Didactic games for the formation of the skill of language analysis and synthesis. Studying the skills of language analysis and synthesis Tasks for the formation of language analysis and synthesis

Practice shows that errors caused by the lack of formation of language analysis and synthesis are the most common and difficult to correct. Therefore, systematic and consistent work with children to overcome them is of particular importance in the correction of dysgraphia.

The work on the formation of language analysis and synthesis includes 3 stages: the formation of skills in language analysis and synthesis; development of syllabic analysis and synthesis; development of sound-letter analysis and synthesis. It is conditionally possible to distinguish 3 levels of correction: syntactic, lexical and phonetic.

Tasks of exercises for the formation and development of skills in analysis and synthesis of the sentence structure:

1. To form the ability to determine the intonational completeness of a sentence. This skill helps to form in children the concept of a sentence as a single syntactic unit. Its development in the classroom can take place in a playful way, in the form of oral work, using written exercises: dot correctly, put the right punctuation mark at the end of a sentence, etc.

2. Develop the ability to determine the number, sequence and place of words in a sentence. The solution to this problem requires reliance on visual material (subject and plot pictures, diagrams, cards): come up with a sentence based on the plot picture and determine the number of words in it; come up with a sentence with a certain number of words; spread the sentence by increasing the number of words; make sentences on several pictures, which depict the same object in different situations. For example, children come up with sentences with the word “oak”: “An oak tree grows near the school. Leaves appeared on the oak tree. Birds built their nests on a tall oak tree. The children are playing under the oak." Then the students name the sentence in which the word “oak” comes first, then the sentence in which this word comes second, and so on. I offer children other tasks: come up with a sentence with a certain word; draw up a graphical scheme of the sentence (the sentence is indicated by one long strip, the words - by short stripes); come up with a proposal according to the graphic scheme; determine the place of the word in the sentence (which one); raise a card with a number corresponding to the number of words in the sentence (cards can be replaced with a fan with numbers).

3. Teach children to make sentences from words given in sequence (without change and with a change in the grammatical forms of words). To solve this problem, preparatory exercises aimed at the formation of new skills are needed. The degree of participation of children in them is reduced to a minimum, since the main thing is the assimilation of the algorithm for their implementation.

Corrective work is carried out first on the material of words given in the required grammatical form. For students who experience particular difficulties in determining the order of words in a sentence, I suggest doing work on cards, where in a series of words one is written with a capital letter. In the next stages, I complicate the task.

For the development of auditory attention and the ability to correctly grammatically formulate sentences in oral speech, I propose to correct absurdities in sentences (“Truth or joke?”, “Correct mistakes”). Such tasks arouse interest, introduce an element of competition into the classes. All students strive to show ingenuity and ingenuity. Moments of emotional release should be present in every remedial session. It's great if they become an integral part of it.

While working with prepositions, I first clarify the spatial meanings of prepositions based on schemes, and then their other meanings. To consolidate the ability to choose the right preposition, I use didactic games, for example, “Pick up the word, name the preposition” (ball game). Equipment: magnetic board, subject pictures, preposition schemes, ball. On the board - subject pictures: a child, a pipe, a ball, checkers, cubes, a puppy. I say the word “playing” and throw the ball to one of the children. The student calls the phrase with the addition of the necessary preposition: "Plays the pipe." The ball is then passed to the next player. The children who did not make mistakes in their answers win.

Another version of the game. On the board - subject pictures: a squirrel, a sofa, a flower, a basket, an airplane, a car. Under the pictures - schemes of prepositions. I say the word “flies” and throw the ball to one of the children. The student composes the sentence “the plane flies over the city” and returns the ball to the teacher. The host calls the new word “growing” and throws the ball to the next player. The children who did not make mistakes in their answers win.

Didactic game "Sharp arrows". Equipment: cards with prepositions, targets (cardboard squares), round magnets, blue and red chips. Students have two cards (the number of cards can vary depending on the number of players) with prepositions written on them (in, on; under, for; with, from, etc.). On the board are sentences with targets instead of prepositions. The players read the sentences in a whisper. Then the student (students), who believes that he has the card with the necessary pretext, goes to the board. A card with a pretext is attached to the target. The student reads the sentence. If the target is hit, he receives a blue chip, if he makes a mistake - a red one. The students with the fewest red chips win.

In parallel, I include tasks for practicing the ability to separate writing prepositions with words. For a better memorization of the rule, I read the quatrain by N. Betenkova:

From the forest, to the meadow, to the clearing,

At the bush, from the path, into the hole,

From the river, near the road -

Write all suggestions separately!

Then I work on differentiating prepositions and prefixes. At this stage of correction, training exercises are significant, which help to overcome errors in language analysis and synthesis and allow children to automate the process of distinguishing them.

Tasks of exercises on the formation of syllabic analysis and synthesis at the lexical level:

1. To form the ability to determine the number, sequence and place of syllables in a word. Work in this direction begins with the actualization of existing knowledge about the word and syllable in the classroom. The concepts of “word” and “syllable” are differentiated. Then the children perform tasks aimed at consolidating the ability to distinguish between these concepts. Tasks, as a rule, are of a playful nature: “Clap your hands if you hear a syllable”, “Wave your hands above your head if it is a word”, “If I say a word, then smile, if a syllable - frown”.

When determining the number of syllables based on external aids, I use the following methods: slap or tap the word by syllables; accompany the syllable pronunciation of the word with a movement of the hand from right to left or from left to right.

To develop the ability to determine the sequence of syllables in a word, I propose a didactic game “Name a word”, which helps to consolidate vocabulary words. Equipment: magnetic board, subject pictures, chips. The game can be played in two stages.

First stage. On the board - pictures: apple, kitten, banana, book, cucumber, dog, crow, potato, bus. I name the vowels that are in the title of one of the pictures. Students must name the word they have in mind and pronounce it spelling in syllables. Then the children write the word in a notebook and underline the vowels. The correct answer is rewarded with a chip. Those with the most chips win.

Second phase(work at the word-combination level). Children select suitable adjectives with the same number of syllables for the recorded nouns: the apple is tasty, the apple is juicy; ripe banana, yellow banana, etc. Those with the most chips win.

2. Teach syllabic analysis and synthesis of words. The work on isolating a vowel sound and a syllable from a word involves the use of the following tasks: name the vowel sound of a word; raise the letter corresponding to the vowel sound; write down only the letters of the vowel sounds; come up with a syllable with the corresponding vowel; determine the place of a vowel sound in a word, show the corresponding number; come up with a syllable in which the vowel is in the first, second and third place.

At this stage of the work, word schemes are drawn up: using only vowel sounds, distributing pictures depending on the number of syllables in their name, determining the missing syllable in the name of the picture, extracting a word from a sentence consisting of a certain number of syllables. I offer exercises that carry an additional load, for example, “Make friends with words”. In it, it is necessary to divide the words of each row into two equal groups and explain the principle of grouping, and then write out words consisting of three syllables.

Cow, calf, lamb, sheep.

September, June, summer, autumn.

September, January, November, December.

Oak, pine, spruce, birch.

It should be noted that the implementation of such tasks is always lively and adds variety to the correctional work.

The task of tasks for the formation of the action of syllabic analysis and synthesis is the development of phonemic processes, attention and memory. The multifunctional nature of some exercises contributes to the solution of this problem.

Phonetic work includes the development of sound analysis and synthesis of words of simple and complex forms, the formation of differentiation of phonemes with similar characteristics.

Tasks of exercises on the formation of sound-letter analysis and synthesis:

1. To form the ability to determine the number, sequence and place of sounds in a word.

2. To teach the ability to produce sound-letter analysis and synthesis of words (simple and complex forms). I begin the work on the formation of the skills of sound-letter analysis and synthesis by consolidating the skills of the elementary form of sound analysis. If students with dysgraphia know it well enough, then they move on to the formation of complex forms of language analysis and synthesis. I carry out corrective work on the development of complex forms of linguistic analysis and synthesis, taking into account the sequence of stages in the formation of mental actions.

In subgroup remedial classes with students in grades 3-4 to develop and consolidate the skills of phonemic analysis and synthesis when differentiating paired voiced and deaf consonants, I use not separate cards with known consonant symbols, but sound strips. They allow you to replace the traditional lifting of cards with symbols depicted on them with a simple touch on the selected symbol with a pencil or pen. For example, when distinguishing paired consonants b - p in words that are answers to riddles, before writing the word in a notebook, students show on the audio track what sound they heard in the word “squirrel”. Then I specify which vowel indicates its softness, and then I write down the word. This avoids the mistakes associated with the replacement of consonants and the designation of their softness in writing with vowels. Such strips are convenient to use during the didactic game “Unusual traffic light”, where they act as a traffic light. Equipment: audio tracks with images of symbols of consonants, subject pictures (their selection is carried out taking into account a pair of differentiable voiced and deaf consonants), a red card for the presenter. I ask the students to help the words cross the road using an unusual traffic light, and then show the pictures. Players determine which of the differentiable consonants will be in this word, and touch the desired traffic light with a pointer. If the child makes a mistake, the leader shows him a red card. After fixing the error, the game continues. Children play with pleasure, practicing the skills of differentiating paired voiced and deaf consonants.

