home life resources Stages of corrective work with onr. Logopedic work in the correction of OHP I level of speech development. The game "Who has whom?"

Stages of corrective work with onr. Logopedic work in the correction of OHP I level of speech development. The game "Who has whom?"

Depending on the severity of the condition speech development activities with children include various exercises. The state of general underdevelopment of speech requires complex classes that stimulate both the formation of a lexical dictionary in children and the grammatical side, articulation, memory and attention.

OHP level 1

Level 1 speech underdevelopment in children is characterized by the presence of babble with the active help of facial expressions and gestures. The lexical vocabulary is limited to onomatopoeia and syllables that sound similar to necessary for the child words. The grammatical part of speech is not developed, phrases of several words, if they are built, they are absolutely not coordinated with each other. At the same time, auditory and visual attention and memory are impaired.

In remedial classes, the main emphasis is on expanding the child's active and passive vocabulary, developing attention, improving fine motor skills and the work of articulatory organs.

Games and exercises:

To improve the perception of non-speech sounds, the game "What sounds?" is used. The child is invited to listen to various everyday sounds (rustling of paper, the sound of pouring water), the sound of musical instruments or toys. Then, having heard familiar sounds, the child must show what kind of object makes them.
To activate auditory attention, the game of blind man's blind is also well suited. Blindfolded, children should catch the leader clapping their hands, focusing on the sound.
To expand the vocabulary, didactic games are held - “Who came?”, “Parts of the body”, “Vegetables-fruits”, etc. Toys are shown to the child and their names are pronounced clearly. After that, the children should name the objects themselves.
"Clap like me!" - the teacher claps his hands several times at a different pace, the children must reproduce the rhythmic pattern.
For the development of fine motor skills, drawing, modeling, finger games, sorting out cereals, and playing with sand are used.
"Search carefully" is a coloring game. On the instructions of an adult, the child must color in the picture only the necessary images (only fruits or vegetables or animals).

OHP level 2

Children with OHP level 2 use both words and babble in communication. The grammatical side of speech suffers seriously - there is no agreement between the noun and verbs, words denoting a sign or quality of an object are not used. Word formation skills are not available to the child.

In addition to working with the above problems, it is also required to work on the formulation of the pronunciation of sounds, as well as the development of phonemic analysis and synthesis.

Exercises:

To improve phonemic hearing, games are offered to determine the desired phoneme. For example, the exercise "Catch the sound." The adult pronounces the word clearly and not very quickly, while the child should clap his hands or bang his palm on the table when he recognizes the desired sound.
"Who's wrong?" Similar game, but slightly modified. The teacher pronounces the words, replacing a certain phoneme in them, and the children must stomp or raise their hand when the word is pronounced correctly.
The game "Clap your hands" is a little more complicated. Now the claps will separate the syllables. We pronounce the word by syllables, marking each of them with a clear clap.
For the development of the articulatory apparatus, without fail, children are engaged in "Charging for the tongue." Tasks are offered from simple to complex and taking into account the individual needs of the child.
"Who's small?" - a game for the formation of word formation skills. The teacher shows pictures with images of adult animals and their cubs, clearly pronouncing their names. The method of word formation is distinguished by intonation. Now the child must say what is the name of the baby in the picture?
Work is also carried out with the study of word coordination. For example, with the help of a toy search game. The teacher hides an object, and the child must find it according to the instructions (UNDER the chair, BEHIND the book, etc.).
The development of coherent speech is carried out as part of the discussion of game moments and fairy tales. An adult asks children questions - who came to class? Where did the bun go?
Games and exercises for the development of motor skills are still extremely relevant. Children are offered lacing, appliqués, shading and coloring. Finger games and exercises are included in each lesson.

OHP Level 3

In children with general underdevelopment Level 3 speech is marked by the presence of phrasal speech, but it appears to be a variant with severely “limping” grammatical structure and pronunciation. The agreement of words in a sentence, the change in gender, numbers and cases suffer, some sounds, even sounding correctly separately, are not pronounced clearly during coherent speech or are replaced by others.

At the same time, children have a fairly extensive lexical vocabulary, they can briefly talk about some event, using even complex sentences. However, in all aspects of speech, violations are noted.

Speech therapy classes include exercises covering all aspects of speech - grammatical, phonemic and lexical.

