of difficulties in the formation of the syllabic structure of the word, 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 offers a manual reinforcement technique that facilitates articulation switching for children and prevents omissions and syllable changes. The order of mastering words with a concourse of consonants is given. Games of each stage contain speech material, selected taking into account speech therapy training programs.

The procedure for working out words with various types of syllabic structure was proposed by E. Bolshakova in the manual “The work of a speech therapist with preschoolers”, where the author offers a sequence of work that helps to clarify the outline of the word. (Types of syllables according to A.K. Markova)

In the educational-methodical manual “Formation of the syllable structure of a word: speech therapy tasks” by NV Kurdvanovskaya and LS Vanyukova, the features of correctional work on the formation of the syllable structure of a word in children with severe speech disorders are highlighted. The material is selected by the authors in such a way that when working on the automation of one sound, the presence of other, difficult to pronounce sounds in the words is excluded. The above illustrative material is aimed at the development of fine motor skills (pictures can be colored or shaded), and the order of its location will help the formation of the syllabic structure at the stage of onomatopoeia.

In his textbook “Speech therapy work on overcoming violations of the syllable structure of words in children” ZE Agranovich also proposes a system of speech therapy measures to eliminate in children of preschool and primary school age such a difficult for correction, specific type of speech pathology as a violation of the syllable structure of words. The author adds up all the correctional work from the development of speech and auditory perception and speech-motor skills and identifies two main stages:

Preparatory (the work is carried out on non-verbal and verbal material; the purpose of this stage is to prepare the child for mastering the rhythmic structure of words in his native language;

Actually correctional (the work is carried out on verbal material and consists of several levels (the level of vowels, the level of syllables, the level of the word). The author assigns a special meaning at each level 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 syllable structure of words in a particular child-speech pathologist.

All authors note the need for specific purposeful speech therapy work to overcome violations of the syllable structure of the word, which is part of the general correctional work in overcoming speech disorders.

Carrying out specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllable structure of the word 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 object pictures for a variety of game options.

Option number 1

"Zoo"

Purpose: development of the ability to divide words into syllables.

Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of object pictures: hedgehog, wolf, bear, fox, hare, elk, rhinoceros, zebra, camel, lynx, squirrel, cat, rhino, crocodile, giraffe ...)

Course of the game: a speech therapist says that new houses were made for animals in the zoo. The child is invited to determine which animals, in which house you can put. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. In case of difficulty in counting the number of syllables, the child is asked to “slap off” the word: pronounce syllables, accompanying the pronunciation with clapping hands. By 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 desirable that the children's answers are complete, for example: “In the word crocodilethree syllables ”. After all the animals have been placed in the houses, you must once again say the words in the pictures.

Option number 2

"Puzzles"

Purpose: development of the ability to guess riddles and divide the answer words into syllables.

Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of object pictures: squirrel, woodpecker, dog, hare, pillow, wolf).

The course of the game: the speech therapist invites the child to listen carefully and guess the riddle, find a picture with a guess word, determine the number of syllables in a word (claps, tapping on the table, steps, etc.). By the number of syllables, find a house with the corresponding number of windows, insert a picture into the pocket of this house.

Who cleverly jumps on the Christmas trees
And climbs the oaks?
Who hides nuts in a hollow,
Dries mushrooms for the winter? (Squirrel)

Sleeping in a booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)

Stuffed with fluff
Lies under the ear? (Pillow)

Knocks all the time
Hollows trees
But they don’t cripple
But only heals. (Woodpecker)

White in winter,
In summer gray
Doesn't hurt anyone
And he’s afraid of everyone. (Hare)

Who in the cold winter
Wanders angry, hungry. (Wolf)

You can simply use pictures whose names consist of different numbers of syllables. The child takes the card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the corresponding pocket of the house, depending on the number of flowers in the window.

Classes for correcting the syllable structure of words require the use of a sufficient amount of lexical material.

Currently, various authors offer options for using speech material for correcting the syllable structure. When a speech therapist works with a complex speech impediment, lexical material is not enough. It is especially difficult in cases where the child has no speech at all or he just started talking.

