Review of methods for examining the syllabic structure of a word. Examination of the state of the syllabic structure of the word and the prerequisites for its formation in preschoolers with ONR
The survey was based on the classifications of A.K. Markova and Z.E. Agranovich. The success of the choice of methods depends on their availability, the possibility of modification and ease of use. Also, these methods include a wide range of surveys, which contributes to sufficient research on this topic.
The basis for the selection of words was the classification of Markova A.K., which distinguishes 14 classes of syllabic structure according to an increasing degree of complexity, and also divides words into groups according to the place of stress in them.
1. Two-syllable words from open syllables (children, owl, cotton wool)
2. Three-syllable words from open syllables (raspberry, valley, glade)
3. Monosyllabic words (house, cat, whale)
4. Two-syllable words with a closed syllable at the end (sofa, banana, furniture)
5. Two-syllable words with a confluence of consonants in the middle of a word (bank, branch, pussy)
6. Two-syllable words from closed syllables (compote, tulip, bear)
7. Three-syllable words with a closed syllable at the end (behemoth, telephone, pineapple)
8. Three-syllable words with a confluence of consonants (apple, sausage, candy)
9. Three-syllable words with a confluence of consonants and a closed syllable at the end (grasshopper, gardener, orange)
10. Three-syllable words with two consonant clusters (matryoshka, hut, toys)
11. Monosyllabic words with a confluence of consonants at the beginning or words (cabinet, table, screw)
12. Two-syllable words with two consonant clusters (nest, chicks, nails)
13. Four-syllable words from open syllables (turtle, piano, Pinocchio)
14. Four-syllable words with a confluence of consonants (stop, educator, strawberries)
According to the method of Z.E. Agranovich children are offered different types words: simple from open syllables without a confluence of consonants; more complex of 4-5 syllables with a confluence of consonants at the beginning, middle and end of the catch. Types of work should vary:
Name subject pictures;
Repeat words after a speech therapist;
· Anwser the questions.
If a child has difficulties in reproducing the syllabic structure of a word, its sound filling, then it is proposed:
Repeat rows of syllables consisting of different vowels and consonants (pa-tu-ko); from different consonants (ka-ga-da); from the same vowels and consonants, but with different stress (ta-ta-ta);
Tap out the rhythmic pattern of the word.
When studying the features of distortions in the syllabic composition of a word, an experiment and a special technique were used, during which the states of absolutely all components of speech underdevelopment (pronunciation, vocabulary, grammatical structure) were revealed, and in addition, the state of mental processes involved in the formation of speech (sensory, articulatory, and others). spheres). The experiment was carried out in natural conditions for the student, the usual for children were used. educational material(consideration of subject and plot pictures, pronunciation of individual sounds, words, syllables, sentences).
The experimental study was carried out on the basis of SCHOOL
No. 875 DG "Nadezhda" of the city of Moscow. V experimental group included children of 5 years of age with a general speech impairment of level III. The study group consists of 12 children. The survey was conducted from September to November 2016.
At the stage of the ascertaining experiment, to examine the syllabic structure of the word in older preschoolers with general speech underdevelopment (OHP), the following were set: tasks:
1) Determine the level of accessibility of the syllabic structure of the word for spontaneous isolated reproduction.
2) Determine the nature and amount of likely misstatements.
3) Reveal the ability to use words of a simple and complex syllabic structure as part of a minimal context, the nature and number of probable distortions in different ways of using words.
The research program consisted of the following stages.
The first stage of the study was the adapted method of A.K. Markova. It includes tasks for repeating a number of syllables, reproducing rhythmic structures and a rhythmic pattern from the methodology of Z.E. Agranovich.
1. The study of the formation of the syllabic structure of words of 1-3 classes.
2. Study of the formation of the syllabic structure of words of grades 4-6.
3. Study of the formation of grades 7-9.
4. Study of the formation of the syllabic structure of words in grades 10-13.
7. Study of the possibility of reproducing rhythmic structures.
10. Study of the syllabic structure of words when answering questions. The second stage was the complication of words according to the method of Z.E. Agranovich.
When evaluating the answers, the following evaluation criteria were used:
4 points - clearly reproduces the syllabic structure of all words.
3 points - reproduces the syllabic structure correctly, but tensely, slowly.
2 balls - pronounces slowly, by syllables, distorts some words. 1 point - the majority of words distorts, distorts the sound filling of words.
0 points - distortion of the syllabic structure of words both during repetition and during independent reproduction from the picture.
The first stage of the study was carried out according to the adapted method of A.K. Markova.
1. The study of the formation of the syllabic structure of words of 1-3 classes.
Grade 1 - two-syllable words from open syllables:
Water fly teeth
Grade 2 - three-syllable words from open syllables:
Dog berries milk
Grade 3 - monosyllabic words:
Ball house nose
skis, soap, saw; Grade 2:
car, shovel, cow; 3rd grade:
cat, forest, knife.
