Modern technologies in speech therapy. Speech therapy technologies - Miscellaneous - Methodological piggy bank - Catalog of articles - DIA "CREATIV"
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Developmental correctional and speech therapy technologies Ph.D. teacher-speech therapist Polozova Oksana Vladimirovna
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Being on the border of contact between pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs, the most effective, non-traditional methods and techniques of related sciences that help optimize the work of a teacher - speech therapist. These methods cannot be considered in speech therapy as independent, they become part of generally accepted time-tested technologies, and bring into them the spirit of the times, new ways of interaction between the teacher and the child, new incentives, serve to create a favorable emotional background, contribute to the inclusion of intact mental health and the activation of impaired mental health. functions.
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Modern speech therapy practice has in its arsenal technologies aimed at timely diagnosis and the maximum possible correction of speech disorders. These include well-known to specialists: Speech therapy examination technology. Sound pronunciation correction technology. Technology for the formation of speech breathing in various disorders of the pronunciation aspect of speech. Voice correction technology for various pronunciation disorders of speech. Technology for the development of intonation aspects of speech. Technology for correcting the tempo-rhythmic aspect of speech. Technology for the development of the lexical and grammatical aspects of speech. Speech therapy massage technology.
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Also in modern speech therapy practice, if conditions exist, non-traditional technologies for speech therapy are actively used: art therapy, kinesitherapy, various types of speech therapy and finger massage, su-jok therapy, herbal medicine, aromatherapy, chromotherapy, multimedia means of correction and development, body-oriented techniques, logorhythmics, psycho-gymnastics, laughter therapy, modern sensory education technologies, information technologies, various models and symbols.
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“Art therapy” is a means of free self-expression. In a special symbolic form: through drawing, games, fairy tales, music - we can help a person give vent to his strong emotions, experiences, and gain new experience in resolving conflict situations. The main goal of art therapy is to develop a person’s self-expression and self-knowledge through creativity and to increase his adaptive abilities. Types of art therapy: music therapy (vocal therapy, playing musical instruments); iso-therapy (non-traditional drawing techniques); fairytale therapy; puppet therapy; dance therapy; play therapy, creative play therapy (sand therapy);
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Music therapy is a method of psychotherapy based on the emotional perception of music. Depending on the melody, its rhythmic basis and execution, music can have a wide variety of effects.
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Corrective objectives of music therapy: stimulation of auditory perception (activation of right hemisphere functions); improvement of the general condition of children; improving the quality of movements (expressiveness, rhythm, and smoothness develop); normalization of neurodynamic processes of the cerebral cortex, normalization of biorhythm; correction and development of sensations, perceptions, ideas; stimulation of speech function; normalization of the prosodic side of speech (timbre, tempo, rhythm, expressiveness of intonation); formation of word formation skills; formation of the syllabic structure of a word. It is also possible to use tonic musical works during dynamic pauses and articulatory gymnastics
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Logorhythmics is a system of musical-motor, speech-motor and musical-speech games and exercises carried out for the purpose of speech therapy correction.
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Isotherapy techniques used for speech development: finger painting; drawing with soft paper; poke painting with a hard semi-dry brush; drawing on glass; nitcography; "blotography" technique;
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technique of drawing with leaves, sticks, pebbles, etc.; cotton wool imprinting technique; “cork impression” technique; palm painting. drawing on semolina;
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Sand therapy promotes: improvement of practical communication skills using verbal and non-verbal means; enrichment of vocabulary; development of coherent speech; encouraging children to take action and concentrate; development of imagination and imaginative thinking. Creative play therapy (sand therapy) is a therapy method that promotes better speech correction and the development of the emotional-volitional sphere.
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Fairytale therapy is a method that uses the fairy tale form for speech development of the individual, expansion of consciousness and improvement of interaction through speech with the outside world. Elements of fairy tale therapy: creating a favorable psychological atmosphere in class, enriching the child’s emotional and sensory sphere; introducing children to the past and present of Russian culture and folklore. cooperation between the speech therapist and children and with each other;
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Corrective tasks of fairy tale therapy: creating a communicative orientation of each word and statement of the child; improvement of lexical and grammatical means of the language; improving the sound aspect of speech; development of dialogic and monologue speech; the effectiveness of playful motivation for children's speech; the relationship between the visual, auditory and motor analyzers;
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Puppet therapy is a branch of art therapy that uses a doll as the main method of psychocorrective influence, as an intermediate object of interaction between a child and an adult. The goal of puppet therapy is to help smooth out experiences, strengthen mental health, improve social adaptation, increase self-awareness, and resolve conflict situations in collective activities.
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Mnemonics is a system of techniques that facilitate memorization and increase memory capacity by forming additional associations. Mnemonics helps in the development of: coherent speech; associative thinking; visual and auditory memory; visual and auditory attention; imagination; accelerating the process of automation and differentiation of delivered sounds. The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created. Thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
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Kinesiological exercises are a set of movements that allow you to activate interhemispheric interaction: they develop the corpus callosum, increase resistance to stress, improve mental activity, and help improve memory and attention. Exercises such as “Fist – rib – palm”, “Bunny – ring – chain”, “Bunny – goat – fork”, etc.
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Cryotherapy is one of the modern non-traditional methods of correctional pedagogy, which consists in the use of games with ice. The dosed effect of cold on the nerve endings of the fingers has beneficial properties.
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Laughter therapy is a type of psychotherapy that helps to remove blocks, relax, and get rid of shyness. Humor and laughter lift your spirits, help establish communication connections, and allow you to effectively cope with stressful situations.
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Aromatherapy is the use of essential oils and oil suspensions to improve human health. Smells control mood, calm an overexcited nervous system, and increase performance. Types of aromatherapy: baths; spraying; inhalation; massage.
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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
MINISTRY OF EDUCATION OF THE STAVROPOL REGION
STAVROPOL STATE PEDAGOGICAL INSTITUTE
Borozinets N.M., Shekhovtsova T.S.
Speech therapy
TECHNOLOGIES
(Training manual)
Stavropol 2008 1 Published by decision UDC 376.36 of the editorial and publishing council BBK 74.3 of the Stavropol State B 82 Pedagogical Institute Reviewers:
Ph.D. ped. Sciences, Associate Professor of the Department of Pedagogy and Psychology of Higher School of North Caucasian State Technical University E.T. Bulgakova, Ph.D. psychol. Sciences, Associate Professor, Department of Correctional Pedagogy, SGPI S.V. Zhukova Borozinets N.M., Shekhovtsova T.S.
Speech therapy technologies: Educational and methodological manual - Stavropol, 2008. - 224 p.
The educational and methodological manual was developed in accordance with the requirements of the State educational standard of higher professional education for specialty 05071765 - “Special preschool pedagogy and psychology” with an additional specialty 05071565 “Speech therapy” and reflects current problems of training and education of persons with various disorders of pronunciation of speech: dysarthria, stuttering, rhinolalia.
The content of the manual is aimed at developing in students a holistic understanding of modern speech therapy technologies (technologies for examining speech, motor functions; technologies for correcting sound pronunciation, breathing, voice, intonation aspects of speech, tempo-rhythmic organization of speech), as well as the skills and abilities of using these technologies in correctional working with children with various speech disorders. The manual covers not only traditional speech therapy technologies, but also modern non-traditional approaches to the technology of examination and correction of the pronunciation aspect of speech in children with various speech pathologies, as well as computer technologies for speech correction. The manual provides methodological developments for organizing the educational process in the discipline “Speech Therapy Technologies”.
The book is intended for students of defectology departments of pedagogical institutes and speech therapists.
UDC 376. BBK 74. © Stavropol State Pedagogical Institute,
PREFACE
A stable idea of the development and socialization of a person as a process of his education has formed in the pedagogical consciousness. Therefore, the search for ways to optimize pedagogical interaction at different age stages and in different conditions, including in the situation of meeting the special educational needs that occur in children with developmental disabilities, continues. The principles of special education in the correctional pedagogical process are implemented in appropriate methods and techniques. In the process of educating a person with special educational needs, special pedagogy uses a variety of methods of teaching and learning, education, correction, the combination, complementarity and integrated use of which determines its effectiveness. Therefore, it is legitimate to use the concept of “educational (pedagogical) technology” as an integrated designation of various methods of educational interaction between a teacher and students.Educational technology is understood as a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or a systematic and consistent implementation in practice of a pre-designed pedagogical process. Educational technology is a strictly scientific design and accurate reproduction of pedagogical actions that guarantee the success. In this context, we can talk about special educational technologies for persons with special educational needs. These include technologies for correcting speech disorders, which must be mastered by a specialist in the field of speech therapy.
The educational manual was developed in accordance with the standard of the State Educational Standard of Higher Professional Education in the specialty 05071565 - “Speech Therapy”. It is intended to improve the training of teaching staff to provide speech therapy assistance to children with severe pronunciation disorders: dysarthria, stuttering, rhinolalia.
The purpose of this manual is to develop in students a system of knowledge and skills in the design and application of speech therapy technologies.
The structure and composition of the chapters of the manual contributes to the step-by-step assimilation by students of the curriculum for the course “Speech Therapy Technologies”.
In the first chapter “Theoretical foundations of speech therapy technologies”
ideas are given about the anatomical and physiological mechanisms of speech, sound pronunciation and acoustic characteristics of oral speech, speech ontogenesis, which makes it possible to consolidate and systematize existing knowledge and establish interdisciplinary connections.
The second chapter reveals a number of speech therapy technologies: technologies for speech therapy examination, correction of sound pronunciation, formation of speech breathing, tempo-rhythmic and intonation organization of oral speech, skills of rational vocal delivery and voice guidance, speech self-regulation. Speech therapy technologies are revealed through the content of specific methods, techniques and methods of their application in the correction of disorders of the pronunciation aspect of speech of various etiopathogenesis, attention is paid to the use of modern computer teaching aids and non-traditional approaches.
The third chapter, devoted to the organization of the educational process in the course “Speech Therapy Technologies,” includes a program of the academic discipline, a workshop, and testing and measuring materials for assessing students’ knowledge. The proposed recommendations can be useful for both teachers and students in terms of self-education.
At the end of the manual there is a dictionary of terms necessary for studying the discipline.
This educational and methodological manual is intended for students of pedagogical institutes studying in the specialty 05071565 - “Speech Therapy” full-time and part-time, and practicing speech therapists.
CHAPTER I. THEORETICAL FOUNDATIONS
SPEECH PEDIC TECHNOLOGIES
1.1. Anatomical and physiological mechanisms of speech Speech is a product of human mental activity and the result of a complex interaction of different brain structures.Our speech is carried out by an extremely complex anatomical and physiological apparatus, consisting of central and peripheral parts. Knowledge of the anatomical and physiological mechanisms of speech, i.e. the structure and functional organization of speech activity allows, firstly, to represent the complex mechanism of normal speech, secondly, to take a differentiated approach to the analysis of speech pathology and, thirdly, to correctly determine the paths of corrective action.
In order for a person’s speech to be articulate and understandable, the movements of the speech organs must be natural and accurate. At the same time, these movements must be automatic, i.e. those that would be carried out without special voluntary efforts. This occurs as a result of the mechanism of speech production. To understand the action of this mechanism, it is necessary to know the structure of the speech apparatus.
The speech apparatus consists of two closely interconnected sections:
1) central (or regulatory):
The cerebral cortex (mainly the left hemisphere), - subcortical nodes, - pathways, - nuclei of the brainstem (primarily the medulla oblongata), - nerves going to the respiratory, vocal and articulatory muscles.
2) peripheral (or executive):
- hearing organs, - respiratory organs, - vocal organs, - articulation organs.
Inextricably linked and interacting under the leading regulatory influence of the central nervous system, all speech organs represent a complex functional system in which each of them plays its own specific role. Violation of one of them affects the activities of the others.
Structure and functions of the central part of the speech apparatus 1. The cerebral cortex is a complex functional system. The cortex carries out the physiological basis of speech - the second signaling system. I.P. By the second signaling system, Pavlov meant not only speech as a means of communication, but associated it with the ability to generalize and abstract. Consequently, the cortical department is the central, regulating organ of speech.
In the cortex, under the influence of speech stimuli and depending on the state of the nerve cells at any given moment, temporary nerve connections can be formed in any part of it. As a result of processing the latter by higher analysis and synthesis associated with certain structures (constructions) of the brain, conditioned second-signal (speech) reflexes arise. Speech reflexes are acquired by the child individually through life experience and are expressed in the form of speech sounds, syllables, words and phrases. As a result of long-term repeated exposure to a certain group of speech stimuli in the same sequence, a relatively stable complex of conditioned reflexes (sounds, words and phrases) is formed in the brain, which is resumed when the complex stimulus is repeated, in whole or in part.
Speech reflexes are associated with the activity of various parts of the brain.
However, some parts of the brain are of primary importance in the formation of speech. These are the frontal, temporal, parietal and occipital lobes, mainly the left hemisphere of the brain (in left-handed people - the right).
The frontal gyrus (inferior) is a motor area and is involved in the formation of one's own oral speech (Broca's area).
The temporal gyri (superior) are the speech-auditory area where sound stimuli arrive (Wernicke's center). Thanks to this, the process of speech perception is carried out.
The parietal lobe of the cerebral cortex is also important for understanding speech.
The occipital region is a visual area and ensures the acquisition of written speech (the perception of letter images when reading and writing). In addition, the child begins to develop speech thanks to his visual perception of the articulation of adults.
2. The subcortical nuclei control the rhythm, tempo and expressiveness of speech.
3. Conducting pathways. The cerebral cortex (CGC) is connected to the speech organs (peripheral) by two types of nerve pathways: centrifugal and centripetal.
