Games and exercises for the development of phonemic awareness in primary schoolchildren - document. Game exercises to overcome phonetic-phonemic underdevelopment in children of primary school age Formation of phonemic hearing in primary schoolchildren

The basic prerequisite for mastering writing is developed phonemic awareness. Phonemic hearing, the main component of speech perception, refers to a person’s ability to hear and distinguish individual phonemes, or sounds in a word, to determine the presence of a sound in a word, their number and sequence. So, a child entering school must be able to distinguish individual sounds in a word. For example, if you ask him whether there is an “m” sound in the word “lamp,” he should answer in the affirmative.

Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. It helps us distinguish between words and word forms that sound similar and correctly understand the meaning of what is said. The development of phonemic awareness in children is the key to successful learning to read and write, and in the future, foreign languages.

By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them.

How to develop phonemic hearing in a child? The best thing do this in the game. Many games for the development of phonemic processes are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating higher mental functions (memory, attention, thinking, motor skills). I bring to your attention games that allow you to teach your child to listen to the sounds of speech in an interesting way.

Game “Catch the right sound with a clap.”

Instructions: If you hear the sound [k] in a word, clap your hands. Words: [K]ran, sea[K]ov, hut, boot[K]. . .

The same with any other sounds:

Sh - cat, hat, mask, pillow...; S - dog, paints, horse, socks, nose...

R - hands, paws, Motherland, shelf, mug...; L - shovel, bark, words, pilaf...

Game “Come up with words for a given sound.”

To begin with, it is better to give only vowel sounds (a, o, u, i) - watermelon, hoop, snail, needle, etc.

Then the consonants (r, s, sh, l, p, b, etc.)

Game “Determine the place of sound in a word.”

Determine where: at the beginning, in the middle, at the end of the word we hear the sound [K] in the words: mole, carrot, fist, sock. . .

Ш - hat, cat, shower; S - sun, pasta, nose; H - kettle, hummock, night; Shch - brush, puppy, help; L - moon, shelf, chair; R - locomotive, steam, rose; P - floor, paw, stop; K - falcon, varnish, roof, etc.

Repeating chains of syllables.

Syllables are set with different voice strength and intonation. (sa-SHA-sa), (for-for-SA). Syllables can be specified with any oppositional sounds, for example s-sh, sh-zh, l-r, p-b, t-d, k-g, v-f (i.e. voiceless-voiced, hard-soft, whistling- hissing). Make sure that the child does not change the sequence in the chains. If he finds it difficult to repeat three syllables, give two syllables first: sa-sha, sha-sa,

sa-za, za-sa, la-ra, ra-la, sha-sha, sha-sha, etc.

Examples of syllable chains:

Sa-za-za, za-za-sa, sa-za-sa, za-sa-za

Sa-sha-sha, sha-sha-sa, sa-sha-sa, sha-sa-sha

La-ra-ra, ra-la-la, ra-la-ra, la-ra-la

Sha-sha-sha, sha-sha-sha, sha-sha-sha, sha-sha-sha

Za-za-za, za-za-za, za-za-za, za-za-za (Similarly with other pairs of sounds)

Clap syllables with sound “B” in the hands, and with the sound “P” on the knees (ba-pu-bo-po). The same with sounds, for example, s-sh, sh-zh, k-g, t-d, r-l, ch-sch, etc.

Name the word with sound “B”: duck - bow - whale; “P”: can - stick - squirrel. Those. Three words are given, among which only one has a given sound.

Game "Who is more attentive."

An adult shows pictures and names them (you can do without pictures). The child listens carefully and guesses what common sound is found in all the named words.

For example, in the words goat, jellyfish, rose, forget-me-not, dragonfly, the common sound is “Z”. Do not forget that you need to pronounce this sound in words for a long time, emphasizing it with your voice as much as possible.

Game "Guess the word."

The adult pronounces the word with pauses between sounds; the child must name the whole word.

First, words of 3 or 4 sounds are given, if the child can cope, then it can be more difficult - of 2-3 syllables, with a combination of consonants.

For example:

s-u-p, k-o-t, r-o-t, n-o-s, p-a-r, d-a-r, l-a-k, t-o-k, l- u-k, s-y-r, s-o-k, s-o-m, w-u-k, h-a-s

r-o-z-a, k-a-sh-a, D-a-sh-a, l-u-z-a, sh-u-b-a, m-a-m-a, r- a-m-a, v-a-t-a, l-a-p-a, n-o-t-s, sh-a-r-s

p-a-s-t-a, l-a-p-sh-a, l-a-s-t-s, k-o-s-t, m-o-s-t, t-o- r-t, k-r-o-t, l-a-s-k-a, p-a-r-k, i-g-r-a, etc.

Say all the sounds in the word in order. We start with short words, for example: HOUSE - d, o, m

A game " Fourth wheel"

To play the game you will need four pictures depicting objects, three of which contain the given sound in the name, and one does not. The adult lays them out in front of the child and asks them to determine which picture is extra and why. The set can be varied, for example: cup, glasses, cloud, bridge; bear, bowl, dog, chalk; road, board, oak, shoes. If the child does not understand the task, then ask him leading questions and ask him to listen carefully to the sounds in the words. An adult can produce a specific sound with his voice. As a variant of the game, you can select words with different syllable structures (3 words are three-syllable, and one is two-syllable), and different stressed syllables. The task helps develop not only phonemic awareness, but also attention and logical thinking.

Game with throwing a ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only this one.

Throw the ball to the child and ask him a question. Returning the ball to the adult, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].

Example:

-What is your name?

-Ira.

-And the last name?

-Ivanova.

-Where are you from?

-From Irkutsk

-What grows there?

-Figs.

Game "Chains of words"

This game is an analogue of the well-known “cities”. It consists in the fact that the next player comes up with his own word based on the last sound of the word given by the previous player. A chain of words is formed: stork - plate - watermelon. Do you remember?

Game "Fix a Broken Phone"

It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken Phone”. The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word “on the phone.”

The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.

Game "Don't make a mistake."

The adult shows the child a picture and loudly and clearly names the image: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, clap your hands.” Then he says: “Wagon - wagon - wagon - wagon.” Then the adult shows the following picture or a blank sheet of paper and calls: “Paper - pumaga - tumaga - pumaka - paper.” Children really like the game and it is fun.

It must be emphasized that you need to start with words that are simple in sound composition, and gradually move on to complex ones.

Game "Be careful" The adult lays out pictures in front of the child, the names of which sound very similar, for example: crayfish, varnish, poppy, tank, juice, bough, house, lump, crowbar, catfish, goat, spit, puddle, ski. Then he names 3-4 words, and the child selects the corresponding pictures and arranges them in the named order (in one line or in a column - according to your instructions).

Game “Match by sound” » An adult puts the following pictures in one line: lump, tank, branch, branch, skating rink, slide. Then, giving the child one picture at a time, he asks to put it under the one whose name sounds similar. The result should be approximately the following rows of pictures:
com tank bitch branch skating rink slide
house cancer bow cage scarf crust
catfish poppy beetle heel leaf mink
scrap varnish beech lash skein brand
Game "SHOP"

Games for identifying sounds against the background of a word.

