Features of speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria

Ryazan 2009

Introduction

Chapter 1. Theoretical substantiation of the problem of erased dysarthria in domestic speech therapy.

1.1 Methodological basis of the concept of “erased dysarthria”

1.2 Manifestations of erased dysarthria in preschool children

Conclusions on chapter 1

Chapter 2. Features of speech disorders in the structure of the defect in erased dysarthria.

2.1 Phonetic-phonemic disturbances in the structure of the defect in erased dysarthria

2.2 Features of vocabulary acquisition by older preschoolers with erased dysarthria

2.3 Features of mastering the syllabic structure of words by preschool children with erased dysarthria

Conclusions on Chapter 2

Chapter 3. Speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria.

3.1 Organization and content of the ascertaining experiment

3.2 Organization and content of the formative experiment

3.3 Analysis of the results of experimental speech therapy work (control experiment)

Conclusion

Bibliography

Application

Introduction

A mild degree of dysarthria (erased dysarthria) is one of the most common speech disorders in childhood, in which the leading ones in the structure of the speech defect are persistent disturbances in sound pronunciation, similar to other articulatory disorders and presenting significant difficulties for differential diagnosis and correctional speech therapy work (I B. Karelina (30), L. V. Lopatina (46), R. I. Martynova (48), L. V. Melekhova (50), L. F. Spirova (66), E. F. Sobotovich ( 63), O.A. Tokareva (72)).

These disorders cause secondary deviations in the development of the phonemic, lexical and grammatical aspects of speech, reducing the effectiveness of school education for children (T.B. Filicheva, I.A. Cheveleva (74), G.V. Chirkina (77), G.V. Gurovets (16), R.E. Levin (55), L.V. Lopatina (45), N.V. Serebryakova (64), R.I. Martynova (49), L.V. Melekhova (50), E .F.Sobotovich (63), etc.).

Mild manifestations of dysarthria have not been sufficiently studied in the literature. There is no single terminological approach to designating this speech disorder. Currently, there are the concepts of “erased dysarthria”, “mild” dysarthria, “dysarthric component”, “minimal dysarthric syndrome”, “minimal dysarthric disorders”, “mild degree of dysarthria”. A large amount of theoretical material has been accumulated on the problems of etiology, symptoms of various clinical manifestations of non-speech and speech disorders in erased dysarthria (L.V. Lopatina (45), R.I. Martynova (49), L.V. Melekhova (50), E.K. .Makarova, E.F.Sobotovich (63), T.V.Tumanova, etc.).

However, the issues of the formation of word-formation skills in children with this speech disorder remain insufficiently studied; there is no experimental data on the nature and specificity of word-formation disorders in mild dysarthria. Existing methods of correctional and speech therapy work are not sufficiently differentiated depending on the mechanism and structure of the defect in various manifestations of erased dysarthria. The problem of developing a scientifically based system of linguistic material used to consolidate speech skills, including word-formation skills, in children with erased dysarthria remains unresolved.

Therefore, a revision of the approaches underlying correctional speech therapy work on the development of word-formation skills in children with erased dysarthria, the need to increase the effectiveness of correctional speech therapy work through linguistic validity of the sequence of formation of these skills, systematization of the linguistic material itself in accordance with the nature and structure of the defect is currently time of one of the urgent tasks of speech therapy.

Research problem: insufficient knowledge of the features of speech therapy work on the formation and development of word-formation skills in children with erased dysarthria.

Object of study: the process of correction of erased dysarthria in preschool children.

Subject of research: correctional and speech therapy work on the development of word-formation skills in the process of correcting erased dysarthria in children of senior preschool age.

The purpose of the study is to determine the optimal ways of correctional and speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria.

In accordance with the purpose of the study, the following tasks are formulated:

1. Analyze theoretical and methodological approaches to the problem of lexical and grammatical disorders in preschool children with erased dysarthria.

2. Systematize diagnostic material (tasks, exercises) for examination and correction of word-formation skills in children of senior preschool age with erased dysarthria.

3. To identify the features of word-formation skills in children of senior preschool age with erased dysarthria.

4. To test, in the process of experimental speech therapy work, diagnostic material aimed at developing word-formation skills in children of senior preschool age with erased dysarthria.

Research hypothesis: the development of word-formation skills in older preschoolers with erased dysarthria will be effective if the following conditions are met:

Systematic approach to speech formation.

A differentiated approach to the process of correction of erased dysarthria.

Taking into account special exercises and tasks aimed at correcting the lexical and grammatical aspects of speech.

Research methods were selected taking into account the object, subject, purpose, objectives and hypothesis of the study:

Analysis of theoretical sources;

Analysis of medical, psychological and pedagogical documentation of children;

Observation of children's speech;

Ascertaining and formative experiment;

Control experiment (analysis of research results - analysis and comparison).

Research base. The study was carried out in a preschool institution in Ryazan: MDOU No. 133 “Bear Cub” in several stages.

The first stage (January 2008 – August 2008) is a theoretical study of the problem: study and analysis of specialized literature, setting goals, problems, defining hypotheses, tasks, research methods.

The second stage (September 2008) - development of an experimental study methodology, identification of children with erased dysarthria, conducting a confirmatory experiment, analysis, generalization and systematization of the data obtained.

The third stage (October 2008 – April 2009) - conducting a formative and control experiment, analyzing the effectiveness of correctional speech therapy work, drawing conclusions.

The thesis consists of an introduction, three chapters, a conclusion, a bibliography and an appendix. The work is illustrated with tables, diagrams, diagrams.

Chapter 1. Theoretical substantiation of the problem of erased dysarthria in domestic speech therapy

1.1 Methodological basis of the concept of “erased dysarthria”

A common speech disorder among preschool children is erased dysarthria, which tends to increase significantly. It is often combined with other speech disorders (stuttering, general speech underdevelopment, etc.). This is a speech pathology, manifested in disorders of the phonetic and prosodic components of the speech functional system, and arising as a result of unexpressed microorganic damage to the brain.

The term “erased” dysarthria was first proposed by O.A. Tokareva (72), who characterizes the manifestations of erased dysarthria as mild (erased) manifestations of pseudobulbar dysarthria, which are particularly difficult to overcome.

There is no data in the literature indicating what percentage of speech group graduates with erased dysarthria still have difficulties in mastering reading and writing. But from the experience of speech therapists, it is known that when graduating, most children are recommended to go to a school where a speech therapist works.

The importance of this connection is pointed out by the authors M.F. Fomicheva (75), Yu.F. Garkusha (13), T.A. Tkachenko (68), but the recommendations can be partially used in the group with erased dysarthria, because their work is aimed at overcoming general speech underdevelopment.

The experience of practical and research work shows that it is very often difficult to diagnose erased dysarthria, its differentiation from other speech disorders, in particular dyslalia, in determining the ways of correction and the amount of necessary speech therapy assistance for children with erased dysarthria. Considering the prevalence of this speech disorder among preschool children, we can conclude that at present a very urgent problem has arisen - the problem of providing qualified speech therapy assistance to children with erased dysarthria.

In practice, we often encounter children whose pronunciation deficiencies resemble dyslalia in their external manifestations, but have a complex and long-term process of elimination.

The main distinguishing feature of dysarthria from other pronunciation disorders is that in this case it is not the pronunciation of individual sounds that suffers, but the entire pronunciation aspect of speech.

In the work of O.Yu. Fedosova, a comparison is made between dyslalia and erased dysarthria (1).

For complex functional dyslalia:

The articulation of only consonant sounds suffers;

A clear violation of the articulation of certain sounds in various conditions of their implementation;

Consolidating the formed sounds does not cause difficulties;

There are no violations of the tempo-rhythmic organization of speech;

Breathing changes are not typical;

No phonation disturbances are noted;

For mild pseudobulbar dysarthria:

Perhaps blurred, unclear pronunciation of vowel sounds with a slight nasal tint;

Sounds can be preserved in isolation, but in the speech stream they are pronounced distortedly and unclearly;

The automation process is difficult: the supplied sound may not be used in speech;

An accelerated or slow pace of speech is characteristic;

Breathing is shallow, speech is noted during inhalation, phonation exhalation is shortened;

The coordination of these processes suffers.

The structure of the defect in dysarthria includes a violation of the sound-pronunciation and prosodic aspects of speech, caused by organic damage to the speech motor mechanisms of the central nervous system. Sound pronunciation disorders in dysarthria depend on the severity and nature of the lesion. The main complaints with erased dysarthria: slurred, inexpressive speech, poor diction, distortion and replacement of sounds in words with a complex syllabic structure.

For early detection of this form of dysarthria and proper organization of complex effects, it is necessary to know the symptoms and causes that characterize this disorder.

The causes of erased dysarthria can be:

abnormalities in intrauterine development (toxicosis, hypertension ( high blood pressure) nephropathy during pregnancy, etc.;

infectious diseases (ARVI, influenza, etc.) suffered during pregnancy

· asphyxia of newborns;

rapid or prolonged labor;

· long waterless period;

· mechanical obstetrics (forceps, vacuum).

In the first year of life, such children are observed by a neurologist and are prescribed drug treatment and massage. The diagnosis includes PEP (perinatal encephalopathy) for up to a year. And after a year, the diagnosis is either removed or MMD (minimal cerebral dysfunction) is given.

As a result of various causes, mildly expressed brain disorders. Faint, “erased” disorders of the cranial nerves underlie mild innervation disorders, i.e. dysfunction of the motor nerves that ensure the process of normal speech. This leads to inaccurate pronunciation.

Symptoms of erased dysarthria:

· Non-speech symptoms: the neurological status is characterized by the presence of neurological microsymptoms (syndromes of damage to the central nervous system: erased paresis, changes in muscle tone, mildly expressed hyperkinesis in the facial muscles, the presence of pathological reflexes, etc.).

The main damage to the cranial nerves is usually associated with the hypoglossal nerve, which manifests itself in limited mobility of the tongue (to the sides, up, down, forward), passivity of the tip of the tongue, tension in the back of the tongue, weakness of half the tongue, restlessness of the tongue in a given position, increased salivation, undifferentiated movements of the tip of the tongue.

In some cases, with erased dysarthria, damage to the oculomotor nerves is noted, which manifests itself in strabismus and unilateral ptosis. With erased dysarthria, as a rule, there are no severe disorders of the trigeminal, vagus, or glossopharyngeal nerves, but in many cases, children experience unilateral smoothing of the nasolabial folds due to the asymmetry of the facial nerves. There may be insufficient muscle tone in the soft palate and, as a result, a nasal tone in the voice.

The reflex sphere with erased dysarthria can be characterized by the presence of pathological reflexes.

Children also experience changes in the autonomic nervous system (sweating of the palms, feet, etc.).

Speech motor skills are characterized by exhaustion of movements and their low quality (insufficient accuracy, smoothness, incomplete volume). Motor deficiencies manifest themselves most clearly when performing complex motor acts that require precise control of movements and their correct spatio-temporal organization.

The mental status of children with erased dysarthria has its own characteristics, expressed in the insufficiency of a number of mental processes (auditory and visual perception, attention, memory, mental operations) and a decrease in cognitive activity in general.

· Speech symptoms (1):

Violations of sound pronunciation: absence, replacement, distortion of sounds. Such children are characterized by a simplification of articulation, that is, the replacement of complex sounds with simpler ones based on articulatory-acoustic characteristics. Among the distortions, the most common is the lateral pronunciation of hissing, whistling, front-lingual sounds, softening of sounds

prosodic disturbances: speech is monotonous, unexpressive, the timbre is often low, the voice is quiet, the speech rate is slow or accelerated

violation phonemic hearing(more often it is of a secondary nature, since one’s own “blurred” speech does not contribute to the formation of clear auditory perception and control).

Erased dysarthria is most often diagnosed after 5 years. Early speech development in a significant proportion of children with mild symptoms dysarthria was slightly slowed down. A child with early cerebral (brain) damage by the age of 4–5 years loses most of the symptoms, but a persistent violation of sound pronunciation and prosody may remain. The first words appear by 1 year, phrasal speech is formed by 2–3 years. At the same time, for quite a long time, children’s speech remains illegible, unclear, understandable only to parents. Thus, by the age of 3–4 years, the phonetic aspect of speech (intelligibility of speech) in preschool children with erased dysarthria remains unformed.

The system of training and education of preschool children with erased dysarthria includes correctional and speech therapy work to eliminate speech defects and preparation for full literacy training (G.A. Kashe (31), T.B. Filicheva, N.A. Cheveleva (73), V.V.Konovalenko, S.V.Konovalenko) (34).

For the first time, an attempt to classify erased dysarthria was made by E.N. Vinarskaya and A.M. Pulatov based on the classification of dysarthria proposed by O.A. Tokareva (72). In this classification, only the degree of disturbance comes to the fore, but mechanisms and nosology are not taken into account.

In the studies of E.F. Sobotovich and A.F. Chernopolskaya (63), a typology of disorders was determined depending not only on neurological symptoms, motor disorders, but also phonemic and general development with various forms mild dysarthria.

Depending on the manifestations of disturbances in the motor side of the pronunciation process and taking into account the localization of paretic phenomena in the organs of the articulatory apparatus, the authors identified four groups of children and identified the following types of erased dysarthria:

· violations of sound pronunciation caused by selective inferiority of certain motor functions of the speech-motor apparatus (group I);

· weakness, lethargy of articulatory muscles (group II).

These two groups belong to the erased form of pseudobulbar dysarthria.

· clinical features violations of sound pronunciation associated with difficulty in performing voluntary motor acts (group III), the authors classify as cortical dysarthria;

· defects in the sound aspect of speech, present in children with various forms of motor impairment (group IV), are classified as mixed forms dysarthria.

Thus, summarizing all the data obtained, a table was compiled that clearly reflects the characteristic features of children with erased dysarthria (Appendix 3) .

1.2 Manifestations of erased dysarthria in preschool children

Erased dysarthria (MDD - minimal dysarthric disorders) occurs very often in children with ODD (50-80%); in children with FFN (30-40%); In some children initially diagnosed with complex dyslalia, careful examination reveals mild dysarthria (10%) (1).

Erased dysarthria in speech therapy practice is one of the most common and difficult to correct speech therapy disorders of the pronunciation side of speech.

G. Gutsman is the first to identify among children with polymorphic sound pronunciation disorders a category of children in whom articulation is blurred and for whom the process of sound pronunciation correction is extremely difficult. In the future, Pravdina-Vinarskaya and Eidinova analyze cases of motor impairment. The abbreviation “MDR” was introduced by G.V. Chirkina and I.B. Karelina to designate a low (erased) degree of dysarthria (1).

Mild “erased” dysarthria is distinguished by O.V. Pravdina (60) and L.V. Melekhova (50) when examining children with complex dyslalia. They identified functional, mechanical dyslalia, as well as organic cerebral dyslalia, which later began to be classified as mild dysarthria, and began to be called erased dysarthria. The authors note that with organic cerebral disorders of sound pronunciation (erased dysarthria), there is insufficient mobility of individual muscle groups of the speech apparatus (lips, soft palate, tongue), general weakness of the entire peripheral speech apparatus due to damage to certain parts of the nervous system.

With dysarthria, the motor mechanism of speech is disrupted due to organic damage to the central nervous system.

A study of the anamnestic data of young children indicates a delay in locomotor functions (motor clumsiness when walking, increased exhaustion when performing individual movements, inability to jump, step up stairs, grasp and hold a ball).

In the infant period from 0 to 1 year, pathological pre-speech symptoms are not detected in psychomotor development, because Screening examination of psychomotor functions of children has not yet been introduced into practice. And, as a result, there is no psychological, pedagogical and correctional speech therapy support for infants with PEP.

There is a late appearance of finger grasping of small objects, and a long-term persistence of the tendency to grasp small objects with the entire hand. The medical history notes difficulties in mastering self-care skills, dislike of drawing; Many children do not know how to hold a pencil correctly for a long time. In the future, they continue to have persistent difficulties in the formation of graphomotor skills.

Children with erased dysarthria do not stand out sharply among their peers, and do not even always immediately attract attention. However, they have some peculiarities. So, these children speak unclearly and eat poorly. They usually do not like meat, bread crusts, carrots, or hard apples as they find it difficult to chew. After chewing a little, the child can hold the food in his cheek until adults reprimand him.

It is more difficult for such children to develop cultural and hygienic skills, which require precise movements of various muscle groups. The child cannot rinse his mouth independently, since his cheek and tongue muscles are poorly developed. He either immediately swallows the water or pours it back.

Children with severe dysarthria do not like and do not want to fasten their own buttons, lace up their shoes, or roll up their sleeves. Dysarthric children also experience difficulties in visual arts. They cannot hold a pencil correctly, use scissors, or regulate the pressure on the pencil and brush.

Such children also have difficulty performing physical exercises and dancing. It is not easy for them to learn to correlate their movements with the beginning and end of a musical phrase, and to change the nature of movements according to the beat. They say about such children that they are clumsy because they cannot clearly and accurately perform various motor exercises. It is difficult for them to maintain balance while standing on one leg, and they often do not know how to jump on their left or right leg. Usually an adult helps a child jump on one leg, first supporting him at the waist, and then in front with both hands, until he learns to do it independently.

A study of the neurological status of children with erased dysarthria reveals certain abnormalities in the nervous system, manifested in the form of a mild, predominantly unilateral, hemisyndrome. Paretic symptoms are observed in articulatory and general muscles, which is associated with impaired innervation of the facial, glossopharyngeal or hypoglossal nerves. (G.V. Gurovets, S.I. Mayevskaya) (16). In cases of dysfunction of the hypoglossal nerve, deviation of the tip of the tongue towards paresis is noted, and mobility in the middle part of the tongue is limited. When the tip of the tongue and the middle part of the tongue are raised, the middle part quickly falls to the side of the paresis, causing the appearance of a lateral air stream. In some children, dysfunction of the glossopharyngeal nerve predominates. In these cases, the leading symptoms of disorders are phonation disorders, the appearance, nasalization, distortion or absence of back-lingual sounds. A violation of muscle tone is often detected. The voice suffers significantly with dysarthria. It becomes hoarse, tense or, conversely, very quiet and weak.

Thus, unintelligible speech in dysarthria is caused not only by a disorder of articulation itself, but also by a violation of the coloring of speech, its melodic-intonation side, i.e. violation of prosody. Erased dysarthria is characterized by inexpressiveness of speech, monotony of intonation, and a nasal tone of pronunciation. At the same time, erased dysarthria can be complicated by phonetic-phonemic underdevelopment, general speech underdevelopment, stuttering and other speech disorders.

Studies by L.V. Lopatina (45) and others revealed in children with erased dysarthria disturbances in the innervation of facial muscles: the presence of smoothness of the nasolabial folds, asymmetry of the lips, difficulties in raising the eyebrows, and closing the eyes.

Along with the characteristic symptoms for children with erased dysarthria are: difficulties switching from one movement to another, reduced range of movements of the lips and tongue; Lip movements are not performed in full, they are approximate, and there are difficulties in stretching the lips. When performing exercises for the tongue, selective weakness of some muscles of the tongue, imprecision of movements, difficulties in spreading the tongue, lifting and holding the tongue at the top, tremor of the tip of the tongue are noted; In some children, the pace of movements slows down when performing a task repeatedly.

Many children experience: rapid fatigue, increased salivation, and the presence of hyperkinesis of the facial and lingual muscles. In some cases, a deviation of the tongue (deviation) is detected.

Features of facial muscles and articulatory motor skills in children with erased dysarthria indicate neurological microsymptoms and are associated with paresis of the hypoglossal and facial nerves. These disorders are most often not detected primarily by a neurologist and can only be identified during a thorough speech therapy examination and dynamic observation during correctional speech therapy work. A more in-depth neurological examination reveals a mosaic of symptoms of the facial, glossopharyngeal and hypoglossal nerves, which determines the features and variety of phonetic disorders in children. Thus, in cases of predominant damage to the facial and hypoglossal nerves, disorders of the articulation of sounds are observed, caused by inadequate activity of the labial muscles and muscles of the tongue. Thus, the nature of speech disorders depends on the state of the neuromuscular apparatus of the organs of articulation.

In children with erased dysarthria, in addition to impaired sound pronunciation, there is a violation of the voice and its modulations, weakness of speech breathing, and pronounced prosodic disturbances. At the same time, general motor skills and fine differentiated hand movements are impaired to varying degrees. The identified motor clumsiness and lack of coordination of movements cause a delay in the formation of self-care skills, and the immaturity of fine differentiated movements of the fingers causes difficulties in the formation of graphomotor skills.

