Didactic games and exercises for the formation of the syllabic structure of words. Violation of the syllable structure of a word: correction, preparation for correction

Formation syllable structure words

One of the most difficult to correct among various speech disorders in preschool children is such a special manifestation of speech pathology as a violation of the syllabic structure of words. Violations of the syllabic structure of words are usually detected during speech therapy examination of children with general underdevelopment speech. This defect speech development characterized by difficulties in pronouncing words with complex syllabic composition (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Speech therapy work for the correction of violations of the sound-syllable structure of words is part of the general correctional work in overcoming speech disorders. And quite often, a speech therapist teacher can recommend such tasks for repetition at home. This is especially true for children with motor alalia.

Highlight two stages of work on the formation of the syllabic structure of a word:

1) Preparatory stage-development of a sense of rhythm, stimulation of the perception of the rhythmic structure of a word.

It is recommended to work on the formation of rhythmic skills:can be used different kinds walking with music and speech accompaniment, dance moves combined with hand clapping, speech in a certain rhythm, clapping rhythms,tapping the ball on the floor, using musical instruments– drum, tambourine, metallophone,simple dance exercises.Exercise to develop hand coordination: performing movements alternately with the right and left hands, and then with both hands simultaneously (left hand fist – rib right hand etc.).

2) Corrective stage- reproduction of rhythmic beats in the child’s own speech without disturbances, first by imitation, then in independent speech.

This stage takes place in the following order:

· - clarifying the articulation of preserved sounds;

· - pronunciation of syllable series of varying degrees of complexity only with preserved sounds according to the scheme:

Vowel + vowel /au, ua, ia/
Consonant + vowel /ba-ba-ba/;
Vowel + consonant /am-am-am; oh – oh – uh/
Vowel + consonant + vowel /apa-apa-apa/
Consonant + consonant + vowel /kwa – kwa – kwa/
Vowel + consonant + consonant /aft – aft - aft/
Vowel + consonant + consonant + vowel /adna-adna-adna/

· - pronouncing words after an adult in a mirror, naming words from pictures, making sentences with familiar words.

There are 14 types of syllable structure of a word according to increasing degrees of complexity (classification of words according to A.K. Markova). Take into account this classification(see Appendix 2) is also necessary when learning to read. Complication consists in increasing the number and using different types of syllables:

1. Two-syllable words made from open syllables ( willow, children).

2. Three-syllable words made from open syllables ( hunting, raspberry).

3. Monosyllabic words ( house, poppy).

4. Two-syllable words with a closed syllable ( sofa, furniture).

5. Two-syllable words with a cluster of consonants in the middle of the word ( bank, branch).

6. Two-syllable words made from closed syllables (compote, tulip).

7. Three-syllable words with a closed syllable ( hippopotamus, phone).

8. Three-syllable words with a combination of consonants ( room, shoes).

9. Three-syllable words with a consonant cluster and a closed syllable ( lamb, ladle).

10. Three-syllable words with two consonant clusters ( tablet, matryoshka).

11. Monosyllabic words with a combination of consonants at the beginning of the word ( table, cabinet).

12. Monosyllabic words with a consonant cluster at the end of the word ( elevator, umbrella).

13. Two-syllable words with two consonant clusters ( whip, button).

14. Four-syllable words made from open syllables ( turtle, piano).

The basis of working on speech rhythm or rhythm at the word level is clapping words syllable by syllable, highlighting the stressed syllable with the voice and a louder clap.

Violations of the syllabic structure of words are retained in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.

Mastering the syllabic structure of a word is one of the prerequisites for mastering literacy and further successful education of a child at school.

Annex 1

Norms for the development of the syllabic structure of a word

in children of different age categories:

3 years: reproduction of words consisting of:

From 2 syllables, for example, (cotton wool, willow, owl, etc.),

Of 3 syllables (cabin, car, ducklings, etc.)

From 1 syllable, for example, (poppy, juice, smoke, etc.)