2. Study of the formation of the syllabic structure of words in grades 4-6.
1) Instruction: "Repeat the words after the speech therapist."
Grade 4 - two-syllable words with a closed syllable: Broom, iron, spider;
Grade 5 - two-syllable words with a confluence in the middle of the word: Bank, skirt, letter;
Grade 6 - two-syllable words with a closed syllable and a confluence of consonants: Kettle, tray, compote.
2) Instruction: "Name the pictures."
lemon, ax, pencil case; 5th grade:
mouse, cat, fork; 6th grade:
apron, album, notebook.
3. Study of the formation of the syllabic structure of words in grades 7-9.
1) Instruction: "Repeat the words after the speech therapist."
Grade 7 - three-syllable words with a closed syllable: Kolobok, tomato, pineapple;
Grade 8 - three-syllable words with a confluence of consonants: Apple, chess, pineapple;
Grade 9 - three-syllable words with a confluence of consonants and a closed syllable: Bus, grasshopper, octopus.
2) Instruction: "Name the pictures."
7 class: phone, cucumber, plane;
Grade 8: sweets, shirt, meatballs;
Grade 9: monument, chicken, pencil.
4. Study of the formation of the syllabic structure of words in grades 10-13.
1) Instruction: "Repeat the words after the speech therapist."
Grade 10 - three-syllable words with two consonant clusters: Matryoshka, hut, toy;
Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end of the word: Flag, bread, wolf;
Grade 12 - two-syllable words with two consonant clusters: Star, rod, nest;
Grade 13 - four-syllable words from open syllables: Piano, blackberry, corn.
2) Instruction: “Name the pictures.
Grade 10: brush, light bulb, basket; Grade 11: table, chair, key;
Grade 12: cage, paint, button;
Grade 13: turtle, caterpillar, pyramid.
5. Study of the formation of the syllabic structure of words with a complex syllabic structure.
1) Instruction: "Repeat the words after the speech therapist."
Note. Understanding the meaning of words is clarified in advance. If necessary, the meaning of the word is clarified by different ways of sementization (showing a picture, explaining through the context, etc.) If the word is not in the passive dictionary, then this word is removed from the lexical material of the survey.
Birdhouse yogurt medicine trolley TV transport construction hairdresser
2) Instruction: "Name the pictures."
Tankman frying pan astronaut scuba diver thermometer cinema policeman aquarium
6. Study of the possibility of repeating a number of syllables.
Note. Syllables made up of different vowels and consonants.
PA - TU - KO
TA - PU - BO
YES - TU - PO
2) Instruction: "Repeat after the speech therapist."
Note. Syllables made up of different consonants but the same vowels.
KA - GA - YES PO - KO - KO BU - PU - GU
3) Instruction: "Repeat after the speech therapist."
Note. Syllables consisting of different vowels but the same consonants.
PA - PO - PU BO - BU - BA KU - KA - KO
4) Instruction: "Repeat after the speech therapist."
Note. The same syllables, but pronounced with different voice strengths (i.e. under stress).
TA - TA - TA TA - TA - TA TA - TA - TA
Criteria for evaluation:
4 points - correctly repeats all rows of syllables in all four samples.
3 points - difficulty only in the fourth test for accented syllables. 2 points - difficulties in 1, 2, 4 tests.
1 point - does not cope with tests consisting of three syllables, but performs 1, 2, 3 tests of two syllables.
0 points - does not cope with all tests. Refusal to complete the task.
7. Research into the possibility of reproducing rhythmic structures
1) Instruction: “Listen to how I knock, and now repeat the blows after me”(! - hit - pause).
2) Instruction: "Clap your hands as many times as there are dots on the card."
Note. Cards with a different number of points are presented in advance.
3) Instruction: "Repeat the blows after me as accurately as possible."
Slapping rhythmic pattern with different force.
Criteria for evaluation:
4 points - accurate reproduction of rhythmic presentation of structures after the first
3 points - correct reproduction after the second presentation. 2 points - the appearance of errors after the second presentation. 1 point - erroneous reproduction after the third presentation; 0 points - refusal to perform, the complete impossibility of reproducing samples.
8. Study of the possibility of reproducing the rhythmic pattern of a word with strokes.
1) Instruction: “Let's say the word together in parts (by syllables) and slap each part (syllable). Tell me, how many parts (syllables)?
1st class words:
Masha, summer, mice, soap, flour, paw.
2nd class words:
Milk, rocket, car, newspaper, shovel, kittens.