In studies devoted to the problem of speech disorders in erased dysarthria, it is noted that disturbances in sound pronunciation and prosody are persistent and in many cases are not amenable to correctional speech therapy work. This negatively affects the development of the child, the processes of his neuropsychic development in preschool age, and later can lead to school maladjustment. These disorders have a negative impact on the formation and development of other aspects of speech, complicate the process of schooling for children, and reduce its effectiveness. A relationship has been established between the pronunciation disorder itself and the formation of phonemic and grammatical generalizations, the formation of vocabulary, coherent speech, monotony of speech: some violations of general and fine motor skills.

Various phonetic means of formalizing an utterance (tempo, rhythm, stress, intonation) closely interact, determining both the semantic content and the speaker’s attitude to the content. In children with erased dysarthria, prosody disturbances affect the intelligibility, intelligibility and emotional pattern of speech, as well as the difficulty of performing rhythmic and melodic stress. In this case, the most secure is the imitation of interrogative and narrative intonation.

The voice suffers: it is either quiet, weak, and sometimes, on the contrary, hoarse, harsh, tense, excessively loud. The breathing rhythm is disturbed. Weakness of speech breathing and shallow breathing are noted. Speech loses its fluency, the pace of speech can be accelerated or slowed down. Modulations in pitch and voice strength are not possible. For example, a child cannot pronounce sounds in a high and low voice by imitation, imitating the voice of animals (cows, dogs, etc.).

Some children develop falsetto (a high, unpleasant voice, sometimes screeching); inhale aspiratedly, raising the shoulders; speech exhalation is weakened. In some children, speech exhalation is shortened, and they speak while inhaling - in this case, speech becomes choked.

Thus, children with erased dysarthria of preschool age are characterized by certain symptoms.

E.F. Sobotovich and A.F. Chernopolskaya distinguishes four groups of children with erased dysarthria (63).

These are children with insufficiency of some motor functions of the articulatory apparatus: selective weakness, pareticity of some muscles of the tongue. Asymmetric innervation of the tongue, weakness of movements of one half of the tongue cause such violations of sound pronunciation as lateral pronunciation of soft whistling sounds [s, ] and [z, ], affricates [ts], soft anterior lingual [t, ] and [d, ], posterior lingual [g ], [k], [x], lateral pronunciation of vowels [e], [i], [s].

Asymmetrical innervation of the anterior edges of the tongue causes lateral pronunciation of the entire group of whistling, hissing sounds [r], [d], [t], [n]; in other cases, this leads to interdental and lateral pronunciation of the same sounds. The causes of these disorders, according to Sobotovich, are unilateral paresis of the hypoglossal (XII) and facial (VII) nerves, which are of an erased, unexpressed nature. A small proportion of children in this group have phonemic underdevelopment associated with distorted pronunciation of sounds, in particular, underdevelopment of phonemic analysis skills and phonemic representations. In most cases, children have an age-appropriate level of development of the lexical and grammatical structure of speech.

In children of this group, no pathological features of general and articulatory movements were revealed. During speech, sluggish articulation, unclear diction, and general blurred speech are noted. The main difficulty for this group of children is pronouncing sounds that require muscle tension (sonorants, affricates, consonants, especially plosives). Thus, children often skip the sounds [r], [l], replace them with fricatives, or distort them (labial lambdacism, in which the stop is replaced by a labiolabial fricative); single-beat rhoticism resulting from difficulty vibrating the tip of the tongue. There is a splitting of affricates, which are most often replaced by fricative sounds. Violation of articulatory motility is mainly observed in dynamic speech-motor processes. The general speech development of children is often age appropriate. Neurological symptoms manifest themselves in the smoothness of the nasolabial fold, the presence of pathological reflexes (proboscis reflex), deviation of the tongue, asymmetry of movements and increased muscle tone. According to E.F. Sobotovich and A.F. Chernopolskaya, children of groups 1 and 2 have erased pseudobulbar dysarthria.

Children have all the necessary articulatory movements of the lips and tongue, but there are difficulties in finding the positions of the lips and especially the tongue according to instructions, imitation, based on passive displacements, i.e. when performing voluntary movements and in mastering subtle differentiated movements. A feature of pronunciation in children of this group is the replacement of sounds not only in place, but also in the method of formation, which is inconsistent. In this group of children, phonemic underdevelopment of varying degrees of severity is noted. The level of development of the lexico-grammatical structure of speech ranges from normal to pronounced OHP. Neurological symptoms manifest themselves in increased tendon reflexes on one side, increased or decreased tone on one or both sides. The nature of articulatory movement disorders is considered by the authors as manifestations of articulatory dyspraxia. Children in this group, according to the authors, have erased cortical dysarthria.

This group consists of children with severe general motor impairment, the manifestations of which are varied. Children exhibit inactivity, stiffness, slowness of movement, and a limited range of movements. In other cases, there are manifestations of hyperactivity, anxiety, and a large number of unnecessary movements. These features are also manifested in the movements of the articulatory organs: lethargy, stiffness of movements, hyperkinesis, a large number of synkinesis when performing movements of the lower jaw, in the facial muscles, the inability to maintain a given position. Violations of sound pronunciation are manifested in replacement, omissions, and distortion of sounds. A neurological examination of children in this group revealed symptoms of organic damage to the central nervous system (deviation of the tongue, smoothness of the nasolabial folds, decreased pharyngeal reflex, etc.). The level of development of phonemic analysis, phonemic representations, as well as the lexico-grammatical structure of speech varies from normal to significant OHP. This form of disorder is defined as erased mixed dysarthria.

The criteria for differentiation of groups are the qualities of the pronunciation side of speech: the state of the sound pronunciation, prosodic side of speech, as well as the level of formation of linguistic means: vocabulary, grammatical structure, phonemic hearing. General and articulatory motor skills are assessed. Common to all groups of children is a persistent violation of sound pronunciation: distortion, replacement, confusion, difficulties in automating the given sounds. All children in these groups are characterized by a violation of prosody: weakness of the voice and speech exhalation, poor intonation,

Conclusions on chapter 1

1. Erased dysarthria is a complex speech disorder characterized by variability in disturbances in the components of speech activity: articulation, diction, voice, breathing, facial expressions, and melodic-intonation aspects of speech (1).

2. Erased dysarthria is characterized by the presence of symptoms of microorganic damage to the central nervous system: insufficient innervation of the speech organs - the brain, articulatory and respiratory sections; violation of muscle tone of articulatory and facial muscles (21).

3. With erased dysarthria, as a rule, there are various persistent violations of the phonetic and prosodic aspects of speech, which are leading in the structure of the speech defect, and specific deviations in the development of the lexico-grammatical structure of speech (25).

4. Among the motor functions, the movements of the fingers are of particular importance, since they have a huge impact on the development of the child’s higher nervous activity. In children with erased dysarthria, both a violation of general motor skills and a deficiency of fine differentiated movements of the hands and fingers are detected (33).

5. The complexity of the structure of the defect in dysarthria determines the directions and content of complex corrective action, including medical, psychological, pedagogical and speech therapy aspects.

6. Currently, the problem of erased childhood dysarthria is being intensively developed in clinical, neurolinguistic, psychological, pedagogical and correctional speech therapy aspects. To distinguish erased dysarthria from complex dyslalia, a comprehensive medical and pedagogical study is necessary: ​​analysis of medical and pedagogical documentation, study of anamnestic data (40).

Chapter 2. Features of speech disorders in the structure of the defect in erased dysarthria

2.1 Phonetic-phonemic disturbances in the structure of the defect in erased dysarthria

Phonetic-phonemic disorders in erased dysarthria are expressed in distortions, confusion, substitution, and omissions of sounds, which brings it closer to dyslalia. But with erased dysarthria, the cause and mechanism of these disorders are different than with dyslalia. With erased dysarthria, phonetic-phonemic disorders and prosodic components of speech are caused by organic insufficiency of innervation of the muscles of the speech apparatus (respiratory, vocal and articulatory sections of the peripheral speech apparatus). With dyslalia, there are no disturbances in the innervation of the muscles of the speech apparatus (1).

Most authors studying the problem of sound pronunciation in erased dysarthria indicate that all children are characterized by polymorphic pronunciation disorders. The prevalence of impaired pronunciation of various groups of sounds in children is characterized by certain features that are determined by the complex interaction of speech-auditory and speech-motor analyzers and the acoustic proximity of sounds.

The most common problem in preschoolers with erased dysarthria is impaired pronunciation of whistling sounds. They are followed by disturbances in the pronunciation of hissing sounds. Less common are violations of the pronunciation of sonorant sounds [r] and [l].

The nature of phonetic-phonemic disorders in erased dysarthria, according to L.V. Lopatina, is determined by the ratio of acoustic and articulatory characteristics of various groups of sounds. Groups of acoustically close sounds are learned worse than groups of sounds that are acoustically more distant, although more complex in articulation.

Phonetic-phonemic disorders manifest themselves as follows (45) (Appendix 4) :

· violations of sound pronunciation, characterized by the same type of distortion of various groups of sounds (23%) (interdental and lateral pronunciation of various groups of sounds);

· disorders of sound pronunciation, characterized by various types of distortion of sounds (33.3%) (interdental sigmatism and lateral rotacism);

· distortion and absence of various groups of sounds (33.7%) (interdental sigmatism and absence of sounds [r] and [l]);

· distortion and replacement of various groups of sounds(6.7%) (interdental sigmatism and replacement of the sound [h] with the sound [t,].

Research by O.Yu. Fedosova (1) is devoted to the study of the characteristics of sound pronunciation in children with erased dysarthria. A specific examination system was used, taking into account the increasingly complex phonetic context. A specific sound is examined in the following sequence:

isolated;

· as part of a syllable: SG, GS;

· intervocalic: GHA;

· syllables with a combination of consonants: SSG, GSS;

· words with different syllable structure (13 classes);

· coherent speech.

In this case, the phonetic context is taken into account, i.e. the position of the sound in the word: at the beginning, at the end, in the middle of the word; compatibility with neighboring sounds; word length (number of syllables), key word structure, different word frequencies.

The study by I.B. Karelina (30) notes that the general characteristic feature for this category of children there is a polymorphic disorder of sound pronunciation (Appendices 5) .

The hard sibilants are the most difficult to pronounce for children with mild dysarthria: [s] – 98%, [z] – 96%. Whistlers are characterized by interdental pronunciation; labial-dental and subdental pronunciation is less common. Similar violations are observed in the hissing group: [sh], [zh] – 95%. Sometimes sibilants are replaced by distorted sibilants. Among affricates, the pronunciation [ts] is most often affected and accounts for 95% of the violations of the entire group of affricates. Violation of pronunciation [h] – 80%, observed less frequently. The sound [ts] is usually replaced by [s`] or distorted [s], and the sound [ch] is replaced by [t`] or distorted, the sound [sch] is replaced by a distorted [ch] or [sh], less often by the sound [s`]. Sonorant sounds are violated as follows: among violations of the pronunciation of the sound [l], violations expressed in distortion of the sound [l] predominate - 85%: labiolabial, labiodental and interdental lambdacism occurs. The sound [l`] is replaced by [j]. Often the sound [l] is absent. Among the disorders of pronunciation of sounds [р], [р, ] – 80% of the most common distortions are velar pronunciation. Sometimes [р, ] is replaced by the sound [j]. Rear lingual [g] – 25% and [k] are replaced by [t] and [d] or are absent. The main variant of defective pronunciation of hard anterior lingual [t] and [d] is interdental pronunciation, which is combined with interdental pronunciation of whistling and hissing sounds. A common defect in soft anterior lingual [t`] and [d`] is lateral pronunciation, which is combined with lateral sigmatism. There is a softened pronunciation of all consonants, resulting from spastic tension in the middle part of the back of the tongue.

The remaining consonants, as a rule, remain relatively intact. Hard sounds in children with erased dysarthria are disrupted more often than soft sounds. Voiceless and voiced pairs of sounds in pronunciation are equally impaired, for example: if the dull whistling sound [s] has a lateral or interdental pronunciation, then its voiced pair, the sound [z], also has a lateral or interdental pronunciation.

There are three groups of children with erased dysarthria, distinguished by characteristic disturbances in sound pronunciation.

First group. Violations of sound pronunciation are expressed in multiple distortions and absence of sounds (1).

Phonemic hearing is fully formed: children correctly perform tasks on auditory and pronunciation differentiation of sounds. The syllabic structure of words of varying complexity is not disrupted. The quality and volume of active and passive vocabulary correspond to the age norm, children successfully master the skills of inflection and word formation. Coherent monologue speech of children of the first group is formed in accordance with age standards. There are no structural or morphemic agrammatisms in the speech of children in this group.

If we consider the first group of children with erased dysarthria within the framework of the psychological and pedagogical classification (R.E. Levina (55)), then we can classify them as a group with phonetic underdevelopment (PH).

Second group. Expressive speech is rated satisfactorily.

Violation of sound pronunciation is in the nature of multiple substitutions and distortions. Phonemic hearing is impaired to a greater or lesser extent.

Children have insufficiently developed auditory and pronunciation differentiation of sounds. Difficulties arise when teaching their sound analysis. When reproducing the syllabic structure of complex words, rearrangements and other errors occur. Active and passive vocabulary lags behind age norm. There are errors in the grammatical formatting of speech (morphemic agrammatisms).

Particular difficulties arise when coordinating neuter nouns with numerals and using prepositions in word formation. Coherent monologue speech is characterized by the use of two-word, uncommon sentences.

According to the psychological and pedagogical classification of R.E. Levina (55), these children with erased dysarthria belong to the group with phonetic-phonemic underdevelopment (FFN).

Third group. The expressive speech of children in this group with erased dysarthria is unsatisfactorily formed.

Impressive agrammatisms are noted, i.e. difficulties in understanding complex logical and grammatical sentence structures. Violation of sound pronunciation is polymorphic in nature, i.e. sounds of different phonetic groups suffer. Multiple substitutions, distortion, and absence of sounds are noted. Severe phonemic hearing impairment: auditory and pronunciation differentiation of sounds is not sufficiently formed, which does not allow mastering sound analysis. The violation of the syllabic structure of words is more pronounced. Active and passive vocabulary lags significantly behind age standards, and lexical and grammatical errors are numerous and persistent.

This group of children with erased dysarthria does not master coherent speech. According to the classification of R.E. Levina, this group of children corresponds to general speech underdevelopment (GSD).

The identification of three groups of children with erased dysarthria in Lopatina’s studies allows them to be correlated in terms of the level of development of linguistic means with the three groups identified by R.E. Levina (55):

FN - phonetic underdevelopment

FFN - phonetic-phonemic underdevelopment

OSD - general speech underdevelopment.

Thus, the features of phonetic-phonemic disorders in children with erased dysarthria are characterized by the following features (1):

1. Absence of certain sounds and replacement of sounds in speech. Sounds that are complex in articulation are replaced by simple ones in articulation, for example: instead of [s], [w] - [f], instead of [r], [l] - [l`], [th], instead of - deaf; whistling and hissing (fricatives) are replaced by the sounds [t], [t`], [d], [d`]. The absence of a sound or its replacement by another on an articulatory basis creates conditions for mixing the corresponding phonemes. When mixing sounds that are articulatory or acoustically close, the child forms an articulemma, but the process of phoneme formation itself does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of sounds incorrectly used in speech can reach a large number - up to 16 - 20.

Most often, whistling and hissing sounds ([s]-[s`], [z]-[z`], [ts], [sh], [zh], [h], [sch]) turn out to be unformed; [t`] and [d`]; sounds [l], [r], [r`]; voiced ones are replaced by paired deaf ones; pairs of soft and hard sounds are not sufficiently contrasted; there is no consonant [th]; vowel s.

Some children make the entire group of whistling and hissing sounds, i.e. fricative sounds are replaced with plosive sounds that are simpler in articulation [t], [t"], [d], [d"]. Children pronounce “tamolet” - airplane, “slipper” - hat, “codes” - goats, etc.

In other cases, the process of differentiation of sounds did not occur, and instead of two or several articulatory-close sounds, the child pronounces some kind of average, indistinct sound, for example: a soft sound [sh, ] instead of [sh] and [s], instead of [h] and [t] something like a softened [h, ], etc.

The child, upon special request, pronounces some sounds correctly, but does not use them in speech or replaces them. For example, a child pronounces correctly simple words dog, fur coat, but in speech there is a mixture of sounds [s] and [sh], for example: “Shasa is driving along the road” - Sasha is driving along the highway.

An unstable use of sounds in speech is often observed. The child pronounces the same word incorrectly in different contexts or when repeated several times.

2. Replacing a group of sounds with diffuse articulation. Instead of two or several articulatory-close sounds, an average, indistinct sound is pronounced, instead of [sh] and [s] - a soft sound [sh], instead of [h] and [t] - something like a softened [h].

The reasons for such replacements are insufficient development of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic.

3. Unstable use of sounds in speech. According to instructions, the child pronounces some sounds correctly in isolation, but they are absent in speech or are replaced by others. Sometimes a child pronounces the same word differently in different contexts or when repeated. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such disorders are called phonetic-phonemic.

4. Distorted pronunciation of one or more sounds. A child may distortly pronounce 2-4 sounds or speak without defects, but cannot distinguish a larger number of sounds from different groups by ear. The relative well-being of sound pronunciation may mask a deep underdevelopment of phonemic processes. The cause of distorted pronunciation of sounds is usually insufficient development of articulatory motor skills or its impairment. These are phonetic disorders that do not affect the meaning of words. Knowing the forms of sound pronunciation disorders helps determine the methodology for working with children. In case of phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and gross motor skills, and in case of phonemic disorders, the development of phonemic hearing. In the presence of a large number of defective sounds in children with erased dysarthria, the syllabic structure of the word and the pronunciation of words with a combination of consonants are disrupted: tablecloth - “katil” or “roll”, bicycle - “siped”.

Examples of incorrect pronunciation of words by children aged six or seven:

“tolnytka” or “soynysko” – sun;

“lyade” – gun;

“syanyk” – teapot;

“dumb” – teeth;

“payapan” – drum;

“the puppies were lying in the yak” - the puppies were lying in a box;

“divet under the kliletkom, kvot koletkam, kodyain dludit, house taladit” - lives under the porch, tail in a ring, is friends with the owner, guards the house.

The very nature of deviations in the pronunciation and use of sounds in children’s speech indicates an insufficient completeness of their phonemic perception. This deficiency also manifests itself when performing special tasks to distinguish sounds. Thus, children have difficulty when they are asked to listen carefully and raise their hand at the moment of pronouncing a sound or syllable. No less difficulties arise when repeating syllables with paired sounds after a speech therapist (for example: pa-ba, ba-pa ) when independently selecting words that begin with a specific sound, when highlighting the sound with which the word begins. Most children find it difficult to select pictures for a given sound. Insufficient auditory perception is also indicated by children's difficulties in analyzing the sound composition of speech.

In addition to the listed features of pronunciation and phonemic perception, children with erased dysarthria exhibit: general blurred speech, unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (errors in case endings, the use of prepositions, agreement of adjectives and numerals with nouns). Manifestations of speech underdevelopment in this group of children are not pronounced in most cases. It is only with a special examination of speech that various errors are revealed.

2.2 Features of vocabulary acquisition by older preschoolers with erased dysarthria

According to E.F. Sobotovich (63), L.V. Lopatina (46), N.V. Serebryakova (63), the leading disorder in erased dysarthria is a violation of the pronunciation side of speech. At the same time, many children also exhibit unformed lexico-grammatical structure of speech and phonemic processes, which is a secondary disorder, a consequence of disorders of the sound side of speech.

The most common type of symptomatology for erased dysarthria is general speech underdevelopment. In the structure of general underdevelopment of speech with erased dysarthria, along with phonetic-phonemic underdevelopment, significant violations of vocabulary are also noted (N.V. Serebryakova, E.F. Sobotovich (63)).

According to N.V. Serebryakova (63), children with normal speech development make mistakes only when naming 42 words, while in children with erased dysarthria the number of such words is 174, i.e. 3 times more.