4-5 years:reproduction of words:

From open syllables without a consonant cluster (raspberries, buttons, tomatoes...);

Of 4-5 syllables with a combination of consonants at the beginning, middle, end of the word (snow, cabbage, roof, cat, bridge, birdhouse, yogurt, medicine, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction... )

The child must be able to:

Name the subject pictures;

Repeat the words after the adult;

Answer the questions (Where is hair cut?..).

After 5 yearschildren repeat sentences after adults with great concentration difficult words, For example:

The plumber was fixing the water pipe.

A policeman regulates street traffic.

Multi-colored fish swim in the aquarium.

Builders are working on the construction of a high-rise building.

Hair being cut in a barbershop.

In addition, children can independently make sentences based on the plot pictures.

Children school age must be able to complete tasks, both orally and in writing:

Reading words with complex syllable structures;

Reading sentences rich in words of different types;

Reading tongue twisters;

Copying complex words and sentences.

Appendix 2

Types of syllable structure of a word by increasing degree of complexity

1. Two-syllable words made from open syllables:

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

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

I walk, I carry, I lead, I carry, I walk, I give, I run, I take, I sing, I sow, I winnow.

2. Three-syllable words made from open syllables:

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

3. Monosyllabic words from a closed word:

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

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

4. Two-syllable words with a closed syllable:

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

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

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

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

I hold, I crawl, I am silent, I turn, I take, I pick.

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

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

Sergey, Matvey, Anton, Pavlik.

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

dish, pancakes, elephants, wall,

Swim, swallow, knock

Grisha, Stepan, German, Andrey, Sveta

7. Three-syllable words with a closed syllable:
bun, plane, tomato, suitcase, hippopotamus, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
8. Three-syllable words with a combination of consonants:

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

9. Three-syllable words with a consonant cluster and a closed syllable:

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

10. Three-syllable words with two confluences:

matryoshka, hut, toy, Dunno, rifle, light bulb, antenna, tablets, carrot, jump rope, strawberry, clove, bench, turkey, football player, accordion

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

Pronouncing syllable series with these consonants:

I know - I know - I know - I know
wildebeest - gno - wildebeest - wildebeest
klya - klya - klya - klya
aphids - aphids - aphids - aphids
nta – nto – ntu – nty
hundred - hundred - stu - sty
bottom - bottom - bottom - bottoms
fta – fto–ftu – ftyi, etc.

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

13. Two-syllable words with two confluences:

star, barbell, nest, matches, chicks, flags, stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.

Every year the number of children suffering from TSD increases. Most of them have, to one degree or another, a violation of the syllabic structure of the word (SWS). In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of the development of the cardiovascular system is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contrary to the natural process of speech development. Therefore, it is of particular importance to determine the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word. Correction of the cardiovascular system is one of the priority tasks in speech therapy work with preschoolers with systemic speech disorders. The formation of the CVS affects the success of mastering the grammatical structure of speech, mastering sound analysis, writing, and reading.

Since this topic has not been sufficiently studied and covered in educational literature, speech therapists experience difficulties in organizing work on the formation of the syllabic structure of a word: in systematizing and selecting speech didactic material, providing classes with lexical richness.

This manual presents a system of working on the syllabic structure of a word, based on an analysis of the literature on this problem and on personal teaching experience.

Types of violations of the syllabic structure of words

A.K. Markova highlights following types violations of the syllabic structure of the word:

1. Violation of the number of syllables:

• Abbreviation (omission) of a syllable: “skein” - hammer;
• Omission of the 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:

• Rearrangement of syllables: “devore” - tree;
• Rearrangement of sounds of adjacent syllables: “hebemot” - hippopotamus;

3. Distortion of the structure of an individual syllable:

• Abbreviation of consonant clusters: “tul” - chair;
• Insertion of consonants into a syllable: “limont” - lemon;

4. Assimilation of syllables : “coconuts” - apricots;

5. Perseverations (cyclical repetition of one syllable).

6. Anticipations (replacing previous sounds with subsequent ones): “nananas” - pineapples;

7. Contamination (mixing elements of words): “booth” - kennel + booth.

Stages of working on the syllabic structure of a word

For the formation of the syllabic structure of a word, such non-speech processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of movements and actions, and the ability to serially process information are significant. These non-speech processes are the basic prerequisites for the acquisition of the syllabic structure of a word.

