Games aimed at developing the syllable structure of words. Two-syllable words made from open syllables (type 1) Presentation of exercises on the formation of syllable structure

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(Slide 2) Adults are touched by how funny children speak and do not correct them. “Kubovica”, “skoroda”, “peter” really sounds cute in the mouth of a three-year-old child. But when a 6-7 year old child says this, you have to think about it. Because that’s exactly what he’ll write later. (WITH lead 3)

(Slide 4) Aelita Kapitonovna Markova identifies the following types speech disorders syllable structure words:

• Truncation of the syllabic contour of a word due to the loss of an entire syllable or several syllables, or a syllabic vowel (for example, “vesiped” or “siped” instead of “bicycle”, “prasonic” instead of “pig”).
• Inert stuckness on any syllable (for example, “vvvvo-dichka” or “va-va-vodichka”). Perseveration of the first syllable is especially dangerous, as it can develop into stuttering.
• Likening one syllable to another (for example, “mimidor” instead of “tomato”).
• Adding an extra syllabic vowel at the junction of consonants, thereby increasing the number of syllables (for example, “hollow” instead of “hollow”).
• Violation of the sequence of syllables in a word (for example, “chimkhistka” instead of “dry cleaning”).
• Merging parts of words or words into one (for example, “persin” - peach and orange, “devil” - a girl is walking).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Corrective work can be divided into 2 stages:

(WITH lead 5) Preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words native language);

(Slide 6) Non-verbal material - these are games and exercises for the development of auditory attention and gnosis, auditory memory (“Where did they call?”, “Recognize a musical instrument by sound”, “How many times did you hit the drum?”). ( Slides 7-8) Work on the rhythm, first on a simple one, then on a complex one). Children are offered various ways to reproduce rhythm: clapping their hands, tapping a ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.

Formation of general coordination of movements to rhythmic music: marching, light running, walking.

(Slide 9) Exercises to develop dynamic praxis of the hands: performing movements of the left, right, both hands, according to a model, according to verbal instructions or by counting (fist-edge, fist-palm, fist-edge-palm). Exercises to develop reciprocal hand coordination (fist of the left hand – edge of the right, etc.)

(Slide 10) Graphic exercises for switching (continue the line “+-+-+; =-=-=”)

(Slide 11) Verbal material - these are games and exercises aimed at the formation of such spatial representations as beginning, middle, end, before, behind, after, first, last. These concepts are important when a child masters the sequence of sound-syllables, the sound content of words with a simple and complex syllabic structure.

(Slide 12) The correctional stage itself (work is carried out on verbal material; the goal of this stage is the direct correction of defects in the syllabic structure of words in a particular child speech pathologist) includes several levels. Particular importance at each level is given to “inclusion in work” in addition to the speech analyzer, also the auditory, visual and tactile ones.

(Slide 13) Level of vowel sounds ( see slide)

(Slide 18) Level of syllables. ( see slide) It is advisable to carry out these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist. ( Slide 19-22)

(Slide 23) Word level. When practicing words of different syllable structures, you need to consider the following:

1. the structure of words being mastered expands and becomes more complex due to the structures already present in the child’s speech;
2. the formation of the syllabic structure of words is carried out on the basis of certain word patterns, which are fixed both in isolation and as part of a phrase;
3. in the most severe cases, work should begin with evoking or consolidating the onomatopoeias existing in the child’s speech (particular attention should be paid to the repetition of onomatopoeia, which creates certain opportunities for mastering the syllabic series, for example, aw-aw, meow-meow);
4. the transition to two-syllable words is carried out using already acquired simple syllabic constructions, for example, mom, dad (children are offered two-syllable words with the same repeated syllables).

Character speech therapy intervention with the development of the syllabic structure of a word is determined by the level speech development child speech pathologist, as well as individual difficulties in mastering the elements of speech. As already noted, the development of the syllabic structure of a word is carried out on the basis of certain word patterns, which are fixed both in isolation and as part of phrases.

The sequence of working out the types of syllable structure was proposed by Svetlana Evgenievna Bolshakova in the manual “The work of a speech therapist with preschoolers.”

• Two-syllable words made from open syllables (vata);
• Three-syllable words made from open syllables (car);
• monosyllabic: words that are a closed syllable (mac)
• two-syllable words with a closed syllable (lemon);
• two-syllable words with a cluster of consonants in the middle of the word (bank);
• two-syllable words with a closed syllable and a combination of consonants (teapot);
• three-syllable words with a closed syllable (teremok);
• three-syllable words with a consonant cluster and a closed syllable (bus);
• three-syllable words with two clusters of consonants (matryoshka);
• monosyllabic words with a consonant cluster at the beginning and end of the word (flag, screw);
• two-syllable words with two consonant clusters (star);
• four-syllable words made from open syllables (corn).