Exercises and games:

"Professions". To expand the vocabulary, the study of the names of professions is carried out. For the game, cards with the image of people of a particular specialty are used - children must name them correctly. Another option is to match the card to a person of a certain profession with images of a suitable form or tools for him. A prerequisite is to correctly name all the concepts.
"Whose tail?" To master the norms of word formation, a game with cards is offered in which you need to choose the right tail for the animal. And correctly name it! (Whose tail? - Fox, bear, etc.).
"What is he?" In this game, children expand vocabulary learn to use adjectives in speech. The teacher shows the object and asks what it is. (For example, the ball is round, bouncy, rubber).
Another variation of this game is to search for an item by its description. The child must find from the toys placed on the table the one that the teacher is talking about.
The game "All the way around" teaches children to use antonyms. The teacher throws the ball to the child and says the word (“long”), the child must say the word with opposite meaning("short") and throw the ball back.
Also, with the ball, you can play "One and many." The teacher pronounces the word in the singular, the child must say the plural form.
For the development of coherent speech, stories from pictures are used. Children are happy to look for the correct order of pictures with various events, and then (first with the help of leading questions) make up a short story.
The concentration of auditory attention is developed by such games as “Think of a word”. Children need to name a word that begins with a given sound. Subsequently, the task can be complicated - the sound can be at the end of a word or in the middle.
“Collect a pyramid” - we string the rings, slowly pronouncing the words. How many syllables, so many rings.

General underdevelopment of speech can be a serious problem for the child and his parents. Therefore, it is very important to start corrective actions as early as possible. An experienced speech therapist can help you cope with speech disorders, but this will take time. Timely consultation with a specialist will help to avoid many difficulties.

Basic concepts:

General underdevelopment of speech(OHP) - various complex speech disorders in which the formation of all components of the speech system is disrupted, that is, the sound side (phonetics) and the semantic side (lexicon, grammar).

The general underdevelopment of speech in children with normal hearing and initially intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system related to both the sound and semantic aspects of speech is impaired. With ONR, its late onset, meager vocabulary, agrammatism, pronunciation and phonemic formation defects are noted.

Conventionally, four levels of general underdevelopment of speech can be distinguished.

First level speech development is characterized by complete or almost total absence verbal means of communication at an age when speech is mostly formed in normally developing children. Children 5-6 years old, and sometimes older, have a meager active vocabulary, consisting of onomatopoeia and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are incomprehensible to those around them. So, instead of “the car drove off”, the child says “bibi”, instead of “floor” and “ceiling” - “li”, accompanying the speech with a pointing gesture, etc.

Simultaneously with babbling words and gestures at this level of speech development, children can also use individual common words, however, as a rule, these words are still not sufficiently formed in structure and sound composition, and are also used in inaccurate meanings. There is almost no differentiated designation of objects.

Focusing on external similarity, children often call the same object in different situations different words: for example, a spider in different pictures was called either a beetle (“suk”), then a cockroach (“fly”), then a bee (“calf”).

At this stage of speech development, children almost do not speak a phrase. Only some of them, who are more developed in terms of speech, have attempts to express their thoughts in whole babbling sentences, for example: “Aunt in the tank” (Aunt, here is the tank).

The passive vocabulary of children at the first level of speech development is much wider than the active one. This creates the impression that the children understand everything, but they themselves cannot say anything.

At this level of speech underdevelopment, the ability to perceive and reproduce syllabic structure words have not yet formed at all. Only in individual children who are at the upper limit of this level, one can note the appearance of single three- and four-syllable words with a fairly constant composition of sounds. Usually these are words that are often used in everyday life. They constitute a kind of model, according to which all speech is subsequently reconstructed.

At school age, children who do not speak at all or are at the level of babbling are relatively rare, in those cases when the conditions of everyday communication are unfavorable (unfavorable speech environment, characterological features of the child, etc.), most often by the age of 7-8 children reach the second level speech development.

Second level speech development is characterized by the fact that the speech capabilities of children increase significantly, communication is carried out not only with the help of gestures, accompanied by babbling snippets of words, but also through fairly constant, albeit very phonetically and grammatically distorted, speech means.

Sometimes children resort to explaining an incorrectly named word with gestures (stocking - “leg” - a gesture of putting on a stocking).

Often, children replace the desired word with the name of a similar other object, but at the same time they add the negation of not (tomato - “apple is not”).

Nouns in oblique cases are found in children's speech, but their use is random, the phrase, as a rule, is agrammatic ("plays with a ball").

Adjectives are used much less frequently than nouns and verbs, and moreover, they may not agree with other words in a sentence (“krasin tape”). Unions and particles are little used by children.

Understanding the forms of number and gender of adjectives at this stage of speech development is almost completely absent, and the meanings of prepositions differ only in a well-known situation.

For children with a late onset of speech, hard consonants are replaced by soft ones or, conversely, soft consonants are replaced by hard ones (five - "stalemate", dust - "drank"). Vowels are usually articulated indistinctly.