Correction of the syllabic structure, and sometimes the induction of speech in non-speaking children with complex speech diagnoses (alalia, speech disorders in cerebral palsy and Down syndrome, delayed speech development) are of particular interest and greatest difficulty for a speech therapist.

Speech therapists E.S. Bolshakova, T. A. Tkachenko, the principle of a systematic approach to the selection of speech material and the classification of words by A.K. Markova. Taking into account the experience of these specialists, I have selected lexical material for 14 types of syllable structure of a word with an increasing degree of complexity of words.

When a thorough and deep examination of the child's speech has been carried out and it has been revealed what violations of the syllable structure of words are found in him, it is necessary to proceed to preparatory phase corrective action. At this stage, the speech therapist teaches the child to isolate the rhythmic lobes in the speech of others and in non-speech sounds.

Most often, in children with violations of the syllable structure of words, the reproduction of any rhythmic pattern causes difficulty.

In many cases, there is a violation of the counting of several sounds (impaired auditory perception, memory, counting without visual support). At the same time, item counting is often not disturbed.

When such difficulties are identified, it is recommended to carry out work on the formation of rhythmic skills: speech with movement, speech in a certain rhythm, slapping rhythms, simple logorhythmic and dance exercises. The goal of all these tasks is the same - to develop a sense of rhythm, to stimulate the perception of the rhythmic structure of the word.

At the same time in everyday life, in games, in the classroom, work is underway on the formation or refinement of concepts:

"Beginning", "middle", "end";

“Before”, “for”, “after”, “between”;

"Last", "first".

Very often, children with speech pathology without special help can not understand and remember these concepts for a long time, and without mastering them it is impossible to start words.

When the child is quite successful in isolating the rhythmic lobes in the speech of adults, it is necessary to proceed to the next stage - the correctional one. The objective of this stage is to reproduce the rhythmic parts in the child’s own speech without disturbances, first by imitation, then in independent speech.

Work begins with clarifying the articulation of preserved sounds, speaking simple open syllables, and then words with these sounds.

Most authors recommend starting work only with preserved sounds. This approach severely limits the speech therapist in the choice of speech material for games and exercises to correct the rhythmic-syllabic structure of the word. This is especially true for children with complex violations of sound pronunciation, when a large number of sounds are disturbed.

Practical experience proves that at this stage of work it is necessary to focus only on working out the syllabic structure of words, i.e. phonetic design of speech is not the main thing. And only when type 1, 2, 3 and 4 words (according to A.K. Markova) appear in the child’s active dictionary, does the work on correcting sound pronunciation become desirable and useful.

At the very beginning of the correctional work in a playful way, the speech therapist achieves the pronunciation of syllabic rows of varying degrees of difficulty only with preserved sounds according to the scheme:

Vowel + vowel / ay, wa, ia /
Consonant + vowel / ba-ba-ba /;
Vowel + consonant / am-am-am; oh - oh - uh /
Vowel + consonant + vowel / apa-apa-apa /
Consonant + consonant + vowel / kva - kva - kva /
Vowel + consonant + consonant / aft - aft - aft /
Vowel + consonant + consonant + vowel / adna-adna-adna /

When these exercises become available to the child, you can pronounce words for an adult reflected, name words from pictures, make sentences with familiar words.

1. Two-syllable words from open syllables:

melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, legs, willow, vase, notes, goat, teeth, miracle, sleigh, summer, winter, fox, goat, foam, mud.

Tanya, Katya, Vitya, Olya, Sanya, Petya, Valya, Vadya, Zhenya, Kolya, Tolya, Galya,

i walk, I wear, I carry, I carry, I walk, I give, I run, I take, but I sing, I sow, I blow.

Suggestions.

Washing hands.
I’m leading Galya.
I wave to Kolya.
I'm carrying soap.
I give it to mom.
I see the fish.
I take things.
I carry cotton wool.
I want a melon.
I'm going to the sea.
I run to my mother.
Fox in the forest.
Hedgehogs in the hole.
Clock in the house.
I'm frying fish.
Fox in the pit.
Leg in a puddle.
Fish in the water.
Pike in the river.
Soma in the pelvis.
Poppies in a vase.