The poverty of the vocabulary is manifested in the fact that preschoolers with erased dysarthria at the age of six do not know many words: the names of berries (cranberry, blackberry, strawberry, lingonberry), fish, flowers (forget-me-not, violet, iris, aster), wild animals (boar, leopard ), birds (stork, eagle owl), tools (plane, chisel), professions (painter, mason, welder, weaver, seamstress), body parts (thigh, foot, hand, elbow), parts of an object (cuff, headlight, body) and etc.

Many children find it difficult to actualize words such as sheep, elk, donkey, rook, heron, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser.

Among the words that children do not always name correctly, there is a group of words that are difficult for children of both groups: stork, eagle owl, all names of fish except pike, blackberry, lingonberry, wild boar, leopard, forget-me-not, violet, iris, aster, aspen, painter , mason, weaver, seamstress, pliers, plane, thigh, foot, cuff, lapels.

In addition to these common words, the majority of children with erased dysarthria (from 60% to 100%) make mistakes in naming the following words - nouns: cranberry, strawberry, raincoat, cap, headlights, fruit, brush, welder, worker; adjectives: square, narrow, sour, fluffy, smooth; verbs: cackles, crows, coos, growls.

Half of the children with erased dysarthria incorrectly name words such as apricot, robe, bookshelf, spring, summer. One third or more (30% - 40%) of preschoolers with erased dysarthria find it difficult to update words such as: sheep, pepper, felt boots, seller, hairdresser, elk, donkey, rook, heron, dragonfly, grasshopper, lightning, thunder, howls , plows.

Thus, many commonly used words that were acquired by children with normal speech development were not included in the active vocabulary of children with erased dysarthria.

Particularly large differences between children with normal and impaired speech development are observed when updating the predicative vocabulary (verbs, adjectives). In preschoolers with the norm, errors in updating verbs and adjectives are rare and include only 7 words, while the number of verbs and adjectives in the naming of which children with erased dysarthria made errors is 29, i.e. 4 times more.

Preschoolers with erased dysarthria exhibit difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).

In the verbal dictionary of preschoolers, words predominate that denote actions that the child performs or observes every day (sleeping, washing, washing, bathing, dressing, walking, running, eating, drinking, cleaning, etc.)

It is much more difficult for children with erased dysarthria to assimilate words of generalized, abstract meaning, as well as words denoting state, assessment, qualities, attributes of objects, etc.

Impaired vocabulary formation in these children is expressed both in ignorance of many words, as well as in difficulties in finding a known word, and in impaired updating of the passive vocabulary.

In children with erased dysarthria, a large number of verbal paraphasias, substitutions and confusions of words were revealed: on average, 17 word substitutions were observed per 1 child. At the same time, in children with the norm, single substitutions of only two words are observed: eagle owl - owl, stork - heron.

In some cases, children with erased dysarthria use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word. Sometimes children with speech impairment use a word only in a certain situation; the word is not introduced into the context when verbalizing other situations. Thus, the understanding and use of a word is still situational in nature.

Among verbal paraphasias in children with erased dysarthria, the most common are substitutions of words belonging to the same semantic field.

Among the numerous word substitutions in children with erased dysarthria, the following groups can be distinguished (63):

1) Replacement of semantically similar words belonging to the same semantic field. This type of word replacement is the most common. Among the substitutions of nouns, substitutions of words included in one generic concept predominate (elk - deer, tiger - lion, lynx - cat, wolf - dog, wild boar - rhinoceros, leopard - tiger - panther - lynx, donkey - elk - goat, rooster - hen , rook - magpie, magpie - jackdaw, eagle owl - owl, swallow - seagull, swan - goose, heron - stork - crane, parrot - cuckoo, starling - crow - rook, wasp - bee, melon - pumpkin, lemon - orange, raspberry - strawberry, lingonberry - red currant, blackberry - black currant, strawberry - strawberry, lily of the valley - tulip - snowdrop, tulip - carnation - rose, forget-me-not - cornflowers, asters - daisies, overalls - trousers, cloak - shirt, robe - dress - coat , felt boots - boots, slippers - sandals, cap - hat, hat - hat, frying pan - pan, spring - autumn, birdhouse - nest, den - hole, sugar bowl - teapot, pen - brush, eyelashes - eyebrows, etc.).

2) Replacement of words denoting objects united by a common situation. For example: skating rink - ice, hanger - coat;

3) Mixtures of words denoting part and whole. For example: a headlight is a car, a finger is a hand, a window sill is a window.

4) Replacement of words denoting externally similar objects. For example: window sill - shelf.

5) Using phrases in the word search process. For example: a bed - for sleeping, a brush - to clean your teeth.

6) Replacement with word-forming neologisms. For example: painter - dyer.

7) Replacement with the same root word. For example: plumber - plumbing, inkwell - ink.

8) Replacement of words that sound similar. For example: peach - pepper.

The process of searching for a word is carried out not only on the basis of semantic features, but also on the basis of the sound image of the word. Having identified the meaning of a word, the child correlates this meaning with a certain sound image, sorting through the emerging sound images of words in his mind. In the process of searching for a word, due to the insufficient connection between its meaning and sound, a word is selected that is similar in sound but has a different meaning.

Thus, substitutions of nouns indicate the unformation of semantic fields and the difficulties of establishing the connection between the image of a word and the image of an object. Most often, children with erased dysarthria replace nouns that are included in the same semantic field and denote visually similar objects (wasp - bee, crow - rook, heron - stork).

Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following substitutions are common: tall - long, low - small, narrow - small, narrow - thin, short - small, fluffy - soft. Substitutions of adjectives are carried out due to the undifferentiation of the signs of size, height, width, thickness.

In the replacement of verbs, attention is drawn to the inability of children to differentiate certain actions, which in some cases leads to the use of verbs of a more general, undifferentiated meaning, to the choice of verbs of a different meaning (crawls - walks, coos - sings, chirps - sings, knits - sews, plows - cleans, growls - roars, growls - howls, heals - gives injections, etc.). Substitutions of verbs with the reproduction of onomatopoeia were also observed: cackles - ha-ha-ga, crows - ku-ka-re-ku, croaks - kar-kar.

Children with erased dysarthria are characterized by variability in lexical substitutions, which indicates greater preservation of auditory control than pronunciation, kinesthetic images of words. Based on auditory images of words, the child tries to reproduce the correct sound of the word.

In children with normal speech development, the word search process occurs very quickly and automatically. In children with erased dysarthria, unlike the norm, this process is carried out very slowly, extensively, and insufficiently automated. During the implementation of this process, distracting attention is provided by associations of various natures (semantic, sound) (63).

Verbal paraphasias are also caused by insufficient formation of semantic fields, structuring of one semantic field, identification of its core and periphery.

Violations of vocabulary updating in preschoolers with erased dysarthria also manifested themselves in distortions of the sound image of the word. For example: a tractor driver is “a tractor driver”, meows - “meows”, clucks - “clucks”.

According to the research of Zh.V. Antipova (1), the peculiarities of the vocabulary of children with erased dysarthria are manifested in ignorance of many words and phrases, in the inability to select from their stock and correctly use in speech the words that most accurately express the meaning of the statement. Specific errors that arise in children in the form of various substitutions of the desired lexeme with other words that have a different meaning indicate an unformed system of meanings.

L.V. Lopatina (46) noted the immaturity of most components of the functional speech system, many language processes: the poverty of the vocabulary in the difficulty of updating it in expressive speech; rarely used words are replaced by others; words of a general meaning are mistakenly used. Inadequate use of antonymic means of language is due to a lack of awareness of paradigmatic connections and relationships. Models of antonymic pairs based on an element of negation are common in language production.

2.3 Features of mastering the syllabic structure of words by preschool children with erased dysarthria

The child does not immediately master the ability to reproduce all the syllables of a word: at first, omissions of syllables (elimination) are observed. When mastering the syllabic structure of a word, the child learns to reproduce the syllables of the word in order of their comparative strength; At first, only the stressed syllable is transmitted from the entire word, then the first pre-stressed syllable appears and, finally, weak unstressed syllables. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of various sounds and sound combinations is connected with the assimilation of the syllabic structure.

A.N. Gvozdev (12) calls the comparative strength of syllables “the main reason that influences the preservation of some syllables in a word and the omission of others.” A.N. Gvozdev believes that in a child’s transmission of the sound composition of a word, first of all, one should consider his assimilation of the syllabic structure of the word, since the fate of different sounds and combinations of sounds is connected with this. As you know, words consist of several syllables, having as their center a stressed syllable, characterized by the greatest strength and clarity of pronunciation, and unstressed syllables with less force adjoin it. It is characteristic of the syllabic structure of Russian words that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllabic structure of a word very clearly affect the child’s reproduction of words.

A.K. Markova (47) defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity, proposes four parameters of the syllable structure: stress, number of syllables, linear sequence of syllables and the model of the syllable itself.

T.G. Egorova, analyzing the issue of factors influencing the isolation of sound from a word, along with the sound environment, names the syllabic and rhythmic structure: it is easier for a child to isolate sounds from two-syllable words with open syllables, it is more difficult to analyze words with one closed syllable and even more difficult with a confluence of consonants.

The process of mastering the syllabic composition of a word is closely related to speech development in general, in particular, to the state of the child’s phonemic and motor abilities. Speech underdevelopment of older preschoolers 6-7 years old varies. In one category of children, violations concern only sound pronunciation and perception of phonemes, in another - lexical and grammatical development. Incorrect pronunciation of sounds, as a rule, is accompanied by insufficient discrimination of sounds that are similar in articulation or acoustic characteristics. However, weak discrimination of close sounds by ear can also be observed when pronunciation has already been formed. In both cases, specific errors occur in the letter in the form of letter substitutions.

Rearrangements of syllables and letters in words can be explained by disturbances in the interaction of the speech-motor and speech-auditory analyzers. The very manifestation of violations of the syllabic structure and sound filling of words distorts their reproduction to such an extent that it is often unclear what the child wanted to write without appropriate explanations.

For example: “slpa krm” - sprinkled food, “igik” - snowman, “sifot” - traffic light, “eyskovat” - excavator, “lando” - okay.

Against the background of general blurred speech, a certain category of children exhibits failure to pronounce endings and an insufficient level of formation of grammatical categories. The undifferentiated meaning of many words indicates a low level of verbal generalization. Successful education of these children in secondary school it is impossible without preliminary correctional classes.

Violations of the sound-syllable structure of words are not so numerous, however, in older preschool age they occur and are characterized by certain specifics.

Distortions of the sound-syllable structure of a word are manifested in violations of the number of sequences of syllables, as well as the structure of an individual syllable. More typical are distortions in the structure of a single syllable with a cluster of consonants. The number and sequence of syllables in a word turns out to be more preserved than the structure of a syllable with a cluster of consonants, except for words with a large number of syllables. The most common are omissions of consonants when they come together, both at the beginning and in the middle of a word. Distortions in the structure of an individual syllable in children with an erased form of dysarthria also manifest themselves in rearrangements of the sounds of adjacent syllables (cypress - "picaris", tanker - "cantis"). The sequence of syllabic elements of a word, i.e. vowels, is reproduced correctly, only consonants are rearranged.

Distortions of the syllabic structure at the word level are mostly manifested in omissions of syllables (orderly - "satar", sausage - "basa", seller - "sag"). Syllable omissions are observed mainly in the middle of a word (teddy bear - “mezhonok”, lark - “lark”) or at the beginning of a word (first aid kit - “estrus”, piglet - “little piglet”). Distortions of the syllabic structure of a word appear only starting from 3-5 complex words, more often in words with a combination of consonants. Polysyllabic words that are well known to children and frequently used are less likely to be distorted than words that are little known and rarely used.

Thus, it is possible to determine the type of breakdowns in the syllabic structure of a word with erased dysarthria:

1. if a syllable is omitted (“siped” - bicycle) or a vowel sound is reduced (“platentse” - towel) - this is elision (truncation);

2. if it repeats syllables (“grandmother” - grandmother) – this is perseveration;

3. if it likens a syllable to another (“pepenie” - cookie) - this is anticipation;

4. if he adds a syllabic vowel at the place of consonant confluence (“tyrava” - grass) – this is an iteration;

5. if the syllables in a word change places (“rakatan” - cockroach) - this is a rearrangement of syllables;

6. if syllables of two words are glued together (“trashet” - a tractor plows) - this is contamination.

Based on the type of violation of the syllable structure of a word, the level of speech development can be diagnosed.

Characterizing the levels of speech development in children with ODD, R.E. Levina (55) highlights the following features of reproducing the syllabic structure of a word:

First level - limited ability to reproduce the syllabic structure of a word. In children's independent speech, one- and two-syllable formations predominate, and in reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - “ku”).

Second level– children can reproduce the outline of words of any syllabic structure, but the sound composition is diffuse. The greatest difficulties are caused by the pronunciation of one-syllable and two-syllable words with a combination of consonants in the word. Here, one often observes the loss of one of the adjacent consonants, and sometimes several sounds (star - “squeal”). In a number of cases, polysyllabic structures are shortened (policeman - “anye”).

Third level– complete syllabic structure of words. Only as a residual phenomenon is a rearrangement of sounds and syllables noted (sausage - “kobalsa”). Violation of the syllabic structure of a word occurs much less frequently, mainly when reproducing unfamiliar words.

Fourth level(T.B. Filicheva) (73) – at first glance, children make a completely good impression. Understanding the meaning of a word, the child does not retain its phonetic image in memory. The consequence is a distortion of sound filling in the different options described above. As the author notes, this applies to words with a complex syllabic structure. Children at this level lack anticipation and contamination. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. Violation of the syllabic structure of words persists in children with speech pathology for many years, and is detected whenever the child encounters a new sound-syllable structure.

In children with erased dysarthria, there is an interdependence between unclear articulatory images and auditory differential features of sounds, which leads to a distortion in the formation of phonemic hearing.

Thus, the formation of the syllable structure of a word in preschoolers with erased dysarthria differs significantly from the age norm. This is manifested in a low level of formation of leading components that are significant for the formation of the syllabic structure of a word (the level of articulatory motor skills); to a high degree of interdependence between the state of articulatory motor skills and sound pronunciation.

Conclusions on Chapter 2

1. Erased dysarthria is characterized by disturbances in sound pronunciation and prosodic aspects of speech (1).

2. Sound pronunciation with erased dysarthria is characterized by: confusion, distortion, replacement and absence of sounds, i.e. the same options as with dyslalia. Sounds with erased dysarthria are produced in the same ways as with dyslalia, but for a long time they are not automated and speech is not introduced. The most common defects in sound pronunciation are violations of whistling and hissing sounds. Quite often, interdental pronunciation and lateral overtones are noted. Children have difficulty pronouncing words with a complex syllable structure; they simplify the sound content by omitting some sounds when consonants are combined. (1).

3. The intonation-expressive coloring of the speech of children with erased dysarthria is sharply reduced. The voice suffers, vocal modulations in height and strength, speech exhalation is weakened. The timbre of speech is disrupted and a nasal tone appears. The pace of speech is often accelerated. When reciting poems, the child’s speech is monotonous, gradually becomes less intelligible, and the voice fades away. The voice of children during speech is quiet, modulation in pitch and strength of the voice is not possible (the child cannot change the pitch of the voice by imitation, imitating the voices of animals: cows, dogs, etc.) (51)

4. In some children, the speech exhalation is shortened, and they speak while inhaling. In this case, speech becomes choking. Quite often, children are identified (with good self-control) in whom, during a speech examination, deviations in sound pronunciation do not appear, because they pronounce words in a chanted manner, i.e. by syllables, and only violation of prosody comes first (55).

5. In the picture of underdevelopment of speech, the immaturity of its sound side comes to the fore. Characteristic of these children is the incompleteness of the process of formation of phonemic perception. Speech deficiencies are not limited to incorrect pronunciation of sounds, but are expressed by insufficient differentiation and difficulty in sound analysis of speech. In this case, lexico-grammatical development is often delayed (56).

6. In children with erased dysarthria, a high degree of interdependence has been identified between the state of articulatory motor skills, sound pronunciation, the formation of the syllable structure and phonemic hearing (60).

7. Violations of the syllabic structure of words in children with erased dysarthria correlate with general motor and general rhythmic disorders (59).

Chapter 3. Speech therapy work on the development of word-formation skills in children of senior preschool age with erased dysarthria

3.1 Organization and content of the ascertaining experiment

The experimental study was carried out in September 2008. on the basis of the MDOU "Kindergarten No. 133" in Ryazan in three stages:

1) Ascertaining experiment;

2) Formative experiment;

3) Control experiment.

Purpose of the ascertaining experiment- to identify the level of formation of word-formation skills in children of senior preschool age with erased dysarthria and compare it with the level of formation of word-formation skills in children with normal speech development.

Two groups of children of senior preschool age (6-7 years old) took part in the experimental examination.

There are 10 people in the experimental group: 5 girls and 5 boys.

There are 10 people in the control group: 5 girls and 5 boys.

To conduct a confirmatory experiment, it is advisable to give psychological and pedagogical characteristics of children from the experimental group ( Annex 1).

Analysis of PMPC protocols and speech cards showed that in the experimental group 10 children of senior preschool age had a speech therapy conclusion: erased dysarthria. The control group included 10 children with normal speech development. To conduct the examination, the technique of E.F. Arkhipova was used (1), which is intended for preschool children with erased dysarthria (Appendix 2) .

The tasks were given individually in both the experimental group and the control group. To assess the state of word-formation skills in preschoolers with erased dysarthria, a point-level assessment system was used, then converted into percentages:

4 points- all word formation tasks were completed correctly independently, which corresponds to 100% - 75%.

3 points- word formation tasks were completed correctly within the range from 75% to 50%, the presence of self-correction.

2 points- word formation tasks were completed correctly within the range from 50% to 25%, after stimulating assistance.

1 point- tasks are completed correctly within the range from 25% to 10%, after stimulating assistance. Most of the answers are incorrectly formed forms.

0 points- tasks completed within 10% or not completed, task failures.

Level V (high) – 100% - 75%;

Level IV (above average) – 75% - 50%;

Level III (intermediate) – 50% - 25%;

Level II (below average) – 25% -10%;

Level I (low)- to 10%.

This survey was based on the following methodological principles:

1. An integrated approach .

In relation to the examination of a child, this is a requirement for a comprehensive study and assessment of the child’s activities by various specialists.

2. Holistic, systemic analysis.

It involves the detection of not just individual symptoms of impaired development, but, first of all, the connections between them, the establishment of a hierarchy of identified deviations, as well as the presence of preserved links. At the same time, since speech development is interconnected with mental processes, in children there is a wide range of individual differences that characterize the level of both speech and psychophysical development, which should be taken into account in the implementation of correctional and developmental work.

3. The principle of dynamic learning.

Monitoring the dynamics of a child’s speech development and assessing effectiveness.

4. Unity of correctional, educational, educational tasks.

5. The principle of correctional orientation of general education classes and routine moments.

6. The principle of individualization and differentiation of learning based on a comprehensive diagnosis of the development of a preschooler.

7. The principle of consistency in training and systematicity in consolidating the developed skills.

8. Application of the principle of an active approach, active use of various types, especially the leading type of activity for general educational and correctional purposes.

Based on the results of completing tasks for each child, individual, general and group average values ​​for the experimental and control groups were obtained (Table No. 1, Table No. 2). Qualitative and quantitative analysis of task completion is presented as follows.

From the data presented it is clear that almost all children scored the same points. The highest total score was for only two children (20%) - Andrey I. and Ksyusha T. They scored 12 points. The children coped well with tasks on word formation of qualitative and diminutive adjectives. Ksyusha received 2 points for completing the task on word formation of diminutive nouns. However, Andrey I. coped with this task better, his score is 3 points. But Andrei I. completed the task of word formation of possessive adjectives, word formation by definitional type, differentiation of verbs formed in a prefixal way at a low level. He made mistakes in words such as (wolf's ear - wolf's nose - wolf's paw; dog's ear - dog's nose - dog's paw); (a person who writes poetry - elements). This is due to the immaturity of these word-formation skills. Substitutions of adjectives indicate that Andrey I. does not identify essential features and does not differentiate the qualities of objects. When replacing verbs, attention is drawn to the child’s inability to differentiate certain actions.

Despite the fact that Masha K. scored one of the highest total scores during the examination (11 points), she also had difficulties performing tasks on differentiating verbs formed in a prefixal way (the hare overtook the wolf - the hare drove away the wolf) and word formation according to definitional type (repairs a watch - an hour). It should be assumed that this is due to insufficient development of the vocabulary, as a result of which Ksyusha T.’s violation of the actualization of the dictionary also manifested itself in distortions of the sound image of the word. During the examination, the girl was active and completed all tasks willingly and with interest.