Centrifugal - or motor, connect the cerebral cortex with the muscles that regulate the activity of the peripheral speech apparatus. The centrifugal pathway begins in the cerebral cortex, in Broca's center.
From the periphery to the center, i.e. From the area of the speech organs to the CGM, centripetal paths go. The centripetal pathway begins in the proprioceptors and baroreceptors. Proprioceptors are found inside muscles, tendons and on the articular surfaces of moving organs. Proprioceptors are excited by muscle contractions. Thanks to proprioceptors, all our activities are controlled. Baroreceptors are excited by changes in pressure on them and are located in the pharynx. When we speak, the proprio- and baroreceptors are stimulated, which follows a centripetal path to the CGM. The centripetal path plays the role of a general regulator of all the activities of the speech organs 4. The cranial nerves (CN) originate in the nuclei of the brainstem. All organs of the peripheral speech apparatus are innervated by the cranial nerve. The main ones:
- trigeminal (innervates the muscles that move the lower jaw);
- facial (innervates facial muscles, including lip movement, puffing and retraction of the cheeks);
Glossopharyngeal and vagus (innervate the muscles of the larynx and vocal folds, pharynx and soft palate). In addition, the glossopharyngeal is the sensitive nerve of the tongue, and the vagus innervates the muscles of the respiratory and cardiac organs;
- accessory (innervates the neck muscles);
Sublingual (supplies the muscles of the tongue with motor nerves and gives it the possibility of various movements).
Through this system of the cranial nerve impulses are transmitted from the central speech apparatus to the peripheral one. Nerve impulses move the speech organs. But this path constitutes only one part of the speech mechanism. The other part is feedback - from the periphery to the center.
Structure and functions of the peripheral part of the speech apparatus The peripheral speech apparatus consists of three parts:
1) respiratory;
3) articulatory (sound pronunciation).
The respiratory section forms the energetic basis of speech, providing speech breathing, and includes:
- chest with lungs, - intercostal muscles, - muscles of the diaphragm.
Physiological and speech breathing are distinguished.
During physiological breathing, inhalation occurs actively due to contraction of the respiratory muscles, and exhalation occurs relatively passively due to the lowering of the chest walls and the elasticity of the lungs.
According to the method of preferential expansion of the thoracic cavity, physiological respiration is divided into types:
1. Costal, or thoracic (irrational method, since the expansion of the chest is limited due to the low mobility of the costal walls).
A) clavicular;
B) upper costal;
B) lower costal.
2. Abdominal (the tidal volume does not differ significantly from that with lower costal breathing, but the respiratory movements are more flexible).
3. Mixed (thoracic-abdominal, or diaphragmatic): not only a sufficient volume of air is provided, but also optimal plasticity of respiratory movements. This type of breathing is most adequate for phonation.
During speech breathing, speech is formed in the exhalation phase. During the process of exhalation, the air stream simultaneously performs voice-forming and articulatory functions (in addition to the main one - gas exchange).
Breathing during speech is significantly different from breathing when a person is silent:
1) exhalation is much longer than inhalation (outside of speech they are approximately the same);
2) at the moment of speech, the number of respiratory movements is half as much as during normal (without speech) breathing;
3) at the moment of speech, the volume of exhaled and inhaled air increases significantly (about 3 times);
4) the breath during speech becomes shorter and deeper.
From above the larynx passes into the pharynx, from below into the trachea (windpipe).
At the border of the larynx and pharynx is the epiglottis. It consists of cartilage tissue shaped like a tongue or petal. Its front surface faces the tongue, and its back surface faces the larynx. The epiglottis serves as a valve: descending during the swallowing movement, it closes the entrance to the larynx and protects its cavity from food and saliva. In men, the larynx is larger, and the vocal folds are longer and thicker (the length of the vocal folds in women is approximately 18 - 20 mm; in men - approximately 20 - 24 mm.). In children before the onset of puberty, there are no differences in the size and structure of the larynx between boys and girls. In young children, the larynx has the shape of a funnel; As the child grows, the shape of the larynx gradually approaches cylindrical.
The vocal folds with their mass almost completely cover the lumen of the larynx, leaving a relatively narrow glottis. During normal breathing, the glottis is wide open and has the shape of an isosceles triangle. The exhaled and inhaled air silently passes through the glottis.
The articulatory department is represented by the following organs:
- tongue, - lips, - jaws (upper and lower), - hard and soft palate, - alveoli, - teeth.
The tongue, lips, soft palate and lower jaw are movable organs of articulation, the rest are fixed.
The tongue is a massive muscular organ. The front part is movable, the back part is fixed (the root of the tongue). The moving part is divided into: tip, front edge (blade), side edges, back.
1.2. Sound-pronunciation characteristics of oral speech Speech sounds developed and differentiated in the process of development of oral speech in phrases, words and gradually emerged from the word as its elements. Being in a word, a sound acquires a certain semantic significance. Beyond the word he loses her. The sound of a specific isolated sound, its interaction in combination with other sounds, rhythm, tempo, strength and pitch are formed mainly according to the laws of the first signal system (which, however, is inextricably linked with the second signal system). In different persons, in different positions in a word and during repetition, the sound changes somewhat, fluctuating in strength, tone, timbre, duration, etc. But as a result of the analytical and synthetic activity of the brain, these sound stimuli are generalized into one whole - a generalized speech sound arises. Thus, the sound [A], pronounced quietly or loudly, in a high or low voice, is for us only the sound [A], and not another sound. As an element of speech, it is involved in the connections of the second signaling system. Here, in the process of higher cortical analysis and synthesis of the sound composition of a word, depending on the meaning of the latter, the sound undergoes an even broader generalization (the sound [p] is hard and the sound [p'] is soft) and becomes a distinguisher not only of the sound shells of words, but and their meaning. Such a generalized representative of a certain group of real speech sounds is called a phoneme. Due to the semantic conditionality of the phoneme, the self-content of the word gives stability to its sound composition, as if cementing it. This makes it easier to form speech sounds.
Under the influence of compression of the elastic tissue of the lungs, the pressure of the thoraco-abdominal obstruction and the collapse of the chest, air passes through the windpipe with varying force and then out through the mouth and nose. This respiratory stream of air encounters obstacles on its path, as a result of which its direction somehow changes and different speech sounds are formed. The obstacles are:
If they are closed, then when they break through, a voice is formed.
2) soft palate.
3) language.
When the tongue and lower jaw are lowered to some extent and the mouth is open, the vowel sounds [A], [O], [U], [E], [I], [Y] are produced. Their character is determined by the shape and position of the tongue, the degree of opening of the mouth opening and its shape. If the vocal-exhalatory stream encounters a significantly raised tongue on its way, then, forcefully and quickly breaking through or intensely passing between the tongue and the palate, this causes, in accordance with the position of the tongue, a special noise, which joins the voice. A number of voiced consonant sounds are created ([Y], [G], [ZH], [R], [L], [D],), as well as iotated vowel sounds.
4) teeth and lips.
Having freely reached the last barrier in the form of closed lips or lower lip with upper teeth, tongue and hard palate, the air stream overcomes it and forms other consonant sounds. If the vocal folds are initially in an open state, then dull consonant sounds are formed. And if the soft palate is not raised and pressed tightly against the back wall of the pharynx, then nasal sounds are formed.
Thus, vowels are purely tonal sounds, and consonants are characterized by the presence of noise.
Classification of consonant sounds The characteristics of consonant sounds are made up of five main features:
1) place of education;
2) method of education;
3) noise level;
4) sonority - deafness;
5) hardness - softness;
1) The place of formation depends on which active organ does the main work and with which passive organ it closes or approaches. This is the place in the mouth where the air stream meets an obstacle. If the active organ is the lower lip, then the consonants can be:
a) labiolabial ([P], [B], [M]), passive organ – upper lip;
b) labiodental ([V], [F]), passive organ - upper teeth;
If the active organ is the tongue, then the characteristic of the consonant depends on which part of the tongue (anterior, middle or posterior) is involved in creating the barrier and with which passive organ - teeth, anterior, middle or posterior part of the palate - the tongue approaches:
c) front-lingual:
- dental ([T, [D], [S], , [N]);
- anterior palatal ([P], [W], [F], [H]);
d) middle tongue: always middle palate ([j]);
e) back lingual:
- middle palatal ([Кь], [Гь], [Хь]);
- posterior palatal ([K], [G], [X]);
2) The method of formation is a characteristic of the obstacle in the mouth and in the path of the air stream. There are two types of obstacles: either a full bow or a gap. Therefore, consonants are divided into stops and fricatives.
Closing - include the moment of complete cessation of the flow of air through the oral cavity. Depending on the nature of overcoming the bow, the sounds are:
a) explosive - include 2 moments: first, a complete delay of the air stream, then a sharp opening of the speech organs ([P], [B], [T], [D], [K], [G]).
b) affricates (closure-fissure) - include 2 moments: a full stop and a slight opening of the closed organs of speech, the formation of a gap for the exhalation of air.
c) nasal - complete closure of the oral cavity and simultaneous lowering of the palatine curtain, then air freely passes through the nasal cavity ([M], [N]).
d) trembling - formed by vibration, trembling of the tip of the tongue and closing and opening it with the alveoli ([P], [Pb]).
Slit (fricative) - are formed as a result of friction of an air stream against the edges of adjacent organs of articulation, representing a narrow gap. Are divided into:
a) slotted median - formed in the middle of the adjacent organs of speech ([V], [F], , [S], [F], [SH]).
b) slotted lateral - air flows from the side of the oral cavity, between the side of the tongue and the teeth ([L], [L]).
3) By noise level:
a) sonorous ([L], [L], [P], [Pb], [M], [Мь], [Н], [Нь], [j]) b) noisy ([B], [V ], [G], [D], [W], , [K], [P], [S], [T], [F], [H], [X], [C], [W] and their soft pairs).
The noise intensity of noisy consonants is much higher than that of sonorant consonants. This is explained by differences in the tension of the speech organs and the strength of the air stream. Noisy consonants are formed with greater muscle tension and a stronger air stream.
a) voiced (pronounced with a voice) - the vocal folds are brought together and vibrate as air passes ([P], [L], [M], [N], [j], [B], [V], [D], [D], [F],). The difference between voiced sonors and voiced noisy ones is that in voiced sonors the voice (tone) prevails over the noise, and in voiced noisy ones the noise prevails over the voice.
According to voicedness - deafness, consonants form pairs (exceptions: [Ч], [Ц], [Ш], [j]).
5) By hardness - softness, consonants are differentiated by characteristic articulation. When soft consonants are formed, the body of the tongue is concentrated in the front part, and when hard consonants are formed, it is concentrated in the back part of the oral cavity. This basic horizontal movement is accompanied by tension and elevation of various parts of the tongue. When soft consonants are formed, the front part of the tongue rises; when hard consonants are formed, the back part of the tongue rises. According to hardness - softness, consonants form pairs (but: always soft - [Ч], [Ш], [j], always hard - [Ц], [Ж], [Ш]).
Vowels are known to be tonal sounds. Having arisen in the larynx as a result of vibration of the vocal folds, the voice acquires a special timbre in the supraglottic cavities. The mouth and pharynx are the resonators in which differences between vowels are formed. These differences are determined by the volume and shape of the resonating cavities, which can change as a result of movements of the tongue, lips, and lower jaw. Each vowel sound is pronounced with a special structure of the organs of articulation, characteristic only of this sound.
The classification of vowels is based on three characteristics:
1) participation of the lips;
2) the degree of vertical elevation of the tongue in relation to the palate;
3) the degree of advancement of the tongue forward or backward horizontally;
1) By the participation of the lips:
a) labialized (rounded) – the lips come closer together, are rounded, and protrude forward. The degree of rounding can be different: less - [O], more - [U].
b) non-labialized (not rounded) – [A], [E], [I], [Y].
2) According to the degree of elevation of the tongue, vowels are:
a) upper rise ([I], [Y], [U]) – the tongue occupies the highest position.
b) medium rise ([E], [O]).
c) lower lift ([A]).
3) According to the degree of advancement, they distinguish:
a) front vowels ([I], [E]) – the tongue is concentrated in the front of the mouth; The front part of the back of the tongue rises to the front of the palate.
b) middle vowels ([Н], [А]) – the tongue is concentrated in the middle part of the oral cavity; the tongue either rises with its middle part towards the middle part of the palate ([Y]) or lies flat ([A]).
c) back vowels ([У], [О]) – the tongue is concentrated in the back of the mouth, the back of the back of the tongue is raised towards the back of the palate.
In a live, continuous speech stream, sounds, quickly following each other in various combinations, undergo numerous changes, losing the typicality characteristic of them in an isolated utterance.
This occurs due to the influence of sounds on each other and mutual adaptation dictated by the economy of pronunciation energy and its convenience. When preparing to pronounce a sound, we at the same time automatically adapt our speech organs to the subsequent sound, which violates the accuracy of the first sound, but facilitates its fusion with the second. Consonants change depending on:
1) From the next vowel: it can modify their articulation and their sound. For example, the sound [S] in the syllable SA sounds different than in the syllable SU.
In general, between vowels, consonants are pronounced more clearly, easily and with the least changes, then immediately before or after a vowel. At the end of words, with the disappearance of the subsequent vowel, the voiced consonant loses its sonority.
2) From adjacent consonants: a striking example is assimilation (similarity of sound) two adjacent sounds become either voiceless or voiced, while maintaining their articulation.
Vowel sounds sound more clearly and clearly under stress, because pronounced with greater energy of voice and articulation and with some lengthening. Unstressed vowels vary to varying degrees depending on their location in relation to the stressed syllable.
1.3. Acoustic characteristics of oral speech The diaphragm, lungs, bronchi, trachea, larynx, pharynx, nasopharynx, nasal and oral cavities actively participate in the mechanism of voice formation.