Even more pronounced difficulties are encountered when reproducing the sound composition of two-syllable words that have in their composition reverse and direct syllables.

Insufficient mastery of the sound composition of the word interferes with the mastery of vocabulary and grammatical structure, as evidenced by the confusion of word meanings (mane is understood as mushrooms, wool as six, etc.). Children with this level of speech underdevelopment do not learn reading and writing at all without special training.

Children who are at this level of speech development make up the main contingent of students in the lower grades of a speech therapy school.

Third level speech development is characterized by the fact that the everyday speech of children is more or less developed, there are no more gross lexical-grammatical and phonetic deviations, there are only separate gaps in the development of phonetics, vocabulary and grammatical structure.

AT oral speech children at the third level of speech development, there are separate agrammatic phrases, incorrect or inaccurate use of certain words, phonetic deficiencies are less diverse than in children at the first and second levels of speech development.

The general underdevelopment of speech at this level is manifested primarily in ignorance, inaccurate knowledge and use of certain words, in the inability to change and form words.

At this stage of speech development, children still have a very limited speech reserve, therefore, in a changing situation, an inaccurate selection of words occurs. As for the names of adjectives, from among them, mainly qualitative ones are used, denoting directly perceived features of objects - size, color, shape, and some properties of objects.

Relative and possessive adjectives are only used to express familiar relationships.

More often at this level, the understanding of the shades of the meanings of single-root words, as well as those expressions that reflect cause-and-effect, temporal, spatial and other connections and relationships, suffers.

At this level, children use the syllabic structure of words. Only as a residual phenomenon, permutations of sounds, syllables and words are noted (sausage - “cobalsa”, frying pan - “juice”). Compared with the previous level of speech development, here violations of the syllabic structure of the word appear much less frequently, mainly when reproducing unfamiliar words.

Fourth level speech development is characterized by residual manifestations of mild underdevelopment of vocabulary, grammar, phonetics and coherent speech. The speech of such children, at first glance, makes a completely favorable impression. So, children freely communicate with other people, using the structure of not only simple, but, sometimes, complex sentences. These children are quite willing to enter into a dialogue, they can independently ask simple questions and quite adequately answer the questions of others. They do not have gross violations of sound pronunciation, they use the most common grammatical categories and possess some of the most productive ways of word formation.

They do not have such vivid violations of sound pronunciation as at the previous level; as a rule, there is only insufficient differentiation of individual sounds, some fuzziness, blurring of the pronunciation of phonemes of late ontogenesis (rr, l-l, sh-sh-ch, s-ts, etc.).

The next distinctive feature of speech at this level is the originality of their coherent speech. It is still difficult to convey a logical sequence, “getting stuck” on minor details of the plot along with skipping its main events, repeating individual episodes several times, etc. Mastering sound analysis on the basis of developing auditory perception, the correct pronunciation of sounds goes through observations and generalizations in the field of the sound side of speech; word mastery; practical mastery of various types of sentences is possible only on the basis of practical observations on the connection of words.

Methods of correctional and pedagogical work. Basics remedial education developed in psychological and pedagogical research by a number of authors (R. E. Levina, B. M. Grinshpun, L. F. Spirova, N. A. Nikashina, G. V. Chirkina, N. S. Zhukova, T. B. Filicheva , A. V. Yastrebova and others).

The formation of speech is based on the following provisions:

Recognition of early signs of OHP and its impact on overall mental development;

Timely warning of potential deviations based on the analysis of the structure of speech insufficiency, the ratio of defective and intact parts of speech activity;

Accounting for the socially conditioned consequences of the deficit of verbal communication;

Accounting for the patterns of development of children's speech in the norm;

Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language;

A differentiated approach in speech therapy work with children with OHP of various origins;

The unity of the formation of speech processes, thinking and cognitive activity;

Simultaneous correctional and educational impact on the sensory, intellectual and afferent-volitional spheres.

Teaching children of the first level of speech development provides for: development of understanding of speech; development independent speech based on imitative activity; the formation of a two-part simple sentence based on the assimilation of elementary word formations.

Speech therapy classes with speechless children are conducted in small subgroups (2-3 people) in the form of game situations, which helps to gradually form the motivational basis of speech. In this case, puppet theater characters, clockwork toys, shadow theater, flannelgraph, etc. are used.

Work to improve speech understanding is based on the development in children of ideas about objects and phenomena of the surrounding reality, understanding specific words and expressions reflecting situations and phenomena familiar to children.

From the first moments of speech therapy work, children are oriented towards understanding phrases, supported by visual action. Speech therapist says in short sentences from 2-4 words, using the same words in different grammatical forms, repeating separate phrases.