Make sentences:

I drink coffee, water, juices.
I eat porridge, meat.
I carry fish, things, notes.
My vase, legs, arms, floors, frame, face.
I wear a fur coat, boots, beads.
I brush my teeth, floors, fur coat, sleigh.
I give porridge to mom, goat, Tanya, dad.
I give my mom a vase.
I'm bringing Katya's things.
Milu's mother was washing soap in the bath.

Pure phrases:

Sa-sa-sa on the nose of a wasp.
Lo-lo-lo I'm going to the village
Ka-ka-ka, I have a hand
Ha-ha-ha I have a leg
Wah wah wah, an owl is sitting on a bitch
Wah wah wah, here is the water.
Geese.geese Ga-Ga-Ga
Beans had beans

2. Three-syllable words from open syllables:

shovel, dog, cubes, boots, cabin, panama, ducklings, head, raspberries, newspaper, mimosa, berries, machine, coin, wheel, milk, cow, road, magpie, hut, rowan, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lights, log, beard, care, knee, head, hoof, rainbow, iron, boots, cart, pajamas

Natasha, Marina, Irina, Tamara, Katyusha, Vanyusha, Danila, Valyusha, Vityusha, Lyubasha.

SHE walked, scolded, ran, sat, flew, anointed, read, sculpted, cooked, decided, bought, drove, white, sowed, dug, bathed.

THEY flew, read, ran, carried,

White, new, gray, well-fed, lively, red, cute, scarlet; white, new, well-fed, alive, red, cute, scarlet.

Okay, fun.

Suggestions.

The car hummed.
The crow flew.
The rams butted.
The dog was scolded.
They chopped logs.
The cow was milked.
Dug a ditch.
Marina was running.
Natasha bought bananas.
I plant roses
I draw a goat / car, a cow, a crow.
We wore vegetables / paper, boots /.
I bathe the dog.
I am reading a newspaper.
I roll the wheel.
I flip a coin

Exercise "What is what?"

Straw house.
Newspaper made of paper.
Iron shovel.
Rocket made of metal.
Wooden gate.
Cheese made of milk.
Rubber ball.

Meta, meta, I will not sweep.
I'm carrying it. I can’t bear it.

Whose subject?

Mom's coin.
Father's car.
Katina panama.
Misha's newspaper.
Vasin's paper.
Thetina bead.
Valins boots.

Add syllable:

CA
poppy ..
ata ..
soba ..
soro ..
YES
pom ..
escape ..
pogo ..
ball ..
DY
like ..
outfit ..
couple..
TA
fell ..
guys ..
kayu ..
protect ..
work ..
zabo ..
gas ..
high ..
bolo ..
lop ..
voro ..
ooh ..
the cops ..
cancer ..
galle ..
GA
boom ..
cotton wool ..
body ..
expensive ..
glad ..
hen ..
white ..
ON THE
short ..
voro ..
VA
zaba ..
ana ..
oro ..
MA
pizha ..
Pan ..
SHA
the cop ..
kahlo ..
poro ..
afi ..

Pure phrases:

Water, water, water, water poured, poured.
Valya, Valya, Valya, Valya, Valenka was bathed.
Ko, ko, ko, do not go far.
Our river is wide as the Oka
Mu, mo, mo, milk to whom?

A bitter fly sat in the ear.
The ear was not bad, the ear was good!

Katya fell into a ditch.
Bells near the stake.
Dariki-dariki,
Mosquitoes flew

One - many

Horse - horses
Swan -
Factory -
Shovel -
Bathrobe -
Salad -
Road -
Giraffe -
Miracle -
Kitty -
fox -
duckling -
hedgehog -
snake -

3. Monosyllabic words from a closed word:

poppy, bow, ball, whale, forest, beetle, catfish, juice, oak, lion, honey, house, cat, goose, smoke, nose.

Don, son of couples, cat, noise, weight, than, hall, beat, lived, washed, gave, sang, sat down, lie down, sit down, sing, give, rash, lei.

Suggestions:

Here is Vasya. Won Tanya. There is no Faith. Here is Katya. Here is a vase. There is catfish. Here is the garden. There is a stump. How are you? There’s a forest. Give me tea / soup, ball, onion.

Exercise “Does It Happen?”