During the examination, 30% of children (Vanya M., Katya K., Sveta L.) scored the same total scores (10 points). In many ways, their answers coincide, but there are discrepancies.

When performing tasks, Vanya M. exhibited behavioral characteristics. He was distracted a lot and was not focused on work. The boy is restless, disinhibited, hyperactive, and it is quite difficult to concentrate his attention. This affected the nature of the work performed. Vanya M., based on the results of tasks on the formation of qualitative adjectives (sun - pine day) and word formation of feminine professions (singer - singer; tailor - dressmaker; salesman - saleswoman) showed a low level of performance.

In turn, Sveta L. was unable to cope with tasks on differentiating perfective and imperfective verbs and on word formation according to the definitional type (drives a train - a driver; plays football - said nothing). The girl had some difficulties on this issue due to undeveloped word-formation skills. However, Sveta L. received a score of 2 points for completing tasks on the formation of the names of baby animals and the formation of feminine professions. During the examination, stimulating assistance was used more than once. During her work, she showed obvious negativism.

During the examination, 20% of children (Kostya P. and Olya P.) scored the same marks - 8 points. The result (2 points) for Kostya P. is observed when completing the task of forming relative adjectives, and for Olya P. (2 points) for the formation of diminutive nouns. However, both of them failed to cope with the tasks of differentiating perfective and imperfective verbs, word formation according to definitional type, and differentiating verbs formed in a prefixal way (0 points). But it is characteristic that Olya P. received 1 point when completing the last task.

The lowest rate of development of word-formation skills was recorded in one child (10%) - (Nikita S.). He received a score of 6 points. For completing tasks, Nikita S. received either 1 point or 0 points. Nikita S. did not cope with tasks on word formation according to the definitional type and on the differentiation of verbs formed in a prefixal way (plays the violin - a violinist); (children water the garden - children water the garden). When completing tasks for the formation of qualitative adjectives (rain - a rainy day, wind - a windy day), diminutive adjectives (I didn’t want to do it). Behavioral features were noted: refusal to work, negativism, which was overcome quite quickly. The group average is 9.7.

Individual results by level are presented in Figures No. 1-No. 10.

Analysis of individual graphs shows that a high level of completion (100% - 75%) is not observed for any of the tasks.

A level above average (75% - 50%) can be seen in one child (10%) when completing task No. 1.

At the average level (50% - 25%) task No. 1 was completed by 5 people (50%); task No. 2 – 1 person (10%); task No. 3 – 2 people (20%); task No. 4 – 2 people (20%); task No. 5 – 4 people (40%); task No. 6 – 2 people (20%); task No. 8 – 1 person (10%); None of the children in the experimental group completed tasks No. 7, No. 9, No. 10 at an average level.

Task No. 1 was completed at a level below average (25% - 10%) - 4 people (40%); task No. 2 – 9 people (90%); task No. 3 – 5 people (50%); task No. 4 – 7 people (70%); task No. 5 – 5 people (50%); task No. 6 – 8 people (80%); task No. 7 – 7 people (70%); task No. 8 – 8 people (80%); task No. 9 – 3 people (30%); task No. 10 – 4 people (40%).

Tasks No. 3 were completed at a low level (up to 10%) - 3 people (30%); task No. 4 – 1 person (10%); task No. 5 – 1 person (10%); task No. 7 – 3 people (30%); task No. 8 – 1 person (10%); task No. 9 – 7 people (70%); task No. 10 - 6 people (60%).

These data allow us to judge the predominant performance of tasks at average and below average levels, i.e., word-formation skills in children with erased dysarthria are not sufficiently developed, which requires special speech therapy assistance.

This level of development of speech skills, in our opinion, is explained by the fact that 5 people with erased dysarthria have OHP Level III, and 4 children have delayed speech and mental development.

The results of the control group are presented in Table No. 2.

The results of completing tasks by children in the control group corresponded to a high level, which in percentage terms was 100% - 75%. A qualitative analysis of task completion is presented as follows.

According to the data obtained from the examination of children in the control group, we see that there are no significant differences in the total number of points, since all children received high marks for diagnostic tasks, which indicates the development of their word-formation skills.

The highest total score for one child (10%) is (Dasha K.), she received 38 points. She showed high results on all tasks. In the task of word formation by definitional type and differentiation of verbs formed in a prefixal way, Dasha K. showed a level above average, which corresponds to 3 points. The reason is that the girl was distracted at the moment, as evidenced by her mistakes (driving a car - a machinist; playing football - a boy).

Along with this, 20% of children (Katya L. and Serezha N.) scored a lower point for completing tasks. They received 37 points, which indicates high level formation of word-formation skills. In tasks for the formation of qualitative adjectives, Katya L. scored 3 points, which corresponds to an above average level. The reason is the child’s insufficient vocabulary, since Katya L. could not find a high-quality adjective for the word “rain”, and replaced “windy day” with “windy day”.

Seryozha N. received 4 points on tasks on word formation by definitional type and differentiation of verbs formed in a prefixal way. However, he showed worse results in tasks on the formation of relative, qualitative and possessive adjectives (slide of ice - snow slide); (stuffy - day... - did not answer anything); (squirrel - squirrel's ear, squirrel's nose, squirrel's paw; wolf's tracks - wolf's tracks).

30% of children (Lena V., Maxim E. and Sveta O.) scored the same total scores - 36 and 35 points, which indicates a fairly high result. Lena V. received 3 points for the formation of diminutive nouns and the differentiation of perfect and imperfect verbs (pencil - pencil; flower - flower); (this one is filming - and this one will already take it off (after a short pause) - and this one has already taken it off; this one is pouring - and this one is already pouring). It should be assumed that these mistakes of Lena V. are due to the fact that at the beginning of the examination she did not take the tasks seriously.

Maxim E. showed a level above average in tasks on the differentiation of verbs, the formation of qualitative, diminutive adjectives, and the formation of names of baby animals.

Average success rates in completing tasks on word-formation skills were given by 30% of children (Oleg R., Vadim P. and Vika G.). They scored 34 points. Thus, Oleg R. and Vadim P. at the beginning of the work gave the same answers, but in tasks on the differentiation of perfective and imperfective verbs and on the word formation of feminine professions, they showed results of a high and above average level.

One child (10%) received the lowest total score – (Vadim G.). He scored 32 points, but this result is above average. For the most part, Vadim G. has scores of 3 points. He received 4 points for tasks on the formation of diminutive adjectives and the formation of names of baby animals. It can be assumed that this circumstance is caused by the fact that Vadim G.’s vocabulary, both active and passive, is insufficient. He often replaces words with similar ones according to the situation and purpose.

Overall, the group successfully completed the tasks. The group average is 35.3.

Thus, the ascertaining experiment showed that the greatest difficulties arose in children when performing tasks on word formation according to the definitional type and on the differentiation of verbs formed in a prefixal way. This is due to the fact that children with erased dysarthria have a very limited vocabulary, in some cases the adequate choice of language material is impaired, the search for nominative units is imperfect, words are often replaced by those that are similar in situation and purpose. The impairment of the formation of word-formation skills in these children is expressed both in ignorance of many words and in difficulties in finding a known word.

The children found it easiest to complete the task of word formation of diminutive nouns. All preschoolers showed a fairly high result, as evidenced by the average success rate (1.7 points). Apparently, this is due to the fact that this material is frequently encountered in children’s speech practice. When playing with each other in a group, they use diminutive nouns in relation to animals (elephant-elephant, dog-dog), to inanimate objects (table-table, chair-chair), and in relation to another person (good - pretty, beautiful - handsome).

This requires targeted correctional and speech therapy work, which was carried out at the stage of the formative experiment.

3.2 Organization and content of the formative experiment

The formative experiment, which was carried out from October 2008 to March 2009 on the basis of the preschool educational institution “Kindergarten No. 133”, was based on the programs of T.B. Filicheva and G.V. Chirkina “Correctional education and upbringing of children with general speech underdevelopment in a special kindergarten" (M., 1991), recommendations by E.F. Arkhipova (1), N.V. Serebryakova (64), L.V. Lopatina (46).

Purpose of the formative experiment- test tasks and exercises aimed at developing word-formation skills in children of senior preschool age with erased dysarthria.

Throughout the entire period of speech therapy work on the formation of word-formation skills, we invariably followed the conditions of a systematic approach and a differentiated approach.

The systematic approach involves the use of lexical, systematized material on certain topics (“Autumn”, “Vegetables and Fruits”, “Winter”, “Spring”, “Our City”). Moreover, children not only formed new words with the help of prefixes and suffixes, but also composed phrases and sentences with newly formed words, i.e. speech was formed as a system. As part of a systematic approach, we involved speech therapy group teachers and art activity leaders to work on vocabulary and grammar skills.

Correctional speech therapy work also included the development of a range of knowledge and ideas about the environment, the development of vocabulary, sound analysis and synthesis, speech skills and abilities that should be acquired by children at this age stage. Speech therapy work with children with erased dysarthria was aimed at overcoming their speech and psychophysical disorders through individual, subgroup and frontal classes. The main principle of special education was implemented in the system of classes - the principle of correctional orientation.

Correctional speech therapy work included: work on words, phrases and sentences. These areas are closely related and are being implemented in parallel. For example, expanding the scope of the dictionary and clarifying the meanings of words was carried out during the work on the proposal.

Speech therapy work to correct violations of the lexico-grammatical structure of speech in preschool children with erased dysarthria was carried out in the following areas:

1) enrichment of the dictionary;

2) clarifying the meanings of words;

3) formation of inflection;

4) formation of word formation.

Work on the development of vocabulary was aimed at increasing the vocabulary (through the assimilation of new words and meanings), qualitative enrichment of the dictionary (by assimilating the semantic and emotional shades of the meanings of words, the figurative meaning of words and phrases).

Work on the dictionary was carried out using the material of nouns, adjectives, verbs, and adverbs. It began with the words most often used in speech practice, with a gradual transition to less commonly used words. In the work to clarify the meanings of words, all components of the meaning of a word were specified, taking into account their formation in ontogenesis. In the process of carrying out this work, it was necessary to teach children to differentiate the meanings of words according to various signs, highlight an essential feature in the structure of the meaning of a word.

In the process of inflection formation:

· all grammatical forms of words - nouns, adjectives, verbs were practiced based on the sequence of their formation in ontogenesis;

· ideas were developed about the semantic (semantic) meaning of prepositions, about a preposition as a separate word;

· the meaning of prepositions was differentiated, and the skill of correctly using the case form of a noun required by the preposition associated with the noun was developed (i.e., the grammatical meaning of the preposition was clarified).

In the preparatory group, work continued on sound pronunciation, the development of phonemic hearing and sound analysis of speech. Children practiced clear pronunciation of all sounds in various combinations, and great attention was paid to the intonation expressiveness of speech.

Literacy training was carried out using the analytical-synthetic method, which includes two processes - sound analysis (decomposition of words into syllables and sounds) and synthesis of sound elements (combining them into syllables and words).

In the process of word formation development, work was carried out to consolidate the most productive word formation models with a gradual transition to unproductive ones. Since the meaning of a word is a unity of lexical and grammatical meanings, this work contributed to clarifying the meaning of the word and mastering the system of grammatical meanings.

Based on methodological literature, we selected tasks and exercises aimed at developing word-formation skills in children with erased dysarthria, and systematized them as follows:

Task No. 1. Formation of the ability to form words in a suffixal way.

“Show me what I name.”

Pictures depicting pairs of objects of regular and small size are placed in front of the children. The speech therapist pronounces the words, clearly emphasizing the suffix in his voice -hic- (for example, a house-house), explaining that the "magic part" with -hic- turns an object into a small one. Then the speech therapist names pairs of words from the pictures and invites the children to determine where small objects are depicted and where ordinary ones are depicted. A similar task is carried out on the material of words with suffixes -chick-, -onok-, -enok-, -points-, -points-, -ts-.

Sample speech material: nose – spout; bush - bush; garden - kindergarten; table - table; ship - boat; ball-ball; mosquito - mosquito; wardrobe - locker; chair - high chair, suitcase - suitcase; sofa - sofa; tomato - tomato; briefcase - briefcase; pocket - pocket; mouse - little mouse; cat - kitten; tiger - tiger cub; wolf cub; bear - little bear; hare - bunny; lion - lion cub; ribbon - ribbon; notebook - notebook; skirt - skirt; bag - handbag; fork - fork; cup - cup; plate - plate; spoon - spoon; mug - mug; pillow - small pillow; book - little book; mirror - mirror; tree - tree; window - window.

Task No. 2. Formation of the ability to form adjectives from nouns.

“Name it correctly.”

The speech therapist invites the children to give the words the correct definitions by answering his question. Sample answer: How do you call a student smart? Smart.

Sample speech material:

What do you call a fighter for strength?...

How to call the “magical kingdom” for a dream?...

What to call a song if it makes you sad? ...

What do you call a crow for screaming?...

What do you call a clown if he makes you laugh?...

What do you call a movie if it's boring? ...

What do you call a boy for fighting? ...

How can you tell about a sock if it has a hole?...

What to name a girl if she has curls?...

What do you call a person if he does good to people? ...

What do you call a person if he does evil to people? ...

What do you call a couch potato for laziness?...

What to name a book if it causes sadness? ...

Task No. 3. Formation of the ability to form words in a prefixed way.

“Follow the instructions.”

The speech therapist asks the children to follow his instructions.

Sample speech material:

Enter the room, leave the room, get off the carpet, go to the table, move away from the chair, go around the corner, step over the threshold, pull up a chair, catch up with Katya.

Task No. 4. Formation of the ability to form complex words.

"It's a difficult word."

The speech therapist reads a poem and asks the children to name the complex word found in it.

Once upon a time there was a couple. Steam flowed from the teapots,

He looked gray and old, hovering over the pots,

But with boiling water there are no useful things to do

He danced like a young man. I couldn't do it at all.

Lived was the word move. They lived apart, but

In the word exit, in the word entrance, they were combined together -

In the word the walkers knocked. They swam across the water.

On a hike I walked into the distance. There is a ferry boat.

So the steam and progress lived. Steam and move go in pairs

(E. Izmailov)

Having named a complex word, children explain what words it came from.

Task No. 5. Formation of the ability to find related words and a common morpheme.

“Agree similar words.”

The speech therapist begins a sentence and invites the children to continue it using similar words.

Sample speech material:

Soon the fairy tale... (affects), but not soon the matter... (is done).

Enough for you, good fellow, grief... (grieving).

This is not the first time the wolf has had winter... (winter).

The young grows, and the old... (gets old).

Ven wants to live... (to live).

Task No. 6. Formation of the ability to divide sentences into words and compose sentences from words (analysis and synthesis of sentences).

"Who is better?".

Brief description: the speech therapist shows the children 2 pictures depicting a forest and berries, and says: “Listen, children, children, what sentence can I come up with based on these two pictures: “Berry grows in the forest.” Then he adds another picture of children and continues: “Now I’ll come up with a sentence based on these three pictures: “Children in the forest picking berries.” Shows 2-3 more and invites the children to come up with sentences based on them themselves, comparing which is better.

Methodological instructions: repeating the game, you can give each child 2-3 object pictures and ask them to make a sentence based on them. Gradually, the teacher increases the number of pictures from which a sentence is made, thereby increasing the number of words in the sentence. Please note that sentences can be long or short depending on the number of words in them. You can explain this to children something like this: “Petya came up with a long sentence, because he was given a lot of pictures, and Sasha came up with a short sentence, because he was given few pictures.” Pictures can be taken from the games “Loto in four languages”, “Don’t Yawn” or from any game where the pictures are selected by topic.

We used these tasks and exercises in frontal classes on pronunciation, in preparation for learning to read and write, and in subgroup classes on lexical and lexico-grammatical topics, which were arranged in a certain sequence:

The first period of study: “Autumn”, “Vegetables and fruits”, “Garden - vegetable garden”, “Seasonal clothes - shoes”, “Utensils”, “Food”, “Birds, animals, their young”.

Second period: “Winter”, “New Year’s holiday”, “Family”, “Furniture”,

“Our city”, “Our street”, “Professions”, “Transport”, “Spring”, “Garden”.

Third period: “Spring”, “May 1”, “Summer”, “Garden”, “School”, “Our House”, “Our Street”, “Our City”.

Here is an example of a subgroup lesson

Many specialists dealt with the issues of dysarthria correction: O.V. Pravdina, L.V. Lopatina, N.V. Serebryakova, E.F. Arkhipova, I.I. Panchenko, O.A. Tokareva, L.V. Melekhova, O.Yu. Fedosova and others.

The founders of the doctrine of dysarthria, determining the paths of clinical and pedagogical rehabilitation, recommended an integrated approach to correctional measures, which includes three blocks:

The first block is medical, which is determined by a neurologist. Except medications, exercise therapy, massage, reflexology, physiotherapy, etc. are prescribed.

The second block is psychological and pedagogical. The main direction of this impact will be the development of sensory functions. By developing auditory perception, forming auditory gnosis, we thereby prepare the basis for the formation of phonemic hearing. By developing visual perception, differentiation and visual gnosis, we thereby prevent graphic errors in writing. By implementing this direction, stereognosis is also developed. In addition to the development of sensory functions, the psychological and pedagogical block includes exercises for the development and correction of spatial concepts, constructive praxis, graphic skills, memory, and thinking.

The third block is speech therapy work, which is carried out mainly on an individual basis. Taking into account the structure of the defect in dysarthria, speech therapy work is recommended to be planned according to the following stages:

The first stage of speech therapy work, called "preparatory", contains the following directions:

• - normalization of muscle tone of facial and articulatory muscles. For this purpose, the speech therapist conducts differentiated speech therapy massage.
• - normalization of motor skills of the articulatory apparatus. For this purpose, the speech therapist conducts differentiated articulation gymnastics techniques.
• - voice normalization. For this purpose, voice exercises are carried out, which are aimed at causing a stronger voice and modulating the voice in pitch and strength.
• - normalization of speech breathing. For this purpose, the speech therapist conducts short-term exercises to develop a longer, smoother, more economical exhalation. Then they consolidate new skills in orthophonic exercises, combining articulation, voice and breathing exercises together.
• - normalization of prosody. This direction is the least developed at the first stage. In the specialized literature, there are descriptions of the prosodic aspect of speech in children with dysarthria: these are disorders such as a quiet and unmodulated voice, disturbances in the rate of speech and timbre of the voice, poor intonation, poor speech intelligibility, lack of pauses and logical stresses and other symptoms of prosody.
• - normalization of fine motor skills of the hands. For this purpose, a speech therapist performs finger gymnastics aimed at developing subtle differentiated movements in the fingers of both hands.

All exercises of the first stage gradually become more difficult.

The second stage of speech therapy work for dysarthria is development of new pronunciation skills.

The directions of the second stage of speech therapy work are carried out against the background of ongoing exercises listed in the first stage, but more complex:

• - development of the main articulatory structures (dorsal, cacuminal, alveolar, palatal). Each of these positions determines, respectively, the articulation of whistling, hissing, sonorant and palatal sounds.
• - determining the sequence of work to correct sound pronunciation;
• - clarification or development of phonemic hearing;
• - directly evoking a specific sound. This means that the speech therapist uses classical methods of producing sounds (by imitation, mechanical, mixed methods);
• - consolidation of the evoked sound, i.e. its automation;
• - differentiation of the delivered sound in pronunciation with oppositional phonemes.

The third stage of speech therapy work is devoted to development of communication skills:

• - developing self-control skills in the child;
• - introducing sound into speech in a learning situation (memorizing poetry, writing sentences, stories, retellings, etc.);
• -inclusion of prosodic means into the lexical material: different intonation, voice modulations in pitch and strength, changes in the tempo of speech and timbre of the voice, determination of logical stress, observance of pauses, etc.

The fourth stage of speech therapy work -- warning or coping secondary violations with dysarthria. Keeping in mind the prevention of secondary disorders, it is necessary to ensure early diagnosis of dysarthria, determine the risk group for dysarthria, and also organize early corrective work.

The fifth stage of speech therapy work is preparing a child with dysarthria for school. The main areas of speech therapy work are:

• - formation of graphomotor skills
• -psychological readiness for learning
• - prevention of dysgraphic errors.