Criteria for evaluation:
4 points - conjugately reproduces the rhythmic structure of words and correctly counts the number of word parts (syllables). 3 points - does not conjugately reproduce the rhythmic structure of words of the 2nd class, but the count of the number of parts (syllables) is correct, focusing on the speech therapist's exaggerated slapping.
2 points - conjugately reproduces the rhythmic structure of words of the 1st class, but does not count the number of parts (syllables) of words.
1 point - slaps without taking into account the rhythmic structure of words. The number of strokes does not match the number of syllables.
0 points - not included in the associated activity. Refusal to perform.
2) Instruction: "Name the picture, and then slap the word in parts (syllables)."
1st class words:
Skis, watch, moon, goat, vase, fish; 2nd class words:
Bananas, dog, cow, fox, birch, cubes, beads, rainbow, fly, boots.
Criteria for evaluation:
4 points - correctly reproduces the rhythmic structure of words.
3 points - reproduces the rhythmic structure of words out of sync.
2 points - reproduces the rhythmic structure of only words of the 1st class. 1 point - the number of strokes does not match the number of syllables.
0 points - does not reproduce the rhythmic pattern of the word after repeated attempts.
9. Study of the possibility of pronouncing sentences with words of a complex syllabic structure.
Instruction: "Repeat the sentences after the speech therapist."
Note. Words that are complex in semantics are explained and specified. If the words are not in the child's passive vocabulary, then sentences containing these words are excluded from the survey material.
The guide conducts the tour. The plumber is fixing the plumbing. The traffic controller regulates traffic. Colorful fish swim in the aquarium.
Builders are working on the construction of a high-rise building. Hair is cut at the barbershop.
Spring streams murmur merrily. Meatballs are fried in a frying pan.
10. Study of the syllabic structure of words when answering questions.
Instructions: "Listen and answer the questions."
Note. Words that are complex in semantics are specified and explained.
What is fried in a pan? (cutlets)
Who fixes the plumbing? (Plumber) Who's doing the tour? (guide)
Who controls traffic? (traffic controller) Who cuts the hair? (the hairdresser)
What is a fish house called? (aquarium) Who teaches students? (teacher)
The second stage of the study of the syllabic structure of the word was carried out according to the adapted method of Z.E. Agranovich.
1. The study of the formation of the syllabic structure of words in four compound words ah from open syllables.
Instructions: "Repeat after the speech therapist."
piano hygiene oceans mechanics technique sink lizard vitamins blackberry caterpillar fly agaric cobweb lowing suitcases flow
2. Study of the formation of the syllabic structure of words in five-syllable words from open syllables.
Instructions: "Repeat after the speech therapist."
academy training behavior whiff cuckoo wilting burning insect institution movie camera
3. The study of the formation of the syllabic structure of words in four-syllable words with a confluence of consonants.
Instructions: "Repeat after the speech therapist."
attention economical vitamin forget-me-not educator label step bear cubs motorcycle window movement harmony
4. The study of the formation of the syllabic structure of words in five-syllable words with a confluence of consonants.
Instructions: "Repeat after the speech therapist."
autonomy multi-storey drugs dreams base blackout geography geometry photography acrobatics meat packing plant
Analysis of results pilot study
The purpose of our experimental study was to find out the features of perception and pronunciation of words of different syllabic structure and non-speech processes in older preschoolers with general underdevelopment of speech.
The experimental group included children of the 5th year of life with a diagnosis general underdevelopment speech level III who attended preparatory school speech therapy group No. 8 consisting of 12 people. The examination of the syllabic structure of the word was carried out in compliance with a certain sequence of stages of the experiment. speech material was selected taking into account the age indicators of the child's speech development.
As a result of the examination of the syllabic structure of the word, the following results were revealed:
Table 1 shows the assessments of the examination of the syllabic structure of the word in children with ONR according to the first stage of the examination (A.K. Markova's method).
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Andrew S. |
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|
Andrew Ch. |
5 people distort words with a complex syllabic structure; have difficulty repeating a number of syllables; difficulty in the possibility of reproducing rhythmic structures and the rhythmic pattern of a word; distort words of a complex syllabic structure in a sentence; there is a distortion of the syllabic structure of the word when answering questions.
A survey of the development of the syllabic structure revealed that 7 people successfully cope with all the proposed tasks.
Table 2 shows the assessments of the examination of the syllabic structure of the word in children with the norm for the first stage of the examination (A.K. Markova's method).
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Polina C. |
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Table 3 shows the assessments of the examination of the syllabic structure of the word in children with ONR according to the second stage of the examination (method Z.E. Agranovich).
|
Andrew S. |
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|
Andrew Ch. |
9 people from the surveyed group still have difficulties in pronouncing words with a complicated syllabic structure. Four-syllable and five-syllable words with a confluence of consonants are pronounced slowly, by syllables, distorting the sound filling of words.