IN correctional work To overcome CVS disorders, two stages can be distinguished:

• preparatory, the purpose of which is to prepare the child to master the rhythmic structure of words native language; work is carried out on non-verbal and verbal material;
• proper correctional, the purpose of which is the direct correction of cardiovascular system defects in a particular child; work is carried out on verbal material.

Preparatory stage

The preparatory stage includes work in the following areas:

• formation of spatial concepts and optical-spatial orientation;
• development of temporal-spatial orientation;
• development of dynamic and tempo-rhythmic organization of movements.

Below are sample games and exercises to develop these functions. On preparatory stage These games and exercises can be used simultaneously, that is, all areas of work can be included in one lesson. Exercises are used not only for speech therapy classes, as well as in classes on the development of elementary mathematical concepts, in music classes, in drawing, physical education, in classes on familiarization with the outside world.

I. Formation of spatial representations and optical-spatial orientation

1. Orientation in your own body

• "This is who we are"(“Show your belly, your back”: The belly is in front, the back is behind. Where is the tummy? Where is the back?).
• "We're putting things in order"(in front of the child are mittens, gloves, sandals, etc. - “Find a pair”, “Place the sandals correctly”).
• "Palms and Footprints"(The child is offered the contours of several palms and footprints and the contour of a palm, for which he must find a pair from the proposed options).

2. Orientation in three-dimensional space

• "Train"(Toys are placed in a column in front of the child and questions are asked: “Who is in front? Who is behind? Who is far away? Who is close?”)
• "Collect a fairy tale"(In front of the child is a set of toys or objects: “Put the horse close to the house. Place the little man between the house and the tree.”)
• "Find the treasure"(orientation according to diagrams).
• "Where the locomotive whistles"(sound location determination).

II. Development of temporal-spatial orientation

• "The bunny went to visit"(The child in the role of a bunny goes according to the instructions to visit a squirrel, a hedgehog, a frog. Who had it first, then, at the very end?)
• "What's first, what's next"(The adult gives the child tasks: 1) first jump, then squat, and finally clap your hands; 2) first rock the bear, then feed the bunny, at the end dress up the doll - the child performs and then describes the sequence of his actions).
• "Watch and repeat"(The adult shows a series of movements, the child watches, then repeats all the movements in the desired sequence)

III. Development of dynamic and tempo-rhythmic organization of movements

Areas of work:

• Improving gross motor movements
• ​Improving fine motor skills
• Development of articulatory motor skills
• Developing a sense of tempo
• Formation of a sense of rhythm

Improving motor skills: general, fine, articulatory

Goal: development of spatial organization of movements; development of switchability of movements; development of the ability to reproduce a given sequence of movements.

• "Do as I do"

The speech therapist performs a series of first two, then three or four movements, the children follow the instructions: “Do as I do”, “Continue yourself”: 1) Sit down - stand up, sit down - stand up, ... 2) Hands to the sides - on the belt, in sides - on the belt, ...3) Leg forward - back - to the side, forward - back - to the side.

• "Skillful Hands"

Alternation of different poses: 1) Fists - palms, ... 2) Rings - ears - horns, ... 3) Fingers say hello.

• Articulation exercises

Alternation of different poses of the organs of the articulatory apparatus: 1) “Frog” - “Proboscis” - “Donut”; 2) “Watch”; 3) “Spatula” - “Needle”.

Developing a sense of tempo

Goal: to teach to distinguish, reproduce, characterize tempo based on tactile-kinesthetic, visual, and auditory sensations.

• "Mouse and Cat"

An adult shows the children how easily and quickly a mouse runs on its toes, and a cat slowly sneaks behind it. The movements are performed in a circle to the sound of a tambourine. For frequent blows - quickly, like a mouse, for rare blows - slowly, calmly, like a cat.