Do you have a toad coat? “The toad does not have a fur coat.”
The fish have hands? - The fish have no hands.
Does a fly have paws? - Yes, the fly has paws.
Does the cat have teeth? - Yes, the cat has teeth.
Does the whale have legs? - The whale has no legs.
Does grandfather sled? - My grandfather has a sled.
Does mom have beads? - Mom has beads.
Does Vova have a watch? - Vova has a watch.
Does the house have an ear? - No ear at home.

4. Two-syllable words with a closed syllable:

lemon, broom, spider, banana, fire, package, can, hammock, wagon, loaf, iron, rooster, skating rink, sofa, scoop, rope, belly, giraffe, tree stump, day, shadow, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, cock, pencil case, pepper, runner, herd, coupon, basin, ax, goods, tomato, patrol, salad, boot, butterfly net, pike perch, knot, plant, castle, smell, sunset, ice rink, boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, wagon, finale, eagle owl, date, virus, temple, revolution, turn, naughty, hut, naughty, stocking, cast iron, eccentric, puppy, goldfinch, twitter, sock, knife, number, burdock, curl, tray, bag

Vadim, Timur, Danil, Semyon ...

Hums, hurts, walked, walks, runs, takes, read, fell, forgot, washed, skidded, blew, scored, wrote, read, thought

Add syllable:

Was - for ... was
Bil - for ... was
Sang - for ... sang
Doole - by ... blew
Chalk - you ... chalk
Drank - you ... drank
Nes - you ... carried
Went - W ... Went
Gave - on ... gave

Call me affectionately:

Stump - Stump
Day to Day
Shadow - Shadow
House - House
Cat - cat
Garden - garden
Nose - nose
Ball - Ball

Forest - Forest
Honey - honey
Ice - ice
Smoke is smoke
Hour - Hour
Cart - cart

Pure phrases:

Gu - gu - gu
Buzzing beep
Dy-dy-dy
There is a smoke
Zoo-zoo-zoo
The cart is going

Knock-Knock
Knock-Knock.
Who was there?
This is a bull - a bull.
This is a cat - cat.
This is cancer - crustacean.

Meow, meow cat squeaks
His stomach hurts

Liu - li, li - li, li - li
Flew ghouls.

For-for-for Here comes the goat
Zoo-zoo-zoo I see a goat.
Sa-sa-sa Here the wasp flies
Sy-sy-sy No wasp
Hedgehogs are running
Schu-schu-schu I'm looking for you.
Yes, yes, yes. Here we have water.

Bi, bi, bi - The car hums.
I won't go without a petrol.

Ahi, ahi, ahi - OH!
Masha sowed peas!

Here is a steam locomotive,
He drove the wagons
Choh, choh - choh!
Chu - chu - chu!
Far I swing!

Zhu - zhu - zhu. I go to the meadow.
Zhu - zhu - zhu. I look at the beetles.

Geese, geese
Ha - ha - ha
Do you want to drink?
Yes Yes Yes.
Geese geese, here's the water!
So you run here!

Kitty bitten by a fly
And the pussycat ear hurts.

From the trampling of hooves, dust flies across the field.

Whose subject?

Mom's bag.
Dad's shelf.
Nadina roll.
Petina T-shirt.
Vasin's castle.
Tannin ball.
Lubin stocking.
Katin can.
Dasha's coupon.
Uncle's ax.
Vasin's fence.

Suggestions:

The giraffe walks.
The stone is lying.
The goat is running.
The wind blows.
Sugar lies.
Zakhar is chopping chips.
Tolik waves his hand.
Ivan wants water.
The hare is running.
Petya's side hurts.
Kolya's nose hurts.
Sima's arm hurts.
Dima carries water.
Petya treats Luda.
Katya sculpts a tree stump.

What will I do?

Saw - I will saw.
I cook -
I give -
I'm frying -
I walk -
I wear -
Chinu -
I wake up -
I wear -
I believe -
I think -
Writing -
I do -
I read -
Sniff -
Digging -

I lead - and we lead
I sing - and we sing
I carry - and we carry
I take - and we take
I go - and we go
I am sitting - and we are sitting

5. Two-syllable words with a convergence in the middle of the word:

bank, skirt, letter, branch, letters, duck, bath, threads, cap, fork, pumpkin, slippers, window, skates, T-shirt, taxi, fleece, days, tambourines, tow, place, dough, squirrel, family, modeling, fishing line, aunt, cat, mouse, bump, bangs,

Kostya, Nastya, Gerda, Tishka, Zhuchka, Toshka.

keep, crawl, silent, spin, take, narva.