Speech therapy is based on special principles:

• 1. Systematic principle. Speech is a complex functional system, the structural components of which are in close interaction. Therefore, the correction process involves influencing all components of the speech functional system.
• 2. The etiopathogenetic principle involves taking into account the mechanisms of the disorder, identifying leading disorders, and the relationship between speech and non-speech symptoms in the structure of the defect. Violations of sound pronunciation with erased dysarthria occur when various brain structures necessary for controlling the motor mechanism of speech are damaged. Difficulties in pronunciation disrupt the articulatory support of speech perception. Fuzzy perception of sounds may cause a lag in mastering the sound composition of a word, which, in turn, causes difficulties in mastering writing.
• 3. The principle of relying on the laws of ontogenetic development involves taking into account the sequence of formation of mental functions that takes place in ontogenesis. Thus, the sequence in working on sounds is determined by the sequence of their appearance in ontogenesis.
• 4. The principle of development (taking into account the “zone of proximal development”) involves a gradual complication of tasks and lexical material in the process of speech therapy work. New tasks are initially given on simple lexical material. After the mental action has been mastered, you can move on to performing it on more complex speech material.
• 5. The principle of the gradual formation of mental actions (P.Ya. Galperin, D.B. Elkonin). The formation of mental actions is a long process that begins with extensive external operations using auxiliary materialized means of support, and then is gradually reduced, automated, and transferred to the mental plane.
• 6. The principle of taking into account the leading activity of age. Play activity is an important process of cognition (D.B. Elkonin). In a game, the child focuses not on the educational side of it, but on the entertaining side. Therefore, the development and consolidation of acquired skills and abilities occurs unnoticed and naturally for the child. This principle should be taken into account when organizing speech therapy sessions with kids.
• 7. The principle of a differentiated approach involves taking into account the etiology, mechanisms, symptoms of disorders, age and individual characteristics of each child and is reflected in the organization of individual, subgroup and frontal classes.

Thus, the system of speech therapy treatment for dysarthria is complex. The specificity of the work is the combination with differentiated articulation massage and gymnastics, speech therapy rhythms, and in some cases with general physical therapy, physiotherapy and drug treatment.

A differentiated approach in the process of speech therapy treatment for an erased form of dysarthria should be carried out taking into account a complex of factors: symptoms of disorders of the phonetic side of speech, the nature of specific types of sound pronunciation defects, the level of immaturity of speech and non-speech functions, the zone of proximal development, the presence or absence of disorders of phonemic speech, mechanisms and structure speech defect, as well as the individual characteristics of the child.

Abstract: Dysarthria is a violation of sound pronunciation and prosodic aspects, caused by organic insufficiency of innervation of the muscles of the speech apparatus and the presence of damage to the central and peripheral nervous system. There are several forms of dysarthria, differing external features manifestations and location of the lesion in the cerebral cortex.

Dysarthria has various manifestations, in addition to disturbances in sound pronunciation, in the development of gross and fine motor skills, articulation, spatial orientation, etc.

Speech therapy work for the correction of dysarthria is based on the following principles: systematicity, taking into account the mechanisms of the disorder, relying on the patterns of ontogenetic development, taking into account the immediate zone of development, the gradual formation of mental actions, taking into account the leading activities of age, a differentiated approach.

Main directions of correctional work with children suffering from dysarthria

Violation of the sound pronunciation side of speech, caused by organic insufficiency of innervation of the speech apparatus.

The main task of correcting the pronunciation of dysarthric children is to achieve differentiated pronunciation. Since the main cause of pronunciation deficiencies is the complete or partial immobility of the organs of the speech apparatus, the speech therapist’s main attention should be directed to the development of mobility of the articulatory apparatus.

Speech therapy work with dysarthric children is based on knowledge of the structure of speech defects in various forms of dysarthria, mechanisms of violation of general and speech motor skills, and taking into account the personal characteristics of children.

The system of speech therapy treatment for dysarthria is complex: correction of sound pronunciation is combined with the formation of sound analysis and synthesis, development of the lexical and grammatical aspect of speech and coherent utterance. The specificity of the work is the combination with differentiated articulation massage and gymnastics, speech therapy rhythms, and in some cases with general physical therapy, physiotherapy and drug treatment.

The success of speech therapy classes largely depends on their early start and systematic implementation.

Speech therapy massage is carried out at the preparatory stage, at which work on the development of the articulatory apparatus is carried out, it is preceded by:

Carrying out differentiated massage of the facial and articulatory muscles, depending on the state of muscle tone. The main massage techniques are stroking, pinching, kneading, and vibration. The nature of the movements will also be determined by the state of muscle tone.

Work is being done to develop facial muscles. For this purpose, the child is taught to open and close his eyes, frown his eyebrows, nose, etc. As such tasks are completed, their differentiation and arbitrariness gradually develops.

Lip movements. While counting, the teeth are grinned alternately (from a smile) and the proboscis is pulled out (from the sucking movement of the lips). As a mechanical aid to move the grin, you can use your fingers to pull the corners of your lips. To strengthen the lips, we can recommend holding paper tubes of various diameters (ever decreasing), a round rubber stick, or a probe with the lips.

The speech therapist needs to train the patient in active muscle relaxation and volitional suppression of hyperkinesis. In a number of cases, it is possible to overcome slurredness and blurred articulation by dissecting automated articulatory skills in pronunciation of entire words and phrases. We constantly work on the development of breathing, on tempo, rhythm, melody and optimal clarity of speech.

In speech therapy work for dysarthria, he widely uses the above method of correcting sound pronunciation, but it requires a long time and consistent use of a system of special exercises, as well as work on speech in general and on the child’s personality.

The purpose of speech therapy work for pseudobulbar dysarthria can be formulated as follows: to straighten the sound side of the child’s speech in the broad sense of the word and, at the same time, to level out all other aspects of the child’s speech and personality that have suffered secondarily in their development due to the main disorder.

The task of speech therapy intervention is as follows:

a) overcome existing speech motor impairments;

b) overcome, slow down incorrect speech skills;

c) create new ones instead - correct ones;

d) consolidate new skills to the point of automation.

With pseudobulbar dysarthria, great attention should be paid to working on speech motor skills. This work consists of the following links:

a) articulation gymnastics;

b) massage;

c) use of involuntary movements;

d) passive gymnastics with a gradual transition to passive-active;

active gymnastics.

Exercises for the development of articulatory motor skills:

· Exercise “Spatula” (“Pancake”) – make the tongue wide and spread out;

· Exercise “Sting” (“Needle”) – make the tongue narrow and tense;

· Exercise “Lick your lips” - lick your upper and lower lips alternately.

· Exercise “Delicious jam” - lick your upper lip with the wide tip of your tongue from top to bottom.

· Exercise “Swing” - stretch your tongue towards your nose, pick it up, alternating these positions;

· Exercise “Horse” - click your tongue, changing the tempo and volume;

· Exercise “Sting – Shoulder” - alternate positions in the configuration of the tongue “Sting” and “Scapula”;

· Exercise “Fence” - make a wide smile that exposes your teeth;

· Exercise “Tube” - stretch your lips into a tube;

· Exercise “Fence – Tube” - alternate between the “fence” and “tube” lip positions.

· Push your jaw forward, then pull your jaw back.

Speech therapy massage- an active method of mechanical action that changes the condition of muscles, nerves, blood vessels and tissues of the peripheral speech apparatus.

Speech therapy massage is one of the speech therapy techniques that helps normalize the pronunciation aspect of speech and the emotional state of people suffering from speech disorders.

Massage serves to stimulate the innervation of speech and facial muscles.

Before the massage, it is recommended to perform exercises to relax the massaged muscle. The massage is carried out with a warm hand; It usually starts with stroking, and it’s good to end it with the same technique. Other techniques include light patting and pinching. Carrying them out more energetically can increase hyperkinesis and spasticity.

Massage the muscles of the cheeks, lips, upper surface of the tongue, soft palate (depending on the location of the lesion).

Massage facilitates the movement of blood through the capillaries, accelerates venous outflow, and therefore helps speed up the healing of wounds and the maturation of scars. Massaging the soft palate can lengthen it somewhat.

Massage in the oral cavity is contraindicated for stomatitis, tonsillitis, acute respiratory diseases, elevated temperature bodies. In this case, it should be replaced (!) by gargling with herbal infusions (sage, chamomile, calendula, etc.) 2-3 times a day. The child himself and the adults around him should be taught this. The massage is performed only with clean, dry, warm hands with short-cropped nails and fingertips. The load is increased gradually. The massage can last from 2 to 10 minutes.

Speech therapy massage is carried out by a speech therapist who knows the technique of speech therapy massage, has undergone special training and knows the anatomy of the muscles that provide speech activity.

Speech therapy massage has a general positive effect on the body as a whole, causing beneficial changes in the nervous and muscular systems, which play a major role in the speech-motor process.

Goals of speech therapy massage:

1) normalization of muscle tone of general, facial and articulatory muscles;

2) reducing the manifestation of paresis and paralysis of the muscles of the articulatory apparatus;

3) reduction of pathological motor manifestations of the muscles of the speech apparatus (syncinesia, hyperkinesis, convulsions, etc.);

4) stimulation of proprioceptive sensations;

5) increasing the volume and amplitude of articulatory movements;

6) activation of those muscle groups of the peripheral speech apparatus that had insufficient contractile activity;

7) the formation of voluntary, coordinated movements of the organs of articulation.

Types and techniques of massage used in speech therapy practice

Several types of massage can be used in speech therapy practice:

1) differentiated (activating or relaxing) massage based on classical massage techniques;

2) acupressure, i.e. massage on biologically active points (activating or relaxing);

3) massage using special devices or “probe” massage (speech therapy probes, spatula, toothbrush, needle hammer, vibrating massager, etc.);

4) elements of self-massage.

When starting speech therapy massage, one must keep in mind that there is a complex relationship between the force of influence during massage and the reverse reaction. As a rule, light, slow stroking reduces tissue excitability, has a calming effect, gives a pleasant feeling of warmth, and creates an emotional state of peace and comfort.

Correction of speech breathing for dysarthria

The clinical picture of dysarthria invariably includes breathing disorders. Non-speech breathing of dysarthrics has its own characteristics. It is, as a rule, superficial, its rhythm is not stable enough, and is easily disrupted by emotional stress.

Speech breathing is a highly coordinated act during which breathing and articulation are strictly correlated in the process of speech utterance.

In dysarthric people, this coordination is often disrupted even in the process of fluent speech. Before entering speech, dysarthrics take insufficient breaths, which does not ensure a complete pronunciation of the intonation-semantic segment of the message. Often, dysarthric people (not only children, but also adults) speak while inhaling or in the full exhalation phase.

When correcting dysarthria in practice, as a rule, regulation of speech breathing is used as one of the leading methods for establishing fluency of speech.

Breathing gymnastics A.N. Strelnikova

In speech therapy work on speech breathing of children, adolescents and adults, paradoxical breathing exercises by A.N. Strelnikova are widely used. Strelnikovsky breathing exercises are the brainchild of our country; it was created at the turn of the 30s and 40s as a way to restore the singing voice, because A.N. Strelnikova was a singer and lost it.

This gymnastics is the only one in the world in which a short and sharp breath is taken through the nose using movements that compress the chest.

Exercises actively involve all parts of the body (arms, legs, head, hip girdle, abdominals, shoulder girdle, etc.) and cause a general physiological reaction of the whole body, an increased need for oxygen.

All exercises are performed simultaneously with a short and sharp inhalation through the nose (with absolutely passive exhalation), which enhances internal tissue respiration and increases the absorption of oxygen by tissues, and also irritates that extensive area of ​​receptors on the nasal mucosa, which provides reflex communication between the nasal cavity and almost all organs.

That is why this breathing exercise has such a wide range of effects and helps with weight loss various diseases organs and systems. It is useful for everyone and at any age.

In gymnastics, the focus is on inhalation. The inhalation is very short, instantaneous, emotional and active. The main thing, according to A.N. Strelnikova, is to be able to hold your breath, to “hide” your breath. Don't think about exhaling at all. The exhalation goes away spontaneously.

When teaching gymnastics A.N. Strelnikova advises doing 4 basic rules.

Rule 1. “It smells like burning! Anxiety!" And sharply, noisily, throughout the entire apartment, sniff the air like a dog trail. The more natural the better. The worst mistake is to pull the air in order to take in more air. The inhalation is short, like an injection, active and the more natural the better. Just think about inhaling.

The feeling of anxiety organizes active inhalation better than reasoning about it.

Therefore, without hesitation, sniff the air furiously, to the point of rudeness.

Rule 2. Exhalation is the result of inhalation. Do not prevent the exhalation from leaving after each inhalation as much as you like, but better through your mouth than through your nose. Don't help him. Just think: “It smells like burning! Anxiety!" And just make sure that the inhalation occurs simultaneously with the movement. The exhalation will go away spontaneously. During gymnastics, the mouth should be slightly open.

Get carried away with inhalation and movement, do not be boring and indifferent. Play savage like children play, and everything will work out. The movements create sufficient volume and depth for short inhalations without much effort.

Rule 3. Repeat the breaths as if you were inflating a tire at the tempo of a song and dance. And, training movements and breaths, count by 2, 4 and 8. Tempo - 60-72 breaths per minute. Inhalations are louder than exhalations. The lesson norm is 1000-1200 breaths, and more is possible – 2000 breaths. Pauses between doses of breaths are 1-3 seconds.

Rule 4. Take as many breaths in a row as you can easily take at the moment.

The whole complex consists of 8 exercises. At the beginning - warm-up. Stand up straight. Hands at your sides. Feet shoulder width apart. Take short, injection-like breaths loudly, sniffing your nose. Do not be shy. Force the wings of the nose to connect as you inhale, rather than widening them. Train 2 or 4 breaths in a row at a walking pace of “a hundred” breaths. You can do more to feel that the nostrils are moving and listening to you. Inhale, like an injection, instantaneous. Think: “It smells like burning! Where?" To understand gymnastics, take a step in place and simultaneously inhale with each step. Right-left, right-left, inhale-inhale, inhale-inhale. And not inhale and exhale, as in regular gymnastics.

Take 96 (hundred) steps-breaths at a walking pace. You can stand still, you can while walking around the room, you can shift from foot to foot: back and forth, back and forth, the weight of the body is either on the leg standing in front, or on the leg standing behind. It is impossible to take long breaths at the pace of your steps.

Think: “my legs are pumping air into me.” It helps. With every step - a breath, short, like an injection, and noisy.

Having mastered the movement, lifting your right leg, squat a little on your left, lifting your left leg on your right. The result is a rock and roll dance. Make sure that the movements and breaths go at the same time. Do not interfere or help the exhalations to come out after each inhalation. Repeat the breaths rhythmically and often. Do as many of them as you can easily do.

Head movements Turns. Turn your head left and right, sharply, at the pace of your steps. And at the same time with each turn, inhale through your nose. Short, like an injection, noisy.

96 breaths. Think: “It smells like burning! Where? Left? On right?". Sniff the air.

"Ears". Shake your head as if you were saying to someone: “Ah-ay-ay, what a shame!” Make sure your body doesn't turn. The right ear goes to the right shoulder, the left ear goes to the left. Shoulders are motionless. Simultaneously with each sway, inhale.

"Small Pendulum" Nod your head back and forth, inhale and inhale. Think: “Where does the burning smell come from? From below? Above?".

The main movements of "Cat". Feet shoulder width apart. Remember the cat that sneaks up on the sparrow. Repeat her movements - squat a little, turn first to the right, then to the left. Shift the weight of your body either to your right leg or to your left.

To the direction you turned. And noisily sniff the air to the right, to the left, at the pace of your steps.

"Pump". Hold a rolled-up newspaper or stick in your hands like a pump handle and think that you are inflating a car tire. Inhale - at the extreme point of the inclination.

When the tilt ends, the breath ends. Do not pull it while straightening, and do not

bend all the way. You need to quickly inflate the tire and move on. Repeat the inhalations and bending movements frequently, rhythmically and easily. Don't raise your head. Look down at an imaginary pump. Inhale, like an injection, instantaneous.

Of all our inhalation movements, this is the most effective.

“Hug your shoulders.” Raise your arms to shoulder level. Bend your elbows.

Turn your palms towards you and place them in front of your chest, just below your neck.

Throw your hands towards each other so that the left one hugs the right shoulder, and the right one hugs the left armpit, that is, so that the arms go parallel to each other.

Step pace. Simultaneously with each throw, when your hands are closest to each other, repeat short, noisy breaths. Think: “The shoulders help the air.” Do not move your hands far from your body. They are close. Don't straighten your elbows.

"Big Pendulum" This movement is continuous, similar to a pendulum: “pump” - “hug your shoulders”, “pump” - “hug your shoulders”. Step pace. Bend forward, hands reaching towards the ground - inhale, bend back, hands hug your shoulders - also inhale.

Forward - back, inhale, inhale, tick-tock, tick-tock, like a pendulum.

"Half squats." One leg is in front, the other is behind. The weight of the body is on the leg standing in front, the back leg slightly touches the floor, as before the start. Perform a light, barely noticeable squat, as if dancing in place, and at the same time with each squat, repeat a short, light breath. Having mastered the movement, add simultaneous counter movements of the arms.

This is followed by a special training of “latent” breathing: a short inhale with a tilt, the breath is held as much as possible, without straightening, you need to count out loud to eight, gradually the number of “eights” pronounced on one exhale increases. With one tightly held breath, you need to collect as many “eights” as possible. From the third or fourth training, the utterance of “eights” by stutterers is combined not only with bending, but also with “half squats” exercises. The main thing, according to A.N. Strelnikova, feel your breath “caught in a fist” and show restraint, repeating out loud the maximum number of eights while holding your breath tightly.

Of course, the “eights” in each workout are preceded by the entire complex of exercises listed above.

Speech correction for dysarthria

Thanks to the good mobility of the organs of articulation, we correctly pronounce various sounds, which include the tongue, lips, lower jaw, soft sky. The accuracy, strength and differentiation of the movements of these organs develop in the child gradually, in the process of speech activity.

Work on the development of the basic movements of the organs of the articulatory apparatus is carried out in the form of articulatory gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

Articulation gymnastics should be done daily.

When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.

Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material.

Articulation gymnasts are performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position. The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises.

Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be opposite the child, facing him.

An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.

At first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension disappears, movements become relaxed and at the same time coordinated.

In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You cannot tell him that he is doing the exercise incorrectly - this can lead to refusal to perform the movement. It’s better to show the child his achievements (“You see, your tongue has already learned to be wide”), to encourage (“It’s okay, your tongue will definitely learn to rise up”).

• Frog. Holding your lips in a smile, as if silently pronouncing the sound I.

The front upper and lower teeth are exposed.

Like funny frogs

We pull the lips straight towards the ears.

They pulled and stopped.

And not at all tired!

• Elephant. Stretching the lips forward with a tube, as if silently pronouncing

I imitate an elephant -

I pull my lips with my trunk.

And now I'm letting them go

And I return it to its place.

Elephant frog. Alternating lip positions: in a smile - with a tube.

The exercise is performed rhythmically, counting.

• Fish. Calm wide opening and closing of the mouth. The exercise is performed rhythmically, counting.

• Swing. The mouth is wide open, the lips are in a smile. We rhythmically change the position of the tongue: the tip of the tongue behind the upper incisors; the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!

• Watch. The mouth is slightly open, the lips are stretched in a smile. Tip of the tongue

alternately touches the left and right corners of the mouth. The exercise is performed rhythmically, counting. The chin doesn't move!

• Spatula. The mouth is slightly open, the lips are stretched in a smile. Wide,

a relaxed tongue lies on the lower lip. This position is held for 5-10 seconds. If the tongue does not want to relax, you can pat it with your upper lip, while saying: five-five-five.

• Needle. The mouth is slightly open, the lips are stretched in a smile. Take it out of your mouth

narrow, tense language. Hold for 5-10 seconds.

• Needle spatula. Alternating tongue positions: wide-narrow. The exercise is performed rhythmically, counting.

• Slide. The mouth is wide open, the lips are slightly smiling. The tip of the tongue rests on the lower teeth, the back of the tongue is arched. Hold for 5-10 seconds. Then the upper front teeth, with light pressure, are drawn along the back of the tongue from the middle to the tip.

The back of the tongue is now

It will become a little hill for us.

Teeth roll off the hill.