• "Fists - palms"

An adult reads a poem, and children perform hand movements at the right pace:

Anyone has two fists, hit one lightly on the other:
Knock — knock, knock — knock
Well, the palms don’t lag behind, they beat them cheerfully:
Clap — clap clap — clap
The fists beat faster, how hard they try:
Knock — knock — knock, knock — knock — knock
And the palms are just there, crumbling:
Clap — clap — clap clap — clap — clap

Formation of a sense of rhythm

Objectives: to teach to perceive metrical relations (accented unaccented beats — a prerequisite for the acquisition of stress), distinguish and reproduce rhythm based on tactile-kinesthetic, visual, and auditory sensations.

• “Thunder” (clap your hands loudly, or quietly, leaning on the drawing - a large cloud - a loud clap, a small cloud - a quiet one).
• Graphic switching exercises: “Beads” (alternating beads different color- for example, red - yellow - red - yellow, etc.), “Track” (alternating two or three geometric shapes, various items).
• Reproduction of rhythms based on clarity, on patterns: “Snowflakes”, “Rain”, “Woodpecker” (“Rain” - a large drop - a long clap, a small drop - a short one).
• Playing a given rhythm by ear: “Bunny and Spoons”

The adult has wooden spoons in his hands, the children stand in a circle. An adult walks around the circle and sings: The gray little bunny went to visit. The little gray bunny found a spoon. I found the spoons and went up to the house. He stops behind the child and knocks on the spoons: knock - knock - knock. The child asks: “Who’s there?” The adult replies: “It’s me, Bunny, and who are you?” The child answers: “….” The adult continues: “Come on... come out and knock on the spoons with me!” The adult plays the child on the spoons with any of the proposed rhythms: / //; // /; // //; / // / etc.

Corrective stage

Corrective work is carried out on verbal material and consists of several levels. The transition to the next level occurs after mastering the material of the previous level.

The following levels are distinguished:

• level of vowel sounds;
• syllable level;
• word level;
• level of short sentences;
• level of pure proverbs, poems and other texts.

Particular importance at each level is given to “inclusion in work” in addition to the speech analyzer, also the auditory, visual and tactile ones. Below are suggested exercises for each level.

Working on vowels

• Pronouncing a series of two, three or more sounds:
• accompanied by symbols (“Men - sounds”)
• without visual support.
• Pronunciation of a number of vowels with emphasis on one of them (also - with support for clarity and without it - by ear).
• Recognition and pronunciation of a series of vowels from the silent articulation of an adult.
• "Musical Ball"

An adult, throwing a ball to a child, makes one or two (at the next stage more) sounds. The child repeats and returns the ball.

• Pronouncing a series of vowels, changing the volume, tempo, “mood” (sad, angry, affectionate) of the voice.
• Pronounce as many vowels as there are flowers in the meadow.
• Stand up when a series of two (or other specified number) sounds sounds.

Working on syllables

The work is carried out with different types syllables:

• with a common consonant (for example, the exercise “Rolling a snow woman” - imitating the movements, say: ba - bo - bu - would);
• with a common vowel ( ka - ta - ma - va);
• reverse syllables (Say “Aw - aw” as many times as there are dots);
• closed syllables, their rows and pairs (various onomatopoeias);
• direct and reverse syllables with oppositional sounds: according to hardness - softness, sonority - deafness (“We hammer in nails with a hammer: ta - yes - ta - yes, then - to - to - to");
• syllables with confluence.

Techniques and exercises:

• “Musical ball” (see “Working on vowels”)
• The combination of pronouncing syllable rows with any rhythmic movement: with drawing or tracing broken lines; with laying out sticks and circles; with drawing patterns with a finger in cereals poured into a small box.
• Working with rhythmic patterns (Exercise “Chicken”: the child is offered a rhythmic pattern // / // / /// / /, he needs to voice it: ko-ko ko ko-ko ko ko-ko-ko ko ko).