How is voice formation (phonation) carried out? The mechanism of voice formation is as follows. During phonation, the vocal folds are closed. A stream of exhaled air, breaking through the closed vocal folds, somewhat pushes them apart. Due to their elasticity, as well as under the action of the laryngeal muscles, which narrow the glottis, the vocal folds return to their original state, i.e. middle, position so that, as a result of the continued pressure of the exhaled stream, it again moves apart, etc. Closing and opening continues until the pressure of the voice-forming exhalatory stream stops. Thus, during phonation, the vocal folds vibrate. These vibrations occur in the transverse and not the longitudinal direction, i.e. the vocal folds move in and out rather than up and down. As a result of vibrations of the vocal folds, the movement of the stream of exhaled air turns over the vocal folds into vibrations of air particles. These vibrations are transmitted to the environment and are perceived by us as vocal sounds.
When whispering, the vocal folds do not close along their entire length: in the back part between them there remains a gap in the shape of a small equilateral triangle, through which a stream of exhaled air passes. The vocal folds do not vibrate, but the friction of the air stream against the edges of the small triangular slit causes noise, which we perceive as a whisper.
Individual coloring and characteristic sound are given to the voice by the upper resonators: pharynx, nasopharynx, oral and nasal cavities, paranasal sinuses. The walls of the resonator can not only amplify, but also dampen some components of the sound. It is known that in an empty room sounds are amplified, and in a room filled with objects they are muffled. The smooth surface of the resonator walls reflects sound, while the loose surface absorbs it. By stretching or stretching our lips, lowering our lower jaw, or moving our tongue in the oral cavity, we change the volume and shape of the speech resonator and thus enhance the different components of the complex sound that arises in the larynx.
1) Aspirated attack: first there is a slight exhalation, then the vocal folds close and begin to vibrate. The voice sounds after a slight noise.
The most common and physiologically justified is a soft attack. However, it is possible to use two other methods of presenting sounds, depending on the vocal tasks and emotional state of the person, and sometimes for the purpose of voice production. A hard attack is more often observed when negative emotions are expressed in the voice: anger, malice, irritation.
Intonation as a complex acoustic phenomenon The role of intonation in speech is enormous. It organizes the semantic side of speech with the help of logical stress, narration, enumeration, motivation, question, exclamation, pauses, changes in the tempo of speech and other components. It enhances the lexical meaning of words. Thus, intonation is one of the most important expressive means of speech, reveals its emotional content and has a strong impact on the listener. This emotionality in speech is expressed by various changes in the voice. In other words, intonation is a kind of melody of speech, expressed in the flexibility of the voice (changes in its timbre and tone even within one syllable).
The physiological mechanism of intonation is extremely complex and subtle.
As a musical means of expressing a word, intonation is carried out by the interaction of breathing, voice, rhythm and tempo. Logical stress as an integral part of intonation consists of highlighting in the voice the words that are most important in meaning. Logical stress is associated with explicit or implied opposition:
- I will go to the cinema (not you);
- I'll go to the cinema (although I'm very busy);
- I will go to the cinema (and not to another place).
Intonation depends on the tone of speech. In modern Russian, intonation is defined as the movement of a tone up or down from the middle level.
Each speaker has his own average tone of speech. Tone is the distance between sounds; it is created by harmonic, periodic oscillations.
In the Russian language, there are 6 main intonation structures (IC). Each of them has a center - a syllable on which the main stress falls.
The pre-central and post-central parts of the speech tact are distinguished. The precentral part is usually pronounced in the middle tone. Distinctive features of IC are the directions of movement in the center and the level of the post-central part.
IC 1 – on the vowel of the center there is a decrease in tone, the tone of the post-central part is lower than average. This construction is most clearly manifested when expressing completeness in a narrative sentence.
Late autumn, the rooks have flown away, the forest is bare, the fields are empty... (N.A. Nekrasov).
IR 2 – the vowel of the center is pronounced within the range of the pre-central part, in the post-central part – the tone is lowered below the average level. It is most clearly manifested in an interrogative sentence with a question word and in sentences with appeal and expression of will.
Where are you going? Andrey! It's dangerous there!
IC 3 – on the vowel of the center there is a sharply ascending movement of tone, the tone of the post-central part is below average. It is most clearly manifested in interrogative sentences without a question word.
Does Olga drink juice? Does Olga drink juice? Does Olga drink juice?
IC 4 – on the vowel of the center there is a descending-ascending movement of tone, the tone of the post-central part is above average. It appears most clearly in incomplete interrogative sentences with the comparative conjunction “a”, in questions with a hint of demand.
And you?! Your name?
IC 5 - has two centers: on the vowel of the first center there is an ascending tone movement, on the vowel of the second center or on the one following it - a downward movement. The tone between the centers is above average, the tone of the post-center part is below average. It is most clearly manifested when expressing a high degree of a sign, action, or state.
This construction (IC 5) is often found in interrogative sentences with the question: Where are you going?!
IC 6 – on the vowel of the center there is an ascending movement of tone, the tone of the post-central part is higher than average. It is most clearly manifested when expressing the unexpected discovery of a high degree of attribute, action, or state.
How she dances! How much water has accumulated!
Thus, intonation divides the speech flow into separate segments - speech beats and phrases. Intonation distinguishes sentences of different types, reflects the speaker’s neutral and subjective attitude to the content of the statement, and conveys various shades of emotions.
Why did you do that? (threat).
Why did you do that? (usual question).
Why did you do that? (mental pain).
Why did you do that? (chatten off).
Why did you do that? (strong feeling of regret).
Why did you do that? (bewilderment, asking again).
Characteristics of the components of the intonation side of speech The voice is a set of sounds with various characteristics that arise as a result of vibrations of the elastic vocal folds.
The sound of a voice is wave vibrations of an elastic medium - air, water, etc., which can cause auditory sensations. Such vibrations usually arise as a result of vibrations of any body. An oscillating body continuously produces elastic waves consisting of successive condensations and rarefactions of air. These waves reach our ear and we hear sound. The source of the sound of the human voice is the larynx with the vocal folds. Sounds differ from each other in height, tone, strength, duration, timbre, and range.
The human voice is a complex, multidimensional, changing system with certain external phonation characteristics. How we perceive the speech of our interlocutor largely depends on these characteristics. They not only characterize the form of speech, but also carry a certain content load. Let's take a closer look at them.
Voice tone is the distance between two sounds, including 2 semitones. Voice tone is characterized by its pitch, vibration and modulation. A good voice has slight changes in tone. By changing the tone you can completely change the meaning of words.
Sound pitch is the subjective perception by the hearing organ of the frequency of vibrational movements. The higher the vibration frequency per unit time, the higher the sound; The fewer vibrations there are during this time, the lower the sound. The quality of the pitch of a sound depends on the frequency of vibrations per second. The unit of sound height is the Hertz - one vibration per second (named after the German physicist Hertz). The human ear is capable of perceiving sounds in the range from 16 to 20 thousand Hz. We do not hear sounds below 16 Hz (infrasounds) and above 20 thousand Hz (ultrasounds). The frequency of the fundamental tone can vary in normal spoken speech for men in the range from 85 to 200 Hz, for women - from 160 to 340 Hz. Each person has his own average pitch of speech sounds. It determines such characteristics of the human voice as tenor, baritone, bass, soprano, alto, contralto. Changes in the pitch of sounds during speech are the basis of intonation. Intonation is the “rise” and “fall” of the voice. Monotony is tiresome to the ear, as a constant tone uses the same pitch.
Range is the pitch volume of the voice, measured by the number of tones. Usually the normal range includes one and a half, in rare cases two octaves. But in everyday life a person speaks three or four notes. An extreme increase or decrease in tone can be achieved with special exercises.
The strength of the voice is its energy, power, determined by the intensity of the amplitude of vibrations of the vocal folds and measured in decibels. The intensity of a sound is related to its volume. The greater the amplitude of the oscillatory movements, the stronger the voice sounds. In speech we use sounds of different strengths. This depends, for example, on the conditions of communication: people standing nearby and at some distance from each other must pronounce words with different volumes. High volume also reflects the emotionality of speech. Unstressed vowels are less loud, and stressed vowels are louder. The strength of the voice is directly dependent on the subglottic pressure of the air exhaled from the lungs. If certain coordination relationships between the tension of the vocal folds and air pressure are disrupted, the voice may lose its strength, sonority and change timbre.
Timbre is an essential characteristic of voice quality, an individual feature, and the color of sound. It reflects the acoustic composition of complex sounds and depends on the frequency and strength of vibrations. All speech sounds are complex. They consist of a fundamental tone, which determines the pitch, and numerous overtones, which are higher in pitch than the fundamental tone.
Timbre is, to a greater extent, a hereditary parameter of speech. It is determined by the individual characteristics of the speech apparatus and sound patterns that were decisive in childhood (the voices of parents).
Timbre allows you to identify different voices by ear.
What are overtones? If you pull back and release a stretched string, it begins to vibrate. There is a sound. If we press a string in the middle and make the rest vibrate, we will hear a sound that is twice the pitch of the string. But even when we do not press the string in the middle, then in addition to the main vibration of the entire string, its halves, and fourths, and eighths also vibrate. Likewise, the vocal folds vibrate not only over their entire length, reproducing the fundamental tone, but also in individual parts. These partial tones give the overall shape to the vibrations that determine timbre. Thus, the tones formed by vibrations of parts of the string are called additional tones or overtones. The main property of overtones is that their frequency is always a multiple of times higher than the fundamental tone, and the strength is weaker, the higher the frequency. This state of the fundamental tone and overtones can change as a result of amplification of one of them in the resonator.
Resonance is a sharp increase in the amplitude of vibrations that occurs when the frequency of vibrations of an external force coincides with the frequency of natural vibrations of the system. During phonation, resonance enhances the individual overtones of sound arising in the larynx and causes coincidence of air vibrations in the cavities of the chest and the extension tube. There are 2 main resonators: head and chest. The head (or upper) refers to the cavities located above the palatine vault, in the facial part of the head. When using this resonator, the voice acquires a bright, flying character, and the speaker has the feeling that the sound is passing through the facial bones of the skull. Husson proved that vibration phenomena in the head resonator stimulate vocal function. With chest resonance, the vibration of the chest is clearly felt. The only resonators here can be air cavities - the trachea and large bronchi. The timbre of the voice is “soft”. A good, full-fledged voice is simultaneously voiced by the head and chest resonators. An interconnected system of resonators accumulates sound energy and, in turn, affects the source of vibrations - the functioning of the vocal folds. Optimal conditions for the function of the vocal apparatus appear when a certain resistance is created in the supraglottic cavities (extension tube) to portions of subglottic air that passes through the vibrating vocal folds. This resistance is called impedance; when it is created, the vocal folds work with low energy consumption and good acoustic effect.
The phenomenon of impedance is one of the important protective acoustic mechanisms in the operation of the vocal apparatus.
The duration of a sound is its duration in time. The duration of a sound in speech is measured in thousandths of a second - milliseconds. Some languages (English, German, French, Czech, etc.) distinguish between long and short stressed vowels. In Russian, stressed vowels are longer than unstressed ones. Thus, the duration of the stressed vowel [A] in the word GARDEN, pronounced at a normal pace, can be milliseconds, the duration of the first vowel in the word gardens is 100 milliseconds, and the duration of the first vowel in the word gardener is 50 milliseconds.
Smoothness of speech - this characteristic reflects the unity or separateness of the sound of individual prosodic elements, morphemes and syntactic units, the relationship between pauses and spoken speech. Russian speech is quite melodic and melodious due to its full sound: open syllables, rare cases of consonant combinations. However, even within these limits, speech can be either more abrupt or smoother.
Endurance – high performance, vocal stability, which is ensured by vocal hygiene measures.
Human speech is characterized by 2 more components: tempo and rhythm.
Tempo – characterizes the speed of speech, the number of words spoken in a certain period of time. Tempo is one of the expressive means of oral speech. By slowing down the pace of his statement, a person emphasizes the importance, the special significance of what he is communicating. And vice versa, by speeding up the pronunciation of certain phrases, we often thereby express the secondary importance of what is being communicated. However, the pronunciation does not lose its correctness and intelligibility. Thus, the normal rate of speech is characterized by either slowing down or speeding up. These fluctuations in the speed of utterances will depend on the speed of pronunciation of phonemes, words, phrases and on the frequency and duration of pauses between words and sentences. It is considered normal to have a speech rate at which 9 to 14 phonemes are pronounced in 1 second. A necessary condition for a normal speech rate is the correct ratio of the main processes occurring in the CGM - excitation and inhibition. Most children do not immediately master a normal speech rate. Many preschoolers speak too quickly. This is explained by the fact that they have very weak inhibitory processes and control of their own speech. Children sometimes speak very quickly, sometimes too slowly, even within the same phrase. But in most cases, such phenomena disappear with age. The rate of speech is formed in a child with the development of speech on the basis of biological (hereditary) and social (environmental) factors.
The rhythm of speech is the sequential alternation of sounds of varying heights and durations, which has a semantic and expressive meaning. Units of speech flow follow a rhythm commensurate with the basic time parameters of prosodic, intonation elements and syllable division. This natural rhythm is based on: respiratory excursions of the lungs and diaphragm; the rhythm of the work of the syllable divider - the pharynx (pharyngeal sphincter); rhythm of filling and emptying of the operative memory of the brain. In the broad sense of the word, rhythm, as is known, organizes human motor activity. The whole body is involved in the formation and development of a sense of rhythm. Rhythm, by regulating the word, controls both the tempo and the dynamic features of speech, which primarily include verbal stress.
Word stress is the emphasis of one of the syllables of a non-monosyllabic word. With the help of stress, part of the sound chain is combined into a single whole - a phonetic word.