Children learn in impressive speech the names of objects, actions performed by the child himself, gradually learn to distinguish the signs of objects. The material for conducting such classes are toys, clothes, utensils, food, etc.

At the same time, children learn to understand some grammatical meanings. Special attention refers to the ability to distinguish between the grammatical forms of the singular and plural nouns and verbs; appeals-commands to one or more persons (sit down - sit down); verbs that sound similar (carried- carry; bathes- rides); actions similar to the situation (sews, knits, embroiders, lies, sleeps) as well as opposite in meaning (put on- take off, turn on- turn off) etc. The formation of passive speech helps to overcome the concreteness and non-differentiation of verbal concepts. Accurate understanding of verbal instructions is controlled by the child's response. It is important to properly organize the subject situation, to select the appropriate didactic and game material.

Development of independent speech is necessary condition for the formation of active vocabulary in children. The speech therapist names those words, phrases and phrases that he would like to include in expressive speech child.

A situation is created that causes a communicative-cognitive need for speech. The sound complexes or babble words that have appeared in a playful way must be repeatedly repeated in different keys, tempos, with different intonations.

The child is not given the task of correct phonetic design. At this stage, children are taught to name: loved ones (mother, father, grandmother); simple names (Tata, Nata, Kolya, Olya); make requests (go, na, yeah) accompanied by a gesture, etc.

After the children have the opportunity to imitate the word of an adult, they try to reproduce the stressed syllable, and then the rhythmic-intonation pattern of one-two-three-syllable words (poppy, kitty, car). Children are taught to grow the same syllables from the available sounds at the end of a word. (ru-ka, knife-ka, papa).

Babbling words must be used in simple sentences containing appeal and command (mom, give); demonstratives and nominative nouns (here kitty); command and direct object (give the ball)

When teaching children how to use the form imperative mood 2nd person singular initially, you can limit yourself to playing only a stressed syllable, and then two or more syllables.

Children are taught to construct grammatically correct sentences of the type: nominative case of a noun + agreed verb of the 3rd person of the present tense. It is recommended to first repeat the verbs of the imperative mood of the 2nd person singular, and then to the stem of the verb "build up" the sound t (sit- sits).

A speech therapist involves children in verbal communication and teaches them to use such an elementary form of oral speech as a short answer to a question. This is a transitional step to mastering a simple dialogue.

Work on the formation of the sound side of speech during this period consists primarily in the development of speech perception. Various special exercises are recommended:

Selection of a given word in a number of other words. The speech pathologist says: car, dog, cat, and the child should raise the flag if he hears the word dog;

identifying words that are similar in sound but different in meaning (duck- fishing rod); distinguishing sentences similar in sound composition (show a picture: one is swimming, and one is riding).

To expand the volume of auditory memory and retain the sequence of words, children are offered a series of activities to complete two-three-step instructions, memorize a series of 3-4 pictures, etc.

The formation of sound pronunciation at this stage is not independent task. However, individual articulation exercises, clarification of the correct pronunciation of the sounds available to children make it possible to create favorable conditions for evoking those who are absent. The formation of pronunciation is also closely related to the assimilation of words of different syllabic structures. Children are taught the unconscious division of words into syllables, the pronunciation of a word by syllable. The reproduction of the word is accompanied by a clapping in compliance with the appropriate rhythm. Direct identical syllables are pronounced (Yes Yes Yes Yes), syllables with different consonants (ma-pa, pa-ma) closed in reverse syllables (pap-ap).

In the process of conducting classes with children of the first level, an active attitude of the child to linguistic reality is consistently formed. The pivotal point at this stage of learning is a specially organized emotional game with a specific educational and speech task.

The motives, purpose and situation of the game are specified depending on the focus on mastering the vocabulary, the rudiments of grammatical meanings.

As a result of the multidimensional impact on speech activity, children move to a new stage of development. They begin to use the rudiments of colloquial speech in various situations in connection with various activities. Their cognitive and speech activity is noticeably increased.

Teaching children of the second level of speech development carried out mainly in preschool groups for children with OHP (from 4 years of age), in the preparatory class of a school for children with severe speech disorders of the 1st department (from 6-7 years of age). The main objectives of training include:

Intensive work on the development of speech understanding, aimed at distinguishing word forms;

Development of elementary forms of oral speech based on the clarification and expansion of vocabulary, practical assimilation of simple grammatical categories;

Mastering the correct pronunciation and discrimination of sounds, the formation of the rhythmic-syllabic structure of the word.

The material for enriching the speech of children is the surrounding reality, the study of which takes place on the basis of a thematic cycle. Refine and accumulate specific concepts, the subject correlation of the word is formed, the selection and naming of actions, signs and the naming of actions, signs, qualities, etc.