At the final stage, I use the didactic game “Clever and clever” (2-3 pairs of children play). Equipment: cards with written letters and numbers. The game is played in pairs. I propose to decipher the words and write them down, combine the words into pairs according to some criterion: by the number of vowels in the words; by the same number of syllables, sounds, letters, vowels; by the presence of a certain spelling; within the meaning of. One word can be combined with several words (depending on the choice of the basis for combining). For example: rainbow - colors (meaningfully); cloud - dacha (according to the general spelling); tomato - rainbow (by the number of syllables); paints - crumbs (according to the number of letters), etc. The team that managed to make the largest number of pairs of deciphered words in a certain time and explain the reasons for combining them wins.

3. Develop successive functions. I systematically conduct exercises aimed at developing successive functions that develop the ability to concentrate, distribute and switch attention. Work in this direction is not carried out in isolation, but in parallel with the development of various forms of linguistic analysis and synthesis.

The use of effective exercises of a multifunctional nature helps to overcome specific writing errors in students and allows you to provide certain conditions for improving the quality of the correction process.

Tatiana PASTARNAKEVICH,
teacher-defectologist at the Lyakhovichi gymnasium.

Correction of dysorphography in schoolchildren with ONR (level IV) includes the following areas of speech therapy work:

Analysis and synthesis of proposals;

Syllabic analysis and synthesis;

Phonemic analysis and synthesis.

One of the most important tasks in overcoming this speech pathology is the development of skills for quantitative, positional and ordinal analysis and synthesis of words in a sentence.

3.1. Analysis and synthesis of proposals

A. Analysis of the sentence structure based on the scheme. Material - schemes (corresponding and not corresponding gram-170

sentence structures), sentences: The girl is watering the flowers. Children play on the sports ground. (Second class). A fun holiday is coming soon. The whole sky was covered with low thunderclouds. (Third class). The student is asked to listen to the sentence and show the correct diagram.

B. Determining the number and sequence of words in a sentence. Speech material - sentences: The guys are fishing. In the summer I rested in the countryside. (Second class). The day off was fun. Mighty pines and firs remain green in winter. (Third class). The child is invited to listen to the sentence, name the number of words and determine their sequence.

B. Compiling sentences from words given randomly. Speech material - words: by, lion, cage, walks; s, streams, run, fast, mountains. The student listens to a series of words, composes and names, and then writes down the sentence. Then, with the help of speech therapist questions, the child analyzes the content of the sentence.

3.2. Development of syllabic analysis and synthesis

Speech therapy work on the development of syllabic analysis of the word in students with dysorphogography is built taking into account the nature of the difficulties in pronouncing them. Children with this pathology are more successful in isolating syllables in which the sounds are most merged in pronunciation (direct open, such as SG: sa, ry). In closed syllables (SGS), with a confluence of consonants (SSG, SGSS), sounds are less merged in pronunciation, which is one of the reasons for the erroneous division of words into syllables.

The construction of remedial training is based on the theory of the gradual formation of mental actions. The preliminary work is aimed at filling gaps in knowledge and clarifying the available information about vowels and consonants, the main signs of their division, the rules for dividing words into syllables and hyphenation. At the initial stage, visual teaching aids, materialization of actions when performing syllabic analysis are widely used. It is proposed to tap out (slap) the rhythmic pattern of words. This approach is also used

when a student, during a somewhat exaggerated and chanted pronunciation of a word, presses the back of the palm of his left hand to the chin area, thereby determining the number of syllables in the word. At the subsequent stages of work, conditions and prerequisites are created for stopping the use of loud speech and transferring students' mental actions to the internal plan (to themselves), based on auditory-pronunciation ideas,

For this purpose, the following exercises are used.

A. Development of the ability to determine the number of syllables in words when they are repeated by a schoolchild based on the motor component. Speech material - words: make noise, varnish, pen, animal, fruit, presentation (second grade); happiness, sleep, fist, silver, write, hunter (third grade). The student listens to the word, repeats it in a singsong voice. Then he presses his left hand to his chin, determines and names the number of syllables in the word.

B. Development of the ability to divide words into syllables when they are repeated. Material - words: sing, nails, run, philharmonic, bag, potatoes (second grade); dexterity, table, sparse, student; computer (third grade); strips of paper denoting syllables. The speech therapist suggests repeating the word in a singsong voice and at the same time putting the appropriate number of strips.

b. Determination of the number of syllables in the names of pictures using numbers. Material - pictures depicting a ball, a doll, a train, a birch, an excavator; set of numbers. The student looks at the pictures and puts a number under each corresponding to the number of syllables in their names.

3.3. Development of phonemic analysis and synthesis

In the specialized literature, the concept of "phonemic analysis" refers to elementary and complex forms of analysis of the sound structure of a word. An elementary form of analysis (singling out a sound against the background of a word) appears spontaneously in children as early as preschool age. Complex forms include the isolation of the first and last sounds of a word, positional and if-172

a qualitative analysis of the structure of the word. These types of operations are formed in the process of systematic learning. Speech therapy work in this area is built taking into account the complexity of the forms of phonemic analysis, synthesis, the sequence of their formation in ontogenesis. The work is carried out in stages: from awareness of the motive of the task, the formation of interest in its implementation, awareness of its content, the development of actions, the transfer of the action to the mental plan to the final formation of the mental action (according to P. Ya. Galperin, D. B. Elkonin):

First stage- developing the ability to analyze the sound composition of words based on auxiliary means (circles, chips, diagrams, graphic images).

Second phase - the formation of the action of sound analysis in the speech plan (with the exception of reliance on the materialization of the actions and operations performed).

Third stage - mastering the operations of phonemic analysis mentally.

In the course of corrective work according to the traditional method, the following exercises are carried out.

A. Development of the ability to distinguish sounds against the background of a word. Material - words: cat, cork, house, carried away; apartment, hello, Ira, jump, damp, bag, roof, cars. The letters of the split alphabet are also used. The child is read a series of words and offered to pick up a certain letter.

B. Development of the ability to determine the first and last sound in a word. Material - words: Alla, play, floor, mast, draft, apartment, digger, tickle, tree. After the speech therapist pronounces the word, the student is asked to name its first and last sounds.

B. Development of the ability to determine the number of sounds in words (using visual aids). Material - words: mind, owl, juice, ran, mole, hole, underground (second class); hedgehog, arch, bubble, last year's, crumbles (third grade); circles representing sounds. The speech therapist pronounces the word and asks the student to put as many circles on the table as there are sounds in the word.

D. Development of the ability to determine the number of sounds in words based on numbers. Material - words: watermelon, honey, turn green, water lily, subway (second class); Africa, airplane, adventure, magician, join (third grade); numbers. The child is invited to listen to the word and show the number corresponding to the number of sounds in it.

D. Development of the ability to determine the number of sounds in words mentally. Material - words: salt, echo, gentle, ice cream (second class); game, saw, hairstyle, orchestra, excursion (third grade). The student listens to the word and says how many sounds it consists of.

E. Development of the ability to determine the place of sounds in relation to other sounds (based on visual aids). Material - words: satin, square, spider, sneezes, delicious (second class); orchestra, stained glass, come, blueness, covers (third grade); sound line. While the speech therapist pronounces the word, the student leads the pointer along the corresponding squares of the visual aid. The speech therapist suggests determining where the given sound is in the word (after the named one or before it), to name the next (previous) sound.

AND. Development of the ability to determine the place of sounds in relation to other sounds mentally. Material - words: ear, soap, cat, jump, milk, character (second grade); ear, dream, warning, tongue twister (third grade). The student listens to the word and says what sound is after the given sound or before it; determines what number it is in the word, pronounces the next (previous) sound.

3. Development of the ability to select words consisting of a certain number of sounds based on a diagram. Material - words: morning, briefcase, reception, light bulb, gingerbread (second class); organ, column, compasses, overcome, attach (third class); word schemes indicating the number of sounds. The speech therapist reads the word and asks the child to show the corresponding diagram.

I. Development of the ability to present words consisting of a certain number of sounds. The student is asked to pick up 7-9 words with three to eight sounds. 174

K. Development of the ability to select pictures, in the name of which there are certain sounds (according to their influence in words). Material - subject pictures depicting a rose, a cow, scissors, a light bulb, a swallow, a school, a brush. The speech therapist lays out pictures in front of the child and asks him to show the corresponding one while pronouncing the sounds [b], [h], [l], [w], [h], [i], [e]. During the exercise, the child argues his answer (names the word, determines the place of the given sound in it, and also explains whether all words have this sound).

L. Development of the ability to select pictures, in the name of which there are certain sounds (using graphic images of words). Material - subject pictures depicting a goose, a sheep, a basket, a tree, an egg, a TV set, a parachute; word schemes. The student is invited to carefully consider the pictures and show which scheme corresponds to the name of the image.

M. Development of the ability to analyze words corresponding to the names of pictures. Material - pictures of windows, horns, bees, haystacks, nettles, sneakers. The speech therapist shows the child a picture and asks to indicate the place of certain sounds in the word, as well as the sounds adjacent to them. Then, on the instructions of the speech therapist, the student orally conducts a complete sound-letter analysis of the word (a memo is offered for second-grade students).

The problem of writing disorders in students is one of the most relevant for school education. Insufficient formation
phonemic perception, as well as the sound analysis and synthesis of words associated with it, leads to the appearance of specific errors in writing:

• skipping letters in words, adding letters, rearranging letters;
• skipping, adding, rearranging syllables;
• merging several words into one word, dividing one word into parts.