Pure phrases:

Woo-woo-woo, I'll tell you a letter.
Su-su-su, I’m bringing you a pumpkin.
Su-su-su, I'm bringing a bowl of pussy.

Pussy, pussy, where's your bowl?
Eats pussy soup from a bowl.
A full pussy is an empty bowl.

On a visit to Vova,
Visiting Val
Visit Vasya,
Visit Vanya.

6. Two-syllable words with a closed syllable and a confluence of consonants:

edging, tile, compote, bow, forester, watering can, kettle, tray, album, rain, cactus, fountain, bear, bagel, magnet, tulip, turkey, dolphin, costume, compass, soldier, peacock, coat, broth, shepherd,

Sergey, Matvey, Anton, Pavlik.

He pushed, managed, turned, drew, endured, cleaned.

dish, pancakes, elephants, wall,

Swim, swallow, pound

Grisha, Stepan, German, Andrey, Sveta

Pure phrases:

There is a cat on the window, a flower bed under the window.

There would be smoke coming from the chimney.
You, you, you, at Vova plum.
Il-il-il, I bought you a sled

There are nails in the box
in the basket - bunches,
in the back - cargo,
in a basket - breasts.

An, an, an, dad is fixing the tap.
Pack, pack, pack, mom cooks soup.
Af, af, af, there is a wardrobe in the corner.

Our Polkan fell into the trap.

Klava bought cocoa.
Ha ha ha ha don't catch you a cock!
Prokhor and Pakhom rode on horseback.

Katya has a hat.

If yes, mushrooms in my mouth.
The hamster said to the ferret: “Your tail is narrow, mine is wide!”

I run, I run, I run
I do not stand still.

We run, we run
We are not standing still

I'm walking down the street
And I carry the flag in my hand.

We're walking down the street
And we carry the flag in our hand.

7. Three-syllable words with a closed syllable:
gingerbread man, plane, tomato, suitcase, hippo, cockerel, pineapple, cornflower, phone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
Clean sayings:

A locomotive carries water.

The giant says to the giant:
I'll get my head up to the sky!
The giant responds to the giant:
I can drink all the ocean!

Geese cackle on the mountain,
A fire burns under the mountain.

8. Three-syllable words with consonants:

apple, chess, sausage, candy, cuckoo, dumbbells, room, gate, boots, snail, cabbage, fishing rod, needle, gazebo, felt boots, girl, frog, tent, firecracker, plate, pin.

Call me affectionately:

Olya - Olechka
Kolya - Kolya,
Tanya - Tanechka
Misha - Mishenka
Vasya - Vassenka
Petya - Petenka
Sveta - Svetochka
Nina - Ninochka
Branch - twig
Mesh - mesh
Ribbon - ribbon
Boat - boat

Cat - kitten
Duck - duckling
Fox - fox
Elk - calf
Wolf - Pup
Hedgehog - hedgehog
Already - a snag
Squirrel - squirrel

Pure phrases:

Where there is honey, there are flies.
If there was a hunt, work would boil.

Paw Polkan pushed the stick.

Kostya drove to Kostroma to visit.

Fani has a sweatshirt and Fedya has shoes.

Vanya has beets
Vali's rutabaga,
Vasya has a pumpkin
Vova has cranberries.

Beetles at Thekla
Dry and wet
Wet and dry
Until it dried up.

Hitting a crow, hitting a cow.

Daria gives Dina melons.

Knock, knock, knock, I nail my heel.
They will all play football and score a goal!
Do-do-do-do, apple trees grow in the garden.

A well-fed catfish sleeps,
The hundredth dream looks sweet.

"Cuckoo"

By the forest at the edge, high on a bitch
In the morning the cuckoo sings: cuckoo, cuckoo!
Below, a rivulet runs on yellow sand,
The cuckoo sings loudly: cuckoo, cuckoo, cuckoo!