3 people reproduce the syllabic structure correctly, but tensely and slowly.
Table 4 shows the assessments of the examination of the syllabic structure of the word in children with the norm according to the second stage of the examination (method Z.E. Agranovich).
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4 compound words from open syllables |
5 compound words from open syllables |
4 compound words with a confluence of consonants |
5 compound words with a confluence of consonants |
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|
Polina C. |
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Analysis of the survey aimed at identifying the features of pronunciation of words of varying degrees of complexity showed the following results:
The diagrams show that children with the norm perform tasks twice as well. The syllabic structure of the word is broken occasionally, most often in almost unfamiliar words. Unlike children with a norm, preschoolers with OHP show difficulties in pronouncing words with a more difficult syllabic structure. They have difficulties in completing tasks: repetition of words of a complex syllabic structure; repetition of a series of syllables; reproduction of rhythmic structures and pronunciation of sentences with words of a complex syllabic structure. Most good result we observe in tasks aimed at repeating words of grades 7-9; words of 10-13 classes and in answers to questions. Better children coped with tasks that include repetition of words in grades 1-3; words of grades 4-6 and the reproduction of the rhythmic pattern of the word with strokes.
When examining the syllabic structure of a word in children with OHP, the following disorders were noted:
skipping syllables;
Increasing the number of syllables by adding a syllable-forming vowel at the confluence of consonants;
Reducing the confluence of consonants;
Permutation of syllables in a word;
Stuck on one syllable.
Based on the results of the study, it can be concluded that persistent speech disorders are detected in children. The rhythmic organization of movements, optical-spatial orientation, and the ability to process information sequentially appear to be the basic prerequisites for the development of the syllabic structure of a word. Properly organized corrective work is important for such children.
speech syllable child
Paralysis, the mispronunciation of words is not limited to the shortcomings of sounds. Often there is a violation of the syllabic structure of the word, so the child's ability to pronounce words of various syllabic complexity is examined. First, the child is offered subject pictures for naming, then the speech therapist calls words for reflected pronunciation.
The results of both types of tasks are compared, it is noted that it is easier for a child to blame. Words that are pronounced without distortion of the syllabic and sound composition are especially noted. It is important to note whether the words, the syllabic structure of which is distorted, consist of learned sounds or unlearned ones, the pronunciation of which syllabic structures in the child is formed and which are not. An examination protocol is drawn up.
Protocol for examining the slash syllabic structure
Type of syllabic structure |
Optical stimulus (picture) |
Speech response to optical stimulus |
Speech response to acoustic stimulus |
Note |
| Monosyllabic words with a closed syllable | poppy |
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| Two-syllable words of 2 direct open syllables | hand the Rose paw |
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| Two-syllable words with 1 closed syllable | sugar sofa fence |
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| Two-syllable words with consonants in the middle of the word | doll |
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| Monosyllabic words with a confluence of consonants at the beginning of the word | table chair closet |
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| Monosyllabic words with a confluence of consonants into consonant words | ||||
| Two-syllable words with a confluence of consonants at the beginning of a word | ||||
| Two-syllable words with a confluence of consonants at the beginning and middle of a word | flowerbed |
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| Two-syllable words with a confluence of consonants into consonant words | ship binoculars | |||
| Trisyllabic words with 3 open syllables | Panama ditch raspberries |
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| Three-syllable words with the last closed syllable | wallet |
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| Trisyllabic words with a consonant confluence | candy monument rifle thermometer tractor driver |
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| Four-syllable words with open syllables | web turtle |
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| Polysyllabic words from similar sounds | clew spikelet basket painting |
To identify non-rough violations of the syllabic structure of the word, the following sentences are offered for repetition:
"Petya drinks bitter medicine"
"There is a policeman at the crossroads"
"The cosmonaut controls spaceship» and etc.
CONCLUSIONS: THE CHARACTER OF THE DISTORTION OF THE SYLL STRUCTURE IS NOTICED (REDUCTION OF SYLLABLES - HAMMER - "KINK"; SIMPLIFICATION OF syllables, omission of syllables - CHAIR - "TOOL"; ADDITION OF syllables - STOOL - "TATTOO"; ADDITION OF SOUNDS, SYLLONS - ROOM - "ROOM" - "SYTOL"; PERMUTATION OF SYLABLES AND SOUNDS - WOOD - "DEVERO"). PRACTICAL OBSERVATIONS SHOW THAT SYLLABLE REPLACEMENT IS A DIFFERENTIAL SIGN OF SENSORY DISORDERS.