Practicing the ability to divide words into syllables (syllabic analysis) and compose words from syllables (syllabic synthesis) is important in children's mastering the writing skill. The further formation of their literate writing depends on how clearly the students differentiate the articulation of phonemes similar in sound, master the process of syllable division.

There are quite a lot of exercises and games for the development of syllabic analysis in speech therapy literature. After children learn to distinguish vowels and consonants well in words of various structures and understand the basic rule of syllabic division, special attention should be paid to consolidating the operations of syllabic analysis and synthesis. The proposed games contribute to solving many problems of speech development of primary school students.

They can be used in classes for the correction of dysgraphia on the basis of violations of language analysis and synthesis; acoustic, agrammatic dysgraphia; dysorphography. The proposed material will also be useful to elementary school teachers in Russian language lessons when fixing the topic “Syllables”, “Stress”, in working on vocabulary words.

Parents of students can use games at home to improve the child's skill of dividing words into syllables, writing dictionary words.

Game "Read the word by the number of the syllable in the name of the picture"

Tasks: develop phonemic hearing; exercise in the ability to highlight a certain syllable; develop vocabulary writing skills.

Equipment: picture cards.

Instruction:

1. name what is drawn;
2. determine the number of syllables in each word;
3. find the indicated syllable in each word, write it down in a notebook;
4. read the resulting word;
5. underline in this word "doubtful place" (spelling).

Game "The name of a fairy-tale character"

Purpose: improving the skill of syllabic analysis and synthesis.

Tasks: develop phonemic hearing; exercise students in the ability to divide words into syllables.

Equipment: cards with a set of words.

Option 2

Instruction: write out the stressed syllable from each word - and you will find out the name of the fairy-tale character.

1. Milk, horse, ball. (Kolobok.)
2. Gold, dumplings, locker. (Cinderella.)
3. Mask, morning, clay. (Mowgli.)
4. Boy, TV, wall. (Malvina.)

Game "Read the proverb"

Purpose: improving the skill of syllabic analysis and synthesis.
Tasks: develop phonemic hearing; exercise students in the ability to highlight the stressed syllable; to cultivate interest in folk wisdom (proverb).
Equipment: cards with a set of words.
Instruction:

1. highlight the stressed syllable in each word;
2. write the highlighted syllable in your notebook;
3. make new words from the received syllables, and from these words - a sentence.

1. Pepper, rose, food, tablet, a, smart, eight, credit.
(The pen writes, but the mind leads.)
2. Mountains, pilots, owl, without, fishing rod, winter, cabbage, old, pit, drawing,
small.
(A head without a mind is an empty scrip.)

The use of such games in correctional and pedagogical classes provides conditions for the formation of literacy among students, increasing the effectiveness of learning. Children better remember what is of interest to them, while the perception of the material being studied is facilitated. Game situations in the classroom always evoke positive emotions, relieve fatigue, stress, which helps to increase motivation for learning. Practice shows that systematic work to develop and improve the skills of sound, syllabic analysis and synthesis can eliminate or significantly reduce the number of errors in writing.

The basis of dysgraphia on the basis of a violation of language analysis and synthesis is a violation of various forms of language analysis and synthesis: dividing sentences into words, syllabic and phonemic analysis and synthesis. The underdevelopment of linguistic analysis and synthesis is manifested in writing in distortions of the structure of the word and sentence. The most complex form of language analysis is phonemic analysis. As a result, distortions of the sound-letter structure of the word will be especially common in this type of dysgraphia.

With this type of dysgraphia, the child finds it difficult to single out some individual words in a continuous stream of oral speech and then separate these words and sounds.

The following errors are most typical: omissions of consonants during their confluence (dictation - "dikat", school - "cola"); omissions of vowels (dog - "dog", at home - "dma"); permutations of letters (path - “prota”, window - “kono”); adding letters (drag - "drag"); omissions, additions, permutation of syllables (room - “cat”, glass - “kata”).

For the correct mastery of the writing process, it is necessary that the phonemic analysis be formed in the child not only in the external, speech, but also in the internal plan, according to the presentation. Proper and effective preparation for language learning is implemented at the level of development of language analysis and synthesis. Speech therapy work on development linguistic analysis and synthesis is carried out in several directions.

Development of syllabic analysis and synthesis.

Development of sentence analysis for words.

Development of phonemic analysis and synthesis.

During classes, the child listens to words and sounds, intonation highlights sounds in words.

Determines the place of sound in a word, distinguishes between hard and soft consonants by ear, selects words for a given sound. Children get acquainted with materialized models of words - schemes. They learn to isolate all sounds in a word and model words.

Speech therapy work on the formation of phonemic analysis and synthesis is carried out taking into account the complexity of various forms of sound analysis and synthesis:

selection of a vowel sound from a number of sounds;

selection of a consonant sound from a number of sounds;

highlighting the first vowel in a word;

highlighting the first consonant sound in a word;

selection of the last consonant sound from words;

determining the place of a vowel sound in a word;

determining the place of a consonant sound in a word.

Sound recognition tasks:

Clap your hands if the given sound is heard in the word.

Raise the flag if you hear the given sound in the word.

Choose a picture that has the given sound in its name.

Find words in the picture that contain the given sound.

Think of a word that starts with the given sound.

Tasks for determining the place of sound in words:

1. The game "Train".

Children lay out the pictures on the wagons, depending on where the sound is heard.

2. The game "Close with a chip."

Children determine the place of the sound in the word (beginning or end) and cover the picture with a red chip if the sound is heard at the beginning of the word, and with a green chip if the sound is heard at the end of the word.

3. The game "Traffic light".

Children put a chip on the left red, middle yellow or green right side of the strip, depending on where the sound is heard in the word.

4. The game "Magic House".

Children determine the place of sound in a word and put up a picture on a certain floor (1st floor - the beginning of the word, 2nd floor - the middle of the word, 3rd floor - the end of the word).

Teaching sound analysis and synthesis takes place on the basis of words of increasing degree of syllabic difficulty:

monosyllabic, consisting of reverse syllables (yn);

disyllabic, consisting of two vowels (ay);

monosyllabic words with a closed syllable (cat);

disyllabic, the first of which consists of one vowel (was);

disyllabic without a confluence of consonants (notes);

two-syllable closed and open syllables (duck);

polysyllabic (gossip);

monosyllabic with a confluence of consonants (kvass, bow).

Children can analyze only those words in which all sounds are clearly heard and pronounced.

The formation of a full-fledged sound analysis and synthesis is carried out in a certain order. First, children consistently identify sounds in a word on the basis of loud pronunciation, correlate their number with a given scheme of the sound composition of the word, fill in with chips, conditional substitutes for sounds. A diagram filled with chips of the corresponding color (vowel sound - red, hard consonant - blue, soft consonant - green), children read by syllables.

Further, the sequential selection of sounds in the word occurs in the same way, but without a ready-made scheme of its sound composition. Children designate vowels and consonants with chips of different colors, draw conditionally - graphic schemes of the sound composition with colored pencils, thus writing down words without letters.

Finally, sound analysis is carried out without speaking aloud.

The ability to perform sound analysis is considered to be formed after the child independently by ear can consistently isolate the sounds included in words of different sound structures.

To develop sound analysis, you can use a number of exercises and games:

drawing up conditionally - graphic schemes of words, which are the names of objects depicted in the pictures;

choice or independent selection of words corresponding to a given scheme of sound composition (the game “Which word is hidden”)

laying out pictures under vowels (children first name pictures) - pictures are offered for monosyllabic words (house, poppy, bough)

transformation of words, replacing the first sound of the word (kom-dom-som), the second sound of the word (son-dream), the third sound of the word (son-cheese).

transformation of words by adding the first sound (mouth-mole), the last sound (par-park).

List of words for sound analysis and synthesis.

Poppy, cat, soup, moss, fluff, bough, catfish, current, smoke, beetle, onion, crayfish, cheese, mouth, whale, bull, house, lump, dream, son, chorus, ball, floor, nose, May, noise, varnish

Willow, wasps, mustache, Ira, ear.

Perfume, poppies, sleigh, horses, notes, braids, teeth, beads, vase, boots, toad, linden, moon, hands, frames, puddle, lips, porridge, geese, pony, fur coat, fish, legs, skin, headlight, fly, Vova, Shura, Misha, Zina, Liza, Dina.
Duck, needle, caviar, ears, game.

Castle, spider, banana, hammock, wagon, long loaf, ice rink, sofa, rope, blow, prick, warrior, gander, house, lesson, beep, hut, lemon, fisherman, ficus, Bobby, ram.

Cubes, cabin, panama, raspberry, mimosa, rainbow, paper, mice.

Banks, letters, threads, fork, pumpkin, slippers, T-shirt, taxi, chip, hat, drying, bag, stamps, mask, mouse, stick, file, desks, kidney, doll, hollow, cherries, pumpkin, lamp, shoes, towers, sledges, propellers, bushes.

Kettle, rain, cactus, bagel, magnet, compass, peacock, skier, donkey, chest, jacket, air, lily of the valley.

Pineapple, drum, captain, shop, chess, cuckoo, room, snail, gate, cabbage, needle, toffee, snowdrifts, grandmother, shirt, gardener, hut, toys, rifle, strawberries, accordion.

Wolf, elephant, dwarf, closet, sign, bottom, bow, leaf, bolt, bush, tank, umbrella, elevator, screw, doctor, thunder, rook, yard, crane, march, bridge, port, chair, table, sheaf, navy, scarf, cord.