The movement is repeated many times, first conjugately, then reflected, and finally independently according to the speech therapist’s speech instructions.

Exercises for various parts of the speech apparatus of the tongue, lips, and masticatory muscles are combined, which makes it possible to very quickly move from silent exercises to exercises with the inclusion of speech sounds.

Very often a child is traumatized by his speech disability. Parents and educators should instill in the child the confidence that as a result of active work on his part, his speech will improve.

If there are violent movements, it is necessary to immediately begin working to slow them down. In these cases, the main attention should be paid not to dynamics, but to static movement (maintaining the resulting position) and even a state of complete rest.

For example, a child is given a task: to open his mouth and try to slow down the twitching of his lips and tongue lying in his mouth, or to stick out his tongue and make sure that it lies calmly, without twitching. The child controls his movements visually, sitting in front of the mirror. The speech therapist counts out loud: ‘One, two, three...’ - and this serves as a measure of the time during which the child manages to slow down violent movements. At first, the period is measured in seconds; as work progresses, it begins to lengthen more and more (at the same time, similar work is being done with regard to the movements of the fingers in preparation for writing).

Similarly, work is being done to reduce the tension of the articulatory apparatus, which, like violent movements, is an obstacle to both the implementation and retention of the resulting movement.

These exercises are also carried out in front of a mirror: the speech therapist draws the child’s attention to the fact that his tongue moves out in a lump, hard, tense, and shows himself a relaxed tongue - thin, wide, spread out.

For comparison, you can let your child feel a muscle that is relaxed and tense (at least the biceps muscle in the shoulder area). The protruding tongue can be lightly patted with a spatula, under the influence of which the muscles of the tongue relax for a short time and it takes a spread position.

These exercises, like the previous ones, are conducted with endurance: the speech therapist rhythmically counts from the initial moment of relaxation of the tongue, lips, etc. to the end, encouraging the child to increase the duration of this period.

To activate the vocal cords, which is especially necessary in paralytic forms of pseudobulbar palsy, it is useful to let the child feel the tension of the sounding larynx, putting one of his hands on the speech therapist’s larynx, and the other on his larynx, which begins to vibrate, and fix his auditory attention on the sound.

It is important that the sound is immediately free, without excessive tension: the child must be allowed to feel the resonance of the chest cavity and make sure that he gives his voice as he exhales and stops as soon as he begins to feel that he is not getting enough air.

Each time you need to strive to increase the duration of the sound. The first voice exercises are carried out on the sound of the consonant M; this sound is very simple in articulation, but requires the direction of an air stream from the larynx into the nasal cavity.

A series of exercises on vowels develops long and short sounds, lowering and raising the voice. Singing lessons can play a very important role. As a result, speech breathing, duration, strength, sound and voice modulation are significantly aligned.

Work on the dictionary also goes along with general work, both specifically speech and educational.

In choosing speech material, the speech therapist must be very flexible, since the vocabulary should, if possible, correspond to the age and interests of the children’s daily life. It can be selected both from special aids for correcting pronunciation, and from various primers.

Words should be selected according to two principles:

a) by gradually increasing difficulty of pronunciation - length, sound composition;

b) according to semantic meaning, starting with concrete and everyday words and gradually moving to more abstract ones.

Words should be written down and even provided with corresponding drawings in the child’s notebook; This notebook will serve as material for homework. When training, the speech therapist will have to pay attention to the differentiation of close phonemes, which presents some difficulties.

Working on pronunciation of sounds

To pronounce the consonant sound M, the lips and vocal cords must be closed. To pronounce the sound C, it is necessary to bring the teeth together, grin, spread the tongue, form a groove in the middle of it, connect the tip with the lower incisors, the edges of the tongue with the upper molars, raise the soft palate and direct the air stream along the groove.

The complex of necessary movements is much larger and more complex for the C sound, since a much larger number of organs of the articulatory apparatus are involved and each movement in itself is more difficult for a child with dysarthria than simply closing the lips. Only after quite a lot of work, preparing all the necessary movements for pronouncing the sound C, will it be possible to obtain its pure sound.

2) it is necessary to simultaneously work on several sounds belonging to different articulatory settings;

3) the sequence of work on sounds is dictated by the gradual complication of articulatory settings.

Groups of sounds according to the difficulty of their pronunciation.

If we analyze all the sounds, we can divide them according to the difficulty of pronunciation into the following four groups:

1) a, e, m, p;

2) y, o, f, c, b, t, d, n, i, s, h, x, k, g (And their soft variants.);

3) c, i, yu, h;

4) w, f, l, r.

While working on producing sounds, continue active gymnastics of the articulatory apparatus.

For the lower jaw.

Opening and closing the mouth; holding the mouth open, closed (when closing the mouth, make sure that it occurs symmetrically).

To obtain free and complete closure of the mouth and long-term fixation, chewing movements are used; through visual mirror control, these movements then move into the plan of voluntary movements.

Pulling out a bitten clean gauze napkin and feeling the movement of the head of the lower jaw in the joint contributes to increased muscle tension and greater force of this movement. The sounds that include this movement in the articulation are the following [E], [I], [T], [S], [Sh], [L], [R].

Sounds, the articulation of which includes movements of stretching the lips with the proboscis, are [A], [O], [U]; for the grin movement – ​​[A], [E], [I].

Further complication of these movements will be:

a) grin at open mouth- sounds [L], [R];

b) separate raising of the upper lip, lowering of the lower lip (first, with a finger we fix the immobility of the other lip) - sounds [F], [V];

c) protruding lips with a mouthpiece; this is a difficult movement that can be achieved by simultaneously raising the upper lip, lowering the lower lip and mechanically pressing the cheeks anteriorly - the sounds [CH], [SH], [ZH], [SH].

Movements of the tongue.

1. Back and forth. First, the speech therapist grabs the tip of the tongue with a clean gauze napkin and makes movements several times; these movements are included in the sounds [A], [C], [U], [Y].

2. Biting the protruding tongue (monitor the protrusion of the tongue along the midline). Movement is needed for interdental production of sounds [S], [Z], [L], [N].

3. Movement of the tongue to the right - to the left, touching the corners of the lips with the tip of the tongue, with preferential exercise on the affected side. This movement is difficult to develop; at first it is possible only with mechanical assistance. This movement is not used in speech articulation, but it is of great importance for the act of chewing and serves as an auxiliary exercise for the development of the tip of the tongue.

4. Raising the tongue behind upper teeth. As a result of smacking the lips, pushing the tongue forward and subsequent mechanical movement of the lips, the back of the tongue clicks on the upper teeth. Then the speech therapist uses a spatula to push the tip of the tongue deeper and achieves the clicking of the tongue at the alveoli of the upper teeth. These exercises are necessary to produce the sound [P].

The examples given give an idea of ​​the consistency and complexity of this work.

With dysarthria, it is easiest to develop proto sounds F, V. Automation of sounds is easier in reverse syllables, and when moving to direct syllables, in softened syllables (with vowels i, e, i, yu), rather than in hard ones. Of course, the greatest difficulty with dysarthria is the production of the most complex sound - r.

Automation of assigned sounds in speech also requires a long period of work.

Working with a child suffering from dysarthria requires a lot of patience, perseverance and time from both the speech therapist and the child.

The exercises must be carried out over a long period of time and systematically; they can easily bore the child, so the speech therapist requires a lot of skill and tact to force the child to perform them, and also a lot of ingenuity to vary the form of their presentation.

Consolidation of the necessary skills occurs under the control of parents, a GPD teacher, and a teacher in the process of various activities (games, lessons, work, etc.). This is how, in particular, the skill of monitoring one’s own speech is mastered. The more contact the speech therapist can establish with these individuals, the more effective his work will be.

Dysarthria can have varying degrees of severity in children. The speech therapist must take into account the degree of damage, age characteristics children. The speech material used, working methods, and the proposed pace must correspond to the individual characteristics of the children. As a result of systematic training, a dysarthric child can be included in the process of full communication with others.

The methodology of speech therapy work varies significantly depending on the age of the patient in general and depending on the age at which dysarthria arose in the child. The earlier in a child’s life dysarthria occurs, the more in the clinical picture the symptoms of primary motor failure begin to be accompanied by symptoms of systemic underdevelopment of speech as a whole. Accordingly, speech therapy techniques are becoming more and more multifaceted, aimed, for example, not only at training paralyzed speech muscles, but also at developing and automating articulation skills, developing phonemic analysis of words, enriching the vocabulary, etc.

In the same way, the methodology of speech therapy work becomes more complicated with the increase in the prevalence of brain damage and, consequently, with the complication of the pathogenesis of dysarthria. In order for the speech therapy technique to be pathogenetically substantiated under these conditions, it is necessary to see its fundamental components in a complex clinical picture. And for this you need to know what these components look like and what speech therapy techniques correspond to these pure forms of dysarthria.

Literacy acquisition for dysarthria

The level of proficiency in sound analysis in the vast majority of dysarthric children is insufficient for mastering literacy.

Letter

The largest number of errors in the writing of children suffering from dysarthria occur in letter substitutions. There are often vowel substitutions: children - “detu”, teeth - “zubi”, etc. Inaccurate, nasal pronunciation of vowel sounds leads to the fact that they hardly differ in sound.

Consonant substitutions are numerous and varied:

l-r: squirrel - “berka”; h-ch: fur - “sword”; b-t: duck - “ubka”; g-d: gudok - “dok”; s-ch: geese - “guchi”; b-p: watermelon - “arpus”.

Typical cases are cases of violation of the syllabic structure of a word due to the rearrangement of letters (book - “kinga”), omission of letters (cap - “shapa”), reduction of the syllable structure due to underwriting of syllables (dog - “soba”, scissors - “knives” and etc.).

In addition, in the writing of dysarthric children, errors such as incorrect use of prepositions, incorrect syntactic connections of words in a sentence (coordination, control), etc. are common. These non-phonetic errors are closely related to the peculiarities of dysarthric children mastering oral speech, grammatical structure, vocabulary in stock.

Children's independent writing is characterized by a poor composition of sentences, their incorrect construction, omission of sentence parts and function words.

Reading dysarthric children are usually extremely difficult due to the inactivity of the articulatory apparatus and difficulties in switching from one sound to another. For the most part it is syllable-by-syllable, not colored by intonation. Understanding of the text being read is insufficient. For example, a boy, having read the word chair, points to the table; after reading the word cauldron, he shows a picture depicting a goat (cauldron-goat).

Lexico-grammatical structure of speech of dysarthric children

The general speech development of children with severe articulation disorders proceeds in a unique way. Late onset of speech, limited speech experience, and gross pronunciation defects lead to insufficient accumulation of vocabulary and deviations in the development of the grammatical structure of speech. Most children with articulation disorders have deviations in vocabulary and often mix words based on similarity in sound composition, situation, etc.

Many words are used inaccurately; instead of the desired name, the child uses one that denotes a similar object (loop - hole, vase - jug, acorn - nut) or is situationally related to this word (rails - sleepers, thimble - finger).

Characteristic features of dysarthric children are a fairly good orientation in the environment and a stock of everyday information and ideas. For example, children know and can find objects in the picture such as a swing, a well, a carriage; determine the profession (pilot, teacher, driver, etc.); understand the actions of the persons depicted in the picture; show objects painted in one color or another. However, the absence of speech or limited use of it leads to a discrepancy between active and passive vocabulary.

The level of vocabulary acquisition depends not only on the degree of impairment of the sound-pronunciation side of speech, but also on the intellectual capabilities of the child, social experience, and the environment in which he is brought up. Dysarthric children, as well as children in general with general speech underdevelopment, are characterized by insufficient command of the grammatical means of the language.

These features of the speech development of children with dysarthria show that they need systematic special training aimed at overcoming defects in the sound side of speech, developing vocabulary and grammatical structure of speech, and correcting writing and reading disorders.

Speech therapy work with dysarthric children is based on knowledge of the structure of speech defects in various forms of dysarthria, mechanisms of violation of general and speech motor skills, and taking into account the personal characteristics of children. Particular attention is paid to the state of children's speech development in the field of vocabulary and grammatical structure, as well as the peculiarities of the communicative function of speech. For school-age children, the state of written speech is taken into account.

Positive results of speech therapy work are achieved subject to the following principles:

• gradual interconnected formation of all components of speech;
• systematic approach to the analysis of speech defects;
• regulation of mental activity of children through the development of communicative and generalizing functions of speech.

In the process of systematic and long-term training, a gradual normalization of the motor skills of the articulatory apparatus, the development of articulatory movements, the formation of the ability to voluntarily switch the movable organs of articulation from one movement to another at a given pace, and overcome violations of the tempo of speech are carried out; full development of phonemic perception. This prepares the basis for the development and correction of the sound side of speech and creates the prerequisites for mastering the skills of oral and written speech.

Main areas of work with children with writing and reading disabilities

Deviations in the formation of speech activity (insufficient level of language tools and the ability to use them) lead to difficulties in mastering reading and writing, which are manifested in insufficient ability to carry out sound-letter analysis and synthesis of words when reading and writing, specific substitutions of letters and distortions of the structure of words, insufficient pace of reading and writing, level of understanding of what is being read, as well as insufficient expressiveness of reading (failure to observe pauses, logical stress, intonation expressiveness).

The severity of these deficiencies in children is not the same and depends on the nature of the primary defect, compensatory capabilities, and the stages of mastering reading and writing. All this determines the content of the corrective action. The fundamental condition for the development of reading and writing skills is to overcome oral speech defects and develop sound analysis and word synthesis.

One of the components of reading and writing at the initial stages of their formation is the process of recognizing the images of letters and their combinations. In children with speech defects, there is a discrepancy between visual and articulatory images, the connection between letters and sounds is disrupted, which are pronounced defectively and are not clearly distinguished. This leads to incorrect pronunciation and writing of a number of letters during the reading process.

In the case of letter-by-letter reading, correct reading techniques should be re-formed in children. To do this, you need to pay more attention to working on syllables, teach the child in the process of reading to perceive two letters at once, introducing anticipatory orientation to vowels, in order to prepare the correct pronunciation of the preceding consonant. As is customary in secondary schools when teaching literacy, the basis for reading is the direct syllable.

When moving to reading with words, it is important to teach the child to read based on an articulatory unit - a straight syllable, adding other letters to them, i.e. teach to identify combinations of consonant and vowel and the sounds adjacent to them in a readable word.

When organizing work with children to develop reading and writing skills, developing the ability to quickly navigate the sound form of a word, and developing synthesis using visual support, the speech therapist should widely use exercises to develop and clarify spatial-temporal concepts as additional tasks.

Development and refinement of spatiotemporal concepts

When correcting dysgraphia, work is carried out to develop and clarify spatiotemporal concepts. It is necessary for the child to become aware of the diagram of his own body and to determine directions in space. Here are examples of such exercises:

Differentiation of the right and left parts of the body begins with the identification of the leading right hand.

1. Show with which hand you should eat, write, draw, say hello, and say what this hand is called. Children should then raise their right hand and name it. Show your left hand. Raise either your right or your left hand. Show the pencil first with your right hand, sometimes with your left hand, etc.

Determination of directions in space.

Clarification of spatial relationships

Familiarization with the diagram of the body standing opposite.

The sequence of a number series using the first ten numbers as an example: 1,2,3,4,5,6,7,8,9.

Graphic reproduction of directions

7. Correct a noted error in the list of days of the week, summer months, etc.

2. Corrective work at the phonetic level

Working at the phonetic level includes two main areas:

1) Development of sound analysis of words (from simple to complex forms);

2) Development of phonemic awareness, i.e. differentiation of phonemes having similar characteristics.

Phonemic representations are formed in children as a result of observations of various variants of phonemes, their comparison and generalization. This is how constant phonemic representations are formed - the ability to perceive each speech sound in various variants of its sound as identical to itself. Articulatory kinesthesia plays an invaluable role in the development of constant phonemic representations.

For the same reason, from the very first lessons, children’s attention is drawn to the work of the articulatory apparatus in order to make it sufficiently controllable, to teach children to evaluate their muscle sensations when pronouncing sounds and words, associating these sensations with acoustic stimulation. For this purpose, in the initial period of classes, the articulation of the vowels of the first row is practiced, as well as those consonants whose pronunciation usually does not suffer (P, M, N, F, T, K...).

The list of these consonants can be expanded by a speech therapist, taking into account the state of pronunciation of students in each educational group. At this stage of work, one should not give a detailed description of the articulome; it is enough to fix the children’s attention on its most expressive characteristic features.

Exercises in recognizing and isolating these sounds in words are carried out based on loud pronunciation, and, if necessary, accented pronunciation of the desired sound. Subsequently, these operations of sound analysis are performed during normal pronunciation of words, and then transferred to the internal plane, i.e. are executed silently.

During the first three years of schooling, schoolchildren practice various types letters, each of which has a certain significance for the formation of full-fledged written speech skills, meeting the objectives of teaching, consolidating and testing relevant knowledge and skills.

Let's consider individual types of writing, refracted in relation to the tasks of speech therapy work.

Cheating:

a) from handwritten text,

b) from printed text,

c) complicated by tasks of a logical and grammatical nature.

Cheating, as the simplest type of writing, is most accessible to children suffering from dysgraphia. Its value lies in the ability to coordinate the pace of reading recorded material, pronouncing it and writing it with the individual capabilities of children. It is necessary as early as possible to teach children to remember the syllable, and not the letter, when copying, which follows from the provision about the syllable as the basic unit of pronunciation and reading. Consequently, the specific task of writing becomes correct syllable-by-syllable pronunciation, consistent with the tempo of writing.

Auditory dictation with visual self-control corresponds to the principle of interaction between the analyzers involved in the act of writing. After writing the auditory dictation, going around the students, the speech therapist notes and announces the number of mistakes of each student. For a few minutes, the dictation text, written on the board, opens to correct errors.

Selecting speech material for auditory dictations for children suffering from dysgraphia is not an easy task, since even the simplest text may contain something inaccessible to students at this stage of education.

This circumstance prompted the development of a new, unconventional form of writing under auditory dictation - graphic dictation. This form most fully meets the task of testing children’s mastery of the differentiation of mixed pairs of phonemes, i.e. topics that make up a significant part of the total volume of speech therapy work in the correction of dysgraphia.

Graphic dictation performs a control function, but is a gentle form of control, since it excludes other spellings from the students’ field of view. Graphic dictation allows students to train students in distinguishing mixed sounds on words with a complex sound composition that cannot be included in dictations.

The graphic dictation is carried out as follows.

Children are given the task of identifying by ear only the sounds being studied, for example, voiced z and voiceless s (cases of deafening of a voiced consonant are not included in the text at this stage). Words that do not contain the indicated sounds are indicated by a dash when written; containing one of the sounds are indicated by one corresponding letter; containing both sounds - two letters in the sequence in which they appear in words. If one of the sounds occurs twice in a word, then the letter is repeated.

In addition to checking the main topic of the dictation, this type of work allows you to consolidate a number of other writing skills: students perceive by ear and reflect in the recording the division of the text into sentences, sentences into words; learn to identify prepositions. Graphic dictations expand children's vocabulary, while with text recording the choice of words is limited by the complexity of their spelling.

The temporal sequence of sounds and syllables that make up a word, as well as the temporal sequence of words that make up a phrase, in writing is reflected in the corresponding spatial sequence of letters, syllables, words located on the lines of a notebook or note. Exercises in determining sequence in space and time create the basis for developing sound-syllable and morphemic analysis of words.

The starting point in the development of spatial orientation is children’s awareness of their own body diagram, determination of directions in space, and orientation in the surrounding “small” space. Next, students practice determining the sequence of objects and their images, as well as graphic signs. Such tasks help train the hand and gaze in sequential movement in a given direction.

The next most difficult task is to isolate one of the links in a chain of homogeneous objects, images, graphic signs. Such exercises create the prerequisites for developing a positional analysis of sounds in words.

A unique continuation of the development of spatial differentiation is the study of the topic “Prepositions” (those that have a specific spatial meaning).

Clarifying the range of students' temporal representations involves clarifying and activating the corresponding vocabulary, as well as propaedeutics for mastering verb tenses.

We based the action of sound analysis of words on sound pronunciation based on the digital series. Visual-sensory support in the form of a moving set of numbers contributes to the formation of ocular-manual and auditory-pronunciation articulation, because subsonic pronunciation of words in this case is carried out with the gradual achievement of coordinated actions of all analyzers that ensure the writing process: the sequential movement of the hand and gaze from left to right coincides with the sequential pronunciation and auditory perception of word sounds.