Exercise: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits whose names contain the sound [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures whose names contain the sound [l’].

Show your child the products you bought at the store and have him list those that have the sound [P] or another sound in their names.

Game "Live ABC"

Game for developing sound discrimination

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects (pictures) whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

Material is presented in a playful form for children of primary school age on the development of phonemic hearing.

Games for the development of phonemic hearing in children of primary school age:

1. “Show me where the sound is.”

A blindfolded child is in the center of the room. Other children stand in front and behind (or to the right and left) of him and take turns playing musical toys. A blindfolded child, by moving his hand, shows where he heard the sounds, that is, determines the direction of the source of the sounds.

Equipment: sounding toys: bell, rattle, drum.

2. “Guess what it sounds like.”

The speech therapist places several sounding toys on the table: a tambourine, a harmonica, a bell, a rattle, and the like. The teacher invites the children to listen carefully and remember the sound of each object. Then he covers the objects with a screen, and the children determine what sounded only by ear, without visual support.

The name of each item is spoken. The number of toys increases gradually, from two to five. The game is varied by replacing toys with other sounding objects to gradually make the task of identifying sounds more difficult for children.

Equipment: sounding toys and objects: tambourine, harmonica, bell, rattle, glass, wooden stick.

3. “Guess who called.”

A driver is selected from a group of children. Children take turns calling the name of the driver, who stands with his back to them. The driver must identify and show by ear who called him. Then the game becomes more complicated: should all children call the driver? (“Ay!”), and he must guess who called him.

4. “Find the mistake.”

The speech therapist shows the children a picture and loudly and clearly calls the image: “Wagon.” Why he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, you clap your hands. Then the speech therapist pronounces this word in the following variants: “Wagon - wagon - wagon - wagon-fakon - vagom”, etc.

Then the speech therapist shows the following picture or just a blank piece of paper and says: “Paper - pumaga - tumaga - pumaka - paper,” etc. Having heard the word incorrectly said by the speech therapist, the children should clap their hands. Different words are used, first simpler in sound composition, then more complex.

Equipment: subject pictures.

5. “The 4th is extra.”

Of the four words clearly pronounced by the teacher, the child must choose and name the word that differs from the rest:

Com - com - cat - com
Ditch - ditch - cocoa - ditch
Duckling - duckling - duckling - kitten
Booth - letter - booth - letter
Screw - screw - bandage - screw
Minute - coin - minute - minute
Buffet - bouquet - buffet - buffet
Ticket - ballet - ballet - ballet
Dudka - booth - booth - booth

6. “Finish the poem.”

The adult invites the child to finish the couplet by choosing a suitable rhyming word:

I dropped the briefcase from my hands,
So big on the branch... (beetle)

A nimble bear walked through the forest,
fell on him... (bump)

There are evil animals here in the forest,
Lock...(doors) at night.

We collected cornflowers
On our heads we have...(wreaths).

One evening two mice
They took Petya away... (books)

The dog brought a bouquet to the goat,
It will be satisfying for her... (lunch)

7. “Find the extra syllable.”

The speech therapist pronounces several syllables, for example na-na-na-pa. Children must determine what is extra here (pa).

Then the syllable series become more complex, for example: na-no-pa; ka-ka-ga-ka; pa-ba-pa-pa, etc.

8. “Name the sound.”

The speech therapist stands in a circle with the children and says that he will name words and highlight one sound in them, pronouncing it longer or louder, and the children will have to name only this sound when an adult throws the ball to them, for example, “matrrrrshka,” and they must they will say: “ry”, “molloko” - “l”, “samollet” - “l”, etc.

9. “Clap your hands.”

The speech therapist names the words, and the child must clap his hands when he hears a word with a given sound, for example:

for children 5 years old, it is better to take one- and two-syllable words like: tank, horns, garden, bathhouse, side (emphasize the word with the sound [b]);
for children 6 years old, it is better to take one-, two- and three-syllable words such as figure, Polina, metro, dates, eagle owls (emphasis the word with the sound [f’]);
for children 7 years old, you can take words of different syllable structures: wheel, butterfly, air, beans, fishing line (emphasize the word with the sound [l’]).

10. “As many vowels as there are circles.”

The children are given several circles of the same color. The speech therapist pronounces one, two or three vowel sounds, for example, a, ay, iow, etc. Children should place as many circles on their tables as the sounds the speech therapist pronounced.

Equipment: single-color cardboard mugs.

11. “Identify the first sound.”

The teacher invites the children to listen to the words and name the sound they hear at the beginning of each word: autumn, asters, ears, name, dinner, army, street, echo.

12. “Guess the first sound of the riddle.”

The speech therapist invites the children to guess the riddle and name the first sound in the answer:

The grandfather is sitting, dressed in a hundred fur coats.
Who undresses him?
He sheds tears.
(Onion)

Snow in summer! Just snow.
Snow is flying around the city.
Why doesn't he melt?
(Pooh)

I'm sitting on a branch
I keep repeating the letter F.
Knowing this letter firmly,
I buzz in the spring and summer.
(Bug)

Soft Paws,
And there are scratches in the paws.
(Cat)

The house is shady and cramped,
Narrow, long, smooth,
Sitting side by side in the house
Round guys.
(Peas)

What they dug out of the ground.
Fried, boiled,
What we baked in the ashes.
Did you eat and praise?
(Potato)

13. “Wonderful bag.”

The speech therapist places pictures in a bag or box that depict objects whose names contain a given sound at the beginning and end of a word. The child takes an object picture from the bag, names it and determines the location of the given sound in the word.

Equipment: bag or box, object pictures (for example, for sound C):

14. "Cards".

Children are given cards divided into three parts (indicating the location of the sound in the word - at the beginning, middle and end), and a chip. According to the instructions of the speech therapist naming the words, the children must place the chip in that part of the card that corresponded to the location of the given sound in the word.

Equipment: cards for the number of children, chips.

15. “Attentive ears.”

The adult instructs the children to listen very carefully and determine which sound comes before the sound [P] in the word KARP, before the sound [M] in the word HILL, before the sound [F] in the word SCARF, before the sound [T] in the word WHIP etc.

16. "Chain".

A leader is selected from a number of children. The presenter calls a word (for example, bus). The next participant in the game determines the last sound in the word and selects his own word starting with this sound. The rest of the game participants do the same, making up a chain of words.

17. “Find something new.”

The speech therapist calls the children words and asks them to find and collect two or three new words in each one, for example, POLYANA - gender, Olya, Yana.

Words for analysis: currant, dragonfly, grandfather, mug, ruler, bag, window, ship, wheel, orange, pan.

18. “Replace the sound.”

The speech therapist pronounces the word and asks to replace the first, second or third sound in it to make a new word: for example: ballet - ticket

Words for the game: deer, car, Tolya, Masha, Tanya, table, net, mink.