Barbell, matches, rolling pin, button, satellite, penguin.

Pasta, vitamins, cobwebs, corn.

Development of syllabic analysis and synthesis.

Naming the vowel sounds of a word. For this task, words are selected, the pronunciation of which does not differ from the spelling.

Isolation of vowel sounds using the corresponding letters of the split alphabet.

Laying out pictures under vowels (monosyllabic words).

Laying out pictures under a certain combination of vowels (disyllabic words). At the initial stage of training, work is based on visual teaching aids. Children clap, tap the word by syllables, determine the number of syllables in the spoken word.

Determining the number of syllables in the title of pictures using diagrams. Laying out a scheme under each picture, which corresponds to the number of syllables in the word.

Arrangement of pictures in two rows under the corresponding schemes, depending on the number of syllables in their names.

Composing a word from the syllables given in a breakdown, based on the corresponding pictures.

Inventing words with a certain number of syllables.

Development of sentence analysis for words.

To develop the ability to determine the number, sequence and place of a word in a sentence, the following tasks are used:

Drawing up sentences on a plot picture and determining the number of words in it.

Coming up with sentences with a certain number of words.

Spreading sentences by increasing the number of words.

Compilation of sentences from words given in a breakdown (all words are given in the correct form).

Making sentences with a specific word.

Drawing up a graphic scheme of the proposal.

Coming up with proposals according to the graphic scheme.

Determine the sequence of words in a sentence.

Choose a card that matches the number of words in the sentence.

At the final stage, tasks are proposed for the formation of the action of sound, syllabic analysis and synthesis in the mental plane, based on auditory representations. To do this, we have developed final cards for individual lessons.

Practical material on the development of phonemic analysis and synthesis.

Card 1

street, pike, work, mouth, bag.

owls, brother, lemon.

3. Composing words from sequentially
presented sounds:

to, o, s, s; p, o, h, k ', i.

Card 2

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

balls, fluff, pasta, hut, primer.

2. Sound-letter analysis of words:

flies, ball, closet.

s, y, w, k ', and; g, r, o, m.

Card 3

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

legs, whip, moss, bushes, goat.

2. Sound-letter analysis of words:

house, books, beetle.

3. Composing words from sequentially presented sounds:

wolf; k, r, o, t.

Card 4

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

elephant, card, rolls, pen, cube.

2. Sound-letter analysis of words:

spider, flower bed, legs.

3. Composing words from sequentially presented sounds:

p, a, p, k: s, o, n, t.

Card 5

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

hats, shop, whale, Grisha, smooth.

2. Sound-letter analysis of words:

sign, cat, panama.

3. Composing words from sequentially presented sounds:

r, r, a, h; fruit.

Card 6

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

buddy, bowls, fun, soup, beads.

2. Sound-letter analysis of words:

lamps, roots, gnome.

3. Composing words from sequentially presented sounds:

k, a, p, m, a, n; grass.

Card 7

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

marmot, heel, drawings, poem, sailboat.

2. Sound-letter analysis of words:

willow, raspberry, smoke.

3. Composing words from sequentially presented sounds:

s, o, s, n, s; b, r, o, w, k, a.

Card 8

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

cypress, cheese, cottage, day, Natasha.

2. Sound-letter analysis of words:

bow, cactus, stupa.

3. Composing words from sequentially presented sounds:

k, p, y, g ', and; t, r, o, p, k, a.

Card 9

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

Lisa, kvass, cheese, tent, roof.

2. Sound-letter analysis of words:

leaf, pumpkin, sofa.

3. Composing words from sequentially presented sounds:

countries; book.

Card 10

1. Determining the first and last sound in a word, naming vowels, dividing words into syllables:

room, flag, knock, fox, seagulls.

2. Sound-letter analysis of words:

bananas, T-shirt, peacock.

3. Composing words from sequentially presented sounds:

winter; pencil.

Literature:

http://logoped.pedcenter.ru

Volkova L.S., Lalaeva R.I., Mastyukova E.M. Speech therapy: - M: Vlados, 1995.
Filicheva T.B., Chirkina G.V. Preparation for school of children with OHP in a special kindergarten. M.-1991.

Kashe G.A. Preparation for school of children with speech impediments. – M.: Enlightenment, 1986.
Efimenkova L.N. Correction of oral and written speech of primary school students: A book for speech therapists. - M.: Enlightenment, 1991.

How to prepare your child for school. MM. Bezrukikh, S.P. Efimova, M.G. Knyazev. – M.: New school, 1993.

Altukhova N.G. Learn to hear sounds. - St. Petersburg: Lan, 1999.
Lalaeva R.I., Serebryakova N.V., Zorina S.V. Speech disorders and their correction in children with mental retardation. – M.: Vlados, 2004.

Lalaeva R.I. Violation of the process of mastering reading in schoolchildren. - M. Vlados, 1999.
Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. – M.: Humanit. ed. center VLADOS, 1998. - 680 p.

The system of work on the development of language analysis and synthesis (sound, syllabic, delimitation of speech units) in preschool children in order to prevent oral and written speech, voice correction, work on mastering prepositional case constructions.

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O.Yu. Volkova

Saint Petersburg

A SYSTEM OF WORK ON THE MASTERING OF PREPOSITIONAL CASE STRUCTURES TO OVERCOME AGRAMMATISMS IN THE SPEECH OF CHILDREN 5-7 YEARS OLD WITH SEVERE SPEECH IMPAIRMENT

The problem of violation of the grammatical structure of speech in preschool children is one of the most relevant, since the degree of development of the grammatical side of the speech of each individual child affects not only oral, but also written speech, which further determines the success of mastering not only literacy, but the whole school program.

Problems in the assimilation of the grammatical structure of speech are most often observed with a delay in the child's speech development. Outwardly, these agrammatisms in most cases are similar to age-related ones, but they clearly do not correspond to the age of the child, which actually distinguishes them from the so-called “physiological” agrammatisms characteristic of a certain age. In the grammatical design of the speech of such preschoolers, there are great difficulties in constructing sentences. The child often cannot repeat the phrase, replaces, omits or rearranges the words. There are errors in the use of case endings, prefixes, prepositions, coordination of various parts of speech. Agrammatisms are observed in children with various speech disorders, especially if there is a dysarthria syndrome. Such children may experience difficulties associated with orientation in space, and as a result, there is an unformed spatial concepts and errors in the coordination of words expressing spatial and temporal relationships.

Of particular difficulty is the assimilation of prepositional constructions for children. Words that do not have a nominative meaning play a special role. Without knowledge of these words, children cannot master the structure of various types of sentences and coherent speech in general. In children with speech disorders such as TNR of various origins, there is an insufficient understanding of the material read, since in order to understand the content, first of all, a certain lexical stock, knowledge of the meaning of words, as well as an understanding of the relationships between words are needed. These difficulties are caused by special reasons and require special assistance for their elimination, namely, purposeful, systematic work is needed to overcome them. In the course of special exercises, strong grammatical stereotypes are brought up in children, which should form a kind of basis for the child's gradual mastery of language norms.

Difficulties in the assimilation of prepositional case constructions by children with speech disorders are persistent, however, similar difficulties also arise in children who do not need speech therapy help. This is due to the fact that prepositions, as well as conjunctions, appear in the child’s speech later than other parts of speech, because these service parts of speech do not denote the objects themselves, but only the relationships between objects. For this reason, the child does not “notice” them for quite a long time, does not attach much importance to them in independent speech (the stage of expressing syntactic connections through inflections). The omission of prepositions in a child's speech can normally occur up to 3 years (the stage of mastering function words to express syntactic relations). Then the child begins to use simple prepositions, such as B, ON, UNDER, and only by the age of five or six do complex prepositions appear (FROM UNDER, FROM-FOR, etc.).

It should also be remembered that prepositional case constructions designate both the location of an object, the place of action, and directions. The same preposition used in various prepositional-case constructions has a different meaning (the direction of action is “we are going to Moscow”, the location is “we are in Moscow”). And since children with speech disorders have unformed spatial concepts, this category of children will inevitably experience difficulties in mastering and using grammatical forms expressing these relationships.

The child experiences no less difficulties in mastering the case endings of nouns and determining the relationship of words in a spoken sentence.

In the normal course of speech development, the child catches changes in the construction of nouns depending on the case at about the age of two, two and a half years, after which the cases no longer mix with each other, but for a long time there are errors in case endings due to the difficulty of mastering the declensions of nouns .

In the work on overcoming errors in the use of prepositional-case constructions, the teacher must also take into account the sequence of the appearance of prepositions and cases in the ontogenesis of the child. The greatest difficulty is the assimilation and use of the so-called attributive genitive case. Even in the course of normal speech development in a child, in the process of assimilation of cases of nouns, the “omission” of prepositions is characteristic.

Therefore, assistance in mastering the proposed constructions will not be superfluous for children who do not have pronounced violations of the grammatical side of speech. Thus, a kind of prevention of violations of not only the oral, but also the written speech of the child (dysgraphia on the basis of violations of language analysis and synthesis) is carried out.

In children with delayed speech development, errors in the use of cases and prepositions are of a longer nature, often even passing into school age, which inevitably affects the writing of this category of children. If the problem of this agrammatism is not eliminated at preschool age, then such a child experiences great difficulties in learning the case endings of nouns, as well as in delimiting speech units. It should also take into account the duration of the existence of violations of the use of prepositional case constructions, the later work begins to eliminate such agrammatism, the more difficult it is to eliminate it in the future. Therefore, very careful and special monitoring of the process and course of the child's mastery of case endings and prepositions is necessary.