Working with a group of students, a speech therapist has the opportunity to observe the difficulties of each child in one or another part of the analysis operation and, accordingly, provide training for each student in an optimal mode for him. The student gets the opportunity, through repeated attempts, to completely clarify the number and sequence of sounds, to overcome his mistakes in the process of such “writing without a notebook and pen,” which does not happen in ordinary written work, when the student receives only a day or two later his notebook with the teacher’s corrections. The learning value of detecting an error in the latter case is close to zero.

A necessary condition for the successful differentiation of mixed phonemes in written speech is the preliminary elimination of substitutions and mixtures of sounds in oral speech. Typically, correction of sound pronunciation disorders is carried out in individual speech therapy sessions before the student is included in group classes to overcome dysgraphia.

Differentiation of letters having kinetic similarity (b-d, o-a).

The work begins with clarifying optical-spatial differentiations, on actions with pictures, geometric shapes, mosaic. Children practice analyzing the composition and structure of graphic signs, and comparative analysis of letters (from coarser differentiations to more subtle ones).

Moving on to handwritten font, children practice writing alternating elements of letters, mixed according to kinetic similarity: according to a model, according to the original instructions, under a command - with a gradual acceleration of the tempo. When differentiating such letters, the main task of the speech therapist is to teach children to identify “support”, signal signs that distinguish the mixed letters.

In all exercises, the main goal is to strengthen the connection between phoneme – articulome – grapheme – kineme.

Exercises:

Vowel sounds

• Vowel sound recognition (by ear)
• Isolating a vowel sound (by ear)
• From a series of vowels (in initial position).
• From a series of syllables with a repeated vowel sound:
• From a word (in initial position, under stress).

Consonant sounds.

Consider the articulation of individual consonant sounds, the pronunciation of which is accessible to all students (highlight essential articulatory features for the formation of sound pronunciation differentiations).

Recognition of paired consonant sounds (by ear)

To do this, a number of exercises can be carried out: clarifying the articulation of paired sounds, comparing sounds by articulation (what is common and how they are different), correlating sounds with a letter, reading syllables in chorus, element-by-element recording of letters with pronunciation, selective dictation of syllables.

Classes are also held here on isolating phonemes from syllables, from words, recording them under dictation, and comparing synonymous words by meaning and sound. Texts for graphic dictation are being recorded. Write words in two columns according to the presence of paired sounds. As a final lesson, auditory dictations are conducted at the phonetic level.

Corrective work at the lexical level.

This work should begin with finding out and replenishing the students’ vocabulary using the proposed approximate list of topics. The main tasks of lexical work are quantitative growth of the vocabulary (due to the assimilation of new words and their meanings);

qualitative enrichment of the dictionary (by mastering the semantic and emotional shades of the meanings of words, the figurative meaning of words and phrases);

Clearing the dictionary of distorted, colloquial and slang words.

Students practice syllabic and morphemic analysis and word synthesis; observe the phenomena of polysemy, synonymy, antonymy and homonymy, both words and morphemes.

Work is being done to identify students’ active vocabulary. To do this, a series of games - tasks - are carried out - compare: by taste, color, width, etc., name the actions with throwing the ball (what does a blizzard do? - sweeps).

Work is being carried out to clarify and expand students’ vocabulary:

– synonyms (in phrases, indicate words that are close in meaning, indicate the 4th “extra” word);

– antonyms (find words in the text that have the opposite meaning, indicate antonym words in proverbs, select antonyms in the text);

– homonyms (make sentences from phrases), find words in the text that sound the same, explain the meaning of highlighted words in the text, explain the literal and figurative meaning of expressions in proverbs).

When teaching syllabic analysis and synthesis of words, a number of activities are carried out: composing words and syllables, dividing words into syllables. To do this, a number of exercises are carried out:

Division into syllables, add a syllable to make a word, game “many-one”, “chain of words”.

Work is carried out on the topic “Stress in a word”, on unstressed vowels, on the composition of the word (word root, prefix, suffix).

Corrective work at the syntactic level.

Main tasks of the work:

Overcoming and preventing erroneous word combinations in students’ speech, their mastery of word combinations, conscious construction of sentences.

Enriching students' phrasal speech by introducing them to the phenomenon of polysemy, synonymy, antonymy, and homonymy of syntactic constructions.

What is important in this work is “predominant or even absolute attention to form. This is the case, for example, when considering many forms of management that are not amenable to semantic comprehension and must be learned in dictionary order (ex.: happy with what?, but happy with what? Work in a factory, but work on a state farm, etc.)"

It is very important to lead children to understand the connection between words in a sentence, which is highlighted using a question from the main word in the phrase to the dependent word.

Consideration of cases during speech therapy classes does not pursue the goal of teaching children to spell the endings of inflected parts of speech, but is one of the means of eliminating agrammatism in students’ speech (both expressive and impressive).

Work is being done to compose sentences based on reference pictures (we show children that sentences consist of words, coordination of words in a sentence). To do this, a number of tasks are carried out: read the text and identify complete semantic units - sentences, practice reading the text with intonation, determine where the phrase is and where the sentence is, composing sentences using phrases.

Work is being done to coordinate words in number, gender, cases, prepositions, prepositions and prefixes are being studied.

Thus, analyzing the above, the following conclusions can be drawn:

Such a system of correctional work is built taking into account the speech-motor, visual, speech-auditory and motor analyzers.

Dysarthria - a violation of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus. The leading defect in dysarthria is a violation of the sound pronunciation and prosodic aspects of speech associated with organic damage to the central and peripheral nervous systems.

Dysarthria is a Latin term, translated as a disorder of articulate speech - pronunciation (dis- violation of a sign or function, artron- articulation). When defining dysarthria, most authors do not proceed from the exact meaning of this term, but interpret it more broadly, referring to dysarthria as disorders of articulation, voice formation, tempo, rhythm and intonation of speech.

The main signs (symptoms) of dysarthria are defects in sound pronunciation and voice, combined with speech disorders, primarily articulatory motor skills and speech breathing. With dysarthria, unlike dyslalia, the pronunciation of both consonants and vowels may be impaired. Violations of vowels are classified according to rows and elevations, violations of consonants according to their four main characteristics: the presence and absence of vibration of the vocal folds, the method and place of articulation, the presence or absence of an additional elevation of the back of the tongue to the hard palate.

All forms of dysarthria are characterized by articulatory motor disorders, which are manifested by a number of signs. Muscle tone disorders, the nature of which depends primarily on the location of the brain lesion. The following forms of it in the articulatory muscles are distinguished: spasticity of articulatory muscles- constant increase in tone in the muscles of the tongue, lips, facial and cervical muscles. The increase in muscle tone may be more local and spread only to individual muscles of the tongue.

The next type of muscle tone disorder is hypotension. With hypotonia, the tongue is thin, spread out in the oral cavity, the lips are flaccid, and there is no possibility of their complete closure. Because of this, the mouth is usually half-open, pronounced hypersalivation.

Disorders of muscle tone in the articulatory muscles with dysarthria can also manifest themselves in the form dystonia(changing nature of muscle tone): at rest, low muscle tone in the articulatory apparatus is noted, when attempting to speak, the tone increases sharply. A characteristic feature of these disturbances is their dynamism, inconstancy of distortions, substitutions and omissions of sounds.

Impaired articulatory motor skills in dysarthria are the result of limited mobility of articulatory muscles, which is enhanced by disturbances in muscle tone and the presence of involuntary movements ( hyperkinesis, tremor) And discoordination disorders.

With insufficient mobility of the articulatory muscles, sound pronunciation is impaired. When the muscles of the lips are damaged, the pronunciation of both vowels and consonants suffers. The pronunciation of labialized sounds is especially impaired (o, y), when pronouncing them, active movements of the lips are required: rounding, stretching.

Paresis facial muscles, often observed in dysarthria, also affect sound pronunciation. Paresis of the temporal muscles and masticatory muscles limit the movements of the lower jaw, as a result of which the modulation of the voice and its timbre are disrupted. These disturbances become especially pronounced if there is an incorrect position of the tongue in the oral cavity, insufficient mobility of the velum palate, disturbances in the tone of the muscles of the floor of the mouth, tongue, lips, soft palate, and the posterior wall of the pharynx.

A characteristic sign of articulatory motor impairment in dysarthria is discoordination disorders. They manifest themselves in a violation of the accuracy and proportionality of articulatory movements. The performance of fine differentiated movements is especially impaired. Thus, in the absence of pronounced paresis in the articulatory muscles, voluntary movements are performed inaccurately and disproportionately, often with hypermetry(excessive motor amplitude). For example, a child may move his tongue upward, almost touching the tip of his nose, but at the same time cannot place his tongue above the upper lip in the place precisely designated by the speech therapist.

Presence of violent movements and oral synkinesis in the articulatory muscles - a common sign of dysarthria. They distort sound pronunciation, making speech difficult to understand, and in severe cases, almost impossible; usually intensify with excitement and emotional stress, therefore, disturbances in sound pronunciation vary depending on the situation of speech communication. In this case, twitching of the tongue and lips are noted, sometimes in combination with facial grimaces, slight trembling (tremor) of the tongue, in severe cases - involuntary opening of the mouth, throwing the tongue forward, a forced smile. Violent movements are observed both at rest and in static articulatory postures, for example, when holding the tongue in the midline, intensifying with voluntary movements or attempts at them. This is how they differ from synkinesis - involuntary accompanying movements that occur only with voluntary movements, for example, when the tongue moves upward, the muscles that raise the lower jaw often contract, and sometimes the entire cervical muscles tense and the child performs this movement at the same time by straightening the head. Synkinesis can be observed not only in the speech muscles, but also in the skeletal muscles, especially in those parts of it that are anatomically and functionally most closely related to speech function. When the tongue moves in children with dysarthria, accompanying movements of the fingers of the right hand (especially the thumb) often occur.

A characteristic sign of dysarthria is disturbance of proprioceptive afferent impulses from the muscles of the articulatory apparatus. Children have little sense of the position of the tongue, lips, and the direction of their movements; they find it difficult to imitate and maintain articulatory structure, which delays the development of articulatory praxis.

A common sign of dysarthria is insufficiency of articulatory praxis ( dyspraxia), which can be either secondary due to disturbances in proprioceptive afferent impulses from the muscles of the articulatory apparatus, or primary due to the localization of brain damage. Based on the works of A. R. Luria, two types of dyspraxic disorders are distinguished: kinesthetic and kinetic, with kinesthetic, difficulties and insufficiency are noted in the development of generalizations of articulatory structures, mainly consonant sounds. The disturbances are inconsistent, and sound replacements are ambiguous.

With the kinetic type of dyspraxic disorders, there is a lack of temporary organization of articulatory structures. In this case, the pronunciation of both vowels and consonants is impaired. Vowels often lengthen, their articulation approaches a neutral sound A. Initial or final consonants are pronounced with tension or lengthening, their specific replacements are noted: fricative sounds on the bow (h- d), There are insertions of sounds or overtones, simplifications of affricates and omissions of sounds in combinations of consonants.

With dysarthria, there may be oral automatism reflexes in the form of preserved sucking, proboscis, searching, palmocephalic and other reflexes that are normally characteristic of young children. Their presence makes voluntary oral movements difficult.

Disorders of articulatory motor skills, combined with each other, constitute the first important syndrome of dysarthria - articulatory disorders syndrome, which varies depending on the severity and location of brain damage and has its own specific features for various forms of dysarthria.

For dysarthria due to impaired innervation of the respiratory muscles speech breathing is impaired. The rhythm of breathing is not regulated by the semantic content of speech; at the moment of speech it is usually rapid; after pronouncing individual syllables or words, the child takes shallow, convulsive breaths; active exhalation is shortened and usually occurs through the nose, despite the constantly half-open mouth. A mismatch in the work of the muscles that carry out inhalation and exhalation leads to the fact that the child has a tendency to speak while inhaling. This further impairs voluntary control of respiratory movements, as well as coordination between breathing, phonation, and articulation.

Second dysarthria syndrome - speech breathing disorder syndrome.

The next characteristic feature of dysarthria is voice disorder and melodic intonation disorders. Voice disorders are associated with paresis of the muscles of the tongue, lips, soft palate, vocal folds, muscles of the larynx, disorders of their muscle tone and limitation of their mobility -

For dysarthria, along with speech, there are also non-speech disorders. These are manifestations of boulevard and pseudobulbar syndromes in the form of disorders of sucking, swallowing, chewing, physiological breathing in combination with disorders of general motor skills and especially fine differentiated motor skills of the fingers. There is a violation of neuropsychic functions: a violation of the mechanism of stability and switchability of attention, weakness in the process of memorizing words; uncertainty, passivity and exhaustion when performing mental operations. The diagnosis of dysarthria is made based on the specifics of speech and non-speech disorders.

Non-speech:

• violation of tone in the articulatory muscles
• musculoskeletal disorders
• violation of the emotional-volitional sphere.
• violation of a number of mental functions (attention, memory, thinking).
• impairment of cognitive activity.
• a kind of personality formation.

Speech:

• violation of sound pronunciation. Depending on the degree of damage, the pronunciation of all or several consonants may be affected. The pronunciation of vowel sounds may also be impaired (they are pronounced unclearly, distorted, often with a nasal tint).
• violation of prosody - tempo, rhythm, modulation, intonation.
• impaired perception of phonemes (sounds) and their discrimination. It occurs as a result of unclear, blurred speech, which does not allow the formation of a correct auditory image of sound.
• violation of the grammatical structure of speech.

Features of planning correctional workfor dysarthria.

According to research by R.I. Martynova children with mild form dysarthria lags behind in physical development significantly more than children with functional dyslalia. In children with an erased form of dysarthria in the speech system, neurological symptoms were identified: erased paresis, hyperkinesis, disorders of muscle tone in the articulatory and facial muscles. Neuropsychiatric disorders were significantly more detected in mild forms of dysarthria than in functional dyslalia. That. The work of a speech therapist with children with an erased form of dysarthria should not be limited to the production and correction of defective sounds, but should have a wider range of correction of the child’s speech as a whole.

Features of the content of speech therapy work with an erased form of dysarthria are reflected in the specifics of planning correctional work: an additional preparatory stage is introduced, which is necessary for the normalization of motor skills and the tone of the articulatory apparatus, the development of prosody.

Having studied the methods of L.V. Lopatina, N.V. Serebryakova, L.A. Danilova, I.I. Ermakova, E.M. Mastyukova, E.F. Arkhipova, I selected and systematized practical material for all sections of the preparatory stage, taking into account the speech and non-speech symptoms of dysarthria.

1) Normalization of muscle tone of the articulatory apparatus - differentiated speech therapy massage(met by E.F. Arkhipova)

For children with hypertonicity and hyperkinesis, a relaxing massage is recommended. In such children, the face is frozen, the muscles are stiff, the muscles of the lips are stretched and pressed against the gums, the tongue is thick and shapeless, the tip of the tongue is not pronounced. Massage techniques: patting, tapping, light vibration, stroking for no more than 1.5 minutes. All movements go from the periphery to the center: from the temples to the center of the forehead, nose, middle of the lips.

For children with hypotension - a strengthening massage. In such children, the facial muscles are flabby and loose, the mouth is open, the lips are flaccid, the thin tongue lies at the bottom of the mouth. Techniques: deep rubbing, kneading, stroking with force for up to 3 minutes. All movements are from the center of the face to the sides: from the forehead to the temples, from the nose to the ears, from the middle of the lips to the corners, from the middle of the tongue to the tip.

2) Normalization of motor skills of the articulatory apparatus:

exercises for chewing muscles (meth I.I. Ermakova)

1. Open your mouth and close it.
2. Move the lower jaw forward.
3. Open your mouth and close it.
4. Puff out your cheeks and relax.
5. Open your mouth and close it.
6. Lateral movements of the lower jaw.
7. Open your mouth and close it.
8. Pull your cheeks in and relax.
9. Open your mouth and close it.
10. Bite your upper lip with your lower teeth
11. Open your mouth with your head thrown back, close your mouth with your head straight.

gymnastics for voluntary tension and movement of lips and cheeks (met.E.F. Arkhipova)

1. Inflating both cheeks at the same time.
2. Puffing out the cheeks alternately.
3. Retraction of the cheeks into the oral cavity.
4. The closed lips are pulled forward with a tube (proboscis) and then returned to their normal position.
5. Grin: the lips are stretched to the sides, pressed tightly against the gums, both rows of teeth are exposed.
6. Alternating grin-proboscis (smile-pipe).
7. Retraction of the lips into the oral cavity with the jaws open.
8. Lifting only the upper lip, exposing only the upper teeth.
9. Retraction of the lower lip, exposing only the lower teeth.
10. Alternately raising and lowering the upper and lower lips.
11. Imitation of rinsing teeth.
12. Lower lip under upper teeth.
13. Upper lip under lower teeth.
14. Alternating the two previous exercises.
15. Lip vibration (horse snorting).
16. As you exhale, hold the pencil with your lips.

passive gymnastics for the tongue muscles - creation of positive kinesthesia in the muscles (met. O.V. Pravdina)

Passive gymnastics This form of gymnastics is called when a child makes movements only with the help of mechanical influence - under the pressure of an adult’s hand. . Passive movement should be carried out in 3 stages: 1 - entering the position (pucker your lips), 2 - maintain the position, 3 - exiting the position. After several repetitions, an attempt is made to perform the same movement one or two more times without mechanical assistance, i.e. passive movement is translated first into passive-active, and then into voluntary, performed according to verbal instructions.

An approximate complex of passive gymnastics:

• The lips close passively and are held in this position. The child's attention is fixed on closed lips, then he is asked to blow through his lips, breaking their contact;
• Using the index finger of the left hand, lift the child’s upper lip, exposing the upper teeth; with the index finger of the right hand, raise the lower lip to the level of the upper incisors and ask the child to blow;
• The tongue is placed and held between the teeth;
• The tip of the tongue is pressed and held against the alveolar process, the child is asked to blow, breaking the contact;
• The child's head is thrown back somewhat, the back of the tongue is raised towards the hard palate, the child is asked to make coughing movements, fixing his attention on the sensations of the tongue and palate.

active articulatory gymnastics- improving the quality, accuracy, rhythm and duration of articulatory movements;
An important section of articulatory gymnastics for dysarthrics is the development of more subtle and differentiated movements of the tongue, activation of its tip, delimitation of movements of the tongue and lower jaw.

An approximate set of static articulation exercises for dysarthrics. L.V. Lopatina, N.V. Serebryakova

1. Open your mouth, hold it open while counting from 1 to 5-7, close it.
2. Open your mouth slightly, push your lower jaw forward, hold it in this position for 5-7 seconds, return to its original position.
3. Pull the lower lip down, hold it while counting from 1 to 5-7, return to its original state;
   - raise your upper lip, hold it while counting from 1 to 5-7, return to its original state.
4. - stretch your lips into a smile, exposing the upper and lower incisors, hold the count from 1 to 5-7, return to their original state;
   - stretch only the right (left) corner in a smile, exposing the upper and lower incisors, hold the count from 1 to 5-7, return to its original position.
5. - lift first the right one, then the left one: the corner of the lip, while keeping the lips closed, hold the count from 1 to 5-7, return to its original state.
6. - stick out the tip of your tongue, mash it with your lips, pronouncing syllables pa-pa-pa-pa. After pronouncing the last syllable, he will leave his mouth slightly open, fixing his wide tongue and holding it in this position, counting from 1 to 5-7;
   - stick the tip of your tongue between your teeth, bite it with your teeth, pronouncing syllables Ta-ta-ta-ta. After pronouncing the last syllable, leave the mouth slightly open, fixing the wide tongue and holding it in this position, counting from 1 to 5-7, return to its original position.
7. - place the tip of the tongue on the upper lip, fix this position and hold it counting from 1 to 5-7, return to its original state;
   - place the tip of the tongue under the upper lip, fix it in this position, hold it counting from 1 to 5-7, return it to its original state;
   - press the tip of the tongue to the upper incisors, hold the given position counting from 1 to 5-7, return to its original state;
   - the movement of “licking” with the tip of the tongue from the upper lip into the oral cavity behind the upper incisors.
8. – give the tip of the tongue a “bridge” (“slide”) position: press the tip of the tongue to the lower incisors, raise middle part the back of the tongue, press the side edges to the upper lateral teeth, hold the given position of the tongue, counting from 1 to 5-7, lower the tongue.