Elena Kozlova
Methods for examining the syllabic structure of a word
1. Methodology for examining the syllabic structure of words proposed by Agranovich Z. E.
Methodology for examining children 3 years old. Children are invited to reproduce after the speech therapist teacher the words, consisting of 2 syllables, for example, (cotton wool, willow, owl and so on, out of 3 syllables(cabin, car, ducklings and so on) 1 syllable, For example, (poppy, juice, smoke, and so on). The total number of correctly reproduced syllables.
Methodology for examining children 4-5 years old. Children are offered different types words: simple - from open syllables without a confluence of consonants; more complex - out of 4-5 syllables with a confluence of consonants at the beginning, middle, end the words. Speech material can be next: snow, cabbage, roof, cat, bridge, button, birdhouse, curdled milk, medicine, tomatoes, draft, TV, frying pan, whistle, policeman, aquarium, barbershop, building.
Types of work should vary:
Name subject pictures;
Repeat speech therapist's words;
Answer the questions (Where the hair is cut).
After 5 years, children are given the task of repeating sentences with a large concentration of complex sentences after a speech therapist. words, For example:
The plumber was fixing the plumbing.
The policeman directs the traffic.
Colorful fish swim in the aquarium.
Builders are working on the construction of a high-rise building.
Hair is cut at the barbershop.
In addition, children are encouraged to make their own sentences on plot pictures.
2. Methodology for examining the state of the syllabic structure of words, authors Babina G. V. and Safonkina N. Yu.
Survey methodology includes four series of tasks. The first series consists of a set of tasks aimed at identifying the features syllabic wording varying degrees of complexity (naming the presented pictures, reflected pronunciation words, completion phrases and sentences).
The second series includes sets of tasks that allow you to determine the features of the perception of rhythmic and structural characteristics of the word(based on listening syllables, words and quasi-words.).
The third one includes sets of tasks aimed at identifying the state of complex parameters of motor acts - dynamic and rhythmic (when performing serial movements of the organs of articulation, arms and legs).
The fourth series consists of a set of tasks aimed at studying the features of optical-spatial orientation (somato-spatial and orientation in three-dimensional and two-dimensional space.
3. Classification Method A. K. Markova
In progress surveys the child is asked to pronounce 14 types words with different syllabic structure according to classification A. K. Markova. Task types different: answer questions with whole sentences, repeat phrases with polysyllabic words, name subject pictures, repeat speech therapist's words. All assignments are given in game form using pictures, toys.
Traditionally accepted explore syllable structure, starting from the first grade to the fourteenth, gradually complicating the words.
Dictionary:
Grade 14 - four-syllable the words with consonants
(aquarium, strawberry, tape recorder, excavator).
Grade 13 - four-syllable the words, consisting of open syllables(button, piano).
Grade 12 - two-syllable the words (nest, chicks, beets).
Grade 11 - monosyllabic the words with consonant clusters at the beginning or end the words(mushroom, gnome, key, elephant).
Grade 10 - trisyllabic the words with two consonants (matryoshka, light bulb, clapperboard).
Grade 9 - three-syllable the words with a confluence of consonants and a closed syllable(helicopter, grasshopper, orange).
Grade 8 - three-syllable the words with consonants (radish, cabbage, apple).
Grade 7 - three-syllable words with a closed syllable(tomato, cucumber, drum).
Grade 6 - two-syllable words with a closed syllable and a confluence of consonants in the middle the words(album, notebook, garlic).
Grade 5 - two-syllable the words with consonants in the middle the words(pines, branches, letters).
Grade 4 - two-syllable the words, consisting of one open and one closed syllable(rooster, broom, banana).
Grade 3 - monosyllabic the words, consisting of a closed syllable(poppy, forest, cat).
Grade 2 - three-syllable the words, consisting of open syllables(rooster, broom, banana).
Grade 1 - two-syllable the words, consisting of open syllables(poppy, forest, cat).
Related publications:
Among the various speech disorders in preschool children with OHP levels I-II, one of the most difficult to correct is such a manifestation.
Formation of the syllabic structure of a word in children of senior preschool age using didactic games V methodological guide a system of special didactic games aimed at overcoming violations of the syllabic structure of the word y.
Formation of the syllabic structure of the word in preschoolers TYPES OF VIOLATIONS OF THE SYLLAMIC STRUCTURE OF THE WORD. - Truncation of the syllabic contour of a word due to the loss of a whole or several syllables, or a syllable-forming one.
Formation of syllabic structure in children with severe speech disorders by building up syllables. Working as a speech therapist for many years, I noticed that every year the number of children suffering from severe speech disorders is increasing. The majority.
Game-competition “Words live in the city. Words-friends and words-enemies " COMPETITION GAME "Words live in the city" Hello children! Today we will have a game-competition "Words live in the city". All the name.
Purpose: Formation of the syllabic structure of the word. Tasks: 1. To consolidate the ability to reproduce words of various syllabic composition; 2. Automate.