Violation of prepositional case constructions manifests itself in the form of the following errors:

Omission or replacement of prepositions;

Replacing one prepositional case construction with another;

Incorrect use of the case ending of a noun;

Incorrect use of preposition and noun endings.

Thus, for successful work on overcoming errors in the use of prepositional case constructions, it is necessary to solve such problems as the development and clarification of spatial representations in children, their expression through prepositions; development of exercises aimed at preventing the overcoming of agrammatisms both in the impressive and in the expressive speech of children associated with the use of prepositional case constructions.

Based on the foregoing, it is advisable to consistently use special series of exercises that are carried out in two stages.

The first stage is purely preventive and includes two series of exercises: exercises aimed at overcoming violations associated with optical-spatial and space-time representations; exercises not aimed at mastering the case endings of nouns.

The purpose of the second stage is to overcome agrammatisms associated with prepositional constructions. This stage includes a series of exercises aimed directly at mastering prepositional constructions and overcoming mistakes associated with their use.

It is advisable to carry out these exercises in all forms of speech therapy work, devoting 5-10 minutes to their implementation and in the form of homework.

In the course of speech therapy work on the formation of the skill of the correct use of prepositional case constructions in speech, it is necessary to take into account that it is necessary to influence not the narrow problem of this agrammatism, but influence the development of the entire speech functional system and rely on the entire wide range of analyzers.

Also, do not forget that the leading activity of a preschooler is a game, therefore, work on the formation of the skill of the correct use of prepositional case constructions must be carried out taking into account game activities.

Preview:

Development work system

language analysis and synthesis

in preschool children

(5-7 years).

Executor:

Volkova O.Yu.

teacher speech therapist

D./s No. 11

St. Petersburg 2008

1. The problem of violation of language analysis and synthesis (specificity of errors) ,,, 3

Errors in sound and syllabic analysis and synthesis,,,,,,,, 3

Errors in dividing sentences into words and text into sentences (delimitation of speech units) ,,,,,,,,,,,,,,,,,,, 4

1. Features of language analysis and synthesis of children attending the speech group of a mass kindergarten,,,,,,,,,,,,,,,,, 5
2. Guidelines for conducting classes to improve the skills of language analysis and synthesis in the speech group of a mass kindergarten,,,, 7

1. The main tasks and directions of correctional education to improve the skills of language analysis and synthesis among preschoolers attending the speech group,,,,,,,,,,,,,,,,,,,,,, 7
2. Methodology for the formation and improvement of language analysis and synthesis in preschool children of a mass kindergarten,,,,,,,, 9

series of exercises №1 ,,,,,,,,,,,,,, 10

series of exercises №2 ,,,,,,,,,,,,,, 13

series of exercises №3 ,,,,,,,,,,,,, 16

1. Conclusion,,,,,,,,,,,,,,,, 22
2. Literature,,,,,,,,,,,,,,,, 23

1. The problem of violation of language analysis and synthesis(error specifics).

The problem of violations of language analysis and synthesis in preschool children is one of the most relevant for preschool, and later school education, since the degree of preservation of various forms of language analysis and synthesis affects not only academic performance, but also the child’s written speech, i.e. . on writing and reading, and determines the success of the child's mastery of literacy.

There are three forms of language analysis and synthesis:

1. Phonemic (sound) analysis and synthesis;
2. Syllabic analysis and synthesis;
3. Dividing sentences into words and text into sentences /delimitation of speech units./

Errors in sound and syllabic analysis and synthesis.

D.B. Elkonin defined sound analysis as an action to establish the sequence and number of sounds in a word. VK Orfinskaya singled out simple and complex forms of phonemic analysis. The elementary form includes the selection of sound against the background of the word. According to V.K. Orfinskaya, this form of analysis appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound from the word and the determination of its place (beginning, middle, end of the word). The most difficult thing is to determine the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). This form of sound analysis appears only in the process of special training.

The unformed action of sound analysis and synthesis appears in the form of the following types of specific errors:

1. Omission of sounds (most often with a confluence of consonants: school - "cola", screaming - "kichit", omission of vowel sounds: dog - "dog", winter - "zma").
2. The omission of several sounds in a word (as a result of a grosser violation of sound analysis and synthesis, leading to distortion and simplification of the structure of the word: health - “dorve”, bells - “kalkochi”).
3. Permutations of sounds, syllables in a word (indicates the difficulties of analyzing the sequence of sounds in a word), the syllabic structure of words can be preserved without distortion, for example: a closet-"chunal", a carpet-"korvom".
4. Insertions or additions of sounds (insertions of vowel sounds are usually observed with a confluence of consonants, for example: dragged-"draged", friendly-"friendly", school-"shekola").
5. Contamination of words (as cases of gross violation of sound analysis, for example: they are sculpting a woman - "leptbau", it was winter - "blzm", etc.)

A similar nature of errors (omissions, permutations, insertions) are also present with insufficient formation of the action of syllabic analysis and synthesis. As a result, distortions of the sound-letter, sound-syllabic structure of the word will be especially common speech disorders (violations in the case of unformed phonemic and syllabic analysis and synthesis are widely represented in the works of R.E. Levina, R.I. Orlova, G.V. Chirkina).

Errors in dividing sentences into words and text into sentences (delimitation of speech units).

With violations of the division of sentences into words, a speech therapist is more common when teaching children the elements of literacy, that is, written speech, since in oral speech such defects are smoothed out by the child's speech experience and the characteristic features of oral speech itself.

In oral speech, the words in the syntagma are pronounced together, on one exhalation, and in written speech, the words appear separately. The discrepancy between the norms of oral and written speech introduces difficulties in the initial teaching of literacy, such a defect in the analysis and synthesis of audible speech as a violation of the individualization of words is detected: the child does not catch and does not isolate stable speech units and their elements in the speech stream.

Violations of the division of sentences into words, that is, the delimitation of speech units, is manifested in the continuous writing of adjacent words or in the separate writing of parts of a word.

Functional parts (prepositions, conjunctions) are usually written together together with the next or previous word: in the house - “in the house”, on the mountain - “upland”.

There are frequent cases of continuous writing of two independent words or more: it is raining - “father”, there were wonderful days - “there were wonderful days”.

There are errors of shifting the boundaries of words, including at the same time the merging of adjacent words and the break of one of them, for example: At Santa Claus - “at Dedmo Rosa”.

Separate spelling of parts of a word is most often observed when a prefix, and in non-prefixed words, the initial letter or syllable resembles a preposition, union, pronoun (“and dut”, “I am sleepy”, “stepped on”).

Separate spelling of the word is observed when consonants converge, due to their less articulatory fusion, the word breaks: “brother”. "the pop asked." "n chela", etc..

Violations of the division of the text into sentences are due to the difficulty in mastering the articulation of speech units, which is reflected in the lack of designation of sentence boundaries - capital letters and dots.

2. Features of language analysis and synthesis of children attending the speech group of a mass kindergarten.

Based on the psychological and pedagogical classification of speech disorders, the speech group of the mass kindergarten mainly receives children with two types of speech conclusion:

1. Phonetic-phonemic underdevelopment of speech (FFNR);
2. General underdevelopment of speech (as a rule, the second and third levels of speech development) of various conditions (ONR).

In children with phonetic and phonemic underdevelopment of speech, the violation of the processes of formation of the pronunciation system of the native language is due to defects in the perception and pronunciation of phonemes, that is, there is a combination of violations of pronunciation and perception of phonemes.

In such children, the processes of formation of articulation and perception of sounds, which are distinguished by subtle acoustic and articulatory features, are noted, and the state of phonemic development of children affects the mastery of sound analysis. The level of formation of the action to isolate the sequence of sounds in the word and the ability to consciously navigate the sound elements of the word depend on the degree of underdevelopment of phonemic perception and on whether this underdevelopment is primary or secondary.

With a primary violation of phonemic perception, the prerequisites for mastering sound analysis and synthesis and the level of formation of the action of sound analysis are lower than with a secondary one.

In the phonetic-phonemic development of children, several conditions are distinguished:

1. Insufficient discrimination and difficulty in analyzing only sounds that are disturbed in pronunciation. The rest of the sound composition of the word and the syllabic structure are analyzed correctly. This is the mildest degree of phonetic-phonemic underdevelopment;
2. Insufficient discrimination of a large number of sounds from several phonetic groups with their well-formed articulation in oral speech. In these cases, sound analysis is violated more severely;
3. With gross phonemic underdevelopment, the child "does not hear" the sounds in the word, does not distinguish between the relationship between sound elements, is unable to distinguish them from the composition of the word and determine the sequence.

The low level of proper phonemic perception is most clearly expressed in the following:

1. Fuzzy distinction by ear of phonemes in one's own and someone else's speech;
2. Unpreparedness for elementary forms of sound analysis and synthesis;
3. Difficulty in analyzing the sound composition of speech.

Violations of phonemic perception and phonemic representations in children with FFND lead to numerous and varied errors in sound and syllabic analysis and synthesis.

General underdevelopment of speech is characterized by various complex speech disorders in which the formation of all components of the speech system related to its sound and semantic side is impaired in children.