Lukoyanova Elena Evgenievna,
teacher-speech therapist GBOU secondary school No. 399 VAO
Moscow cities

This material offers sample exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of phonemic awareness. Exercises can be used in lessons, during dynamic breaks and in other routine moments:

3. Speech therapy work on differentiation of phonemes (using the example of differentiation [c]-[w])

Introduction:

PHONEMATIC PERCEPTION – special mental actions to differentiate phonemes and establish the sound structure of a word.

Phonemic awareness disorders are observed in a very large number of children entering school and in almost all children with speech disorders.

The development of differentiated auditory and phonemic perception is a necessary condition for children to successfully learn to read and write. A child’s readiness to learn to write and read is inextricably linked with the ability to hear individual sounds in a word and their specific sequence. Teaching children to distinguish sounds helps develop attention and auditory memory. Normally, the process of phonemic discrimination, like the process of pronunciation differentiation, ends in preschool age. Insufficient development of phonemic processes, even with full compensation of pronunciation defects, can lead to difficulties in mastering writing and reading skills.

Thus, timely formed phonemic perception will prevent the possible appearance of secondary speech defects (these are phonetic-phonemic underdevelopment, lexical-grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of dyslexia and dysgraphia.

In recent years, there has been an increase in the number of first-graders entering school with unformed or insufficiently formed phonemic perception; an increasing number of younger schoolchildren need speech therapy help, which is not always possible.

This collection offers exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of

phonemic perception. Exercises can be used in lessons, during dynamic breaks and in other routine moments.

Games for developing phonemic awareness

But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others. To develop phonemic awareness, children of this age are offered games and exercises in which they need to identify words with given sounds from phrases and short poems.

Highlight the word.

Invite the children to clap their hands (stomp their feet, hit their knees, raise their hands up...) when they hear the words with the given sound.

What sound is there in all the words?

An adult pronounces three or four words, each of which has the same sound: fur coat, cat, mouse, and asks the child what sound is in all these words.

Think, don't rush.

Offer children several tasks to test their intelligence:
- Choose a word that begins with the last sound of the word table.
- Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...)
- Choose a word so that the first sound is k and the last sound is a.
- Invite your child to name an object in the room with a given sound. For example: What ends with "A"; what starts with “S”, in the middle of the word there is a sound “T”, etc.
Option: The same task with pictures from the lotto or a plot picture. Illustrations may be used.

Jokes are just a minute.
You read lines from poems to children, deliberately replacing the letters in the words. Children find a mistake in the poem and correct it. Examples:

Tail with patterns,

boots with curtains.

Tili-bom! Tili-bom!

The cat volume caught fire.

Outside the window is a winter garden,

There the leaves sleep in the barrels.

Boys are a joyful people

Skates cut honey noisily.

The cat is swimming on the ocean

A whale eats sour cream from a saucer.

Having dropped the doll from my hands,

Masha rushes to her mother:

There are green onions crawling there

With a long mustache.

God box, fly to heaven,

Bring me some bread.

The article presents:

1. Ball games aimed at developing phonemic processes.

2. Didactic games for the development of phonemic awareness.

3. Speech therapy work on the differentiation of phonemes (using the example of differentiation [c]-[w]).

4. Lesson notes on sound differentiation. (Differentiation [c]-[w]).

1. GAMES WITH A BALL AIMED AT THE DEVELOPMENT OF PHONEMIC PROCESSES.

1. Game “We hit the ball with our palm, repeat the sound together”

Speech therapist: When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A

2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head.”

Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.

Speech therapist: I will name vowel sounds. Throw the ball when you hear the sound [E].

A-U-O-E-U-I-O-E-Y-I-A

3. Game "Knock".

The sounds I want to say

And I hit the ball

Goal: development of phonemic awareness, training of clear pronunciation of vowels

sounds.

Progress of the game: Children and speech therapist sit in a circle. Each person has the ball between their knees. The speech therapist pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example:

A E U

AA EE UU

AAA EEE UUU

4.Game “Quiet - Loud”

We rode through the mountains

Sang here and sang there

Goal: strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.

Progress of the game: Singing a given sound as demonstrated by the speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, downwards (downhill) it decreases. When the hand with the ball moves horizontally, the strength of the voice does not change. In the future, children independently assign tasks to each other.

5. Game with passing the ball “Pass the ball, say the word”

Goal: development of phonemic awareness, reaction speed.

Progress of the game. The players line up in one column. The players standing first each have one large ball. The child says the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the given sound and passes the ball on.

6. Game with passing the ball “Sound chain”

We will knit a chain of words

The ball won't let you put a point.

Goal: development of phonemic awareness, activation of vocabulary.

Progress of the game. The speech therapist says the first word and hands the ball to the child. Next, the ball is passed from child to child. The ending sound of the previous word is the beginning of the next one.

For example: spring-bus-elephant-nose-owl...

7. Game with throwing the ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only with this one.

Goal: development of phonemic concepts, imagination.

Progress of the game. The speech therapist throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].

Example:

What is your name?

Ira.

What about the last name?

Ivanova.

Where are you from?

From Irkutsk

What's growing there?

Figs

8. Game with throwing the ball “Catch the ball and throw the ball, name how many sounds”

Goal: determining the sequence and number of sounds in a word.

Progress of the game. The speech therapist, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number.

2. DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC PERCEPTION

1. "FISHING".

Target. Develop physical expression skills, train children in choosing words with the same sound, and strengthen sound analysis skills.

Progress of the game. The instruction is given: “catch words with sound (L)” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap. Number of players: one or more people.

2. “TV”.

Goal: to develop physical expression skills, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia against the background of FFN. Practice reading skills.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child(ren) correctly named the word, the TV screen opens.

For example: month is a hidden word

Pictures: bear, spruce, dog, apple, heron.

Number of players: one or more people.

3. "ANIMAL COUNTRY".

Goal: to train children in differentiating oppositional sounds, to develop

phonemic hearing.

PROGRESS OF THE GAME. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, place them in the windows with slits. For example: houses with the letters C and Sh. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. The number of players is 1-2 people (or the whole class divided into two teams).

4. “CHAIN OF WORDS”

Goal: to develop physical function, exercise children in differentiating sounds, and practice the skills of sound analysis of words.

Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with exactly this sound, which ends the previous word, etc. Number of players: one person or more.

5. “COLLECT A FLOWER”

Goal: to practice differentiation of oppositional sounds, to develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it, for example, “C”. “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s]. The number of players is 1-3 people (or the whole class divided into two teams).

6. “DUNNAKA WITH A POCKET”

Goal: to develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Progress of the game. Option 1. The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

Option 2. The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern. Number of players: one or more people.

7. “FIND THE ERROR”

Goal: to teach children to distinguish between vowel and consonant sounds and letters, hard and soft consonant sounds, to improve the skills of sound-letter analysis of words, to develop physical function and attention. Prevention of dysgraphia.

Progress of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any. Number of players: 1-4 people (or the whole class divided into groups or teams).

8. “COLLECT A BOUQUET”

Goal: to develop phonemic hearing, to exercise and differentiate sounds [R] - [L], to train children in the difference between primary and tinted colors.