Systematic work to expand the passive and active vocabulary, the development of conscious perception of speech allows you to build up and generalize linguistic observations on the semantic, sound, morphological and syntactic aspects of speech.

In order to further develop speech understanding, children are taught to distinguish between the meaning of prefixes in passive participles; at the end of the past tense verb, determine the person to whom the action being performed belongs; define relationships actors according to the syntactic construction (for example, paired pictures are presented, one of which depicts a “non-standard” situation: “a hare runs away from a girl”, “a girl runs away from a hare”); understand the spatial relationships of objects expressed by prepositions; group things according to their common purpose (select everything you need for sewing); making a difference case endings (show the book with a pencil, a pencil,- pen), nouns in diminutive form (take a mushroom for yourself, give me a mushroom).

Questions are introduced that require an understanding of the change in the forms of words and their relationships in a sentence. The development of elementary forms of oral speech at this stage involves the practical use of sentences of several words.

A prerequisite for the successful teaching of children at this stage is their understanding of the meaning of each member of the sentence. Children are taught to answer questions, make sentences according to models. They are taught to listen and compare accusative, instrumental (with stressed endings), dative and nominative nouns. Sentences with these forms of words are clearly pronounced first by a speech therapist, and then repeatedly repeated by the child. At this time, simple definitions are introduced into the speech of children, denoting the signs of objects in size, color, taste, etc.

Question-answer conversations are organized about familiar situations and objects.

Practical assimilation of grammatical forms is prepared by the development of auditory perception, passive and active vocabulary, sound pronunciation. As soon as children learn to answer questions, make sentences for demonstrating actions to pictures, you can begin to develop the ability to combine sentences into little story. Memorization of short verses is widely used.

Mastering the correct pronunciation includes the use of a variety of exercises to develop articulation, evoke sounds, distinguish phonemes by ear.

Children of the third level of speech development currently constitute the main contingent of special preschool and school institutions. At the age of 5 they are enrolled for education and training in senior group kindergarten, from the age of 6-7 they enter the preparatory or I class of a school for children with severe speech disorders.

Children who can be conditionally classified as the upper limit of the third level, subject to sufficient school preparation, study in general education school with the obligatory attendance of speech therapy classes at the school speech therapy center.

The main objectives of correctional education for this category of children are:

Practical assimilation of lexical and grammatical means of the language;

Formation of a full-fledged sound side of speech (education of articulation skills, correct sound pronunciation, syllabic structure and phonemic perception);

Preparation for literacy, also mastering the elements of literacy;

Further development of coherent speech.

The formation of speech practice as the basis for mastering the elementary laws of the language is carried out on the basis of developing phonemic perception, the correct pronunciation of sounds and correct perception word structures; practical ability to distinguish, highlight and generalize significant parts of a word; based on observations of the relationship of words in a sentence.

Through the systematic accumulation of observations on the semantic, sound, morphological, syntactic aspects of speech, children develop a sense of language and mastery of speech means, on the basis of which a transition to independent development and enrichment of speech in the process of free communication.

At the same time, children are prepared for the successful assimilation of school subjects.

The fulfillment of these tasks is closely connected with the development of children's cognitive activity, with the development of their ability to observe, compare and generalize the phenomena of life around them.

The main work on the correction of speech underdevelopment is carried out by a speech therapist in the classroom. Speech therapy classes are divided into two types: classes on the formation of lexical and grammatical means of the language and the development of coherent speech. They include: vocabulary building; grammatical correctness of speech and the development of coherent speech.

In the classes on the formation of the sound side of speech, the most effective form is to conduct frontal speech therapy classes with subgroups of 6-7 people.

The distribution of children into subgroups is carried out by a speech therapist, taking into account the severity of the speech defect. Since the manifestation of speech underdevelopment in children is highly variable, individual work is envisaged to overcome persistent speech deficiencies that impede the successful assimilation of material in frontal classes. Systematically conducted individual sessions with one child or with 2-4 children with homogeneous forms of speech pathology.

Work continues to develop understanding of speech. Children are taught to listen to addressed speech, to highlight the names of objects, actions, signs, to understand the generalized meaning of the word, to choose from two words the most appropriate for a given situation. (breaks- vomits, rubs- sticky, jumping- jumps). At this time, they are taught to understand the text with a complicated, conflict situation.

The ability to isolate parts of an object is formed. Subject lexical material is associated with the study of objects surrounding children. On the basis of understanding the features of objects, they learn to group them in practical activities. The meaning of nouns with diminutive suffixes is specified.