In the process of practicing words with different types of syllable structure, you can use the following types of games and exercises.
(Slide 24) Phonemic and syllabic analysis words:

• Game “Place the animals in their homes”: a one-story house for a cat, a two-story house for a squirrel, etc. (write each syllable on a separate floor of the house, you can type it on a computer, or you can write it in a picture)
• Playing with a ball: children pass the ball to each other and at the same time name the syllable of a word, the child who received the ball names the next syllable, etc.
• Game "Telegraph": convey a word by tapping out its rhythmic structure (number of syllables).
• (Slide 25) “Make a diagram of the word”, “Match the word to the diagram”, “Change the scheme”, “Match the schemes to the pictures”, etc. ( Slides 26-31) When practicing words of different syllabic structures, it is necessary to pay attention to the meaning-forming role of phonemes and the semantics of words.

(Slide 32) Level of complete sentences. As a rule, children with severe speech pathology do not remember, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them, which is carried out with the obligatory support of subject and plot pictures, toys. When memorizing poems, you need to make sure that children understand their content. To do this, the speech therapist asks questions based on the picture. Often, learning poems is accompanied by exercises aimed at developing imitation and coordination of speech with movements. It is also recommended to conduct outdoor games accompanied by speech. For the best “entry” of the child into the role, you can offer him an appropriate mask or an appropriate attribute (for example, a pipe).

At this stage, it is advisable to use such rhymes, nursery rhymes, jokes, in which there is repeated onomatopoeia; this prepares the child’s speech apparatus for mastering the syllabic series. During classes with “non-speaking” children, it is recommended that the speech therapist and the child pronounce rhymed lines together (within the limits of the child’s speech capabilities), and that the speech therapist and the child read poems in roles. For example:

Speech therapist: Geese! Geese! Child: Ha-ha-ha!

Speech therapist: Do you want to eat? Child: Yes, yes, yes!

If a child memorizes a poetic form of two lines, you can expand the volume of memorization to 4-6 lines. The speech therapist selects literary material based on the tasks of this stage correctional work. At the same time, work is underway to clarify sound pronunciation or automate the delivered sounds based on the material of the poems, nursery rhymes, and jokes being learned.

(Slides 33-36)

The speech therapist will choose specific types of exercises independently depending on the level of speech and intellectual development child, his age and type of speech pathology. In parallel with the work on improving the syllabic structure of words, it is necessary to work on the sound content of words and the correction of sound pronunciation, since all of these are decisive factors in the phonetically correct formation of a word in a child.

(Slide 37) As Galina Mikhailovna Lyamina’s research has shown, on the part of an adult it takes from 70 to 90 repetitions of a new word before the child’s independent use of this word is established. It is natural to assume that a child with speech underdevelopment at the first stage of learning needs a greater number of repetitions. Therefore, work on correcting the syllabic structure of words should be carried out over a long period of time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children (classes in game form) and using clarity. ( Slide 38)

Sections: Speech therapy

The formation of grammatically correct, lexically rich and phonetically clear speech in children, which enables verbal communication and prepares them for learning at school, is one of the important tasks in the general system of work on teaching a child their native language in kindergarten and in the family.

To raise a full-fledged personality, you need to eliminate everything that interferes with the child’s free communication with the team. It is important that children master their native speech as early as possible and speak correctly, clearly, and expressively. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. The practice of speech therapy work shows that it is often to the fore in preschool age correction of sound pronunciation is put forward and the importance of forming the syllabic structure of words is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllabic structure of words. This defect in speech development is characterized by difficulties in pronouncing words of complex syllabic composition (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Violations of the syllable structure of a word are usually detected during a speech therapy examination of children with general underdevelopment speech. As a rule, the range of these violations varies: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two- and three-syllable words without a combination of consonants, even with the aid of clarity. Deviations in the reproduction of the syllabic composition of a word can manifest themselves as follows:

1. Violation of the number of syllables:
- syllable reduction;
– omission of the syllabic vowel;
– increasing the number of syllables due to the insertion of vowels.
2. Violation of the sequence of syllables in a word:
– rearrangement of syllables;
- rearrangement of sounds of adjacent syllables.
3. Distortion of the structure of an individual syllable:
– reduction of consonant clusters;
- insertion of consonants into a syllable.
4. Similarization of syllables.
5. Perseverations (cyclic repetition).
6. Anticipations (replacing previous sounds with subsequent ones).
7. Contamination (mixing elements of a word).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word.

The choice of methods and techniques of correctional work to eliminate this disorder is always preceded by an examination of the child, during which the degree and level of violation of the syllabic structure of words is revealed. This will allow you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

This type of work is based on the principle of a systematic approach to the correction of speech disorders and the classification by A.K. Markova, which identifies 14 types of syllable structure of a word in increasing degrees of complexity:

1. Two-syllable words made from open syllables (willow, children).
2. Three-syllable words made from open syllables (hunting, raspberry).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
6. Two-syllable words made from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (hippopotamus, telephone).
8. Three-syllable words with consonant clusters (room, shoes).
9. Three-syllable words with a consonant cluster and a closed syllable (lamb, ladle).
10. Three-syllable words with two consonant clusters (tablet, matryoshka).
11. Monosyllabic words with a cluster of consonants at the beginning of the word (table, closet).
12. Monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
13. Two-syllable words with two consonant clusters (whip, button).
14. Four-syllable words made from open syllables (turtle, piano).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. I built my work in two stages:

– preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
– correctional; The goal of this stage is the direct correction of defects in the syllabic structure of words in a particular child.