9. Three-syllable words with consonants and closed syllables:

panama hat, button, banquet, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, hodgepodge, soldering iron, knee, file, bus, grasshopper, octopus, Indian, machine gun, lamb, dog rose, gardener, monument, rug, alarm clock, orange, grapes, hunter, pendulum, coffee pot.

"Counting"

In the sky a steam train flies
A wagon floats in the sea
The wolf walks through the air
Who does not believe - get out!

Pure phrases:

The hippopotamus opened his mouth
the hippo asks for the rolls.

The hunter went hunting.

The parrot says to the parrot:
- I'll parrot you, parrot!
Parrot in response a parrot:
Parrot! Parrot! Parrot!

The wind howls, the wind howls, the wind howls,
In willow, willow, willow branches bends.

What do children draw?

Stas draws a globe
And Sveta is a bus.
Stas draws kvass,
And Sveta is a pineapple.
Stas paints a mask
And Sveta is a sausage.
Stas draws cheese
And Sveta is a souvenir.
Stas draws a nose,
And Sveta is a vacuum cleaner.
Stas draws juice,
And Sveta is a belt.
(Smirnova L.N.)

10. Three-syllable words with two combinations:

matryoshka, hut, toy, Dunno, rifle, light bulb, antenna, tablets, carrot, jump rope, strawberries, cloves, bench, turkey, soccer player, accordion

Suggestions and clear remarks:
A cat with a kitten, and a chicken with a chicken.
The ship is controlled by the captain.
Red poppies are blooming in the flowerbed.
There are horses in the stable.
Katya and Kolya made a snowball.
Kondrat's jacket is a bit short.
The nanny is babysitting Nadia and Nina.
Vanka's - Vstanka's unfortunate nannies.

The cat saved up kopecks, bought a goat for the cat.
A goat - cabbage crispy cabbage.

11, 12. Monosyllabic words with a confluence of consonants at the beginning or end of a word:

Pronunciation of syllable series with given consonants:

know - know - know - know
gna - gno - gnu - gnu
klya - klyu - klyu - kli
aphids - aphids - aphids - aphids
nta - nto - ntu - nty
one hundred - one hundred - one - sti
bottom - bottom - bottom - bottom
ft - fluo - ftu - ft
etc.

flag, bread, gnome, cabinet, sign, bottom, glue, bow, sheet, bolt, bush, tank, cake, umbrella, elevator, screw, days, stumps, bend, maple, weave, fabric, aphid, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.

Pure phrases:

Aunt Katya weaves fabric.
That, that, that, the cat's fluffy tail.
Our guest bought a cane.
The weaver weaves fabrics on Tanya's dress.

13. Two-syllable words with two combinations:

star, rod, nest, matches, chicks, flags, hockey stick, nails, lash, cage, cranberry, rolling pin, button, satellite, books, penguin.

Ice and ice
Ice and ice.
And the penguin is on the ice.
Slippery ice
Slippery ice.
And the penguin will not fall.

Sits a falcon in the nest.
And about - the falcon of this falcon.
Sokolyata, sit quietly,
Do not slide down the cliff.

14. Four-syllable words from open syllables:

piano, blackberry, corn, Pinocchio, shell, button, caterpillar, tomatoes, blanket, turtle, lizard, fly agaric, vitamins, pasta, cobweb, suitcases.

Pure phrases and verses:

Don, don, don, the cat's house is on fire.
The cuckoo bought a cuckoo hood.
Bala - balala - balalaika, balalaika, play!
Bara - bara - drum, drum, drum!
Drum, button accordion and trumpets, balalaika, tambourine, tubes.
We play, beat, strum, drum and trumpet!
They threw bananas at the funny monkey, they threw bananas at the funny monkey.
The water carrier was carrying water from the water supply.
White sheep beat the drums.
It is necessary to put on sandals on the legs.
On the bench near the house, Tom sobbed all day.
Behind the hippo, the hippo is stamping on its heels.

Over the ears of a hare are carried to the drum.

The hare grumbles:

I’m not going to drum!
Not in the mood,
No furnishings
No preparation
I don't see carrots. (V. Berestov)

Olga Vladimirovna Marfina,
teacher-speech therapist GBU "Regional rehabilitation center
for children and adolescents with disabilities ",
Astrakhan