Examination of the syllabic structure of the word
In accordance with the principles of psychological and pedagogical classification speech disorders a category of children with such a disorder as a general underdevelopment of speech, in which there is an insufficient formation of all language structures. Speech suffers as an integral functional system, in which all its components are violated: the phonetic-phonemic side, vocabulary, grammatical structure.
ONR in children up to school age may manifest itself in different ways. In complicated forms of this disorder, in addition to the listed components of speech, the syllabic structure of the word is additionally violated. (Under the concept of “syllabic structure” of a word, it is customary to mean the mutual arrangement and connection of syllables in a word.)
At the same time, the child's speech has pronounced deviations in the reproduction of the syllabic composition of the word. These deviations have one or another character of changes in the correct syllabic sound and can manifest themselves as follows:
1. Violation of the number of syllables:
Reduction (omission) of a syllable - “hank” = “hammer”
Omitting a syllabic vowel - “pinino” = “piano”
Increasing the number of syllables by inserting vowels into consonant clusters - “komanata” = “room”
2. Violation of the sequence of syllables in a word:
Permutation of syllables - “devore” = “tree”
Permutation of the sounds of neighboring syllables - “gebemot” = “behemoth”
3. Distortion of the structure of a single syllable:
Contraction of consonant clusters – “tul” = “chair”
Inserting consonants into a syllable - “lemon” = “lemon”
4. Assimilation of syllables - “coconuts” = “apricots”
5. Perseverations (looping, persistent playback):
- “beaten ... beaten ... librarian” + “librarian”
6. Anticipation (replacement of previous sounds with subsequent ones):
- “nananases” = “pineapples”.
7. Contamination (mixing words)
- “in the refrigerator” = “in the breadbasket and refrigerator”.
The predominance of errors, expressed in the rearrangement or addition of syllables, indicates the primary underdevelopment of the child's auditory perception. Errors such as reducing the number of syllables, likening syllables to each other, reducing consonant clusters indicate a predominant violation of the articulatory sphere.
At the same time, violations of the syllabic structure of the word are retained in the speech of preschoolers with OHP longer than the shortcomings in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when this word is included in a phrase or independent speech.
Great importance for the correct pronunciation of the syllabic composition of the word, the degree of familiarity with the word plays. Unfamiliar words are distorted more often than words well known to the child.
classification A.K. Markova,
which distinguishes 14 types of syllabic structure of the word in increasing degree of complexity. Words become more complicated both in increasing the number of syllables (one-syllable, two-syllable, three-syllable and four-syllable words), and in terms of the complexity of the syllable (open and closed, direct and reverse, a syllable with and without a consonant confluence):
1. Two-syllable words from open syllables.
2. Three-syllable words from open syllables.
3. Monosyllabic words.
4. Two-syllable words with a closed syllable.
5. Two-syllable words with a flow of consonants in the middle of the word.
6. Two-syllable words from closed syllables.
7. Three-syllable words with a closed syllable.
8. Three-syllable words with a confluence of consonants.
9. Three-syllable words with a confluence of consonants and a closed syllable.
10. Three-syllable words with two consonant clusters.
11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.
12. Two-syllable words with two consonant clusters.
13. Three-syllable words with a confluence of consonants at the beginning and middle of the word.
14. Polysyllabic words from open syllables.
Examination of the syllabic structure
In oligophrenic children with cerebral palsy, the incorrect pronunciation of sounds is not limited to the shortcomings of sounds. Often there is a violation of the syllabic structure of the word, so the child's ability to pronounce words of various syllabic complexity is examined. Subject pictures are offered to the child for naming; then the words for the reflected pronunciation are called by the speech therapist. The results of both types of tasks are compared, it is noted that it is easier for the child to complete. Especially noted are the words that are pronounced without distortion of the syllabic and sound composition. It is important to note whether the words whose syllabic structure is distorted consist of learned or unlearned sounds, which syllabic structures are formed in the child and which are not. An examination protocol is drawn up.