Progress of the game. In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you need to put flowers with the sound [L], and which one with the sound [R], blue - [L], pink - [R]. Nearby there are flowers of different colors: green, blue, black, yellow, etc. Students arrange flowers. The blue flower must remain. Number of players: 1-2 people (or the whole class divided into two teams).

9. “SPEECH LOTTO”

Goal: to develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes. Number of players: 1-18 people (can be played in pairs or groups).

10. “SPEECH LOTTO”.

Goal: to develop phonemic and visual perception, develop sound-letter analysis of words, teach to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN. Development of reading speed.

Progress of the game. Option 1. Children are given cards with six words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (who has the floor?)” The first one to fill out the card without errors wins.

Option 2. The children are given cards. The presenter shows the sound diagram of the word, and students match it with the word on their map. The winner is the one who correctly fills his card with word patterns. Number of players: 1-8 people (can be played in groups).

11. “MAGIC CIRCLE”.

Goal: to train children in selecting words that differ from each other by one sound, to develop phonemic awareness, and to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Game progress: 1st option. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object to which the other arrow points (all words are first spoken out.) The rest of the children mark the correct answer with a clap.

For example: fishing rod - duck, bear-mouse, goat - braid

poppy-crawfish grass – firewood kit-cat

reel - reel mustache-ears house-smoke

Option 2. Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops. Number of players: 1-2 people or more.

12. “FIND THE WORDS IN THE WORD.”

Goal: expand the vocabulary, consolidate the spelling of words.

Understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”

Number of players: 1-3 people or more.

13. "MATHEMATICAL GRAMMAR"

Goal: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card (“+”, “-“) and, using addition and subtraction of letters, syllables, words, find the desired word. For example: S+TOM-M+FOX-SA+CA = ? (capital). Number of players - 1-2 people or more.

14. “ADD A WORD.”

Goal: Automation of sounds, development of physical functions, processes of analysis and synthesis, understanding of the meaningful function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example: The sparrow flew higher.

You can see everything from the high _____(roof).

Number of players 1-2 people or more

3. FORMATION OF PHONEMATIC PERCEPTION (PHONEME DIFFERENTIATION)

Speech therapy work on phoneme differentiation

Impaired auditory differentiation of speech sounds manifests itself in the failure to learn letters,

in replacing phonetically similar sounds when reading. The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the differentiation disorder. The use of kinesthesia in differentiating sounds quite often requires preliminary work to clarify and develop kinesthetic sensations based on visual and tactile sensations.

The ability of kinesthetic discrimination is practiced in exercises to identify various speech organs (lips, tongue, vocal folds) during the pronunciation of speech sounds. The ability to distinguish the position of the lips is trained initially on the sounds [I] - [U], since the difference in the position of the lips when pronouncing these sounds is significant.

Exercises can be as follows:

1. Say the sound [I] in front of the mirror and say in what position your lips are. If there are difficulties in answering, the speech therapist can ask an additional question: “Tell me, when pronouncing the sound [I] are your lips stretched in a smile or pulled forward?”

2. Say the sound [U] in front of the mirror. Answer what position the lips are in.

3. Pronounce the sounds [I] [U] together. Determine whether the position of the lips is the same when pronouncing these sounds.

4. After independently pronouncing the sound [I], determine what position your lips were in (without looking in the mirror).

5. Pronounce the sound [U], determine the position of the lips when pronouncing it (without looking in the mirror).

6. Pronounce the sounds [I] - [U] in sequence and answer which sound the lips stretch when pronouncing.

7. Pronounce the sounds [I] - [U] and determine which sound the lips are extended forward when pronouncing.

8. Determine sound by silent articulation, i.e. according to the position of the speech therapist's lips.

9. Determine the first and last sound by the silent articulation of the rows [I][U], [U][I].

In a similar way, differences in the position of the lips are practiced when pronouncing vowel sounds [I]-[A], [U]-, consonants [M] (lips closed) and [L] (lips open), etc.

Differentiation of sounds С Ш in syllables

The differentiation of these sounds in syllables is also carried out in terms of auditory and pronunciation comparison.

Exercises for pronunciation differentiation:

1. Repetition of syllables with the sounds S and Ш, first with the same vowel, then with different vowels. (SU-SHU, SHU-SU, SU-SHA, SHU-SA, SA-SHI, SHA-SY. SAS-SHAS, SOSH-SHO, SUSH-SHUS, SHO-SUSH, SHIS-SOSH, etc.)

2. Reading syllables, recording syllables under dictation.

1. Raise the letter S or Ш after pronouncing syllables with the sounds [С] and [Ш]:

SA, SHA, SO, SHU, SHI, SY, SHI, SHE.

2. Come up with syllables with the sounds [S] and [SH].

3. Transform the syllables by replacing the sound [S] with the sound [Ш] and vice versa. SA - SHA, SHO - SO. USH - US, etc..

4. Dictation of syllables with sounds [S] and [Ш].

Differentiation of sounds [C] and in words

Differentiation of sounds in words is carried out against the background of clarification of the sound structure of the word. Various tasks are used to form phonemic analysis: establishing the presence or absence of a sound in a word, identifying the first and last sound, determining the sequence, quantity and place of sound in a word.

1. Determine which sound - [S] or [SH] - in the word. The speech therapist names words in which the sounds [С] and [Ш] are found at the beginning, then in the middle of the word and, finally, at the end of the word. For example: elephant, bag, ball, fur coat, tablecloth, rat, sausage, horse, pump, vacuum cleaner, pencil, baby.

1. Determine the place of sounds [С] and [Ш] in words (beginning, middle, end). First, it is clarified what sound is in the word ([S] or [Ш]), then its place in it is determined. Example words: chair, bench, scarf, driver, reed, sled, braids, mouse, forest, oats, bowl, car, roof.

2. Choose words with the sound [С] or [Ш] at the beginning of the word.

3. Choose words with the sound [С] or [Ш] in the middle of the word.

4. Choose words with the sound [S] or [SH] at the end of the word.

5. Place pictures with the sounds [С] and [Ш] under the corresponding letters.

6. Write down the words in two columns: in the first - words with the sound [S], in the second - with the sound [Ш].

7. Working with words - quasi-homonyms. It is proposed to determine the meaning of the words roof, rat, and then compare the sound of these words and say what their difference is.

8. Game "Clock". Children are offered a “watch” (with a dial) in two colors, for example, green and blue. The speech therapist names the words. Children determine what sound is in a word by choosing a clock of a certain color (green for the sound [С], blue for the sound [Ш]). Next, children determine the place of a given sound in a word (first, second, third, etc.) and place an arrow on a certain number.

1. Graphic dictation. The speech therapist names a word with the sound [S] or [SH]. Children write down the corresponding letter (С or Ш), as well as a number indicating
What number is this sound in a word? For example: scarf C3, hanger - ШЗ, pencil - Ш8, sausage - С6, chamomile Ш5, reed - Ш5, dishes - СЗ, etc.