Working on the word

A.K. Markova identifies the following types of syllabic structure of a word:

• Two-syllables from open syllables ( willow, children).
• Trisyllabic open syllables ( hunting, raspberry).
• Monosyllabic ( house, poppy).
• Two-syllables with a closed syllable ( sofa, furniture).
• Two-syllables with a cluster of consonants in the middle of the word ( bank, branch).
• Two-syllable words made from closed syllables ( compote, tulip).
• Three-syllable words with a closed syllable ( hippopotamus, phone)
• Three syllables with a consonant cluster ( room, shoes).
• Three syllables with a consonant cluster and a closed syllable ( ladle).
• Three-syllable words with two consonant clusters ( matryoshka).
• Monosyllabic words with a consonant cluster at the beginning of a word ( table).
• Monosyllabic words with a confluence at the end of a word ( umbrella).
• Two-syllables with two consonant clusters ( button).
• Four-syllable words made from open syllables ( turtle, piano).

Work on words is carried out sequentially - the transition to words of a more complex syllabic structure is carried out as words of the previous type are mastered.

Games and exercises used in the process of practicing words with different types of syllable structure

• Syllable tracks (there are traces on the tracks - depending on the number of syllables in the word - the child says the word, stepping on each syllable to the next trace).
• Syllable lines.
• Syllable houses (1. The number of syllables corresponds to the number of floors in the house - 3 houses with different numbers of floors - the child pronounces the word, counts the syllables and puts the picture in the right house. 2. The number of syllables in the distributed words depends on the inhabitants of the houses: cancer - 1 syllable, rooster - 2, frog - 3 syllables).
• “House - castle - hut” (distribution of words depending on the number of syllables in these buildings: to the house - words of one syllable, to the castle - two-syllable words, to the hut - words consisting of 3 syllables).
• “Clock” (find and show with an arrow words of two (1, 3, 4) syllables)
• “Think of a word” (match the word to the diagram - with or without the help of pictures, for example, SA _; SA _ _)
• “Steam locomotive” (a steam locomotive consists of several carriages, the carriages differ in the number of windows, depending on this the words are distributed - in a carriage with one window there are monosyllable words, with two - two-syllable words, etc.).
• “TV” (Visual aid “TV”. There are 1-4 vowel letters on the screen. The child is offered pictures. You need to choose a picture that matches the pattern on the screen. For example, on the screen are the letters U A. And pictures to choose from: house, pear, rose) .

Working on phrases, sentences, texts

• "Add-ons" (There are pictures in front of the children. The adult starts, the child finishes, and then repeats the phrase. For example, prickly... (hedgehog); balloon); sly Fox)).
• "Snowball" (The words are accompanied by movements of the hands from top to bottom; how many words, so many movements, as if we are “stepping up the steps”. The number of words gradually increases. Each time we begin to “step” from top to bottom again. For example: Birdie. A bird is flying. A beautiful bird is flying. A beautiful little bird is flying.).
• Work on pure sayings, nursery rhymes, jokes, poems.

The concept of “syllable structure of a word” is usually understood as the relative position and connection of syllables in a word. It is no secret that mastering the pronunciation of the syllabic structure of a word is a great difficulty for preschoolers. But mastering the syllabic structure of a word is one of the main prerequisites for mastering literacy. The lack of development of skills in syllabic analysis and synthesis entails the manifestation of dyslexia and dysgraphia during schooling.

The problem of motivation is one of the central ones in speech therapy work. Very often, knowledge of speech correction techniques and the desire of a speech therapist are not enough for the positive dynamics of children’s speech development.

It is known that the use of play techniques in correctional work prevents children from becoming tired, supports their cognitive activity, and increases the effectiveness of speech therapy work in general. The words “learn by playing” remain relevant today.

A didactic game is both a method of teaching preschool children, a form of education, and a means of comprehensive education of the child’s personality.

I present to your attention didactic games, the purpose of which is to form the syllabic structure of words in preschoolers.

“When you say a word, how many syllables do you say in it?”

The first line shows numbers from one to four. On the second line are pictures whose titles have a different number of syllables.

Option 1.

The child chooses a picture and determines the number of syllables in its name. Then selects the corresponding number.

Option 2.

The child moves the first ruler so that a number appears in the window. Then it searches for a word with the appropriate number of syllables.

Modern children's construction sets offer limitless imagination not only for the child, but also for the teacher.