Particular attention is paid to the exact understanding of the meaning of sentences that include words that are similar in their sound composition, but different in meaning. These sentences use personal and reflexive verbs (show where the boy is sledding, where the boy is sledding), nouns in oblique cases (show where the baby puts on a fur coat, where the baby is put on a fur coat), possessive adjectives (give Kolya a pencil - give Colin a pencil).

Based on the refined passive speech reserve, oral speech practice is organized, in which lexical and grammatical knowledge is consistently consolidated.

In the process of mastering the subject dictionary, children continue to get acquainted with various ways of word formation.

Initially, children are offered analytical exercises that contribute to the formation of orientation in the morphological composition of words: select related words from the context, compare them in length and content, isolate the elements of words that sound the same and different.

Gradually, on the basis of subject-graphic schemes, there is an acquaintance with universal ways of forming words: suffixal - for nouns and adjectives, prefixal - for verbs. Children develop the skills of folding a new word from 2 parts, one of which is equal to the root, and the other to the affix: mushroom+ nickname, shoe + nickname, at + walked, at + carried, at + swam.

Drawing attention to the commonality of the root part among the chain of related words (forest, forestry, forester), speech therapist, forms in children an intuitive idea of the system of word-formation connections of the language.

At the same time, children are taught to understand the generalized meaning of the word. Only after that it is proposed to independently form relative adjectives from nouns with the meanings of correspondence with food (milk, chocolate) plants (oak, pine). Children are taught to listen to the endings of adjectives, to answer questions like: “What kind of object can you say wooden, -th, -th?”.

At the same time, children are taught the ability to form adjectives from adverbs, from nouns, as well as their different degrees.

Developing the ability to correctly convey the shades of words in speech, children learn to form diminutive names for the qualities of objects.

Given that children with OHP have difficulty recognizing the similarities and differences of words that are similar in sound and meaning, special attention is paid to this distinction. First you need to listen carefully to these words. For example, showing a pinch of tea, they ask: “What is this?” - Tea. At the same time, it is explained that it is brewed in kettle, and the utensils from which they drink tea are called tea. The significant part of the word is highlighted intonationally. In the following lessons, related words are distinguished when showing other objects (salt- salt shaker, sugar- sugar bowl

Particular attention is paid to the formation of a sign from the name of an object, action or state. (soap- soapy- soap- soap dish).

It is important that children do not have a formal accumulation of related words, but prepare their conscious use in independent speech.

A necessary condition for clarifying and expanding the vocabulary of children is the practical assimilation of the most common cases of polysemy of words.

It is advisable to start with nouns, in which the transfer is based on specific, visual signs (a girl's hat, a nail's hat, a mushroom's hat).

When showing objects, the attention of children is drawn to the common thing that unites them. After a series of similar exercises, children independently select polysemantic words(for example: baby foot- leg of a table, chair, armchair, sofa, mushroom etc.) and make sentences with them.

In speech therapy classes, exercises are carried out to isolate different meanings in polysemantic verbs. Children are asked to match different nouns to verbs. (fly a bird, a fly, an airplane, a ball; a man, an elephant, a train, rain is walking; a fish, a duck, a man, a cloud are swimming).

From words with figurative meaning the most accessible to understanding are often used, figurative expressions in which this meaning is opposed to the main one. So, for example, paying attention to the flushed face of one of the children, you can say: "Vova's face is ruddy, like an apple." Children's attention is also drawn to phrases like: angry man- angry wind, frost; cowardly as a hare, cunning as a fox.

A better understanding of the figurative meaning of the meaning of words is helped by listening to specially selected verses and prose passages.

The preparatory stage for introducing children to antonym words is to check and clarify the words known to children - the names of signs of objects and actions. Pairs of objects with pronounced features are selected and compared in taste, color, size, etc. Their qualitative opposite is emphasized intonation (spicy- dull pencil).

Simultaneously with the enrichment of the vocabulary, its grammatical design takes place. Specially created situations, the use of regime moments help in practical terms to assimilate the meanings of objects, distinguish the endings of case forms, correctly coordinate adjectives and numerals with nouns. All work on the formation of grammatical correct speech necessarily based on the child's real ideas and constantly improving auditory perception. The new grammatical form is fixed in the exercises on inflection and word formation, on the formation of phrases and sentences.

By compiling sentences for describing various actions, according to the content of the pictures, children are preparing for the ability to coherently talk about what they see. A variety of techniques and methods of learning are detailed in accordance with the structure of the defect. Children learn to talk about sequentially reproduced actions, to compose simple stories in the wake of a series of actions performed. In the process of teaching various types of stories-descriptions, exercises are carried out in comparing objects.

Practical assimilation of grammatical categories is combined with the ability to compose common sentences, compare and contrast words according to their semantic meaning and grammatical features (number, gender, case). Children are taught that the same thought can be expressed in different language means. This encourages them to use complex sentences with subordinate clauses. different types.