Reproducing a rhythm is called tataking (ta-ta-ta...) Rhythms are:
a) without pronounced stress;
b) with pronounced emphasis;
c) two-syllable;
d) three-syllable;
e) four-syllable, etc.
Example: A cloud covers the sky, (ta’ta ta’ta ta’ta), The sun does not shine, (ta’ta tatata’), The wind howls in the field, (ta’ta ta’ta ta’ta), The rain is drizzling. (ta’ta tatata’).
The anatomical and functional features of the central nervous system and peripheral speech apparatus are not mature from birth and reach a mature level only in the process of general somatic, sexual and neuropsychic development.
The first year of life, despite the fact that the child does not yet speak, is very important for the development of those brain systems and mental activity that are associated with the formation of speech.
Oral speech presupposes the presence of a voice, and a child’s cry in the first weeks and months of life already characterizes the state of those innate nervous mechanisms that will be used in the development of speech. The cry of a healthy child is characterized by a ringing and prolonged voice, a short inhalation and a long exhalation. Soon after birth, the cry acquires different overtone colors depending on the condition of the child. Thus, the cry of “hunger” is different from the cry associated with the child cooling down, or other states of discomfort.
By the 2nd – 3rd month of life, the baby’s cry becomes significantly enriched in intonation. When screaming, there is an increase in uncoordinated movements of the arms and legs. From this age, the child begins to react with a cry to the cessation of communication with him, the removal of bright objects from the field of view, etc. Children often react by screaming when they are overexcited, especially before falling asleep.
The intonation enrichment of the cry indicates that the child has begun to develop a communication function.
The period of intense intonation enrichment of the cry coincides with a certain stage of motor development. The child begins to hold his head upright, open and close his hand, and hold the object placed in his hand. At the same time, the child begins to listen to the sounds of speech, look for the source of the sound, turn his head towards the speaker, focusing his attention on the face and lips of the adult.
By 2–3 months of life, specific vocal reactions appear – humming. These include the sounds of grunting and joyful squealing. They can hardly be identified with the sounds of the native language, but it is possible to identify sounds that resemble vowels (a, o, u, e), the easiest to articulate; labial consonants (p, m, b), due to the physiological act of sucking, and posterior lingual consonants (g, k, x), associated with the physiological act of swallowing.
During the period of humming, in addition to the signals of displeasure expressed by a cry, intonation appears, signaling the state of the child’s well-being, which from time to time begins to bear an expression of joy.
Periods of partying can be especially long during moments of emotional communication with adults. Children look intently at the face of the person speaking. If at these moments the adult’s facial expressions and intonation are joyful, then children clearly repeat facial movements (echopraxia) and imitate vocal reactions (echolalia).
Between 4 and 5 months of life, the next stage of pre-speech development of the child begins - babbling. This period coincides with the formation of the child’s sitting function. Initially, the child tries to sit down.
Gradually, his ability to hold his torso in a sitting position increases, which is usually fully formed by 6 months of life.
Booming and the first stage of babbling are carried out thanks to the innate programs of the central nervous system, do not depend on the state of children’s physical hearing and do not reflect the phonetic structure of the native language, i.e. they are phylogenetic speech memory in the functional speech system.
In the first half of life, there is a diffuse development of the coordination of phonatory-respiratory mechanisms that underlie the formation of oral speech.
Babbling speech, being rhythmically organized, is closely related to the rhythmic movements of the child, the need for which appears by 5–6 months of life. Waving his arms or jumping in the arms of adults, he rhythmically repeats the syllables “ta-tata”, “ga-ga-ga”, etc. for several minutes in a row. This rhythm represents the archaic phase of language, which explains its early appearance in speech ontogenesis. Therefore, it is very important to give the child freedom of movement, which affects not only the development of his psychomotor skills, but also the formation of speech articulations.
Further development of speech is associated with mandatory speech (auditory) and visual contact with an adult, i.e. It is necessary to preserve hearing (primarily) and vision. At this stage of the ontogenesis of babbling language in a child with intact hearing, the phenomena of autoecholalia can be traced. The child repeats the same open syllable (va-vava, ga-ga-ga) for a long time. At the same time, you can notice how he listens intently to himself (the second stage in the development of babbling).
After 8 months, sounds that do not correspond to the phonetic system of the native language gradually begin to fade away.
Some babbling sounds that do not correspond to the phonemes of the speech heard by the child are lost, and new speech sounds similar to the phonemes of the speech environment appear.
During this period of child development, ontogenetic speech memory itself begins to form. Gradually, thanks to auditory feedback afferentations, the child’s phonetic system of his native language is formed.
There is also a third stage in the development of babbling, during which the child begins to pronounce “words” formed by repeating the same syllable like: “woman”, “mother”. In attempts at verbal communication, children at 10–12 months of age already reproduce the most typical characteristics of the rhythm of their native language. The temporal organization of such pre-speech vocalizations contains elements similar to the rhythmic structuring of adult speech. Such “words,” as a rule, do not correspond to a real object, although the child pronounces them quite clearly. This stage of babbling is usually short, and the baby soon begins to speak his first words.
The timing and pace of development of understanding the speech of others differs from the timing and pace of the formation of oral speech. Already at 7–8 months, children begin to respond adequately to words and phrases, which are accompanied by appropriate gestures and facial expressions. For example, a child turns his head and eyes in response to the question: “Where is the woman?”, “Where is the mother?” and so on. At this time, the relationship between the sound image of a word and an object in a specific situation begins to develop. When an adult repeatedly repeats words in combination with showing an object, the child gradually forms a connection between the visual representation of objects and the sounding word. Thus, understanding of an audible word is established long before the child can pronounce it. The pattern, manifested in a significant predominance of the impressive vocabulary over the expressive one, remains with a person throughout his life.
The first words appear towards the end of the first year of life. This period coincides with a new stage in the development of psychomotor skills. The child begins to take his first steps and learns to walk in a short time. Active manipulative activity of the hands develops. The thumb and the terminal phalanges of the remaining fingers begin to participate in grasping objects with the hand.
When pronouncing the first words, the child reproduces their general sound appearance, usually to the detriment of the role of individual sounds in it. Children learn the phonetic structure of speech and vocabulary not in parallel, but in successive leaps. The mastery and development of the phonetic system of a language follows the emergence of words as semantic units.
The first words a child uses in speech are characterized by a number of features. With the same word, a child can express feelings, desires and designate an object (“Mom” is an appeal, instruction, request, complaint). Words can express a complete, integral message, and in this respect equal a sentence. The first words are usually a combination of open, repeated syllables (mama, pa-pa, dy-dya, etc.). More complex words can be phonetically distorted while retaining part of the word: root, initial or stressed syllable. As the vocabulary grows, phonetic distortions become more noticeable. This indicates a more rapid development of the lexical-semantic aspect of speech compared to the phonetic one.
A child’s speech activity at this age is situational, closely related to the child’s objective and practical activities, and significantly depends on the adult’s emotional participation in communication. The child’s utterance of words is usually accompanied by gestures and facial expressions.
The speed of mastering active vocabulary in preschool age occurs individually. The vocabulary grows especially quickly in the last months of the 2nd year of life.
By the end of the second year of life, elementary phrasal speech is formed.
There are also large individual differences in the timing of its onset. These differences depend on many reasons: genetic development program, intelligence, hearing status, educational conditions, etc.
Elementary phrasal speech usually includes 2 – 3 words expressing demands (“Mom, give me”, “Give Lilya a drink”). Phrases at the end of the second year of life are characterized by the fact that they are mostly pronounced in the affirmative form and have a special word order, in which the “main” word comes first. At the same age, children begin to talk to toys, pictures, and pets. By the age of two, speech becomes the main means of communication with adults. The language of gestures and facial expressions begins to gradually fade away.
A child’s speech development is formed optimally through individual communication with an adult. The child should feel not only an emotional participation in his life, but also constantly see the speaker’s face at close range. The lack of verbal communication with a child significantly affects his development not only speech, but also general mental.
In the third year of life, the child’s need for communication sharply increases. At this age, not only does the volume of commonly used words rapidly increase, but the ability for word creation, which emerged at the end of the second year of life, also increases.
Initially, this phenomenon looks like rhyming (“Andyushka Porlyuska”), then new words are invented that have a specific meaning (“kopatka” instead of “shovel”, etc.). In the speech of a three-year-old child, the ability to correctly connect different words into sentences is gradually formed. From a simple two-word phrase, the child moves on to using a complex phrase using conjunctions, case forms of nouns, singular and plural. From the second half of the third year of life, the number of adjectives increases significantly.
After three years, phonemic perception and mastery of sound pronunciation develop intensively. It is believed that the sound side of the language with normal speech development of a child is fully formed by four to five years of life.
The articulatory program in ontogenesis is formed in such a way that unstressed syllables undergo compression in the process of oral speech, i.e. the duration of pronunciation of unstressed vowels is significantly reduced. The child gradually masters the rhythmic structure of words. At preschool age, the child has poor control of his voice and has difficulty changing its volume and pitch. Only towards the end of the fourth year of life does whispered speech appear.
Starting from the age of four, a child’s phrasal speech becomes more complex. On average, a sentence consists of 5–6 words. Speech uses prepositions and conjunctions, complex and complex sentences. At this time, children easily remember and recite poems, fairy tales, and convey the content of pictures. At this age, the child begins to verbalize his play actions, which indicates the formation of the regulatory function of speech.
By the age of five, a child has fully mastered everyday vocabulary.
At 5–6 years old, a child masters the types of declensions and conjugations. Collective nouns and new words formed with the help of suffixes appear in his speech.
By the end of the fifth year of life, the child begins to master contextual speech, i.e. create a text message yourself. His statements begin to resemble a short story in form. The active dictionary contains a large number of words that are complex in their lexical, logical and phonetic characteristics. Utterances include phrases that require the agreement of a large group of words.
Along with the quantitative and qualitative enrichment of speech, an increase in its volume, in the speech of a 5-6 year old child there is an increase in grammatical errors, incorrect changes in words, violations in the structure of sentences, and difficulties in planning statements.
During the period of formation of monologue speech, there is a search for an adequate lexical and grammatical design of the statement, which is expressed in the appearance of hesitation pauses. The hesitation pause reflects the mental activity of the speaker associated with the search for an adequate lexeme or grammatical structure. According to R.E. Levina, at this age, the child’s affective tension relates not only to the content of contextual speech, but also to its lexical and grammatical design.
By about six years of age, the formation of a child’s speech in lexical and grammatical terms can be considered complete (R.E. Levina, 1969).
By the seventh year of life, the child uses words denoting abstract concepts and uses words with a figurative meaning. By this age, children fully master the conversational style of speech.
Researchers Belyakova L.I. and Dyakova E.A. They consider the entire period of speech development to be sensitive, i.e. especially sensitive both to the perception of the speech of others and to the influence of various factors of the external and internal environment. It is during this period that children can especially productively master oral speech. Good child health and a favorable speech environment contribute to the formation of highly developed speech.
In addition to the fact that the entire period from 1 to 6 years is considered sensitive for speech development, against this background, hypersensitive phases that are quite time-limited are noted.
The first of them refers to the period of accumulation of the first words. Conventionally, this is a period from 1 to 1.5 years. The hypersensitivity of this phase boils down, on the one hand, to the fact that adequate verbal communication between an adult and a child allows the child to quickly accumulate words, which are the basis for the further normal development of phrasal speech; on the other hand, insufficient verbal communication with an adult, somatic and mental stress easily lead to the destruction of developing speech. This can manifest itself in a delay in the appearance of the first words, in “forgetting” those words that the child already knew, and even in stopping speech development.
The second hypersensitive phase in speech development refers to an average period of three years (2.5 - 3.5 years). This is the period when the child actively masters developed phrasal speech. It is during this period that internal speech programming becomes sharply more complicated. The child’s implementation of a speech plan at this stage is accompanied not only by mental, but also by emotional stress. All this is reflected in the nature of oral speech. Pauses appear in the child’s speech, which can occur not only between individual phrases, but also in the middle of phrases and even words. The appearance of pauses within words, both between syllables and within syllables, i.e. ontogenetic pauses of hesitation are characteristic only of children during the formation of phrasal speech. These pauses indicate the intensive formation of intraspeech programming.
In addition to pauses, repetitions of syllables, words or phrases appear - physiological iterations. This period is accompanied by certain features of speech breathing. The child can begin a speech utterance in any of the phases of the respiratory act: during inhalation, exhalation, during the pause between exhalation and inhalation. Often, speech utterances of children of this age are accompanied by pronounced vegetative reactions: redness, increased breathing, general muscle tension.
During this period, the child’s own speech becomes a means of his intellectual and speech development. A three-year-old child has an increased need for speech activity. He talks constantly, turns to the adult with questions, proactively involving the adult in communication with himself.
The third hypersensitive period is observed at 5–6 years, when contextual speech is normally formed, i.e. independent generation of text. During this period, the child’s mechanism for the transition of internal ideas into external speech intensively develops and becomes significantly more complex. As at the age of three years, the central nervous system of children 5–6 years old experiences special tension in the process of speech. At this time, one can observe “failures” of speech breathing at the time of pronouncing complex phrases, an increase in the number and duration of pauses associated with difficulties in the lexical and grammatical formulation of the statement.
Thus, we can safely say that speech is not given to a person from birth, but is formed during the first 7–8 years. The process of speech development is influenced by various internal and external factors of a favorable and unfavorable nature. When a child is exposed to favorable factors, his speech develops better and faster, and when exposed to unfavorable factors, various disturbances and deviations are observed in the child’s speech, which must be corrected before the child enters school.