The children are offered object pictures with words of different syllable structures. Based on the number of syllables in a word, children build a tower from construction set parts. Then they compare the towers and determine which word is the largest and which is the smallest.

Along the miraculous ladder
I'll get up now.
I will count all the syllables,
I'll climb higher than everyone else.

Speech therapist: “Help the little people climb up their steps.”

Children use pictures to determine the number of syllables in a word. They walk up the steps with their fingers, naming the syllables of the word, place the little man on the step of the last syllable, and determine the number of syllables in the word.

Children decorate the Christmas tree. The largest lower branches are decorated with toys with pictures, the names of which have three syllables.

Smaller branches - two-syllable words. The smallest upper branches are written in monosyllabic words.

We go with the guys to visit Slogovichok and help him collect two-syllable words - the names of toys from the halves of Kinder Surprise eggs.

We put each toy in an egg with its name.

Sculpts since the morning
Snowman baby.
Rolls snow globes
And, laughing, he connects.

The speech therapist invites children to build snowmen so that words can be read on them.

On the clock dial, instead of numbers, there are balls with syllables.

Speech therapist: “The clown was juggling balls and mixed up all the words. Help the clown collect the words."

Children move the hands of the clock, connecting syllables to form two-syllable words.

Ryabova A.M.,
teacher speech therapist

Games and exercises for forming the syllabic structure of a word.

Exercises at the sound level:

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

Exercises at the syllable level:

Pronounce a chain of syllables while simultaneously building a tower of cubes (by rearranging beads, buttons).
- “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
- Count the number of syllables (pronounced).
- Name the stressed syllable in the chain of heard syllables.
- Memorization and repetition of a chain of syllables of different types.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the given word with the ball.

Game "Telegraph"

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

Game "Count, don't make a mistake"

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

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

Exercise “What has changed?”

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

Exercise “Find the longest word”

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

Exercise “Which word is different”

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

Exercise “Name the same syllable”

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

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the adult begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game "Syllable cubes"

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

Game "Pyramid"

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

Exercise “Choose a word”

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

Game "Let's put things in order"

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

Game "Who is more"

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

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

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

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

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

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

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

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

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

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

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

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

Exercise “Repeat the same”

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

Exercise “Count correctly”

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

Exercise “Choose a scheme”

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

Exercise “Long - short”

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

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

Exercises at the sound level:

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

Exercises at the syllable level:

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

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
– Memorizing and repeating chains of different types of syllables.
Material: ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.
Material: sticks.

Game "Count, don't make a mistake"

Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.
Material: pyramid, cubes, pebbles.

Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.
– Memorizing and repeating chains of different types of syllables.
Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.

Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"
Goal: to learn to distinguish correctly sounding words.
Material: pictures.

Exercise “What has changed?”

Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).
Goal: to learn to distinguish correctly sounding words.
Goal: to learn to distinguish between different syllable structures of a word.
Progress of the exercise: the child explains the difference between words.

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Goal: to learn to distinguish correctly sounding words.
Words: cat, cat, kitten. House, house, house.

Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”
Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.

Exercise “Which word is different”

Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).
Goal: to learn to distinguish correctly sounding words.
Goal: learn to distinguish words with different rhythmic structures.
Progress of the exercise: the speech therapist names a series of words, the children identify the extra word (use pictures if the children find it difficult).

Exercise “Name the same syllable”

Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.
Goal: to learn to distinguish correctly sounding words.
Goal: to consolidate the ability to compare the syllabic structure of words.

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
– Memorizing and repeating chains of different types of syllables.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “Which word did you get?”

Goal: to practice simple syllabic analysis.
– Memorizing and repeating chains of different types of syllables.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

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

Exercise “Call me kindly”

Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
– Memorizing and repeating chains of different types of syllables.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise “Say the word correctly”

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

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

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

Game "Chain of words"

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

Game "Logocube"

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

Train game

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

Game "Pyramid"

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

Exercise “Collect a word”

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

Exercise “Choose a word”

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

Game "Let's put things in order"

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

Game "Who is more"

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

Literature:

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