It also develops the ability to oppose homogeneous members sentences, use conjunctions ( a, and and etc.).

First, the speech therapist presents a sample of the correct construction complex sentence, then the children repeat it, and then independently compose similar constructions (Children put on raincoats because it was raining).

Storytelling plays an important role in common system speech therapy classes. At this time, attention is paid to consolidating the skill of free use of set sounds in speech, as well as their differentiation, both by ear and in pronunciation. Throughout the entire remedial training, this work is combined with the development of speech clarity and the elimination of difficulties in reproducing words that are complex in syllabic composition and sound content. Includes special exercises aimed at developing the expressiveness of speech. Work continues to teach children to read and write.

In the wake of sound analysis and synthesis, children put together syllables, words, simple sentences. He must be able to convert the word (crayfish- varnish, juice- boughs etc.), divide sentences into words, master the skill of conscious syllable-by-syllable reading. All this prepares the necessary basis for their success in school, and also prevents the possibility of specific errors in writing and reading.

Education and upbringing of children with OHP of school age carried out in special schools for children with severe speech disorders.

The development of the content and teaching methods is based on a thorough study of the patterns of speech development of students (R. E. Levina, N. A. Nikashina, G. A. Kashe, L. F. Spirova, I. K. Kolpovskaya, G. V. Chirkina, O. E. Gribova and others).

Systemic violation of all components of speech activity is characterized by the following manifestations:

Limited vocabulary;

The presence of numerous verbal substitutions;

The use of words in limited speech situations without taking into account contextual connections;

Steady agrammatism;

Poverty and stereotypy of the syntactic design of speech; using mostly simple common sentences with a small number of members (3-4);

Violation of the sound-syllabic structure of speech with a predominance of sound errors of a phonemic type.

The colloquial speech of children entering school is laconic, closely related to a specific situation. Coherent (monologue) speech lags far behind age norm according to the level of development and has specific defects.

In children with OHP, therefore, language means are not sufficiently formed by the beginning of schooling, and the formation of the communicative and generalizing function of speech is delayed.

Features of the speech development of students of the 1st department determine the specifics of teaching at school. Main subject, which serves the most corrective purposes, is initial course Russian language. The content of lessons on this subject in a special school has several directions: elimination of speech development disorders; organization of active speech practice; learning to write, read; systematic study of information on grammar, spelling; preparation for further assimilation of the Russian language as a subject and other courses in the volume of an incomplete secondary general education school.

In the process of special language teaching, cognitive activity is also developed on the material of speech facts, the gradual formation of abstract verbal thinking, the creation of a solid foundation for further raising the educational and cultural level of students and mastering a profession.

The goals of special education are provided by a well-thought-out solution to a number of particular tasks:

Assimilation of elementary theoretical information on phonetics, morphology, syntax, spelling, graphics and punctuation, preparing for the study of a systematic high school language course;

enrichment of children's speech practice, development of the ability to consciously use knowledge of phonetics, grammar and spelling;

Mastering on this basis the methods of modeling, various speech operations.

Gradually, a transition is being made from purely practical classes on the formation of speech to the study of the language. The solution of speech and language problems in their interconnection requires special pedagogical tools and the division of the Russian language course into sections that are different from the general education school.

Program primary school consists of the following sections: "Speech Development", "Pronunciation", "Literacy", "Phonetics, Grammar, Spelling and Speech Development", "Reading and Speech Development".

The main task of speech development is to bring students closer to the level of practical knowledge of their native language in the norm, that is, to teach them to use speech as a means of communication.

To this end, the forms of speech communication and language means are systematically improved in the following interrelated areas:

a) the development in children of various types of oral speech (dialogical, monologue) based on the enrichment of knowledge about the world around them;

b) formation and expansion of the lexical side of speech;

c) practical mastery of the basic laws of the language based on the assimilation of semantic and grammatical relations;

d) the formation of lexical and grammatical readiness for the conscious assimilation of other sections mother tongue(learning grammar, literacy, spelling).

The starting point for the system of work on the development of speech is the principle of the communicative orientation of speech. Compliance with it involves the formation of communication in the process of active speech activity, the creation of students' motivated need for speech by stimulating their speech activity and modeling situations that contribute to the generation of independent and initiative statements.

Elena Lomakina
Speech therapy work in the correction of OHP I level of speech development

Speech therapy work during correction

ONR,1 level of speech development.

Tasks:

1. Development of speech understanding.

2. Development

3. Formation of a two-part simple sentence based on the learned elements of word formation.

Correctional work

1. Development of speech understanding

Clarify understanding of the names of toilet items, household items, the world around, toys, clothes.