CHAPTER II. SPEECH THERAPY TECHNOLOGIES
Section 1. Technology of speech therapy examination 2.1.1. Stages of a speech therapy examination The subject of a speech therapy examination is to identify the characteristics of speech formation and speech disorders in children with various developmental disorders.The object of speech therapy examination is speech and closely related non-speech processes.
The subject of the examination is a person (child) suffering from a speech disorder.
At the present stage of development of pedagogy, the subject-subject basis of the relationship between teacher and student has been proven. Therefore, it is advisable to talk about a child with speech impairments not as an object, but as a subject of the pedagogical process.
The purpose of a speech therapy examination is to determine the ways and means of correctional and developmental work and the possibilities of teaching a child based on identifying his immaturity or disorders in the speech sphere. The following tasks follow from the goal:
1) identification of features of speech development for subsequent consideration when planning and conducting the educational process;
2) identifying negative trends in development to determine the need for further in-depth study;
3) identifying changes in speech activity to determine the effectiveness of teaching activities.
The following tasks are also highlighted:
1) identifying the volume of speech skills;
2) comparing it with age norms, with the level of mental development;
3) determination of the relationship between the defect and the compensatory background of speech activity and other types of mental activity;
4) analysis of the interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure;
5) determining the ratio of impressive and expressive speech.
G.V. Chirkina and T.B. Filicheva (1991) identified the following stages of speech therapy examination of preschool children:
1) an indicative stage, at which anamnesis is collected and contact is established with the child;
2) differentiation stage, which includes an examination of cognitive and sensory processes in order to distinguish the primary speech pathology of children from similar conditions caused by impaired hearing, vision, and intelligence;
3) main – examination of all components of the language system (speech therapy examination itself);
4) the final (clarifying stage), includes dynamic observation of the child in the conditions of special education and upbringing.
Let us consider in more detail the indicative, differentiation and main stages of the speech therapy examination.
Anamnesis is collected through a conversation with parents about the prenatal, natal and postnatal development of the child. The course of pregnancy, previous illnesses of the mother, hereditary diseases of the parents, and various hazards during pregnancy are determined. The progress of childbirth, the condition of the child in the first days after it, past illnesses, and features of early development are noted. In addition to the conversation, you can offer parents a questionnaire or survey, which they can slowly fill out at home, remembering certain moments in the child’s development. G.V. Chirkina offers one type of such questionnaires and questionnaires.
In addition to the parents’ answers, the speech therapist must study special documentation, primarily medical documentation. Continuity in the work of different specialists is important here: neurologist, pediatrician, otorhinolaryngologist, surgeon, ophthalmologist and others.
A conversation is conducted with a preschool child (3 – 7 years old), during which the speech therapist establishes contact with him and draws up a primary picture of the speech disorder.
It is known that the formation of speech activity depends on the mutual influence of many factors:
1. The course of cognitive processes.
2. Preservation of the speech motor sphere.
3. Preservation of auditory and visual gnosis.
1. To study cognitive processes, methods for examining thinking are used: Seguin boards (modified versions); collecting pyramids, nesting dolls; “The fourth odd one”, labyrinths, riddles, “Nonsense”, collecting construction sets, elementary mathematical tasks, etc.
2. Examination of the speech-motor sphere includes:
1) Examination of facial muscles.
2) Examination of the state of motor skills of the articulatory apparatus.
3) Examination of voluntary motor skills of the fingers.
4) Examination of the development of general motor skills.
EXAMINATION OF FAMILY MUSCULATE
1. Volume studies and a) frown, correct or incorrect, quality of muscle movement b) raise eyebrows, movements with synkenisia of the forehead 2. Volume studies and a) close the eyelids easily, correct execution, quality of muscle movement b) close the eyelids tightly, movements fail, eye 3. Studies of volume and a) inflate the left cheek, Correctly, isolated quality of muscle movement b) inflate the right cheek, inflating one cheek not the cheeks 4. Studies Express facial expressions: Correctly, the movements are not voluntary formation of facial expressions c) fear, symbolic praxis b) kiss, range of movements is limited,EXAMINATION OF MOTOR ACTIVITY OF THE ARTICULATING APPARATUS
All tasks must a) close your lips, It should be noted:performed while b) rounding the lips (as when performing the correct or repeated repetition [o]) and maintain the pose, no, the range of motion of the required movement. c) stretch the lips into a tube is small, the presence of 1. Study how to pronounce [y] and friendly movements, motor organization to hold the pose, excessive tension of the lips according to the verbal d) make a proboscis, muscles, exhaustion of instructions (after e) stretch the lips in a smile movements , the presence of tremor, performing a task and maintaining a pose, salivation, hyperkinesis, 2. Study a) open the mouth wide (as Mark: correctly or motor organization at [a]) and close it, no, movements of the jaw jaw 3. Study a) put a wide tongue Note: performing motor organization on the lower lip and hold the tongue, correct or not. First, according to the demonstration, counting from 1 to 5, the movements of the tongue are then verbal b) put a wide tongue in the peristatic range, in instructions on the upper lip and hold the muscles - friendly 4. Study a) open the mouth wide and Mark: correct or motor organization clearly pronounce [a] (in no, volume of movements, duration and strength of the toy instrument, exhalation.
Conclusion: movements are performed fully or partially, correctly. There is a pronounced period of inclusion in movement, exhaustion of movements, movements at a slow pace with the appearance of synkinesis, tremor, and hyperkinesis. The pose cannot be maintained and movements are not performed.
STUDY OF ARBITRARY MOTOR ACTIVITIES OF THE FINGERS
statistical proposed by bringing fingers together for smoothness, coordinating the task - with the right hand and maintaining accuracy in this, showing movements, then positioning on a count from 1 to 15, simultaneity (holding according to verbal b) similarly - with the left hand, b performing fingers in different instructions in ) on both hands at the same time, sample.positions under d) straighten the palm, spread Marked 2. Study All a) perform counting: clench the dynamic proposed fingers into a fist, unclench (5 - coordination of the task - one at a time), show movements, then b) keeping the palms on the surface
GENERAL MOTOR SKILLS EXAMINATION
1. Study a) the speech therapist shows 4 Note the quality of motor memory, switchability of movements and self-control of motor tests b) repeat the movements, from one movement to an arbitrary one 3. Study a) stand with closed Note: free static coordination of movement 4. Study a) march, alternating a) note: performs dynamic coordination of movements 5. Study a) repeat the movements on Mark errors in spatial walking, in reverse spatial organization by imitation 6. Study a) for a long time Note: keep the tempo of an arbitrary tempo of time at normal, slow, movements 7. Research a) tap after the teacher Note errors, rhythmic sense 3. One of the most important factors of speech development is the full perception of verbal acoustic signals, ensured by the normal functioning of the auditory analyzer.Even with a slight decrease in hearing, the sensory base for the perception of acoustic signs of non-speech and speech sounds is narrowed, the auditory control of oral speech suffers, which causes, especially in childhood, the formation and consolidation of incorrect sound stereotypes in memory. This leads to underdevelopment of impressive and expressive speech.
Minimal hearing loss is difficult to diagnose in a timely manner, because At the same time, in the process of communication, the child hears the speech of others to a sufficient extent. However, experts and parents pay attention to a delay in the rate of speech development, slurred and unclear diction, poor vocabulary, and agrammatism.
During a speech examination by a speech therapist, specific errors are noted that are typical for children with minimal hearing loss:
1) unstable substitutions and mixtures of sounds, including those not found in children with normal hearing (m-b, n-d, x-s, k-t);
2) separate pronunciation of the sounds that make up the affricates (“tsyplenok”);
3) inadequate softening of consonant sounds and lack of softness in necessary cases;
4) deafening of voiced sounds and voicing of deaf sounds, regardless of position in the word;
5) violation of the syllable-rhythmic pattern and sound content of words;
6) incorrect emphasis on the stressed syllable in simple and familiar words;
7) difficult perception of unstressed parts of words, misunderstanding and incorrect use of inflections.
Children with various speech disorders are usually observed by a neuropsychiatrist and receive treatment. Audiological hearing tests are not carried out in most children, because... there are no obvious symptoms of its decline, and children who do not have acute symptoms (adenoids, chronic rhinitis, etc.) are left without adequate medical care for a long time.
Consequently, due to the insufficient volume of audiological measures, the role of speech therapists who know methods of early (approximate) diagnosis of minimal hearing impairment in children with speech impairments is increasing.
STUDYING THE STATE OF HEARING FUNCTION
1. Identification 1) method of analysis For sensorineural hearing impairment:risk factors. anamnestic a) past infectious diseases:
communicative B) visual control of the speaker’s articulation;
2. Direct - 1) examination method The right and left ears are examined separately. For a new hearing test using speech. authenticity is “silenced”
Thus, the diagnosis of hearing impairment carried out by a speech therapist is indicative. Therefore, a child who is suspected of having a slight hearing loss is recommended to undergo a thorough examination by an audiologist for a final conclusion.
The main stage is an examination of all components of the language system (the actual speech therapy examination)
EXAMINATION OF THE SOUND SIDE OF SPEECH
The examination of sound pronunciation has two interrelated aspects (G.V. Chirkina):1. Articulatory.
It involves clarifying the peculiarities of the child’s formation of speech sounds and the functioning of the pronunciation organs at the time of speech.
2. Phonological.
Involves finding out the child’s discrimination of the system of speech sounds (phonemes) in various phonetic conditions.
The examination of speech sounds is carried out in stages.
1. Examination of isolated pronunciation.
2. Examination of the pronunciation of sounds in syllables. 3. Examination of the pronunciation of sounds in words.
4. Examination of the pronunciation of sounds in sentences.
The following groups of sounds are checked:
1) vowels: A, O, U, E, I, Y;
2) whistling, hissing, affricates: S, Sь, 3, Зь, Ц, Ш, Ш, Шch;
3) sonorous: P, Pb, L, L, M, Mb, N, Hb;
4) voiceless and voiced paired P-B, T-D, K-G, F-V – in hard and soft sound: P'-B', T'-D', K'-G', F'-V ';
5) soft sounds in combination with different vowels, i.e. PI, PYA, PE, PYU (also DY, M, T, S).
The identified sound defects are grouped according to phonetic classification.
In speech therapy literature, it is customary to distinguish four types of sound pronunciation defects:
1) absence of sound, 2) distortion of sound, 3) replacement of sound, 4) mixing of sound.
Examination of the structure of the articulatory apparatus 1. Lips: cleft upper lip, postoperative scars, shortened upper lip.
2. Teeth: incorrect bite and teeth alignment.
3. Hard palate: narrow domed (Gothic); cleft of the hard palate (submucous cleft). Submucosal cleft palate (submucosal cleft) is usually difficult to diagnose because covered by mucous membrane. It is necessary to turn attention to the back of the hard palate, which, when phonating the vowel A, is retracted and has the shape of an equilateral triangle. The mucous membrane in this place is thinned. In unclear cases, the otolaryngologist should determine the condition of the palate through careful palpation.
4. Soft palate: short soft palate, its splitting, forked small tongue (uvula), its absence.
1. Type of non-speech breathing (clavicular, thoracic, diaphragmatic, mixed).
2. Characteristics of speech breathing: based on the results of pronouncing a phrase consisting of 3 - 4 words (for children 5 years old), 4 - 6 words (for children 6 - 7 years old).
3. Volume of speech breathing (normal, insufficient).
4. Frequency of speech breathing (normal, rapid, slow).
5. Duration of speech breathing (normal, shortened).
Examination of the prosodic side of speech 1. Rate (normal, fast, slow).
2. Rhythm (normal, arrhythmia, dysrhythmia).
3. Pause (correct, broken - dividing words into syllables by pause, dividing syllables into sounds).
4. Use of the main types of intonation (narrative, interrogative, incentive).
Examination of phonemic perception Before examining the perception of speech sounds by ear, it is necessary to familiarize yourself with the results of a study of the child’s physical hearing. However, even in children with normal physical hearing, specific difficulties are often observed in distinguishing subtle differential features of phonemes, which affect the entire course of development of the sound side of speech.
In order to identify the state of phonemic perception, techniques are usually used aimed at:
1. Recognition, discrimination and comparison of simple phrases.
2. Isolating and memorizing certain words among others (similar in sound composition, different in sound composition).
3. Distinguishing individual sounds in a series of sounds, then in syllables and words (different in sound composition, similar in sound composition).
4. Memorizing syllable series consisting of 2 - 4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA).
5. Memorizing sound series.
SPEECH COMPREHENSION TEST
Before starting to examine the impressive side of speech, the speech therapist must make sure that the child being examined has completely preserved physical hearing. Having objective data on the normal state of physical hearing, the speech therapist begins to study phonemic hearing.The Speech Comprehension Survey includes the following sections.
1. Showing objects or pictures called by the speech therapist that are in front of the child.
Speech therapy technologiesA child’s well-developed speech is an important condition for his overall development, for his socialization in society, and for successful learning at school. Speech disorders negatively affect all mental functions and affect the child’s activity as a whole and his behavior. Therefore, the search for ways to optimize pedagogical interaction at different age stages and in different conditions, including in the situation of meeting the special educational needs that occur in children with developmental disabilities, continues.
What is educational technology? (technos - art, skill, logos - teaching).
The explanatory dictionary gives the definition: “Technology is a set of techniques used in any business, skill, or art.”
B.T. Likhachev gave his definition: “Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process.”
According to V.P. Bespalko, pedagogical technology is a meaningful technique for implementing the educational process.
Pedagogical technology according to I.P. Volkov is a description of the process of achieving planned learning outcomes.
What can be classified as speech therapy technology?
Speech therapy technology includes:
Technology of speech therapy examination.
Sound pronunciation correction technology.
Technology for the formation of speech breathing in various disorders of the pronunciation aspect of speech.
Voice correction technology for various pronunciation disorders of speech.