2. Make graphic diagrams of words. Mark on the diagram in blue the circle corresponding to the sound [Ш], in green - the circle corresponding to the sound [S]. Example words: cheese, ball, porridge, braids, table, curtain, helmet, chestnut, suit, rat, roof, cat, chamomile, cabbage.

3. Lotto game. Cards with pictures for words with sounds [С] and [Ш] are offered. The game can be played in two versions:

a) The children are given cards and the letters S and Sh. The logoped calls out the word. Children must find the corresponding picture on the card, determine what sound is heard in the named word, and cover the picture with the corresponding letter.

b) Children are given lotto cards and paper strips, each divided into three parts. On two strips the letters S and Ш are written respectively in the first part of the strips, on the other two - in the middle, on the rest - at the end. The speech therapist names the word, the students determine what sound is in the word ([S] or [SH]), its place in it (beginning, middle, end) and cover the picture with the corresponding strip.

1. Insert the missing letters S and Ш in the words.

2. Dictations of words with sounds [S] and [SH].

3. Composing words with the sounds [S] and [Ш] from letters of the cut alphabet.

4. Solve riddles. Determine the place of the sound [С] or [Ш] in the answers.

There's a hole in the sky, a hole in the ground,

And in the middle - fire and water. (Samovar)

New dishes, but all with holes. (Colander)

Antoshka stands on four legs. Antoshka has soup and spoons. (Table)

I live in the yard, I sing at dawn,

There is a comb on my head, I am loud-mouthed... (Cockerel)

The muzzle is mustachioed, the fur coat is striped,

He washes his face often, but doesn’t know how to use water. (Cat)

It sleeps during the day, flies at night and scares passers-by. (Owl)

The tail is long, the crumbs themselves are very afraid of cats (Mice)

In the meadows, little sisters have a golden eye and white eyelashes. (Daisies)

It's a crackling sound, not a grasshopper; it flies, not a bird; it carries, not a horse. (Airplane)

I'm sitting astride - I don't know who,

If I meet an acquaintance, I’ll jump off and greet him. (A cap)

The living castle grumbled and lay across the door. (Dog)

c) Differentiation of sounds [С] and [Ш] in sentences.

1. Based on the plot picture, come up with a sentence that contains words with the sound [S] or [SH]. Name words in a sentence with the sounds [S] and [SH]; determine what sound it is and its place in the word.

2. Repeat sentences with words that include the sounds [S] and [SH]. Name words with sounds [S] and [SH].

A pine tree rustles in the forest. Delicious pears ripened on the trees. The fox has a fluffy tail. Natasha has long braids. Sveta put on a red shawl. Fragrant lilies of the valley grow in the forest. The shepherd brought a large flock. Grandmother gave Sasha a soldier. Grandfather brought a big catfish.

1. Come up with sentences based on object pictures for words with the sounds [S] and [SH]. Example pictures: bush, reel, scoop, garden, bear, car. At the beginning, it is asked to determine which sound - [S] or [SH] - in the names of the pictures.

2. Complete the sentence with a word. Sentences are offered that can be supplemented with words - quasi-homonyms. Determine what sound is in the word.

Mom cooked delicious... (porridge). The money is paid into (the cash register).

Dasha is rolling... (a bear). Flour was poured into... (bowl)

The (roof) is leaking in the barn. There's a rat in the basement

The baby is eating delicious... (porridge). The soldier put a helmet on his head... (helmet).

You can use pictures for words - quasi-mononyms. Pictures are offered in pairs.

1. Come up with sentences for words - quasi-homonyms. Determine which words contain the sound [С] or [Ш], name the place of this sound (before which sound, after which sound is this sound heard in the word).

2. Insert the missing letters S and Ш.

There is a suit in the closet. Under.the.ur.at.earth’s feet there are.thya. In.hell, apples and gr.i.sang. Poppies grew on the field. Halo.and.stand in the corner. It's.in.the closet. We bought.yr, .liver and some.

3. Selective dictation. Choose from the sentences and write down words with the sounds [С] and [Ш] in two columns.

The sun is shining brightly. The pine trees rustle in the wind. Grandpa is sleeping on the couch. Misha picks pears. Sonya feeds the cat. There is a red pencil in the pencil case. The fox caught the mouse. Petya brought cones to school.

d. Differentiation of sounds [С] and [Ш] in connected speech

1. Compose a story based on a series of plot pictures using words that include the sounds [S] and [SH].

1. Make up a story based on the plot picture using words that include the sounds [S] and [SH].

2. Insert the missing letters S and Ш into the text.

In the garden.

Hell is beautiful in hell. The red vi.s.sang. There are painful groups on the branches. Grandpa takes good care of hell.

3. Dictation of texts with words including sounds [С] and [Ш].

In our room.

Our room is big. There is a closet against the wall. There are coats, suits and dresses hanging in the wardrobe. There is a table in the corner. There are toys on the table. There is a chair at the table. Grandma is sitting in a chair.

Fox and mouse.

There was a mouse in the hole. The mouse came out of the hole. The fox saw the mouse. The fox began to catch the mouse. The mouse went into the hole.

In a similar way, work is carried out to differentiate voiced and voiceless ones, as well as affricates and the sounds that make up them.

List of used literature

1. V.I. Seliverstov Speech games with children. M.: VLADOS, 1994

2. R.I. Lalaeva Reading impairments and ways of their correction in primary schoolchildren. SPb.: SOYUZ, 1998

3. R.I. Lalaeva Speech therapy work in correctional classes. M.: VLADOS, 1999

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1 Exercises for the development of phonemic awareness in primary schoolchildren 1. GAMES WITH A BALL AIMED AT THE DEVELOPMENT OF PHONEMATIC PROCESSES 1. Game “We hit the ball with our palm, repeat the sound together” Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds. - When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A 2. Game “The ears will hear the vowel sound, the ball flies over the top of the head.” Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds. - I will name vowel sounds. Throw the ball when you hear the sound [E]. A-U-O-E-U-I-O-E-Y-I-A 3. Game “Knock”. I want to say sounds and knock on the ball Goal: development of phonemic perception, training of clear pronunciation of vowel sounds. How to play: A child and an adult sit opposite each other. Each person has the ball between their knees. An adult makes vowel sounds while tapping the ball with his fist. The child repeats individually and together with an adult. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A E U AA EE UU AAA EEE UUU 4. Game “Quiet - Loud” We rode through the mountains, sang here and sang there Purpose: to consolidate the articulation of vowel sounds, development of phonemic perception, work on voice strength. Progress of the game: Singing the given sound according to the demonstration. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, downwards (downhill) it decreases. When the hand with the ball moves horizontally, the strength of the voice does not change. 5. Game with passing the ball “Pass the ball, say the word” Goal: development of phonemic awareness, reaction speed. Progress of the game. The players line up in one column. The players standing first each have one large ball. The child says the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the given sound and passes the ball on.