Protocol for examining the syllabic structure of a word
| Type of syllabic structure of a syllable | Optical stimulus (picture) | Speech response to optical stimulus | Speech response to acoustic stimulus | Notes |
| Monosyllabic words with a closed syllable | poppy, house, cheese | |||
| Two-syllable words of 2 direct open syllables | hand, rose, paw | |||
| Two-syllable words with one closed syllable | sugar, sofa, fence | |||
| Two-syllable words with consonants in the middle of the word | doll, brand, duck, watermelon, pocket | |||
| Monosyllabic words with a confluence of consonants at the beginning of the word | table, chair, cabinet | |||
| Monosyllabic words with a confluence of consonants at the end of the word | wolf, tiger | |||
| Two-syllable words with a confluence of consonants at the beginning of a word | grass, eyebrows, book | |||
| Two-syllable words with a confluence of consonants at the beginning and middle of a word | flowerbed, strawberry, nest | |||
| Two-syllable words with a confluence of consonants at the end of the word | ship, binoculars | |||
| Trisyllabic words with 3 open syllables | panama, ditch, raspberry | |||
| Three-syllable words with the last closed syllable | wallet, machine gun, phone | |||
| Trisyllabic words with a consonant confluence | sweets, monument, rifle, thermometer, tractor driver | |||
| Four-syllable words with open syllables | cobweb, turtle | |||
| Polysyllabic words from similar sounds | ball, bun, basket, picture |
To identify non-rough violations of the syllabic structure of the word, the following sentences are proposed for repetition:
Petya drinks bitter medicine.
There is a policeman at the crossroads.
The astronaut controls the spacecraft, etc.
CONCLUSIONS: the nature of the distortion of the syllabic structure is noted (abbreviations of syllables - hammer - "hank"; simplification of syllables, lowering sounds - chair - "tul"; assimilation of syllables - stool - "tatulet"; adding sounds, syllables - room - "komonamata", table - "Sytol"; permutation of sounds and syllables - tree - "devero").
Practical observations show that the permutation of syllables is a differential sign of sensory disorders.
Survey methodology
To examine the syllabic structure and sound content, words with certain sounds and with a different number and types of syllables are selected. The reflected and independent naming of pictures is offered.
For the examination of children 3 years old, 1, 2 and 3 are offered - compound words. Older children are offered different types of words, including consonants and vowels in different word positions. In case of violations, the child is asked to: repeat the rows of syllables consisting of different vowels and consonants (pa-tu-ko); from different consonants, but the same vowels (pa-ta-ka); from different vowels, but the same consonants (pa-po-py); from the same vowels and consonants, but with different stress. And also the child is asked to tap out the rhythmic pattern of the word.
After 5 years, children are given the task to repeat sentences with a large concentration of complex words after a speech therapist: A plumber is repairing a water pipe. Hair is cut at the barbershop. School-age children are invited to read words of a complex syllabic structure, reading tongue twisters; writing off complex words and sentences, writing down complex words and sentences from dictation.
Violations of the syllabic structure of the word
Omissions of sounds in syllables are often due to the structure of the syllable; with confluences of consonants, one of them is often omitted. In words with complex syllabic structure, substitutions, omissions and permutations of sounds are often noted, approximation is more pronounced, and the longer the word, the greater the likelihood of phonemic disorders appearing in it [Kovshikov V.A., 2001].
| Type of violation of the syllabic structure | |
| Violation of the number of syllables |
|
| 1. Reduction (skipping) of a syllable: | "hank" = "hammer", "vados" = "diver". |
| 2. Dropping a syllable-forming vowel: | "pinino" = "piano", "prasonik" = "pig". |
| 3. Increasing the number of syllables by inserting vowels into consonant clusters: | "komanata" = "room", "hollow" = "hollow". |
| Violation of the sequence of syllables in a word |
|
| 1. Permutation of syllables: | “devore” = “tree”, “chimkhistka” = “dry cleaner”. |
| 2. Permutation of the sounds of neighboring syllables: | "gebemot" = "behemoth". |
| Distortion of the structure of a single syllable |
|
| 1. Reduction of confluences of consonants: | "tul" = "chair". |
| 2. Inserting consonants into a syllable: | "lemon" = "lemon". |
| 3. Assimilation of syllables: | "coconuts" = "apricots", "mimidor" = "tomato". |
| 4. Perseverations (looping, persistent playback) | “they beat… they beat… the librarian” = “the librarian”, “vvvvo… vovovodichka” = “vodichka”. |
| 5. Anticipation (replacement of previous sounds by subsequent ones): | "nananas" = "pineapples". |
| 6. Contamination (mixing words): | “in the refrigerator” = “in the breadbasket and refrigerator”, “persin” - peach and orange, “devolyaet” - the girl is walking). |
A.K. Markov highlights the following types violations of the syllabic structure of the word in children with alalia:
Truncation of the syllable contour of a word due to the loss of a whole syllable or several syllables, or a syllable-forming vowel (for example, "vesiped" or "siped" instead of "bike", "prasonik" instead of "pig").
Inert stuck on any syllable (for example, “vvvo-dichka” or “va-va-vodichka”). The perseveration of the first syllable is especially dangerous, as it can develop into a stutter.
Adding an extra syllabic vowel at the junction of consonants, due to which the number of syllables increases (for example, "hollow" instead of "hollow").
The merging of parts of words or words into one (for example, “persin” - peach and orange, “devolat” - the girl is walking.