Technology for the development of intonation aspects of speech.
Technology for correcting the tempo-rhythmic aspect of speech.
Technology for the development of the lexical and grammatical aspects of speech.
Speech therapy massage technology.
Recently, in modern speech therapy practice, if conditions exist, non-traditional technologies for speech therapy have been actively used:
Neuropsychological technologies,
Kinesitherapy (movement),
Hydrogymnastics,
Various types of speech therapy massage,
Sujok therapy (seed therapy),
Gymnastics Strelnikova,
Frolov breathing simulator,
Phytotherapy,
Auriculotherapy (acupuncture),
Aromatherapy,
Music therapy,
Chromotherapy (color treatment),
Lithotherapy (stone treatment),
Imagotherapy (image, doll therapy),
Fairytale therapy,
Sand therapy,
Various models and symbols.
In addition, multimedia correction and development tools and biofeedback technologies are being actively introduced into the correctional and developmental process.
Speech therapy examination technology
The purpose of speech therapy examination:
determination of ways and means of correctional and developmental work and educational opportunities for a child based on identifying his immaturity or disorders in the speech sphere.
tasks:
1) identification of features of speech development for subsequent consideration when planning and conducting the educational process;
2) identifying negative trends in development to determine the need for further in-depth study;
3) identifying changes in speech activity to determine the effectiveness of teaching activities.
G.V. Chirkina and T.B. Filicheva (1991) identified the following stages of speech therapy examination of preschool children:
1) indicative stage,
2) differentiation stage,
3) main,
4) final (clarifying stage).
Sound pronunciation survey
The following groups of sounds are checked:
1) vowels: A, O, U, E, I, Y;
2) whistling, hissing, affricates: S, Sь, 3, Зь, Ц, Ш, Ш, Шch;
3) sonorous: P, Pb, L, L, M, Mb, N, Hb;
4) voiceless and voiced paired P-B, T-D, K-G, F-V – in hard and soft sound: P'-B', T'-D', K'-G', F'-V ';
5) soft sounds in combination with different vowels, i.e. PI, PYA, PE, PYU, as well as DY, M, T, S.
In speech therapy literature, it is customary to distinguish four types of sound pronunciation defects:
1) no sound,
2) sound distortion,
3) sound replacement,
4) sound mixing.
Examination of the structure of the articulatory apparatus
1. Lips: cleft upper lip, postoperative scars, shortened upper lip.
2. Teeth: incorrect bite and teeth alignment.
3. Hard palate: narrow domed (Gothic); cleft of the hard palate (submucous cleft). Submucosal cleft palate (submucosal cleft) is usually difficult to diagnose because... covered by mucous membrane.
4. Soft palate: short soft palate, its splitting, forked small tongue (uvula), its absence.
Respiratory function examination
1. Type of non-speech breathing (clavicular, thoracic, diaphragmatic, mixed).
2. Characteristics of speech breathing: based on the results of pronouncing a phrase consisting of 3 - 4 words (for children 5 years old), 4 - 6 words (for children 6 - 7 years old).
3. Volume of speech breathing (normal, insufficient).
4. Frequency of speech breathing (normal, rapid, slow).
5. Duration of speech breathing (normal, shortened).
Voice function examination
1. Voice volume (normal, quiet, excessively loud).
2. Voice timbre (not disturbed, presence of a nasal tint, hoarse, dull, etc.).
3. Voice attack (soft, hard, aspirated).
4. Voice modulation (presence or absence of monotony).
Examination of the prosodic aspect of speech
1. Pace (normal, fast, slow).
2. Rhythm (normal, arrhythmia, dysrhythmia).
3. Pause (correct, broken - dividing words into syllables by pause, dividing syllables into sounds).
4. Use of the main types of intonation (narrative, interrogative, incentive).
Phonemic Awareness Test
In order to identify the state of phonemic perception, techniques are usually used aimed at:
1. Recognition, discrimination and comparison of simple phrases.
2. Isolating and memorizing certain words among others (similar in sound composition, different in sound composition).
3. Distinguishing individual sounds in a series of sounds, then in syllables and words (different in sound composition, similar in sound composition).
4. Memorizing syllable series consisting of 2 - 4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA).
5. Memorizing sound series.
Word Comprehension Survey
1. Showing what the speech therapist calls objects or pictures in front of the child.
2. Showing objects or pictures called by the speech therapist that are not directly in the child’s field of vision.
3. Checking the understanding of words in difficult conditions. Repeated repetition of words or groups of words is used. For example: “Show a glass, a book, a pencil, a glass, a book.” (A.R. Luria).
4. To identify understanding of the action, pairs of pictures are presented. For example: one picture shows a student reading a book, the other shows a book. The speech therapist calls the word “reads” - the child must show the corresponding picture.
5. Studying the understanding of words that are similar in sound composition, the distinction of which requires the most subtle phonemic analysis.
More complex types of tasks aimed at updating the meanings of words and their correct choice in a particular context:
1) Select suitable items for the above definitions.
2) Match the name of the whole with the name of its part.
3) Match the name with the general concept of the particular.
4) Select the names of objects based on their actions.
5) Choose words that have opposite meanings.
6) Finish the sentence.
7) Replace adjectives given in pairs of words with adjectives that are similar in meaning.
8) Choose adjectives that can be used with the nouns indicated in brackets: dense, dense (forest, fog);
9) Choose from the words given in brackets the ones that are most suitable in meaning: In the morning... (flock, flock, herd) of sparrows flew to the house.
Sentence Comprehension Survey
1. Carrying out verbal instructions of varying complexity presented aurally.
2. To identify difficulties in understanding logical-grammatical structures, the developed by A.R. is used. Luria technique, which includes three options:
a) The child is asked to show two consecutively named objects: a pencil, a key;
b) “Show the pencil with the key”;
c) “Show the key with a pencil.”
3. Studying the understanding of logical-grammatical relations.
Grammatical Form Comprehension Survey
1. Study of understanding the singular and plural forms of nouns, verbs, adjectives using a set of pictures depicting one or more objects.
2. To study the understanding of the masculine and feminine forms of past tense verbs, pictures are used that depict a boy and a girl performing the same action or being in the same state.
3. Study of understanding the meaning of prepositions.
Vocabulary surveys
1. Naming objects, actions, qualities based on specially selected pictures,
2. Selection of synonyms, antonyms, related words,
3. Naming generalized words in a group of homogeneous objects.
4. Techniques aimed at studying the ways of using words in different types of communicative activities.
a) independently compose a sentence with a given word;
b) adding 1 – 2 words to an unfinished sentence;
c) correcting erroneous words in a sentence.
5. Selection of several words for a given word that are combined with the one presented.
Examination of the grammatical structure of the language
Survey of sentence construction skills,
Examination of grammatical changes in words in a sentence,
Examination of grammatical design at the morphological level.
Examination of coherent speech
The following techniques are used:
1. Retelling (based on the finished plot and the author’s proposed one).
2. A story based on a plot picture or a series of plot pictures.
3. A descriptive story or a story from personal experience.
Sound pronunciation correction technologies
Correction of impaired pronunciation is carried out step by step and sequentially. In the speech therapy literature one can find different opinions about how many stages speech therapy intervention includes: F.F. Rau distinguishes 2 stages, O.V. Pravdin and O.A. Tokarev – 3 stages, M.E. Khvattsev – 4 stages. Since there are no fundamental differences in the understanding of the tasks of speech therapy, identifying the number of stages is not of fundamental importance.
1. Preparatory stage
1) Formation of precise movements of the organs of articulation:
a) using speech therapy massage;
b) using articulatory gymnastics techniques.
2) Formation of a directed air stream.
3) Development of fine motor skills:
a) using finger exercises;
b) using hand massage;
c) using self-massage of the fingers;
d) with the help of practical activities (lacing, modeling,
mosaic, construction set, weaving, stringing, etc.).
4) Development of phonemic processes.
5) Practicing reference sounds.
2. Stage of formation of primary pronunciation skills
A) Sound production.
1) Combining the positions and movements of the organs of articulation worked out at the preparatory stage.
2) Creation of an articulatory base for a given sound.
3) Adding an air stream and voice to produce voiced and sonorous sounds.
4) Practicing the pronunciation of an isolated sound.
B) Sound automation.
B) Sound differentiation.
3. Stage of formation of communication skills
At the stage of sound differentiation, various methods of distinguishing sounds are used (according to V.A. Kovshikov).
1) Technique for demonstrating the articulation of differentiated sounds (forms: visual, auditory, kinesthetic, tactile).
2) The method of phonemic analysis, which traditionally includes three linguistic operations:
– phonemic analysis (singling out a sound against the background of a word, determining the position of a sound in relation to other sounds, etc.);
– phonemic synthesis (composing words from a given sequence of sounds, composing words with a given number of sounds, etc.);
– phonemic representations.
3) Reception of the connection between sound and letter.
Technology for staging different groups of sounds
There are 3 ways of producing sounds: by imitation (imitative), mechanical and mixed. (first identified in the works of F.F. Rau)
Imitative - based on the child’s conscious attempts to find articulation that allows him to pronounce a sound that corresponds to what he heard from the speech therapist.
Mechanical method - is based on external, mechanical influence on the organs of articulation with special probes or spatulas.
Mixed method - based on the combination of the two previous ones. Imitation and explanation play a leading role in it. Mechanical assistance is used in addition.
Technology for forming speech breathing during stuttering
In preschool age, the formation of diaphragmatic-costal breathing must be carried out in a lying position. In this position, the muscles of the whole body relax slightly, and diaphragmatic breathing is established automatically without additional instructions.
L.I. Belyakova and E.A. Dyakov distinguishes the following stages of work on the formation of speech breathing during stuttering.
First stage
Expanding the physiological capabilities of the breathing apparatus (establishing diaphragmatic-costal breathing and forming a long exhalation through the mouth)
Second phase
Formation of a long phonation exhalation The formation of phonation exhalation is the basis for the development of coordinating relationships between breathing, voice and articulation. To avoid fixating attention on the process of inhalation, the instructions should concern only the duration of the sound.
Third stage
Formation of speech exhalation Here syllables, words, phrases are introduced into the exercises.
Technologies for the formation of speech breathing in dysarthria
Stage one: general breathing exercises
Stage two: speech breathing exercises
Basic rules of breathing exercises:
1. You cannot overtire your child.
2. It is necessary to ensure that he does not strain his shoulders, neck or take an incorrect position.
3. The child’s attention should be focused on the sensations from the movements of the diaphragm, intercostal muscles and muscles of the lower abdomen.
4. The child should perform all breathing movements smoothly, to the count or to music.
5. Breathing exercises should be carried out before meals, in a well-ventilated area.
Voice correction technologies for rhinolalia
I.I. Ermakova identifies the following main tasks of speech therapy work on voice correction for rhinolalia:
1. Normalization of timbre.
2. Development of children's natural voice abilities.
3. Restoration of motor function of the larynx in diseases of the larynx
vocal apparatus.
4. Developing correct voice skills.
Correction before surgery:
1) Establishment of physiological and phonation breathing.
2) Prevention of dystrophy of the muscles of the pharynx and palate.
3) Correction of sound pronunciation.
Working on your voice after surgery:
1) Breathing exercises, lengthening exhalation and activating the internal intercostal muscles and mobility of the diaphragm, strengthening the velopharyngeal closure.
2) Developing the skill of correct voice production, expanding the range of the voice, increasing its strength, as well as compensation for disorders of the motor function of the larynx, if any.
Technologies for developing the intonation aspect of speech when stuttering
Proposing the technology of work, L.I. Belyakova and E.A. Dyakov identifies the following tasks for normalizing the intonation aspect of speech when stuttering:
1) Development of the skill of intonation design of syntagmas and phrases in accordance with the four main types of intonations of the Russian language (interrogative, exclamatory, complete and incomplete).
2) Normalization of the process of speech pausing.
3) Formation of the skill of intonation division and highlighting the logical centers of syntagmas and phrases.
Technology for the formation of intonation expressiveness
speech with rhinolalia
To the program S.F. Ivanenko includes the following exercises:
- on the development of speech breathing;
- on clarification and placement of vowels;
- massage and self-massage;
- preparing the articulatory apparatus for producing consonant sounds;
- on the formation of speech hearing;
- on voice development (based on the practiced vowel and acquired knowledge about punctuation marks and stress);
- familiarity with the concept of “punctuation marks”;
- familiarity with the concept of “stress”;
- automation of the skill of pronouncing vowels in various phonetic positions.
Technology for correcting the tempo-rhythmic aspect of speech when stuttering
Tasks:
1. Development of general, fine and articulatory motor skills.
2. Development of a sense of tempo and rhythm of non-speech and speech movements.
The work includes the following stages:
1) Development of general ideas about tempo.
2) Development of perception of different tempos of speech.
3) Development of the ability to reproduce different tempos of speech:
a) reproduction of the tempo characteristics of the phrase together with a speech therapist;
b) reproduction of the tempo characteristics of the phrase is reflected in the speech therapist;
c) independent reproduction of a certain type of phrase.
Technology for correcting the rhythmic side of speech for rhinolalia
G.V. Dedyukhina offers technology for developing rhythmic ability in the form of step-by-step programs:
First stage. Movement is organized, which, in turn, accompanies the perception of musical sound, visual images, speech. Reliance on various modalities (auditory, visual, tactile, etc.) with a change in dominant is a prerequisite for performing each exercise
Second phase. The construction of complex rhythmic models is based on integrative connections that ensure stable auditory-pronunciation, speech-motor, visual-motor, and motor-auditory coordination.
Third stage. Phonemes and syllables are considered as signs, the rhythmic sequence of which makes up the syllabic and sound-syllable structure of the word.