Clarify the understanding of the name of the actions that the child himself performs, that his relatives perform, or that he can see.

Practice understanding and recognizing verbs that are close in meaning or denoting opposite actions.

Understanding questions (Where, whither)

Methodological techniques:

Showing and naming objects;

Recognition by description and purpose;

Recognizing actions from pictures;

Execution of 2 and 3 step instructions;

Fulfillment of instructions for distinguishing units. and many hours;

Understanding the questions on the demonstrated action.

2. Development active imitative activity in the form of encouraging any sound phrases.

The use of specially organized games with the definition of educational speech tasks. The first words are onomatopoeia, then monosyllabic nouns.

At the beginning of the stage, one-sided speech dialogue speech therapist. He asks questions and answers them himself, goes verbiage of all actions. Phrases are short. Speech therapist encourages the child to repeat familiar words after him. The first words are repeated at least 5-6 times. It is necessary to achieve the reproduction of the stressed syllable first, and then the rhythmic-intonational pattern in the word.

The technique of building up the same syllables at the end of a word(paw, branch).

Pronunciation with slapping straight lines of the same syllables, then syllables with different sounds of direct and reverse.

Appearing words are pronounced quietly-loudly, slowly-quickly, angrily-affectionately.

3. Formation of a two-part simple sentence based on the learned elements of word formation

The order in which words are included in a phrase.

Sentences from root words.

Index word + im. case n.

Appeal + Command

Command + noun in them. P.

Appeal + command + noun. in them. P. (Daddy on the ball)

Modal adverb + infinitive (I can, I will, I'm thirsty)

At work on the preposition speech therapist asks children to take, give, finish what they started speech therapist picture suggestion. Children are taught to answer questions

Related publications:

Guidelines for the development and correction of speech thinking in children with disabilities of preschool age I bring to your attention the author's pedagogical development "Speech and Thinking" Development and correction of speech thinking of preschool children.

Diagnosis of the level of speech development in children of the speech therapy group 1. The state of coherent speech 1.1. A retelling of a familiar fairy tale based on the drawings in the book and the speech therapist's questions. "Ryaba Hen", arr. K. Ushinsky.

The use of physical education sessions in the classroom as one of the methods for improving the correction of children's speech development In the classroom we use physical education minutes, which allow us to improve the speech of children. Fizkulminutki are included in classes depending.

Synopsis of a speech therapy lesson in the preparatory group (ONR of the third speech level) Theme: Sign Purpose: Fixing the correct pronunciation of the sound C. Isolation of the sound C from a number of sounds and words. Dividing words into syllables. Acquaintance.

Correction of speech breathing in preschoolers 4–5 years old with 1–2 levels of speech development (from work experience) There is a lot of emphasis on early start corrective work with children with speech disorders. Preschoolers have 4-5.

Logopedic rhythm. The use of logarithmic means in the correction of general underdevelopment of speech Speech therapy rhythm is a kind of active therapy, a means of influence in a complex of techniques and academic discipline. First.

Logotale. The problem of speech development and speech education in preschool educational institutions(2) Relevance The problem of speech development and speech education is one of the most significant in a preschool institution. AT last years observed.

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

Methodological development of the organization of correctional work:"Approximate long-term planning of correctional and developmental activities with children of the 1st level of OHP."

INTRODUCTION………………………………………………………………………….3

SECTION 1. REVIEW AND ANALYTICAL STUDY OF PSYCHO-SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN WITH LEVEL 1 OHP IN THE WORKS OF DOMESTIC AND FOREIGN PEDAGOGS AND PSYCHOLOGISTS ………………………… .......................................four

1.1.Theoretical justification, relevance ……………………………………4 1.2.Goal and objectives methodological development……………………………… 1.3. Speech activity of children of the 1st level of OHP: study of the issue in the works of domestic and foreign scientists………………………….. ……………. 1.4. Psychological features OHP level 1 children ……............................8

SECTION 2. FORWARD PLANNING………………………….. SECTION 3. LIST OF GAMES AND EXERCISES……………………………….. EXPECTED RESULTS…………………………… ……………………….

LIST OF USED SOURCES……………………………

INTRODUCTION

Education is always subordinated to the interests of the state and fulfills its social order. The interests of the development of society require the formation of a harmonious developed personality able to communicate freely, acquiring and implementing the acquired knowledge, able to independently make decisions, realize natural opportunities. To implement the tasks set by the society, the State educational standard pre-school education of the DPR, aimed at supporting the diversity of childhood, preserving its self-worth and uniqueness, the formation of a competent personality capable of establishing harmonious relations with the surrounding people and the world as a whole)