The first year of education for children of 5 years of age with OHP in kindergarten conditionally divided into 3 periods of study, each of which has its own duration, differs in tasks and the volume of the studied material.
It is advisable to start work on correcting violations of the syllabic structure of a word at the beginning of the 2nd period of training. These time frames are due to the fact that frontal exercises for the formation correct pronunciation in the 1st period, almost all vowel sounds of the 1st row and the sound “I” were studied. On the individual lessons By this time, work should be done to correct the shortcomings in the pronunciation of iotized vowels (as syllable-forming ones), the soft consonant “L” and work to differentiate these sounds.
Work on the formation of the syllabic structure of a word must be carried out individually, as part of a lesson on correcting sound pronunciation.
Of great importance in the work is a differentiated approach to children, which involves taking into account the mental characteristics of the child, his performance, the speech capabilities of the preschooler and the nature of the violation of the syllabic structure of the word.
From the lexical material of the exercise, it is necessary to exclude words with defective sounds that are part of the word.
It is important to carefully and consistently work out each type of syllabic structure, even if the child does not make mistakes in it, since the classification is based on the principle of increasing and complicating syllables. Subsequently, any polysyllabic word can be “broken down” by a child into 2-3 simpler and more studied syllabic structures.
characteristic feature corrective work will be the repeated repetition of its types on different speech material.
A syllable is the smallest pronunciation unit. The child learns words consisting of different quantity syllables, from syllables with confluences of consonants. Therefore, it is necessary to check how the child pronounces words of various syllabic structures - with a confluence of consonants at the beginning, middle and end of the word, polysyllabic words and words consisting of similar sounds.
Subject pictures serve as the material for studying the syllabic structure of a word. In the process of presenting the pictures, the instruction is given: "Look carefully at the picture and name who or what it is."
1. Study of the pronunciation of words of a complex syllabic composition: tram, camel, grapes, sugar bowl, basket, tablecloth, swallow, turtle, brushwood, aquarium, refrigerator, crossroads, photography, under a fly agaric, ballerina, policeman, traffic controller, hairdresser, frying pan, from a frying pan , towel, lizard, draft, temperature, curdled milk.
2. Study of the pronunciation of words of various syllabic composition. 13 series of tasks are offered, which include one-, two- and three-syllable words with closed and open syllables, with confluences of consonants:
1) two-syllable words from two open syllables (mother, ear);
2) three-syllable words from open syllables (panama, peonies);
3) monosyllabic words (poppy, lion);
4) two-syllable words with one closed syllable ( ice rink, Alik);
5) two-syllable words with a confluence of consonants in the middle of the word ( pumpkin, duck);
6) two-syllable words with a closed syllable and a confluence of consonants ( compote, Pavlik);
7) three-syllable words with a closed syllable ( kitten, machine gun);
8) three-syllable words with a confluence of consonants ( candy, wicket);
9) three-syllable words with a confluence of consonants and a closed syllable ( monument, pendulum);
10) three-syllable words with two confluences ( rifle, carrot);
11) monosyllabic words with a confluence of consonants at the beginning and at the end ( whip, glue);
12) two-syllable words with two confluences ( button, cage);
13) four-syllable words from open syllables ( web, battery).
3. Study of the pronunciation of words of various syllabic composition in sentences.
The boy made a snowman.
The plumber is fixing the plumbing.
The policeman rides a motorcycle.
The traffic controller is at the crossroads.
Evaluated:
Features of violations of the syllabic structure of the word (the child pronounces only individual syllables, pronounces the word every time differently);
Elysions of syllables, omission of consonants in confluences;
Paraphasia, permutations while maintaining the contour of words;
Iterations, perseverations, adding sounds (syllables);
Contamination (part of one word is combined with part of another).
Based on the results of the examination of the violation of the syllabic structure of the word, the level is determined. For each violation, the child receives 1 point.
First level (low, more than 4 points) - limited ability to reproduce the syllabic structure of the word.
Second level (below average, 3 points). The child has violations of the syllabic structure of the word in sentences, when pronouncing words of a complex syllabic composition, for example, the child pronounces only individual syllables, pronounces the word differently every time, there are syllable elisions, omission of consonants in confluences, paraphasia, rearrangements while maintaining the contour of words, iteration, perseveration, adding sounds (syllables), contamination (part of one word is combined with part of another). When pronouncing words of different syllabic composition, there are violations of not all groups.
Third level (average, 2 points). The child has violations of the syllabic structure of the word in sentences, when pronouncing words of a complex syllabic composition. When pronouncing words of various syllabic composition, there are almost no violations.
Fourth level (above average, 1 point). The child has violations of words of a complex syllabic composition.
Fifth level (high, 0 points). The child has no violations of the syllabic composition of the word.
The results of the survey are entered in a table.