Speech therapy massage
Massage is a method of treatment and prevention, which is a set of techniques of mechanical influence on various areas of the surface of the human body. The mechanical effect changes the condition of the muscles, creates positive kinesthesia necessary for normalizing the pronunciation aspect of speech.
Speech therapy massage is a method of active mechanical influence that changes the condition of muscles, nerves, blood vessels and tissues of the peripheral speech apparatus.
There are various methods of speech therapy massage. The most popular is massage by E.A. Dyakova. and probe massage by Novikova E.V. Thanks to the use of speech therapy massage, which leads to a gradual normalization of muscle tone, the formation of normative pronunciation of sounds can occur spontaneously in some cases. If the student has severe neurological symptoms, only the use of speech therapy massage, especially in the initial stages of correctional work, can provide a positive effect.
Basic massage techniques
Stroking
Trituration,
Kneading,
Vibration and tingling
Firm pressure.
Modern Speech Therapy is in a constant active search for ways to improve technologies that will maximally help to positively influence the process of learning and development of a child at different stages of his development. Many speech therapists actively use the following technologies in their work: various types of speech therapy massage, sujok therapy (seed therapy), Strelnikova gymnastics, herbal medicine, computer technology and many others.
Of course, these technologies cannot be used independently, but together with traditional speech therapy technologies they help to find an approach to each child, set him up, motivate him to study, which means they lead to a speedy recovery.
Literature
1. Akimenko V.M. New pedagogical technologies: educational method. allowance.- Rostov n/a; ed. Phoenix, 2008.
2. Akimenko V.M. Developmental technologies in speech therapy. - Rostov n/a; ed. Phoenix, 2011.
3. Akimenko V.M. Speech disorders in children. - Rostov n/a; ed. Phoenix, 2008.
4. Bannov A. Learning to think together: Materials for teacher training. - M.: INTUIT.RU, 2007.
5. Gin A. Techniques of pedagogical techniques. – M.: Vita-Press, 2003
6. Dushka N. Sinkwine in work on the development of speech of preschoolers Magazine “Speech Therapist”, No. 5 (2005).
7. Borozinets N.M., Shekhovtsova T.S. Speech therapy technologies: Educational and methodological manual - Stavropol, 2008.
Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in different educational conditions.
At present, the issue of each speech therapist’s possession of modern correctional technologies and techniques and their application in practical professional activities is particularly relevant.
Thus, in speech therapy practice, technologies that are not traditional for speech therapy are actively used:
Neuropsychological technologies,
Kinesitherapy,
Hydrogymnastics,
Various types of speech therapy massage,
Sujok therapy,
Gymnastics Strelnikova,
Frolov breathing simulator,
Phytotherapy,
Auriculotherapy,
Aromatherapy,
Music therapy,
Chromotherapy,
Lithotherapy,
Imagotherapy,
Fairytale therapy,
Sand therapy,
Various models and symbols,
Multimedia correction and development tools are being actively introduced into the correctional and developmental process,
BOS technologies.
Didactic syncwine is based on the content and syntactic specificity of each line. Compiling a didactic syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. These abilities are in great demand in modern life.
Currently, the technology of compiling syncwine is actively used as an effective tool for reflection in the work of subject teachers at school, as a means of promoting the solid assimilation of knowledge, developing the ability to generalize and summarize information, making it possible to assess the student’s level of knowledge. Since a person who does not have knowledge on the topic will not be able to compose a syncwine.
The relevance and feasibility of using didactic syncwine in speech therapy practice is explained by the fact that:
New technology opens up new opportunities; Modern speech therapy practice is characterized by the search and implementation of new effective technologies that help optimize the work of a speech therapist teacher.
It fits harmoniously into the work on the development of lexical and grammatical categories; the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness.
Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.
It is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.
It has a complex effect, not only develops speech, but promotes the development of memory, attention, and thinking.
Thus, the “Didactic Syncwine” technology harmoniously combines elements of three main educational systems: informational, activity-based and personality-oriented and can be successfully used in speech therapy practice.
Chapter 2. Analysis of practical experience of speech therapy assistance for inflection disorders.
2.1. Characteristics of the main approaches to diagnosing inflection disorders in preschool children with dyslalia
Stage I.
Studying the conclusions of psychological, medical and pedagogical specialists
commissions. Getting to know the subject, collecting a brief anamnestic
information (age, family, illness).
Stage II.
The anatomical features of the device are diagnosed. It is very important to promptly and completely examine the speech of a child with pronunciation problems. By timely detection of speech pathology, we mean a speech therapy examination, which is carried out no later than 4 years of age. When performing a speech therapy examination of children with dyslalia, it is necessary, first of all, to study in detail the structure and mobility of the organs of the articulatory apparatus. Then carefully examine the state of sound pronunciation. In addition, it is important to determine the state of phonemic awareness. Let us dwell on each type of speech therapy examination separately. An examination of the articulatory apparatus begins with checking the structure of all its organs: lips, tongue, teeth, jaws, palate. At the same time, the speech therapist notes whether there are any defects in their structure, whether it corresponds to the norm.
During the examination, the following anomalies can be detected in:
the structure of the moving and fixed parts of the articulatory apparatus:
Lips - thick, fleshy, short, inactive;
Teeth - sparse, crooked, small, outside the jaw arch, large, without spaces between them, with large spaces, no incisors
upper, lower;
Bite - open anterior, open lateral, deep, shallow;
Jaws - the upper one is moved forward, the lower one is moved forward;
The palate is narrow, high (the so-called “Gothic”) or, conversely, flat and low;
The tongue is massive, small or, conversely, very large;
shortened bridle.
The conclusion for stage II of the examination should reflect
structural features of the articulatory apparatus: normal, not rough
deviations (specify which ones), gross deviations (specify which ones).
Stage III.
Next, the mobility of the organs of the articulatory apparatus is checked. The child is asked to perform various imitation tasks (following the speech therapist) or speech instructions, for example: lick his lips with his tongue, try to reach his nose, chin, left and then right ear with his tongue; click your tongue; make the tongue wide, spread out, and then narrow, raise the tip of the protruding tongue upward and hold it in this position for a long time; move the tip of the tongue first to the left corner of the lips, then to the right, changing the rhythm of movements; stick your tongue out as far as possible, and then pull it deep into your mouth; stretch your lips forward like a tube, and then stretch them into a wide smile; do these exercises alternately, changing the rhythm of movements; push the lower jaw forward, then pull it back, open your mouth wide, and then close your jaws, etc.
The following disadvantages are noted:
Movements of the articulatory apparatus: active, passive;
Range of motion: full, incomplete.
Muscle tone: normal, flaccid, overly tense;
Accuracy of movements: precise, consistent, no sequence of movements;
Presence of accompanying movements (specify which ones);
Rate of movement: normal, slow, fast;
Duration of holding the articulators in a certain position: more (or less) 3 s.
At the same time, the speech therapist notes the freedom and speed of movements of the organs of the articulatory apparatus, their smoothness, and also the transition from one movement to another.
During the examination, motor skills should be established: coordination of movements, sense of self-service, left-handedness, etc.
Stage IV.
Sound pronunciation disorders are diagnosed. It is necessary to determine the form, level and type of impaired sound pronunciation. As a result of this examination, the child’s ability to pronounce a particular sound in isolation and use it in independent speech should be revealed. In this case, sound pronunciation follows: replacement, confusion, distortion or absence of individual sounds - in isolated pronunciation, in words, in phrases. In addition, it is important to find out how the child pronounces words of different syllable structures (for example, pyramid, policeman, frying pan), whether there is a rearrangement or loss of sounds and syllables.
To examine the pronunciation of sounds in words, a set of special subject pictures is required. Names of objects shown on
pictures, should represent words of different syllabic and sound composition, polysyllabic, with a combination of consonants, with the studied
sounds occupying different locations. The easiest way to identify a child’s ability to pronounce certain speech sounds is
is as follows: for naming, the baby is presented with pictures that depict objects in the names of which the sound under study is in different positions: at the beginning, end, middle of the word and in combination with a consonant.
If a child is unable to pronounce a sound in a word, he is asked to pronounce the same word reflected (following the speech therapist), as well as syllables with this
sound - direct and reverse. As a rule, such an examination is enough to identify deviations in the child’s sound pronunciation. However, it is also possible to encounter a case when in one word (naming the presented picture) the child utters the sound of independent speech and distorts it or replaces it with another. Therefore, it is also important to check how correctly he pronounces the sounds being tested during
phrasal speech. To do this, the child must be asked to pronounce several phrases in a row in which the sound being studied is repeated as often as possible.
It is good to use proverbs, sayings, sayings, and nursery rhymes for this purpose.
When examining the state of sound pronunciation, special attention should also be paid to whether the child is mixing phonemes and replacing
whether they are in speech (individual words and phrases). You may encounter a case where a baby correctly pronounces isolated sounds s and sh, but does not differentiate them in speech and replaces one sound with another (“U koski
fluffy tail"). (True, most often such undifferentiated pronunciation of pairs or groups of sounds is combined with the pronunciation of phonemes.)
Thus, it is necessary to differentiate sounds in phrasal speech.
For the examination, special pictures are selected - subject and plot. When selecting pictures, you should ensure that the child pronounces words and phrases containing phonemes that are similar in articulation or sound.
V stage.
Diagnosing the state of phonemic awareness. After checking the state of pronunciation, find out how the child perceives them by ear, how he distinguishes them. This especially applies to sounds that are similar in articulation or similar in sound. It is necessary to check the discrimination of all correlating phonemes from the groups of whistling and hissing (sa-sha, za-zha, sa-za, etc.), voiced and voiceless (da-ta pa-ba, etc.), sonorant ( ra-la, ri-li, etc.), soft and hard (sa-xia, la-la, etc.). For this purpose, the speech therapist invites the child to repeat after him various oppositional syllables, for example: sa-sha, sha-sa, ach-ashch, sa,-tsa, ra-la, sha-zha, etc. If the child pronounces some incorrectly sounds, their discrimination is checked in the following way: he is asked, having heard a given syllable, to perform some action. For example, if among the syllables sa, tsa, cha the syllable sha is called, the child raises his hand. You can also invite him to write or put together syllables called by a speech therapist from a cut alphabet. Next, you should check whether the child distinguishes words that are similar in sound but different in meaning, for example: beetle - bough, tom - house - lump, house - catfish, bear - bowl, goat - scythe, puddle - skis, day - shadow - stump. This test is carried out in different ways: you can ask the child to choose the right picture or talk about the meaning of the words (“What is a puddle and what are skis?”), etc. You can also invite the child to repeat similar words after the speech therapist, for example: Masha - Dasha - porridge; Pasha - ours - yours; shadow - day, day - stump, tank - varnish - poppy - so - cancer; beetle - onion - bough - knock, etc. This technique allows us to identify not only the level of phonemic perception, but also the degree of development of attention and auditory memory.
In conclusion, it is necessary to note phonemic perception (sufficiently or insufficiently formed).
Stage VI.
Examination of the syllabic structure of a word. Sometimes, in addition to violations in
Pronunciation: Particular difficulties are observed in the pronunciation of polysyllabic words and words with a combination of consonants. For example, a child says “mitsanei” or “milicilinel” instead of policeman; “curved” toy, etc. Violations of the syllabic structure of a word most often manifest themselves in rearrangement, omission, or addition of sounds or syllables. Therefore, it is necessary to check how the child pronounces words of different syllabic structures - with a combination of consonants at the beginning, middle and end of the word, multisyllabic words and words consisting of similar sounds. The following disadvantages are noted:
The child pronounces only individual syllables;
The child changes syllables;
The child pronounces one syllable many times, replacing others with it.
The child shortens the word, skips some syllables or does not
finishes the word to the end;
The child misses consonants where they are next to each other;
The child pronounces the word differently each time.
The entire system of speech therapy work on the formation of correct sound pronunciation can be divided into two stages:
Stage 1 - preparatory.
Its main tasks are:
a) development of auditory attention, auditory memory and phonemic perception;
b) elimination of insufficient development of speech motor skills, carrying out preparatory articulation exercises for the development of mobility of the organs of the peripheral speech apparatus.
Stage 2 - formation of pronunciation skills.
The tasks of this stage include:
a) elimination of incorrect sound pronunciation;
b) development in children of the ability to differentiate in pronunciation sounds that are similar in articulation or sound;
c) the formation of pronunciation skills in various types of independent speech of children.
Development of auditory attention, auditory memory and phonemic perception Correcting deficiencies in sound pronunciation in children lies in the production and automation of sounds and the simultaneous development of phonemic perception, since without a full perception of phonemes, without their clear distinction, their correct pronunciation is impossible.
The development of phonemic perception is carried out from the very first stages of speech therapy work and is carried out in a playful way, in frontal, subgroup and individual lessons. This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language (from sounds already mastered by children to those that are just being introduced and introduced into independent speech). In parallel, from the very first lessons, work is carried out to develop auditory attention and auditory memory, which allows us to achieve the most effective and accelerated results in the development of phonemic perception. This is very important, since not listening to the speech of others is often one of the reasons for incorrect sound pronunciation. In the process of speech therapy classes, the child must, first of all, acquire the ability to control his pronunciation and correct it based on comparison of his own speech with the speech of others.
The entire system of speech therapy work on developing children’s ability to differentiate phonemes can be divided into six stages:
Stage 1 - recognition of non-speech sounds.
Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words and phrases.
Stage 3 - distinguishing words that are similar in sound composition.
Stage 4 - differentiation of syllables.
Stage 5 - differentiation of phonemes.
Stage 6 - development of basic sound analysis skills.