2 6. Game with passing the ball “Sound chain” We will connect a chain of words. The ball will not let you put a point. Goal: development of phonemic awareness, activation of vocabulary. Progress of the game. The adult says the first word and passes the ball to the child. Next, the ball is passed from child to child. The ending sound of the previous word is the beginning of the next one. For example: spring bus elephant nose - owl 7. Ball throwing game “One hundred questions - one hundred answers starting with the letter A (I, B) and only this one. Goal: development of phonemic concepts, imagination. Progress of the game. An adult throws a ball to a child and asks him a question. Returning the ball to the adult, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I]. Example: -What is your name? -Ira. -And the last name? -Ivanova. -Where are you from? -From Irkutsk -What grows there? -Figs. 8. Game with throwing the ball “Catch the ball and throw the ball, name how many sounds” Purpose: determining the sequence and number of sounds in a word. Progress of the game. An adult, throwing a ball, says a word. The child who catches the ball determines the sequence of sounds in the word and names their number. 2. DIDACTIC GAMES FOR DEVELOPMENT AND PHONEMIC PERCEPTION AND PHONEMIC DIFFERENTIATION 1. “FISHING”. Goal: to exercise children in choosing words with the same sound, to consolidate sound analysis skills. Progress of the game. The instruction is given: “catch words with sound (L)” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other children, who mark the correct choice with clap. Number of players: one or more people. 2. "TV". Goal: to develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia. Practice reading skills. Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. Child

3 must use the first letters of the words in the pictures to form the hidden word. If the child correctly names the word, the TV screen opens. For example: month - hidden word Pictures: bear, spruce, dog, apple, heron. Number of players: one or more people. 3. "ANIMAL COUNTRY". Goal: to train children in differentiating oppositional sounds and to develop phonemic hearing. PROGRESS OF THE GAME. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, place them in the windows with slits. For example: houses with the letters C and Sh. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. Number of players: 1-2 people. 4. “CHAIN OF WORDS” Purpose: to practice differentiating sounds, to practice the skills of sound analysis of words. Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with this particular sound, with which the previous word ends, etc. Number of players: one person or more. 5. “COLLECT A FLOWER” Purpose: to practice differentiation of oppositional sounds, to develop phonemic awareness and analytical-synthetic speech activity in students. Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it, for example, “C”. “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The child must choose among these “petals” with pictures those with the sound [s]. Number of players 1-3 people. 6. “FIND THE ERROR” Purpose: to teach children to distinguish between vowel and consonant sounds and letters, hard and soft consonant sounds, to improve the skills of sound-letter analysis of words, to develop physical function and attention. Prevention of dysgraphia. Progress of the game. Cards are dealt out with 4 pictures starting with the same letter. The child(ren) determine which letter all the words begin with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. The guys need to find errors in the diagram, if any. Number of players: 1-4 people. 7. “COLLECT A BOUQUET” Goal: to develop phonemic hearing, to exercise and differentiate sounds [R]-[L], to train children in the differences between primary and tinted colors. Progress of the game. In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you need to put flowers with the sound [L], and which one with the sound [R], blue - [L], pink - [R]. Near

4 flowers of different colors lie: green, blue, black, yellow, etc. The child(ren) are arranging flowers. The blue flower must remain. Number of players: 1-2 people or more. 9. “SPEECH LOTTO” Goal: to develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention and phonemic hearing. Automation of sounds, development of reading speed. Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes. Number of players: 1-18 people (can be played in pairs or groups). 10. “SPEECH LOTTO”. Goal: to develop phonemic and visual perception, develop sound-letter analysis of words, teach to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia. Development of reading speed. Progress of the game. Option 1. Children are given cards with six words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (who has the floor?)” The first one to fill out the card without errors wins. Option 2. The children are given cards. The presenter shows the sound diagram of the word, and students match it with the word on their map. The winner is the one who correctly fills his card with word patterns. Number of players: 1-8 people (can be played in groups). 11. “MAGIC CIRCLE”. Goal: to train children in selecting words that differ from each other by one sound, to develop phonemic awareness, and to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed. Game progress: 1st option. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object to which the other arrow points (all words are first spoken out.) The rest of the children mark the correct answer with a clap. For example: fishing rod - duck bear-mouse goat - scythe poppy-crayfish grass firewood kit-cat reel reel mustache-ears house-smoke Option 2. Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the children read the syllable (letter, word) in unison, then the leader turns the arrow, then the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops. Number of players: 1-2 people or more.

5 12. “FIND THE WORDS IN THE WORDS.” Goal: expand the vocabulary, consolidate the spelling of words. Understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia. Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.” Number of players: 1-3 people or more. 13. “MATHEMATICAL GRAMMAR” Purpose: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of inflection, enrichment of the dictionary, prevention of dysgraphia. Progress of the game. The child must perform the actions indicated on the card (“+”, “-”) and, using addition and subtraction of letters, syllables, words, find the desired word. For example: S+TOM-M+FOX-SA+CA =? (capital). Number of people playing or more. 14. “ADD A WORD.” Goal: Automation of sounds, development of analysis and synthesis processes, understanding of the meaningful function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia. Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. The guys must assemble a rhyming word from the letters of the split alphabet and write it down. For example: The sparrow flew higher. You can see everything from high (the roof). Number of players: 1-2 people or more. 15. “GUESS THE RIDDLES.” Determine the place of the sound [С] or [Ш] in the answers. o There is a hole in the sky, a hole in the ground, and in the middle there is fire and water. (Samovar) o New dishes, but all with holes. (Colander) o Antoshka stands on four legs. Antoshka has soup and spoons. (Table) o I live in the yard, I sing at dawn, I have a comb on my head, I am loud-mouthed... (Cockerel) o My muzzle is mustachioed, my coat is striped, I wash myself often, but I don’t know anything about water. (Cat) o Sleeps during the day, flies at night and scares passers-by. (Owl) o The tail is long, the crumbs themselves are very afraid of cats (Mice) o In the meadows, the sisters have a golden eye, white eyelashes. (Daisies) o It is a crackling sound, not a grasshopper; it flies, not a bird; it carries, not a horse. (Airplane) o I’m sitting astride - I don’t know who I’m on; I meet an acquaintance - I’ll jump off and greet him. (Hat) o The living castle grumbled and lay across the door. (Dog) 16. LOTTO GAME. Cards with pictures for words with sounds [С] and [Ш] are offered. The game can be played in two versions:

6 a) Children are given cards and the letters S and W. An adult names the word. Children must find the corresponding picture on the card, determine what sound is heard in the named word, and cover the picture with the corresponding letter. b) Children are given lotto cards and paper strips, each divided into three parts. On two strips the letters S and Ш are written respectively in the first part of the strips, on the other two - in the middle, on the rest - at the end. The adult names the word, the students determine what sound is in the word ([S] or [SH]), its place in it (beginning, middle, end) and cover the picture with the corresponding strip. 17. COMPLETE THE SENTENCE WITH A WORD. Sentences are offered that can be supplemented with words - quasi-homonyms. Determine what sound is in the word. Mom cooked delicious... (porridge). The money is paid into (the cash register). Dasha is rolling... (a bear). Flour was poured into... (bowl) The barn is leaking (roof). There's a (rat) in the basement. The baby is eating delicious... (porridge). The soldier put on his head... (helmet). You can use pictures for words - quasi-homonyms. Pictures are offered in pairs.