An approximate set of dynamic articulation exercises for dysarthrics. L.V. Lopatina, N.V. Serebryakova

1. Stretch your lips into a smile, exposing the upper and lower incisors; Pull your lips forward like a tube.
2. Stretch your lips into a smile with your incisors bared, and then stick out your tongue.
3. Stretch your lips into a smile with your incisors bared, stick out your tongue, press it with your teeth.
4. Raise the tip of your tongue onto your upper lip and lower it onto your lower lip (repeat this movement several times).
5. Place the tip of your tongue under the upper lip, then under the lower lip (repeat this movement several times)
6. Press the tip of your tongue behind the upper, then lower incisors (repeat this movement several times).
7. Alternately make the tongue wide, then narrow.
8. Lift your tongue up, place it between your teeth, and pull it back.
9. Build a “bridge” (the tip of the tongue is pressed against the lower incisors, the front part of the back of the tongue is lowered, the front part is raised, forming a gap with the hard palate, the back part is lowered, the lateral edges of the tongue are raised and pressed against the upper lateral teeth), break it, then build it again and again break, etc.
10. Alternately touch the protruding tip of your tongue to the right, then to the left corner of your lips.
11. Raise the tip of your tongue to the upper lip, lower it to the lower lip, alternately touch the protruding tip of the tongue to the right, then to the left corner of the lips (repeat this movement several times).

3) Development of fine motor skills of the hands:

• massage and self-massage of fingers and hands;
• games with small objects: stringing beads, mosaics, small construction sets;
• finger gymnastics complexes;
• developing self-service skills: buttoning and unbuttoning buttons, tying shoes, using a fork and knife;
• classes with plasticine and scissors;
• preparing your hand for writing: coloring and shading pictures, tracing stencils, graphic dictations, working with copybooks;

A set of exercises for self-massage of hands and fingers.

1. Children use the pads of four fingers, which are placed at the base of the fingers of the back of the hand being massaged, and dotted movements back and forth, shifting the skin by about 1 cm, gradually moving them towards the wrist joint (“dotted” movement).

Iron

Use an iron to smooth out the wrinkles
Everything will be fine with us.
Let's iron all the pants
A hare, a hedgehog and a bear.

2. Using the edge of their palm, children imitate “sawing” in all directions on the back of the hand (“straightforward” movement). The hand and forearm are placed on the table, the children are sitting.

Saw

Drank, drank, drank, drank!
Cold winter has come.
Get us some wood quickly,
Let's light the stove and warm everyone up!

3. Rotational movements are made with the base of the hand towards the little finger.

Dough

We knead the dough, we knead the dough,
We'll bake pies
And with cabbage and mushrooms.
- Shall I treat you to some pies?

4. Self-massage of the hand from the palm side. The hand and forearm are placed on the table or on the knee, the children are sitting. Stroking.

Mother

Mom strokes my head
Little son,
Her palm is so tender
Like a willow twig.
- Grow up, dear son,
Be kind, brave, honest,
Gain intelligence and strength.
And don't forget me!

5. Move the knuckles of the fingers clenched into a fist up and down and from right to left along the palm of the massaged hand (“straightforward movement”).

Grater

Together we help mom,
Grate the beets with a grater
Together with my mother we cook cabbage soup,
- Look for something tastier!

6. The phalanges of the fingers clenched into a fist make a movement according to the “gimlet” principle in the palm of the massaged hand.

Drill

Dad takes the drill in his hands,
And she buzzes, sings,
Like a fidgety mouse
It's gnawing a hole in the wall!

7. Self-massage of fingers. The hand and forearm of the arm being massaged are located on the table, the children are sitting. With the “pincers” formed by the bent index and middle fingers, a grasping movement is made for each word of the poetic text in the direction from the nail phalanges to the base of the fingers (“straightforward” movement).

Ticks

The pliers grabbed the nail,
They are trying to pull it out.
Maybe something will work out
If they try!

8. The pad of the thumb, placed on the back side of the massaged phalanx, moves, the other four cover and support the finger from below (“spiral” movement).

Lambs

"Byashki" graze in the meadows,
Curly lambs.
All day long it’s all: “Be and be,”
They wear fur coats.
Fur coats in curls, look
"Byashki" slept in curlers,
In the morning they took off the curlers,
Try to find a smooth one.
All are curly, every single one,
They run in a curly crowd.
That's their fashion,
Among the sheep people.

9. Movements as when rubbing frozen hands.

Morozko

Morozko froze us,
Got under the warm collar,
Like a thief, be careful
He got into our felt boots.
He has his own worries - Know the frost, but be stronger!
Don’t spoil, Frost, why don’t you treat people like that?!

4) Development of general motor skills and motor coordination:

• pantomime (book “Tell Poems with Your Hands”, “Psychogymnastics” by M.I. Chistyakov, “Movement and Speech” by I.S. Lopukhin);
• outdoor games for coordination and coordination of movements;
• special complexes of physical and rhythmic exercises (journal “Defectology” No. 4, 1999)

5) Normalization of voice and speech breathing:

Breathing exercises by A.N. Strelnikova.

Exercises for developing speech breathing

Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower chest. Take a deep breath through your nose (this pushes your stomach forward and expands your lower chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

Take a short, calm breath through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.

Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds ( a, o, y, and, uh, s ).

Smoothly pronounce several sounds on one exhalation: aaaaa aaaaaooooooo aaaaauuuuuu

- Count on one exhalation up to 3-5 ( one two Three...), trying to gradually increase the score to 10-15. Make sure you exhale smoothly. Count down ( ten, nine, eight...).

- Read proverbs, sayings, tongue twisters in one breath. Be sure to follow the instructions given in the first exercise.

Practiced skills can and should be consolidated and fully applied in practice.

The tasks become more complex gradually: first, long speech exhalation training is carried out on individual sounds, then on words, then on a short phrase, when reading poetry, etc.

In each exercise, children’s attention is directed to a calm, relaxed exhalation, to the duration and volume of the sounds pronounced.

“Skits without words” help normalize speech breathing and improve articulation in the initial period. At this time, the speech therapist shows the children an example of calm expressive speech, so at first he speaks more during classes. “Skits without words” contain elements of pantomime, and speech material is specially kept to a minimum in order to provide the basics of speech technique and eliminate incorrect speech. During these “performances” only interjections are used (Ah! Ah! Oh! etc.), onomatopoeia, individual words (names of people, names of animals), and later short sentences. Gradually, the speech material becomes more complex: short or long (but rhythmic) phrases appear as speech begins to improve. The attention of beginning artists is constantly drawn to what intonation should be used to pronounce the corresponding words, interjections, what gestures and facial expressions to use. During the work, children’s own imaginations are encouraged, their ability to choose new gestures, intonation, etc.

Also, for the development of proper speech breathing, the following are recommended:

• special games-exercises: playing pipes, blowing small objects, inflating soap bubbles etc.
• phonetic rhythm by Mukhina A.Ya.;
• voice exercises by Ermakova I.I., Lopatina L.V.

6) Formation of the prosodic side of speech according to met. Lopatina L.V.:

• exercises to develop rhythm (perception and reproduction of rhythm);
• exercises to master the rhythm of words;
• familiarity with narrative, interrogative, exclamatory intonation;
• formation of intonation expressiveness in expressive speech

7) Overcoming sensory impairments:

• development of spatio-temporal concepts in met. Danilova L.A.
• exercises to develop the sense of touch in met. Danilova L.A.

SystemclassesWithchildrenpreschoolage(from 5 before 7 years)

Development of spatial concepts.

1. Determination of basic spatial (prepositional) relations on specific objects. The child, according to the instructions, rearranges the objects in the indicated directions.
2. The name of the main spatial relationships in the plot picture.
3. Development of constructive praxis.
4. Development of spatial relationships in a child’s visual activity.
5. Memory training for spatial relationships. Analysis of a picture from memory, taking into account the spatial relationships between objects. A story from memory about the location of objects in space... Training of trace tests of constructive praxis.

Office for the Development of Touch.

1. Training to determine the texture of an object. Recognition of texture by touch during preliminary display.
2. Determination of the texture and shape of real objects without prior demonstration.
3. Differentiation by touch of various geometric bodies:
   a) the same shape, but different thicknesses (flat and voluminous);
   b) the same shape and thickness, but different sizes (large and small);
   c) the same size and thickness, but different shapes... The development of this ability is formed in stages:

• Istage- recognition of three-dimensional figures by touch after preliminary visual familiarization with the figure;
• // stage- recognition of three-dimensional figures of the same texture without prior demonstration;
• IIIstage - recognition of flat figures of the same texture after visual familiarization;
• IVstage - recognition of flat figures by touch without display;
• Vstage - recognition of figures by touch of the same shape, but different in texture after their preliminary examination;
• VIstage - recognizing the shape and texture of an object by touch without prior inspection;
• VIIstage - distinguishing objects of the same shape and texture by size by touch...

8) Development of temporary representations.

1. Determination of the sequence of seasons, clarification in pictures and in verbal descriptions of the distinctive features of each season.
2. Sequence of periods of the day, analysis of regime moments.
3. Practicing the concepts of “older - younger”.

For formation of generalizations Exercises are conducted to develop generalization by the method of elimination (the game “The Fourth Extra”).

• / stage-- 4 objects are laid out in front of the child, united by certain properties.
• // stage - exclusion of unnecessary objects in the picture.

For developing an understanding of cause-and-effect relationships

a guessing game is used... During the game, independent observations and certain concepts about objects are formed, cause-and-effect relationships are revealed.

As many years of observations have shown, the proposed correction methods can significantly develop unformed functions and prepare the child to perceive

9) Development of phonemic hearing according to met. T.A. Tkachenko, L.V. Lopatina, N.V. Serebryakova

Speech therapy work for erased forms of dysarthria at the preparatory stage ensures the effectiveness of correction at all subsequent stages of correctional work.

LIST OF SOURCES USED.

1. Volkova L.S. Speech therapy. - M.: VLADOS, 1999.
2. Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschool children. S.-P.: UNION, 2001.
3. Martynova R.I. Comparative characteristics of children suffering from mild forms of dysarthria and functional dyslalia. - Reader on speech therapy. Section 3 - Dysarthria. - M.: VLADOS, 1997.
4. Arkhipova E.F. Corrective work with children with erased forms
   dysarthria. - M, 1989.
5. I.I. Ermakova. Correction of speech and voice in children and adolescents.- M:
   Enlightenment, 1996.
6. L.V. Lopatina, N.V. Serebryakova. Speech therapy work in groups of preschool children with an erased form of dysarthria. – S.-P., Education, 1994
7. Danilova L.A. Methods for correcting speech and mental development in children cerebral palsy- Reader on speech therapy. Section 3 - Dysarthria. - M.: VLADOS, 1997.
8. V.B.Galkina, N.Yu.Khomutova. The use of physical exercises to develop fine motor skills of the fingers. - g. "Defectology" 1999, No. 3.

Message on the topic:

Features of speech therapy work for erased dysarthria

Prepared by: teacher speech therapist

MDOU "Kindergarten ORV No. 101"

Semyonova T.V.

Many authors have dealt with the problem of speech therapy work for dysarthria: M.B. Eidinova, O.V. Pravdina, K.A. Semyonova, E.M. Mastyukova, E.N. Vinarskaya, E.F. Arkhipova, I.I. Panchenko, L.V. Lopatina.

An integrated approach to eliminating dysarthria includes three blocks.

The first block is medical, which is determined by a neurologist. In addition to medications, exercise therapy, massage, reflexology, physiotherapy and others are prescribed.

The second block is psychological and pedagogical. The main directions of this impact will be: the development of sensory functions. By developing auditory perception and forming auditory gnosis, the basis for the formation of phonemic hearing is thereby prepared. By developing visual perception, differentiation and visual gnosis, we thereby prevent graphic errors in writing. By implementing this direction, stereognosis is also being developed. In addition to the development of sensory functions, the psychological and pedagogical block includes exercises for the development and correction of spatial concepts, constructive praxis, graphic skills, memory, and thinking. This aspect of the work has been sufficiently fully studied and methodologically provided by: L.A. Danilova, N.V. Simonova, I.Yu. Levchenko.

The third block is speech therapy work, which is carried out mainly on an individual basis. Taking into account the structure of the defect in dysarthria, speech therapy work is recommended to be planned according to the following stages.

The first stage of speech therapy work , called preparatory. It contains the following directions:

normalization of muscle tone of facial and articulatory muscles. For this purpose, the speech therapist conducts differentiated speech therapy massage;

normalization of motor skills of the articulatory apparatus. For this purpose, the speech therapist conducts differentiated articulation gymnastics techniques. Passive exercises performed by the speech therapist himself are aimed at invoking kinesthesia. Active articulatory gymnastics gradually becomes more complex and functional loads are added. This type of articulatory gymnastics is aimed at strengthening kinesthesia and improving the quality of articulatory movements. Such qualities of articulatory movements as accuracy, rhythm, switchability, etc. are practiced (the appendix contains 20 articulatory exercises with functional load);

voice normalization. For this purpose, voice exercises are carried out, which are aimed at causing a stronger voice and modulating the voice in pitch and strength. Interesting exercises can be borrowed from the works of Ermakova I.I., Lopatina L.V. and etc.;

normalization of speech breathing. For this purpose, the speech therapist conducts breathing exercises;

normalization of prosody. This direction is the least developed at the first stage. In the specialized literature there are descriptions of the prosodic side of speech in children with dysarthria: these are such disorders as a quiet and unmodulated voice, disturbances in the rate of speech and timbre of the voice, poor intonation, poor speech intelligibility, lack of pauses and logical stresses and other symptoms of prosody. In the methodological literature, these sections are presented by Lopatina L.V., Serebryakova N.V., Rumyantseva E.Yu. These works define some consistency in the work on the formation of prosody in dysarthria;

normalization of fine motor skills of the hands. For this purpose, a speech therapist performs finger gymnastics aimed at developing subtle differentiated movements in the fingers of both hands.

All exercises of the first stage gradually become more difficult.

The second stage of speech therapy work with dysarthria is the development of new pronunciation skills. The directions of the second stage are:

development of the main articulatory structures (dorsal, cacuminal, alveolar, palatal). Each of these positions determines, respectively, the articulation of whistling, hissing, sonorant and palatal sounds. Having mastered a number of articulatory movements at the first stage, at the second stage we move on to a series of sequential movements performed clearly, exaggeratedly, based on visual, auditory, kinesthetic control;

determining the sequence of work to correct sound pronunciation. For dysarthria in children, depending on the presence of pathological symptoms in the articulation area and the degree of its severity, the sequence of work on sounds is individually determined. It is recommended, when working to correct sound pronunciation for dysarthria, to clarify or call up that group of sounds whose articulatory structure has “ripened” first of all;

clarification or development of phonemic hearing;

evoking a specific sound (sound production). This work for dysarthria is carried out in the same way as for dyslalia;

consolidation of the evoked sound, i.e. its automation. This is the most difficult direction in the second stage. Often in practice, speech therapists are faced with the fact that children in isolation pronounce all sounds correctly, but in the speech stream the sounds are pronounced distorted. E.F. Arkhipova suggests the following sequence of speech therapy work in terms of automation of the delivered sound: in syllables of different structures (10 modules), where all sounds are pronounced exaggerated, in words of different syllabic structure (13 classes of words according to A.K. Markova), where the fixed the sound is in different positions. Then they automate it in a sentence, rich in control sound. The lexical material should exclude sounds that the child has not yet acquired. Automation of sound is carried out first based on a sample, i.e. by imitation of a speech therapist, and then relying only on clarity (diagrams, pictures, symbols, etc.);

differentiation of the delivered sound in pronunciation with oppositional phonemes. The optimal set of differentiable phonemes was proposed by G.V. Chirkina. The author recommends that this work be carried out in two stages. (Automation diagram is attached in the appendix).

The third stage of speech therapy work is dedicated to the development of communication skills. Direction of work:

developing self-control skills in the child;

consolidating correct sound pronunciation in a learning situation (memorizing poetry, writing sentences, stories, retellings, etc.);

inclusion of prosodic means in the lexical material: various intonations, voice modulations in pitch and strength, changes in speech tempo and voice timbre, definition of logical stress, observance of pauses, etc.

The fourth stage of speech therapy work is called preventing or overcoming secondary disorders in dysarthria. Keeping in mind the prevention of secondary disorders, early diagnosis of dysarthria and identification of the risk group for dysarthria should be ensured. Currently, diagnostic criteria for this defect have been determined in early age: EAT. Mastyukova, E.F. Arkhipova, O.G. Prikhodko and others. In Voronezh Yu.A. Lisichkina.

A consequence of insufficient prevention of secondary disorders is a large number of children with dysarthria complicated by either ODD or FFND.

The fifth stage of speech therapy work - preparing a child with dysarthria for school.

The main directions of speech therapy work are: the formation of graphomotor skills, psychological readiness for learning, and the prevention of dysgraphic errors.

Application

20 articulation exercises performed with functional load.

1. "Fence".

Target : prepare articulation for whistling sounds, activate lips.

Guidelines : in front of a mirror, we ask the child to stretch his lips as much as possible (smile), show his upper and lower teeth. The upper teeth should be opposite the lower teeth. It is necessary to check that there is a distance between them (1 mm). Make sure that the child does not wrinkle his nose.

2. "Window".

Target : be able to hold the mouth open while simultaneously showing the upper and lower teeth.

3. "Bridge".

Target: develop a lower position of the tongue to prepare the production of whistling sounds. The tip of the tongue rests on the lower incisors.

This exercise is functionally very significant. If the child performs this pose correctly and holds this pose in front of the mirror for a long time, then this is a signal that the whistling sounds will be produced very quickly. If this doesn’t work, then you need to stroke your tongue with a spatula and pat it to relax the muscles of the tongue. If the exercise is not performed, then speech therapy massage is performed.

4. "Sail".

Target : preparation of the upper rise of the tongue for the sounds [r], [l].

Make sure that the tongue does not sag, but is tense and wide.

5. "Tube".

Target : develop lip mobility.

It is necessary to check that the lower jaw does not drop.

6.Alternation

“Fence” - “Tube”.

Target : achieve rhythm, precise switching from one articulation to another.

7. "Shovel".

Target : develop the position of a wide tongue, which is necessary for preparing hissing sounds.

Guidelines : Perform the exercises sequentially: “Fence” - “Window” - “Bridge”. From the “Bridge” tongue position, push the tongue onto the lower lip. The language should be calm. The lower lip should not curl up, the upper lip should expose the teeth.

8. “The shovel digs.”

Target : prepare articulation for hissing sounds. Performing “Cup” articulation.

Guidelines : Perform the following exercises in sequence: “Fence” - “Window” - “Bridge” - “Shovel”. From the “Shovel” position, lift the wide tip of the tongue slightly up. The upper teeth should be visible.

9. “Delicious jam.”

Target : hold the tongue in the shape of a “Cup” on the upper lip and perform movements from top to bottom.

10. “Warm wind.”

Target : causing hissing sounds.

Guidelines : from the “Tasty jam” position, remove the tongue behind the upper teeth and form a gap with the alveoli. Place your hand near the chin and ask the child to blow on a wide tongue. Stretch your lips into a smile. Your hand should feel a warm air stream.

11. “The horse is clattering.”

Target : develop subtle differentiated movements of the tongue. The tongue is at the top of the alveoli in the “Sail” position.

12. "Hammer".

Target : preparation of articulation for the sound [r]. The vibration of the tip of the tongue is being prepared.

P. S.: if the throat sound is corrected, then the sound [t] is pronounced.

13. "Woodpecker".

Target : form vibration of the tip of the tongue for the future sound [r].

14. "Machine gun."

Target : fix the vibration of the tip of the tongue for the sound [r].

15. “Cold Wind.”

Target : fix the lower position of the tongue for whistling sounds and develop a directed air stream along the midline of the tongue.

16. "Steamboat".

Target : preparation of articulation for the sound [l].

17. “The steamer is humming.”

Target : cause the sound [l].

18. "Painter".

Target : stretch the hyoid ligament to pronounce hissing sounds and [r], [l].

19. "Swing".

Target : differentiate the lower and upper position of the tongue, which is necessary to differentiate between whistling and hissing sounds.

20. "Focus".

Target : form the correct direction of the air stream for hissing sounds.