In such children, typical difficulties are the assimilation of the sound-syllabic structure. Often, with the correct reproduction of the contour of words, sound filling is violated: rearrangement of syllables, sounds, replacement and likening of syllables. Polysyllabic words are reduced.

In children, the insufficiency of phonemic perception is revealed, they are not prepared to master sound analysis and synthesis.

Correctly repeating three or four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables.

There is an insufficient understanding of changes in the meaning of words, an understanding of lexical and grammatical structures that express cause-and-effect, temporal and spatial relationships, non-differentiation, fuzzy ideas about the syntactic relationships of words within a sentence.

The described problems in the development of phonetics, vocabulary and grammatical structure in preschool children are more pronounced when studying at school, creating great difficulties in mastering writing, reading and educational material.

Children with general underdevelopment of speech, if the complete correction of the defect is not carried out at preschool age, will inevitably face serious impairments in reading and writing (dyslexia, dysgraphia).

In such children, reading is slow, letter-by-letter, guessing and, naturally, cannot provide understanding of the text read.

The writing of children, even with a mild general underdevelopment of speech, is characterized by a large number of errors. These include:

1. Spelling errors - violations of the rules of spelling, which are much more numerous and persistent than in children with normal speech development;
2. Graphic errors - replacement of capital letters by visual similarity;
3. Specific phonetic substitutions are errors indicating the incompleteness of the process of fine acoustic-articulatory differentiations of the corresponding sounds;
4. Distortion of the syllabic structure of words - permutations, omissions, addition of syllables, separate spelling of parts of a word and merged spelling of two words, indicating the lack of formation of syllabic analysis;
5. Grammatical errors - shortcomings associated with the transfer of agrammatisms into written speech;
6. Errors in the delimitation of speech units - errors indicating that the child does not isolate stable speech units and their elements in the speech flow (continuous spelling of adjacent words, separate spelling of parts of a word).

Based on the foregoing, it is obvious that the leading task of a speech therapist is to prevent violations of language analysis and synthesis.

The main tasks and directions of correctional training in the skills of language analysis and synthesis.

Overcoming violations of language analysis and synthesis is achieved through targeted work on the correction and development of the entire speech functional system. Speech therapy work should include the formation of pronunciation skills, the development of phonemic perception and the skills of sound, syllabic analysis and synthesis.

Corrective education also provides for a certain range of knowledge about the environment and the corresponding volume of the dictionary, the development of attention to the morphemic composition of words, word formation and the change of words and their combinations in a sentence, the development of coherent speech, work on a story and retelling.

The formation of sound analysis and synthesis as the basis for successful literacy is carried out on the basis of developing phonemic perception, the correct pronunciation of sounds and the correct perception of the rhythmic-syllabic and sound structure of the word; practical ability to distinguish between highlighting and generalizing significant parts of a word; based on observations of the relationship between words and sentences.

The skill of language analysis and synthesis is formed only after mastering the fusion of speech sounds into syllables and words. In turn, sound-syllabic analysis and synthesis is not possible without subtle acoustic-articulatory differentiations and the creation of stable phonemic ideas about each sound of the native language.

First of all, the articulatory basis for the further development of phonemic perception and sound analysis should be clarified in children. Classes to clarify articulation, to develop phonemic perception and to prepare children for the analysis and synthesis of the sound composition of a word must be conducted on sounds correctly pronounced by all children. Then, in a certain sequence, the sounds delivered by this time are turned on. Each sound is first specified in isolation, and then stands out (exaggeratedly pronounced) in the sound complex, syllabic combinations, words, sentences, poems and stories. This approach allows you to prepare children for sound analysis and synthesis of words.

Much attention is paid to vowel sounds, on the clarity, the pronunciation of which largely depends on the intelligibility of speech. In addition, the correct pronunciation of vowels plays an important role in the analysis of the sound and syllabic composition of a word.

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

Sound analysis and synthesis exercises, based on clear kinesthetic sensations, contribute to the conscious sounding of speech, which is the basis for preparing for literacy. On the other hand, the skills of sound-letter analysis, comparison, comparison of similar and different features of sounds and letters, exercises in analysis, synthesis contribute to the consolidation of pronunciation skills and the assimilation of conscious reading and writing.

The training system provides for a certain correspondence between the studied sounds and certain forms of analysis. In a certain sequence, exercises are carried out that prepare children for learning to read and write - first, this is the selection of individual sounds from words, then the analysis and synthesis of the simplest monosyllabic words. And only later do children master the skill of sound-syllabic analysis and synthesis of two- or three-syllable words. The skills of speech-sound analysis and synthesis are improved in the process of further study of sounds and literacy.

It is advisable to introduce an alphabetic image of the studied sounds (grapheme) from the very first lesson, which allows you to achieve faster memorization of letters, as well as improve the skill of sound-letter analysis of words.

Further, the main unit of study is not a single sound in the word, but the whole word. Children learn to divide words into syllables. As a visual support, a scheme is used in which words are indicated by a long line or a strip of paper, syllables by short ones. Schemes of one-syllable, two-syllable and three-syllable words are made up of strips (or written down). A variety of exercises are conducted to consolidate the skills of dividing words into syllables.

Then the children master a complete sound-syllabic analysis of monosyllabic three-sound (such as “poppy”) and two-syllable (such as “teeth”) words, draw up appropriate schemes in which not only words and syllables are indicated, but also sounds. Gradually, a transition is made to a complete analysis and synthesis of words without the help of a scheme.

The temporal sequence of sounds and syllables that make up a word, as well as the temporal sequence of words that make up a phrase, in writing is reflected in the corresponding spatial sequence of sounds, letters, syllables, words. Exercises in determining the sequence in space and time create the basis for the education of sound-syllabic and morphemic analysis of words. There is a mutual transformation of the spatial sequence of graphic signs and the temporal sequence of sound complexes. The temporal and spatial aspects of the perception and reproduction of speech cannot be separated.

During the same time, terms are practically assimilated: sound, syllable, sentence. An indispensable condition for the successful teaching of children is the understanding of each member of the sentence.

Only after obtaining a clear idea that a sentence is made up of words, words consist of syllables and sounds, and the sounds in each word are arranged in a certain sequence, and a strong skill in determining the order of sounds in two- or three-syllable words with a confluence of consonants, it is advisable to talk about the effectiveness of corrective work on the development of language analysis and synthesis.

From the foregoing, it follows that for a more effective development of language analysis and synthesis, the correctional activities of a speech therapist should include the following areas:

1. development and refinement of space-time representations;
2. the creation of clear ideas about each sound of speech, the development of phonemic perception, that is, the differentiation of phonemes that have similar characteristics in pronunciation and auditory terms;
3. development of sound (phonemic) analysis and synthesis;
4. development of syllabic analysis and synthesis;
5. overcoming the errors of dividing sentences into words, text into sentences (delimitation of speech units).

Methodology for the formation and improvement of language analysis and synthesis in preschool children of a mass kindergarten.

The methodology for the formation and improvement of language analysis and synthesis involves the consistent use of special exercises.

The technique consists of three series of exercises:

1 series: Exercises aimed at the development and refinement of spatial-.

temporary representations.

Episode 2: Exercises aimed at developing phonemic perception,

Those. to differentiate phonemes that have similar characteristics in

Pronunciation and auditory.

3 series: Exercises aimed at the development of language analysis and synthesis.

1. exercises aimed at developing sound analysis and synthesis;
2. exercises aimed at developing syllabic analysis and synthesis;
3. an exercise aimed at overcoming the errors of dividing sentences into words and text into sentences (delimitation of speech units).

The 1st series of exercises involves solving the following tasks:

1. prevention of optical errors;
2. error prevention at the sentence level;
3. prevention of errors in the delimitation of speech units and their sequence;
4. prevention of errors in sound analysis and synthesis.

The 2nd series allows to solve a number of essential tasks:

1. consistent refinement of the pronunciation and auditory image of each of the mixed sounds;
2. comparison of mixed sounds that have similar characteristics in pronunciation and auditory terms.

The 3rd series of exercises solves such problems as:

1. isolating a sound from a syllable, from a word; words - from the sentence; sentences - from the flow of speech;
2. determining the number, sequence and place of sounds in a word, syllables in a word, words in a sentence;
3. making words and sentences.

1 episode:

Exercises aimed at the development and refinement of space-time representations.

Spatial orientations include two types of orientations that are closely related:

1. Orientation in one's own body;
2. Orientation in the environment.

Therefore, there are two groups of exercises:

1. Exercises aimed at testing and clarifying children's ideas about the body scheme.

Initially, the speech designation of the right hand is specified and fixed, and then the left.

1. raise the "main" hand, name it (right).
2. raise the other hand, name it (left).

In the presence of left-handed children, it should be kindly noted that the names of the hands remain generally accepted, which should be remembered.

1. correlate body parts with the right hand, name them (right cheek, leg, hand).
2. correlate body parts with the left hand, name them (left knee, elbow, ear).
3. According to the instruction of a teacher or a friend, show, for example, the right eyebrow, left elbow, etc.

Children should be exercised until they have a confident orientation in the scheme of their own body.

1. Exercises aimed at checking and clarifying orientations in the surrounding space.

Conducted in the following sequence:

1. Determination of the spatial arrangement of objects in relation to the child, i.e. to himself.

1. Stretch your right hand out to the side. List the objects on this side.
2. Likewise, on the left.
3. Turn your head left, right. Tilt your head to the right shoulder, to the left shoulder.
4. List the objects to your right, to your left.
5. Put the book to your right, to your left.