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PLAN

Introduction

Chapter I Scientific foundations for the development of phonemic hearing in primary schoolchildren in a developmental education system

1.1 Features of the developmental teaching system in the Russian language course for primary school

1.2 Phonemic hearing and its role in teaching Russian to primary schoolchildren

1.3 Pedagogical conditions for the successful formation of phonemic awareness of primary schoolchildren during Russian language lessons in a developmental education system

Chapter II Features of the use of sound analysis of words in the Russian language course in the developmental education system.

2.1 The role of sound analysis of words in the development of phonemic hearing in primary schoolchildren

2.2 Sound analysis of words in the Russian language course of the developmental education system

2.3 Comparative analysis of the development of phonemic awareness of primary schoolchildren and the skills of sound analysis of words in different educational systems

Conclusion

Bibliography

Introduction

Much and convincingly has been written about the importance of phonetic knowledge and skills in teaching primary reading and writing over the last century. Let us recall the works of K. D. Ushinsky, who attached fundamental importance to familiarization with the sound side of the language as the basis for teaching literacy. The line of K. D. Ushinsky was continued by advanced pre-revolutionary and Soviet scientists and teachers. They spent a lot of effort in search of optimal methods for teaching reading and initial writing on a sound basis. The activity of one of the theorists of educational activity, D. B. Elkonin, was especially noted. Following K.D. Ushinsky, he put in the first place the question of the developmental potential of a particular method of teaching reading and from these positions assessed its pragmatic result. He wrote: “Teaching literacy, initial learning to read and write is part of the academic subject called the native language, and should serve as a kind of introduction to the study of language.” When creating his primer, psychologist D. B. Elkonin thoroughly studied linguistic works on the theory of writing and came to the conclusion that the system of teaching reading, which he characterized as “recreating the sound form of a word based on its graphic (letter) model,” depends entirely on the character writing. Since Russian writing is sound-letter (more precisely, phoneme-letter), the reader operates with sounds in the process of reading. Hence the requirement: the starting point in learning to read should be orientation in the sound reality of the language. Phonemic awareness is necessary not only for successful learning, but also for developing spelling skills: in the Russian language, a large number of spelling patterns are associated with the need to correlate a letter with a phoneme in a weak position.

Students must “recognize” phonemes (“basic sounds”) not only in strong but also weak positions, and distinguish between phoneme sound variations.

The correctness of isolating a single sound is most effectively controlled if the work is carried out with a complete word.

Since the problem of developing phonemic hearing is still relevant today, we have set ourselves the following target: consider the features of using sound analysis of words for the development of phonemic hearing in the developmental education system.

To achieve this goal, the following have been identified: tasks:

1. To study methodological and psychological-pedagogical literature on the sound analysis of words as a means of developing phonemic awareness in literacy lessons in the educational system of developmental education D.B. Elkonina - V.V. Davydova.

2. Highlight the methods of developing phonemic hearing in younger schoolchildren, used in Russian language lessons in the developmental education system.

3. Analyze and summarize the results obtained during the experimental work.

Object Our research is the development of phonemic hearing of primary schoolchildren in a developmental education system.

Hence, subject The research will be sound analysis as a means of developing phonemic hearing of primary schoolchildren in a developmental education system.

Based on the object and subject, we put forward hypothesis: In the developmental education system, when using sound analysis of words to develop phonemic hearing in primary schoolchildren, there are certain features.

The hypothesis determines the theoretical and practical significance.

Theoretical significance The work allows us to clarify knowledge on the problem of developing phonemic hearing in primary schoolchildren and to identify the features of working on them in the system of developmental education.

Practical significance consists in highlighting the methods of developing phonemic hearing used in Russian language lessons in the developmental education system.

In accordance with the goal and the ensuing tasks, the following were used research methods:

1. Theoretical (analysis of psychological, pedagogical and scientific-methodological literature, analysis and generalization of experimental data, formulation of conclusions on the topic).

2. Empirical (experimental and diagnostic - conducting an experiment to prove a hypothesis, checking and analyzing students’ work).

3. Data processing methods (quantitative and statistical - digital data processing, diagramming).

Structural components course work is determined by its content: introduction, two chapters, conclusion, bibliography, appendix.

Chapter I Scientific basis for the development of phonemic hearing in primary schoolchildren in a developmental education system

1.1 Features of the developmental teaching system in the Russian language course for primary school

One of the necessary characteristics of a developed personality is a dialectical-materialistic worldview, in particular, an understanding of the materialistic nature of the linguistic sign. Verbal tasks, like any others, for example, travel or ritual ones, are perceived by our senses. The material nature of a linguistic sign is its sound.

In order for a developing individual to acquire scientific views over time, the teacher must consistently rebuild the thinking of a junior schoolchild, in whose consciousness the meaning of a linguistic sign and its material, sound, shell are fused together. For a child, the sound of a word does not exist as something independent; he still needs to reveal this side of linguistic reality: “Conscious study of speech begins only when the student begins to notice the matter of language, when he can, at least for a short time, force himself to separate the language itself in his consciousness and what can be expressed with it.” . So, familiarity with the sound side of the language is a necessary prerequisite for the successful education and training of a primary school student.

The branch of linguistics that studies the sound side of language is called PHONETICS[from the Greek word phone - voice, sounding speech] and is divided into four directions:

1) anthropophonics - (physiology of speech sounds), which studies the pronunciation (actually physiological) and auditory (acoustic) side of language, and phonology, which studies the use of sounds to express meanings - for the formation of words and phrases;

2) analytical phonetics - the doctrine of phonetic elements and the doctrine of phonetic combinations, which, in turn, is divided into the doctrine of the mutual influence of phonetic elements (combinatorial phonetics) and the doctrine of higher phonetic units, usually called accentology;

3) general and specific phonetics or phonetics of individual languages;

4) synchronic and diachronic (historical) phonetics..

Without phonetics, it is impossible to teach vocabulary, grammar, and morphemics. Already a junior schoolchild grasps the relationship not only between the sound composition of a word and its meaning (part[a] - card[a]), but also between the grammatical meanings of specific word forms and the sound composition of morphemes expressing these meanings (part[a] - singular h ., part[s] - pl.).

Phonetic knowledge and skills acquire particular importance when teaching language in dialect conditions, as well as in bilingual conditions.

Finally, good phonetic preparation is the basis for continuity in language teaching between primary and secondary classes.

Why does a younger student need knowledge about the structure and patterns of the sound side of language? The answer to this question can be given both from the point of view of the practical goals of language teaching, and from the point of view of the most general task of school education, namely: raising a developed personality.

Let's start with the second of the mentioned tasks.

Currently, all teaching aids say that you cannot mix sounds and letters. But in practice, teachers and methodologists often “slip” into replacing sounds with letters or mixing them up. Indicative in this regard is the fate of the dividing signs: b and b sign (see Appendix 3). The well-known formulation of the rule: “The separative b, like the separative b, means that the consonant sound does not merge with the vowel,” and the term “separator” itself arose as a result of a crude mixture of sounds and letters.