At the preparatory stage I conducted the exercises first on a non-verbal level, and then on a verbal one.

Exercise “Repeat the same”

Goal: learn to reproduce a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Progress of the exercise: The speech therapist sets a rhythm with one of the objects, the child must repeat the same.

Exercise “Count correctly”

Goal: learn to count sounds.
Materials: children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as the dots appear on the cube.
Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.

Exercise “Choose a scheme”

Goal: learn to correlate the rhythmic pattern with its diagram on the card.
Material: cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise “Long - short”

Goal: to learn to distinguish between long and short sounding words.
Material: chips, long and short strips of paper, pictures.
Progress of the exercise:
Option 1. The speech therapist pronounces the words, the child places a chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: the long strip and the short one.

At the correctional stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.

Exercises at the sound level:

1. “Say the sound A as many times as there are dots on the die. Make the sound O as many times as I clap my hands.”
2. “Find out what sound (series of sounds) I made.”
3. Recognition by silent articulation, pronunciation with voice.

Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:
– Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
– “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
– Count the number of syllables pronounced by the speech therapist.
– Name the stressed syllable in the chain of heard syllables.

– Memorizing and repeating chains of different types of syllables.

Word level exercises:

Ball game
Goal: learn to clap the syllabic rhythm of a word.
Material: ball.

Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.

Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.
Goal: learn to clap the syllabic rhythm of a word.
Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"

Goal: to learn to distinguish correctly sounding words.
Material: pictures.
Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).

Exercise “What has changed?”

Goal: to learn to distinguish between different syllable structures of words.
Material: pictures.
Progress of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.
Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).

Exercise “Which word is different”

Goal: learn to distinguish words with different rhythmic structures.
Material: pictures.
Progress of the exercise: the speech therapist names a series of words, the children identify the extra word (use pictures if the children find it difficult).
Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.

Exercise “Name the same syllable”

Goal: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Progress of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Goal: learn to clap the syllabic rhythm of a word.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “Which word did you get?”

Goal: to practice simple syllabic analysis.
Goal: learn to clap the syllabic rhythm of a word.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine

Exercise “Call me kindly”

Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
Goal: learn to clap the syllabic rhythm of a word.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise “Say the word correctly”

Goal: to learn to clearly pronounce words of type 7 syllable structure, to develop auditory attention and memory.
Material: subject pictures.
Progress of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and names it.

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Chain of words"

Goal: to consolidate the ability to analyze and synthesize two- and three-syllable words.
Material: cards with pictures and words divided into parts.
Progress of the game: children lay out a chain of words (pictures) like dominoes.

Game "Logocube"

Goal: to practice syllabic analysis of one-, two- and three-syllable words.
Material: cube, set of subject pictures, cards with numbers.
Progress of the game: children select from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.

Train game

Goal: learn to select words with a given syllable pattern.
Material: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.

Game "Pyramid"

Goal: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Progress of the game: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise “Collect a word”

Goal: learn to synthesize two- and three-syllable words.
Material: cards with syllables on tinted paper.
Progress of the exercise: each child lays out one word. Then a set of cards is exchanged and the game continues.

Exercise “Choose a word”

Goal: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with diagrams of syllable structure. Cards with words (for reading children).
Progress of the exercise:
Option 1. The child matches the diagrams to the pictures.
Option 2. The child matches the pictures to the diagrams.

Game "Let's put things in order"

Goal: improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Progress of the game: children select syllables from the total number and arrange them in the right order.

Game "Who is more"

Goal: improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Progress of the game: from the total number of syllables, children lay out as many variants of words as possible.

Literature:

1. Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
2. Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. Moscow: Sfera, 2007.
3. Volina V.V. We learn by playing. Ekaterinburg: Argo, 1996.
4. Kozyreva L.M. We read syllable by syllable. A set of games and exercises for children 5 – 7 years old. Moscow: Gnom i D, 2006.
5. Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. Moscow: Sfera, 2007.
6. Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. St. Petersburg: Soyuz, 1999.
7. Lopukhina I.S. Speech therapy. Moscow: Aquarium, 1996.
8. Tkachenko T.A. Correction of violations of the syllabic structure of words. Moscow: Gnom i D, 2001.
9. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. Moscow: 1991.
10. Chetverushkina N.S. The syllabic structure of the word.

Moscow: Gnom i D, 2001.
Svetlana Panshina

Presentation “Investigation of syllable structure” Dear, respected speech therapists! If at examination child’s speech, you use albums with visual material based on O. B. Inshakova, then you can use mine presentations

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