2. Refinement of spatial relationships.

1. In a column, name the person standing in front, standing behind.
2. Standing in line, name the one on the left, the one on the right.
3. On a demonstration canvas with slots for pictures, place the corresponding pictures on the right and left according to the instructions.
4. Determining the place of comrades in relation to oneself and other objects of the surrounding reality.
5. Determine the right and left parts of the body of a person standing opposite.

3. Clarification of the spatial relationships of figures and letters.

1. Directions are pre-showed by hand: top to bottom, bottom to top, right to left, left to right.
2. Position the card with the arrow, orienting it in the same directions as in the previous task and “read” these directions.

1. Write letters to the right or left of the vertical line, above or below the horizontal line.
2. Arrange geometric shapes according to the instructions, for example: put a circle, a square to the right of it, put a dot to the left of the square.
3. Drawing according to speech instructions. For example: draw four dots on a line. Put a “+” sign from the right point - from below, from the second point - from above, from the third point - to the left, from the fourth point - to the right.
4. Or a similar task: draw an arrow from each point in the direction: down, left, right, up.
   Further, such exercises (according to verbal instructions) should be complicated.
   For example: mark eight dots on two lines. Mentally group the points into squares (four squares). In the first square, highlight the upper right point with a pencil, then the lower right point, and then connect them with an arrow in the direction from top to bottom. Similarly, select the second lower point and connect it with an arrow to the second upper point in the direction from bottom to top.
   In the second square, select the upper right point, then the upper left point and connect them with an arrow in the direction from left to right. Similarly, connect the lower points with an arrow in the direction from right to left.
   In the third square, select the upper left point and the lower right point, connect them with an arrow directed simultaneously from left to right and from top to bottom, etc.
5. Read the directions of the arrows in all tasks.

In the classroom, the development and refinement of temporal representations involves solving such an issue as observing and determining the temporal sequence of any actions and events.

The following exercises can be used:

1. establish the sequence of events depicted in a series of plot pictures.
2. compose an oral story based on plot pictures.
3. to observe the sequence of any phenomena and real actions, the description of these phenomena or the reproduction of actions with their verbalization.
4. correct an error in the list of any events in the rows dictated by a speech therapist with a deliberate rearrangement or omission.
5. repeat in reflection and write down a series of 2-5 sounds, numbers, syllables, words under dictation (record only after listening to the series).

The skill of determining the temporal sequence of sound complexes in the future can be developed and consolidated in tasks on sound analysis and synthesis of words, as well as on syllabic analysis and synthesis.

The definition of the time sequence of words can be developed in exercises aimed at overcoming errors at the sentence and text levels.

2-series:

Exercises aimed at developing phonemic perception, i.e. differentiation of phonemes that have similar characteristics in pronunciation and auditory terms.

The work of differentiating mixed sounds includes two stages:

1. a preliminary stage of work on each of the mixed sounds,
2. the stage of auditory and pronunciation differentiation of mixed sounds.

At the first stage, the pronunciation and auditory image of each of the mixed sounds is successively specified.

The work is carried out according to the following plan:

1. Clarification of articulation and sounding of sound based on visual, auditory, tactile perception, kinesthetic sensations.
2. Isolation of sound against the background of a syllable.
3. Determination of the presence and place of sound in a word.
4. Determination of the place of sound in relation to others (what is the number of sound, after which sound is pronounced, before which sound is heard in the word).
5. Isolation of sound in a sentence, in a text.

At the second stage, the differentiation of mixed sounds is carried out in the same sequence as the work on clarifying the auditory and pronunciation characteristics of each sound. However, the main goal is to match the mixed sounds in pronunciation and auditory terms.

1. Articulation comparison. A description of the articulation of a certain sound is given, it is necessary to describe what kind of sound it is (define the sound).
   For example:
   a) Lips in a smile. b) Lips mouthpiece.
   Tongue at lower incisors. Cup tongue.
   The air stream is cold. The air stream is warm. ("S") ("Sh")
2. Find a graphic representation of sounds from a series of letters.
   For example: find a graphic representation of the sounds /t/ and /d/.
   A series of letters: P, M, W, T, D, V, etc.
3. Think of or write as many words as possible for the given sounds.
4. Match the words-paronyms by meaning and sound.
   Put pictures or write them down in the corresponding cells of the table (a number of subject pictures containing paronyms in the title are considered). For example: house - tom duck - fishing rod
   shower - tush coil - tub
5. Make sentences with the words-paronyms.
   
6. Arrange pictures or write words in two columns according to the presence of sound (subject pictures are presented).
   For example: by availability /s/, /sh/.
   Words: sleepers, paint, baby, spring, cherry, poems, fluff, sand,
   wasp, grandfather, mustache, shirt.
7. Determine the place of the sound in the word. Write the number corresponding to the position of the sound (subject pictures are presented).
   For example: /s/ pump - 3 and 5
   /sh/ huts - 1 and 5
8. Determine the "neighbors" of the sound in the word (subject pictures are presented).
   For example: identify the “neighbors” of the /s/ sound in the word “leaves” (/i/, /t/).
9. Write out the words with the missing letters.
   For example: differentiation of sounds / s / , / u / (write the letter “s” or “u”:
   ... egol, on ... fir trees, ... blue, ... abel, pi ... it, ... ito, etc.
10. Add the missing syllable “ta” or “da”: lopa ..., nature ..., children ..., ... cha, ... chka, deaf ....
11. Complete (complete) the sentence by choosing the appropriate word. For example:
    Alyonushka has in her heart ... .
    On the roof rotted ... .
    (board, longing)

Brother ... exam.

I am ... a good student.

(became, created)

1. Fill in the missing letters and make up sentences with the words you have received. For example: insert "t" or "d".
   

OM (house, volume) S UL (chair)

1. Selective selection of subject pictures (writing words).
   For example: only with the sound "t".
   Board, pipe, branch, firewood, dandelion, cotton wool.
2. Graphic dictation. Definition by hearing only the studied sounds, the rest are indicated by a dash.
   For example: differentiation /t/, /d/, /t/, /d/.
   Ice floes are melting on the glass. Tt d - t.
   A wild duck leads ducklings. D t t tt.

An owl sees in the dark. - dt - tt.

1. Read the word, sentence. Underline the letters denoting certain sounds with colored pencils.
   For example: highlight in the text the letters denoting the sounds /t/ and /d/, underline “t” with a green pencil, “d” with blue.
2. Find a mistake in the text and correct it.
   For example: The poet, having come up with a line,
   At the end I put my daughter. (dot)

1. Change the words according to the model.
   For example, when differentiating sounds /s/ and /sh/, change the verbs according to the model, noting the alternations “s - sh”
   Sample: ask - please
   write - bite -

Knead - dance -

Ask - wear -

1. Read the text by inserting the missing letters.
   For example: differentiation /s/, /s/, /sh/, /f/.
   It enters ... into the forest ... and stroke ... the trees with your palm, as if ... old friends ... slap ... on ... pina.
2. Write down the sentence from memory.
   For example: differentiation of sounds /k/ and /g/.
   Write a sentence from memory and explain it:

   Do not drive a horse with a whip, but drive a horse with oats.

3 series:

Exercises aimed at developing language analysis and synthesis.

A) Exercises aimed at developing sound analysis and synthesis.

The term "phonemic analysis" defines such forms of sound analysis as isolating a sound against the background of a word, isolating the first and last sound from a word and determining its place (beginning, middle, end), determining the sequence of sounds in a word, their number, place in relation to other sounds.

The following exercises are used:

1. Select from a series of plot pictures only those whose names contain the given sound.
   For example: select pictures that have /s/ sound in their names.
   Free Images: bush, park, tail, cake, thunder, wolf, chair, elephant.
2. Think of words that contain the given sound.
3. Arrange pictures (write out words) in columns depending on the position in which a certain sound is (beginning, middle, end of a word).
4. Arrange the pictures (write out the words) in columns, depending on which sound in the word is the first (last).
5. Match words that start with a specific sound (that end with a specific sound, that contain a specific sound in the middle of a word).
6. Come up with a sentence in which all words begin with the same sound (end with the same sound, contain the same sound in the middle of words).
   For example: Papa brought a record.
   Masha brought firewood.
   The cat on the shla we shku.
7. Add missing sound (one of the data).
   For example: /t/, /x/, /k/.
   ko…, …cancer…tor, pu…, u..o, zhu…, …mouth, pe…ar.
8. Continue row. Form a chain of words in such a way that each word begins with the last sound of the previous word.
   For example: house - poppy - cat - ax - cancer, etc.
9. Name the objects of the name, which begin with a given sound and end with another given sound.
   For example, name objects that begin with the sound “k” and end with the sound “a” (a picture, a cow, a button, a basket, a crust, a stroller, etc.).
10. Determine how many sounds in a word based on a number series, write down the corresponding figure (subject pictures).
11. Name the sound according to its place in the word.
    For example: the fourth sound in the word "cat" (subject pictures).
12. Name the "neighbors" of a certain sound in a word.
13. Think of words with 3,4,5 sounds.
14. Select pictures with 4,5,6 sounds in their names.
15. Arrange the pictures in columns (or write them down in columns) depending on the number of sounds in the word.
16. Find words in which the given sound would be in the first, second, third, fourth place ( sh uba, y sh and, kosh ka, kosh ka).
17. Choose from a sentence words with a certain number of sounds. Underline or write them out.
18. Graphic dictation of words (subject pictures are presented).
    sounds are indicated by dots.
    For example: knock....
    a pineapple ……
19. Add a different number of sounds to the same syllable to make a word.
    For example: pa ... (par, pass)
    pa ...... (dad, park)
    pa ...... (desk, ferry)
    pa …….. (sails, packages).
20. Convert words.
    a) add a sound to make a new word.
    For example: mouth - mole, fur - laughter, wasps - braids.
    b) replace a vowel in a word so that a new word is obtained.
    For example: 1) house (smoke), dream (son), tank (bull), chalk (soap).