Articulation gymnastics. During the preliminary speech therapy examination, disturbances in the structure of the organs of the articulatory apparatus are often discovered. In such cases, in parallel with the work on developing phonemic perception, articulatory gymnastics (preparatory exercises) are carried out. The goal of articulatory gymnastics is to develop correct, full-fledged movements of the articulatory organs necessary for the correct pronunciation of sounds, and to combine simple movements into complex articulatory structures of various phonemes. As a rule, it is necessary to exercise the child only in those movements that are impaired, as well as in those that are required to produce each specific sound.
Formation of pronunciation skills. Speech therapy work to eliminate dyslalia is based on the development of new articulation skills through the use of the body's compensatory capabilities (visual and auditory perceptions, tactile and kinesthetic sensations).
Classes to correct pronunciation defects are carried out in a certain sequence. All articulation exercises are divided into the following types:
Sound production;
Automation of the skill of pronunciation of sound in syllables (direct, reverse, open, closed, with a combination of consonants);
Automation of the skill of pronunciation of sounds in words;
Automation of the skill of pronouncing sounds in sentences;
Differentiation of sounds that are similar in sound or articulation;
Automation of sound in spoken language.
To conduct speech therapy classes you need a mirror, a set of probes, spatulas, cotton wool, alcohol; a set of didactic and illustrative material; individual notebooks for recording homework, dictionaries, special literature, speech examination protocols for speech pathologists.
When establishing the correct pronunciation of sounds, three main methods are used.
The first method is based on imitation. Using hearing, vision, tactile vibration and muscle sensations, the child perceives the sound and articulation of the phoneme and consciously tries to reproduce the required movements of the speech organs, the required sound. At the same time, direct auditory perception of sound, perception of visible speech movements, including one’s own (using a mirror), feeling with the hand of a stream of exhaled air, vibrations of the larynx can be supplemented by the perception of the work of the speech organs, displayed using various aids. In practice, a variety of aids are used, starting with a simple strip of paper that deflects under the influence of a stream of exhaled air, and ending with various electro-acoustic devices that convert sound or vibrations of parts of the speech apparatus into visual signals (DVIN, vibroscope, etc.). In cases where it is not possible to obtain the desired articulation from imitation as a whole, one must first be content with reproducing its individual elements. Sometimes inactivity or insufficient controllability of the speech organs forces one to resort to a whole system of preparatory articulation exercises, a kind of articulatory gymnastics.
The second method consists of mechanical impact on the speech organs using any devices (spatula, probe). With this method, some initial articulation is used, and on its basis, the speech organs are passively brought mechanically into the required position or movement. Kinesthetic stimuli associated with a certain position or movement of the speech organs, in combination with accompanying auditory stimuli, are fixed in the cerebral cortex in the form of a system of traces, which is subsequently a prerequisite for the active, voluntary reproduction of the required articulation.
The third method is mixed. With it, a mechanical effect on the speech organs serves to help more complete and accurate reproduction of the required articulation, carried out mainly through imitation and with the help of verbal explanations.
When forming correct sound pronunciation in children, regardless of the causes and nature of dyslalia, a number of general requirements must be met. Thus, when eliminating deficiencies in the pronunciation of a particular sound, it is necessary to adhere to a strict sequence of stages of speech therapy work:
· Development of auditory attention and phonemic perception of the generated sound.
· Articulation gymnastics.
· Sound production.
· Sound automation.
· Differentiation of formed and mixed sounds in pronunciation.
If the child clearly perceives the formed phoneme by ear, the first stage of work can be eliminated. Sometimes it turns out that a child, without preliminary articulatory gymnastics, reproduces all the differentiated movements of the tongue and lips necessary for a given sound. In this case, you can eliminate the second stage of work. However, it must be emphasized that the sequence of all other stages must be strictly observed. When producing sounds, extensive use should be made of various analyzers (auditory, visual, skin and motor), which facilitates the reproduction of the required articulation according to the model and control over it. As the skills of correct pronunciation of sound are automated, the need for visual control disappears. Further work is carried out based on auditory and kinesthetic self-control.
From the very beginning of working on sound, it is necessary to develop auditory self-control in the child. For this purpose, the speech therapist draws the child’s attention to the incorrect pronunciation of the sound and offers to compare it with the correct one. It is advisable for the speech therapist to imitate the distorted pronunciation, alternating it with the normal one, and the child compares both options and reproduces the correct one. Children should be constantly reminded to listen to how they pronounce. At first, the child’s exaggerated pronunciation of the sound is useful. This will make it easier for him to acquire auditory self-control skills.
You can move on to automating a given sound only when the child pronounces it in isolation completely correctly and clearly with prolonged or multiple repetitions. In no case should you introduce into syllables and words a sound that is not yet pronounced clearly enough, as this will only lead to the consolidation of incorrect skills and will not improve pronunciation.
Automation of the delivered sound must be carried out in a strict sequence:
automation of sound in syllables (direct, reverse, with a combination of consonants);
automation of sound in words (at the beginning of the word, middle, end);
automation of sound in sentences;
automation of sound in pure sayings and poetry;
automation of sound in short and then long stories;
automation of sound in spoken language.
The lexical material selected by the speech therapist to automate sounds (as well as for differentiation) must meet special phonetic requirements. First of all, it should contain the maximum number of sounds that can be fixed. At the same time, there should be no sounds that the child pronounces incorrectly, i.e., those that he has not yet mastered. Otherwise, he will develop incorrect pronunciation. In addition, it is necessary to take into account the semantic accessibility of lexical material. The speech therapist should also strive to ensure that, in the process of working on the automation of any sound, semantic speech material prevails over purely syllabic exercises. A necessary condition for the fastest automation of sound is a gradual and systematic increase in the tempo of speech exercises. From a leisurely, exaggerated pronunciation of syllables, the child should gradually move on to a faster pronunciation of words, then to an even more accelerated pronunciation of sentences and, finally, tongue twisters. Only in this case is the correct pronunciation of the given sound quickly and firmly established. The requirement to adhere to strict consistency in work on sound automation involves a gradual complication of lexical material, a transition from simple types of speech activity to more complex ones - from elementary repetition of words with a speech therapist to naming objects, actions, descriptions of the simplest situations depicted in the picture, reproduction of poems from memory, pure tongue twisters, tongue twisters and further to retelling short stories, composing stories based on a series of pictures and, finally, to free verbal communication.
The question of the procedure for correcting incorrectly pronounced sounds deserves special attention. It is clear that when a child does not have the correct pronunciation of one or three sounds, there can be no talk of a special system. But, as is known, complex dyslalia is more common, in which a large number of phonemes belonging to different phonetic groups are impaired. This order must, first of all, comply with the didactic principle of sequential transition from easier to more difficult. It has been established that correcting deficiencies in the pronunciation of whistling consonants is much easier than that of hissing consonants. Therefore, if a child has defects in the pronunciation of both consonants, he should start by working on the sounds s, s, z, z, ts. Based on the same principle, they first work on setting the sound l, and only then r. It should be clarified that parallel work on two sounds is not only possible, but also necessary. However, the following requirements are met. First of all, you cannot take for simultaneous work those sounds whose articulation is characterized by the directly opposite structure of the speech organs. So, for example, it is inappropriate to simultaneously work on correcting the lateral pronunciation of the sound s and the production of the sound l. In this case, for the correct articulation of the phoneme c, it is necessary to achieve a wide tongue with a groove in the middle, and for l - the exact opposite (the tongue is narrow - a “sting”, there is no groove, and air passes through the lateral slits between the tongue and the molars). Parallel work on these sounds can lead to mutual inhibition of the movements necessary to pronounce them. The next requirement is that you cannot simultaneously work on the so-called “difficult” sounds, i.e. those whose pronunciation requires the greatest expenditure of energy in the child. For example, simultaneous work on the sounds r and w, which require great tension in the respiratory organs, can lead to rapid fatigue and even dizziness.
If a child has a problem with the pronunciation of paired consonant sounds, then first of all they work on voiceless sounds, for example on sh, then they complicate the articulation by adding a voice to it, and get the sound zh. When determining the procedure for working on a child’s defective pronunciation, the speech therapist must necessarily take into account the individual characteristics of the speech pathologist, first of all, the pliability of certain defects to elimination. Therefore, in the process of examining the child, he must accurately determine which sounds are easier to correct, and when drawing up a work plan, include them first. Classes on developing correct pronunciation in children should be strictly systematic. They should be carried out at least three times a week. Sound production is carried out in individual lessons, and further work on them can be carried out in group lessons. For this purpose, children who are currently having the same sound corrected are brought together. Typically, groups of three to four people are formed in this way. The composition of the groups is flexible and changes with each new sound.
Lena Proskura
Modern educational technologies in the work of a speech therapist teacher
Pedagogical technology- this is a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or a systematic, consistent implementation in practice of a pre-designed pedagogical process.
The main focus of speech therapy is speech development, correction and prevention of speech disorders. During speech therapy work I use the following modern technologies.
Personality-oriented technologies:
1. Pedagogy of cooperation
2. Humane-personal technology
They allow: study personal characteristics of each child through communication; build the entire correctional work with a child based on a long-term plan work for a year, taking into account the individual typological properties of the child’s personality, having developed individual correctional educational route; work out an individual style of communication with each child in order to achieve mutual understanding to ensure maximum effectiveness of correctional influence in eliminating speech and personality disorders.
Technology collaborative pedagogy underlies the implementation work with parents of speech therapy group students (indispensable participants educational process)
Health-saving technologies – main forms of work on correctional classes:
Articulatory gymnastics is an integral part of classes, its regular implementation helps: improve blood supply to articulatory organs and their innervation; improve the mobility of articulatory organs; strengthen the muscular system of the tongue, lips, cheeks; reduce spasticity (tension) articulatory organs.
An integral part of the health regime is breathing exercises, which promote the development and strengthening of the chest. Breathing exercises are aimed at strengthening the skills of diaphragmatic-speech breathing (it is considered the most correct type of breathing). Underway working on strength development, smoothness, duration of exhalation. In addition to its health benefits, production proper breathing is necessary for further work over correction of sound pronunciation.
The higher the child’s motor activity, the more intensively his speech develops. Health breaks - physical minutes, are carried out in a playful way in the middle of the lesson. They are aimed at normalizing muscle tone, correcting incorrect postures, memorizing a series of motor acts, and developing speed of reaction to verbal instructions. Combining speech with certain movements provides a number of benefits for children attending speech therapy classes.
Special attention is paid to the development of fine motor skills of the fingers in correctional classes, since this type of activity promotes mental and speech development, production basic elementary skills, the formation of graphic skills. It is advisable combine exercises to develop fine motor skills with speech exercises themselves.
Su-Jok therapy is stimulation of highly active points corresponding to all organs and systems located on the hands and feet. The impact on the foot points is carried out while walking on ribbed paths, rugs with buttons, etc. During correctional classes, the active points located on the child’s fingers and feet are stimulated using various devices (balls, massage balls, walnuts, prickly rollers)
With systematic massage, the function of the receptors of the pathways improves, and the reflex connections of the cerebral cortex with the muscles and blood vessels are strengthened. Types of developmental massage used in speech therapy practice: massage and self-massage of the face; massage and self-massage of hands and fingers; plantar massage (foot massage); auricular massage (ear massage); massage of the lingual muscles.
A set of relaxation exercises is used to teach children how to control their own muscle tone and how to relax various muscle groups. The ability to relax helps some children relieve tension, while others help them concentrate, relieve excitement, and relax their muscles, which is necessary to correct their speech.
Psycho-gymnastics helps create conditions for the successful learning of each child. The correctional focus of classes involves the correction of motor, speech, behavioral disorders, communication disorders, and insufficiency of higher mental functions.
Gaming technologies
Specifics of the game technologies largely determines the type of activity and play Wednesday: games with objects, verbal games, dramatization games, imitation games, etc. Permeating the entire lesson with a game plot helps to immerse the child in the game and the learning task comes second for him, against the backdrop of emotional upsurge and increased cognitive interest.
Technology collective way of organizing children
Use in class: work in pairs; work in a subgroup; team games; a common gaming goal for the group and a common desire to achieve it.
Modular learning technology
Forms the basis for planning all correctional group work(distribution of material according to lexical topics of the week)– carried out through the interaction of all participants educational process(child, group teachers and family).
Specific pedagogical corrections technologies.
1. Technologies teaching coherent speech.
2. Technologies The production of sounds is different and the effectiveness of their use is individual.
3. Technologies eliminating violations of the syllabic structure of words.
In correctional work are certainly applied various models and diagrams as a method of visual modeling.
Technology didactic syncwine promotes: enrichment and updating of the dictionary, clarifies the content of concepts. It is a diagnostic tool that makes it possible to assess the child’s level of mastery of the material covered. It has the nature of a complex effect, not only develops speech, but contributes to the development of HMF (memory, attention, thinking).
Rules for compiling a didactic syncwine
The first line is one word, usually a noun, that expresses the main idea;
The second line is two words, adjectives;
The third line is three words, verbs that describe actions within the topic;
The fourth line is a multi-word phrase showing the attitude towards the topic;
Fifth line - words related to the first, reflecting the essence of the topic (this can be one word).
For example
2. Beautiful, beloved.
3. Stands, sits, smiles. 4. My doll is the most beautiful.
5. Toy.
"Didactic syncwine" harmoniously combines elements of three main educational systems: informational, activity-based and personality-oriented and can be successfully used in speech therapy practice.
Using Elements technologies TRIZ is applicable in classes on the development of coherent speech and helps expand vocabulary.
Games:"Good bad","Garland","Chain of Words","Wonderful table"(morphological tables, "Let's move the house" (system operator).
Information technologies
Presentations on lexical topics
Presentations on sound automation
Games to develop reading skills and basic language analysis
Games for the development of phonemic hearing and perception
Games and tasks for the development of coherent speech.
So way to use modern educational technologies and their elements in combination help to overcome speech disorders in older preschoolers.
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