    2) from the words below, get others by replacing:

1. initial consonant: dot com
   beam day
2. final consonant: cheese stop
   sleep cat
   c) rearrange the sounds so that a new word is obtained.
   For example: saw - linden, stick - paw, doll - fist.

1. Compose another word (words) from the sounds of one word.
   For example: nettle (park, willow, carp, steam, crayfish, Ira, etc.).
2. Guess the word. The first letter of the word is written, dots are put in place of the rest.
   For example: - about - (volume, house, juice, dog, scrap, moss, etc.).
3. Solve the rebus (subject pictures are presented).
   a) Write a new word based on the first sounds of the words.
   For example: dragonfly, cloud, drum, watermelon, key, orange. (Dog)
   b) write a new word according to the third sounds of words.
   For example: cancer, eyebrows, bag, grass, cheese. (Mosquito)
   c) guess the rebus (write down the answer).
   For example: 100th (standing), race - 100th (distance).

   CAT MOLE (current, court)
   321 1324

4. Collect a word from the given sounds (letters).
   For example: B.R.U.S.K.A (badger), B.R.Z.A.E (zebra)
5. Determine which sound "ran away" (pictures).
   For example: mole - cat, mole-mouth.
6. Find a common sound in words: moon - table, cinema - needle, windows - house.
7. Arrange pictures (or write down words) under graphic diagrams.
   For example: o k n o s e n o l a m p a
8. Solve the grammatical example.
   For example: face + foam = ……. Bird (pelican)
   volume + cotton = ……. Weapon (automatic)
   bar + juices = ……. Fruit (apricot)
9. Form as many words as possible from a set of letters (sounds).
   For example: O.T. K.L (letters may be repeated)
   (about, eye, stake, scrap, current, sweat, loto, cook, etc.).

b) Exercises aimed at developing syllabic analysis and synthesis.

In the process of developing syllabic analysis and synthesis, at the beginning, emphasis is placed on the ability to isolate a vowel sound in a word (learn the basic rule of syllabic division: there are as many syllables in a word as there are vowels in this word).

Exercises similar to those aimed at developing sound analysis and synthesis are used. The peculiarity is that all operations are carried out only with vowel sounds (selection of a vowel sound from a syllable, word, determination of the place of a vowel sound in a word (beginning, middle, end of a word), the number of vowel sounds in a word, the place of a vowel in relation to other sounds of a word ).

To consolidate syllabic analysis and synthesis, the following tasks are used:

1. Choose from a number of pictures those whose names have a certain number of syllables (subject pictures).
2. Think of words that contain a certain number of syllables.
3. Arrange the pictures in columns depending on how many syllables are in the name of this picture. There may be use of schemas. For example:

____ ___ ___ ___ ___ ___

1. Come up with a sentence, all members of which will contain the same number of syllables.
   For example: Dad (2nd line) wears (2nd line) a hat (2nd line).
2. Put the number corresponding to the number of syllables in words (pictures).
3. Select the first syllable from the name of the pictures, write them down. Combine the written syllables into words. Make sentences from these words. For example: "beehive", "house", "car", "puddle", "toad". (There is a puddle at the house.)
4. Identify the missing syllable in the word with the help of pictures.
   For example: __ buz (watermelon), ut __ (duck), lod __ ka (boat), etc.
5. Write "neighbors" (following and previous syllable) of a certain syllable.
6. Think of a series of words so that the next syllable of one word becomes the first syllable of the next.
   For example: fish - ram - wound - galoshes - tire, etc.
7. Name objects that begin with a certain syllable (end with a certain syllable).
   For example: "RA" - crayfish, shell, frame, joy.
   "KA" - river, shell, riddle, button.
8. Name the syllable according to its place in the word.
   For example: the second syllable in the word "tangerine" (subject pictures are used).
9. Find words in which the given syllable would be in the first, second or third place.
   For example: ka cash - 1 place
   behind ka you are 2nd place
   hairstyle ka - 3rd place.
10. Choose from sentences words with a certain number of syllables. Underline or write them out.
11. Graphic dictation (pictures). Each syllable is indicated by a line.
    For example: knock ___
    plum ___ ___
12. Add a different number of syllables to the same syllable to make a new word.
    For example: by __ (fire)
    by __ __ (parrot)
    by __ __ __ (beggar).
13. Find common syllable in words.
14. Pick up a one-syllable word into a two-syllable one (according to the model).
    For example: key - key (ball, umbrella, mouth, house, cat, bow, etc.)
15. The transformation of a two-syllable word into a three-syllable one (according to the model).
    For example: bow - bow - bows.
16. Add a syllable to make a word.
    For example: solo (ma), etc.
17. From these words, get others by rearranging the syllables in the word.
    For example: happy - hole reeds - mouse
    ours - tire pump - seagull
    wild boar - jar canopy - spring
18. Make up a word from syllables given in disorder.
    For example: ka, ney, li (ruler)
    min, vee, ta (vitamin).
19. Make as many words as you can from these syllables.
    For example: re, ra, ka, lo, sha, pa, se, sa, ro, ha, but, ko, mo, for, that.
    (river, dew, village, porridge, leg, hole, hay, rose, sulfur, goat, shovel, etc.)
20. Write the syllables under the diagrams in two columns.

    L U O N R A M T R U O S T
    C U E L R O C T E E N K
    M Y A P N O S W O O G L

21. From a number of pictures, choose those whose names correspond to this scheme.
22. Group the words according to the scheme.
    

FISH B A P A U C U T R O

1. Group the words according to the scheme. Determine the number of sounds of each word, highlight the place of the confluence of consonants at the beginning, middle, end of the word (underline the confluence of consonants).

   Word schemes:

FRUIT P L A N G O R Y

V E R B A M R I B E G O L O S

c) Exercises aimed at overcoming errors in dividing sentences into words and text into sentences (delimitation of speech units).

The following exercises are used:

1. Pick up plot pictures for the proposed signatures.
2. Come up with a sentence based on the plot picture and determine the number of words in it.
3. Come up with a sentence with a certain number of words.
4. Spread the sentence by increasing the number of words in it.
5. Shorten the sentence by reducing the number of words in it.
6. Make a graphic scheme of the proposal (graphic dictation).
7. Come up with a suggestion for questions.
   For example:
   WHO? WHAT DID YOU DO? TO WHOM? WHAT?
   Sonya knitted a sweater for her sister.

1. Come up with a proposal for the scheme.
2. Determine the place of words in a sentence (what is the indicated word?)
3. Name the "neighbors" of the specified word.
4. Select a sentence from a text with a certain number of words.
5. Correct the mistakes in the order of the words in the sentence.
6. Make up a sentence from the words given in a breakdown, but in the desired grammatical form.
7. Make up a sentence from the words given in a breakdown and standing in the initial form.
8. Highlight the boundaries of the sentence in the text.
   For example:
   we caught a lot of fish there were ruffs and perches home we sailed in boats.
9. Connect parts of broken sentences.
   For example:
   Falls sticky. Snow barks loudly. Ball.
   (Sticky snow falls. Sharik barks loudly.)
10. Highlight words and sentences in continuous text.
    For example:
    Leaves are falling, wind is falling, rain is falling.
    (Leaves are falling. The wind is blowing. It is raining.).
11. Modify the sentence according to the model.
    For example:
    The storm knocked down an old pine tree. - The old pine tree was knocked down by a storm.
12. Continue the proposal.
    For example:
    On the street …………………… .. (it's raining).
    Mom bought ………………….(watermelon).
13. In one complete text, determine the order of the sentences located in the broken sequence.
14. Answer questions for each proposal.
    For example:
    Misha met Petya. - Who came?
    Lena wrote a letter to Katya. - Who received the letter?
15. In each pair of sentences, indicate the correct and incorrect sentences.
    For example:
    The sun came up because it was warm.
    It became warm because the sun had risen.
16. Write a sentence that includes a preposition.
17. Make up a sentence using the missing prepositions instead of the gaps.
    For example:
    Children go to ___ school.
    The wind ___ the sea walks.
    The river came out ___ banks.
18. Graphic dictation. The words of the sentence are indicated by a line, the preposition - by a certain sign.
    For example:
    The bird lived in our room. ___ ___ & ___ & ___ .
    

By the time they enter school, children who have completed a course of special education are being prepared for mastering the program of a general education school.

They are able to distinguish and differentiate by ear and in pronunciation all forms of their native language, consciously control the sound of their own and other people's speech. Children sequentially identify and identify the sound and syllabic elements of the word, distribute attention between various sound and syllabic elements. They are able to keep in memory the order of sounds, syllables and words, their position in a word and sentence, text, which is a decisive factor in preventing writing and reading disorders.

By the end of the training, children should master conscious syllable-by-syllable reading, be able to read not only words, but also simple sentences and texts.

LITERATURE:

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