Any word is a sequence of interconnected sounds and represents a kind of integrity cemented around a stressed syllable. There cannot be separate pronunciation of sounds within a word (unless it is specifically divided into syllables and sounds). If we talk about the separate pronunciation of consonant and vowel sounds in relation to words that are written using b or b, then this is true only in the sense that between the consonant and vowel in such words there is another sound - [I]. In the rule, we are talking about the letter of a consonant, which is shared with the letter of a vowel by another letter - b or b, which indicates that the letter of the vowel after it denotes two sounds: the consonant [I] and one of the vowel sounds.

There is another difficulty in working with a sounding word. In the case when the phoneme is represented in a morpheme by its main variant (in a strong position), isolating a separate sound does not cause difficulties even for younger schoolchildren. Thus, already a junior schoolchild can easily learn to pronounce in isolation a stressed vowel, a consonant, a paired voiced-voiced voice, before a vowel, a consonant, a paired softness-hardness, at the end of a word, and some others. But in those places in words where positional alternations of sounds occur (in weak positions), sounds often appear, the isolated pronunciation of which requires special phonetic training.

So, for example, students need to learn for quite a long time to pronounce reduced [Ъ], [Ie], [E], etc. In other words, not every word or part of it can be the subject of sound analysis in school, especially in elementary school. If this condition is not met, the teacher is forced to resort to all sorts of simplifications (or distortions) in the process of sound analysis, which do not develop phonemic hearing, but rather dull it. On the other hand, teachers often classify as “doubtful” the sounds of weak positions, which are clearly recognizable by ear and are easily accessible to isolated pronunciation. These are unstressed vowels of the first pre-stressed syllable, for example, [P"IRO] (feather), [NAGA] (leg), etc., these are consonants paired in voiced-voicelessness at the end of a word, for example, GO [T] ( year), VRA [K] (enemy), etc. And if they are assured of the “dubiousness” of what is obvious, then distrust of any sound arises, and, therefore, the same letter fetishism is consolidated.

So, the cause of phonetic errors can be not only objective difficulties in operating with a sounding word. Often these difficulties are the result of inept organization of phonetics teaching. They arise if the teaching does not clearly highlight the proper subject of phonetics - the sounding word, if students are not aware of the methods of sound analysis and do not have means of monitoring the correctness of their actions, if a word is taken for work in the lesson without taking into account the peculiarities of its sound composition, if the teacher does not takes care of giving children material support for operating with flying sound, etc.

We will discuss below how to organize the study of phonetics and orthoepy in such a way as to make it easier for students to overcome the objective difficulties of operating with a sound word, as well as to eliminate the difficulties arising as a result of ineffective teaching methods.

1.2 Phonemic hearing and its role in teaching Russian to primary schoolchildren

Let's move on to the question of the practical significance of phonetic knowledge. First of all, we emphasize that phonetic knowledge and skills are a prerequisite for the formation of all 4 types of speech activity: understanding, speaking, reading and writing. Indeed, in order to adequately perceive audible speech, you need to have developed phonemic hearing, thanks to which we distinguish words by their sound. In addition, developed phonetic abilities allow us to penetrate beyond the original meaning of a word: by the intonation of speech, to grasp the meaning that the speaker puts into what he is telling us about (approval, indignation, censure, etc.).

Phonetic knowledge and skills are necessary not only for understanding speech, but also for learning to speak. This applies, in particular, to pronunciation norms, the observance of which is necessary for communicative activities to occur without interference. Some students (and parents) regard this requirement of teachers as some whim of “overly smart” teachers. “Does it really matter,” they think, “what you say: p[o]god or p[a]god, notice[cha] or notice[i]t: it’s all the same understandable. Learning to write correctly is another matter. It is necessary. “Supporters of “freedom” of speech do not take into account an important pattern: if two people, communicating, speak differently, their attention is divided between the content of the conversation and how it was said. This means communication becomes difficult. So teaching a unified literary pronunciation is not an invention of teachers, but an urgent objective prerequisite for the smooth functioning of the language.

The use of the Russian language for communication purposes presupposes an orientation towards common literary norms, among which orthoepic norms are very significant - the “litmus test” of a person’s speech culture.

As soon as a child begins to study at school, he already smartly reports: “We pronounce and hear sounds, and we write and read letters.” And at the same time he stops hearing sounds. With the appearance in the child’s experience of letters instead of a volatile, instantaneous and invisible sound, he acquires a reliable guide: “Written with a pen - you can’t cut it out with an ax.” Along with the beginning of learning to read, a person has a natural desire to rely on the idea of the written word when working with it.

As a result of letter orientation, phonetics loses its subject matter. What remains is talk about sounds, and the sounds themselves are sometimes almost completely absent from the students' experience. Let us remember how the student understood the word CARROTS. The main defect of this so-called “sound analysis” is not that the student produced it randomly and incompletely, confusing sounds with letter names and misinterpreting them (“ME sound”). The nature of the errors suggests that, having received the task of analyzing sounds, the student was actually guided by the representation of the written word. And his mistakes are related to the peculiarities of the written form of the word: the student forgot that the soft sign does not indicate a sound, but remembered that in this word, in the first syllable, the letter O is written. However, the student can quite fully and correctly reason about sounds by looking into letters, if there is no discrepancy between the sound and letter forms of the word. And if a student knows the rules of graphics and orthoepy well, he will be able to correctly characterize the sound composition of a word even when the word contains sounds in a weak position (of course, in elementary cases). And yet, if knowledge of phonetics is not based on actually hearing a word, it is incomplete, since it is formal. There is no language outside the sound shell, and letters are the artificial “clothing” of the word, a human invention. When reading a word, we reproduce its sound and only through sound do we go to understand the meaning of the word. The sound of a word is directly related to its meaning, but its letter form is connected only through its sound form.

However, children, like adults, strive to make the letter the only and sufficient source of their knowledge about the word. And this is not an individual characteristic of this or that person, but an objective feature of the human psyche.

The transition to a letter code, bypassing the sound of the word, leads to the “fetishization” of the letter, a kind of worship before it. Which, in turn, becomes a source of difficulties that we ourselves create in teaching phonetics. The idea of sounds as something secondary, compared to letters, has significantly influenced the methodology of language teaching. This manifests itself, at first glance, in small things: in the inaccurate formulation of tasks, incorrect use of terms, etc. In particular, many difficulties arise from using the same words in teaching to name vowels and consonants, sounds and letters. Perhaps it is worth adopting the experience of linguists who reserve the terms “vowel” and “consonant” only for sounds. If we are talking about a letter, they use the phrase “vowel letter” or “consonant letter” (stands for “letter to indicate a vowel sound”).

1.3 Pedagogical conditions for the successful formation of phonemic awareness of primary schoolchildren during Russian language lessons in a developmental education system

In mastering the norms of the Russian language, family and school play a large role. Unfortunately, teachers do not always understand the objective need for phonetic knowledge and the development of phonemic hearing, without which the formation of conscious pronunciation skills is impossible. Traditionally, the priority of writing skills is high - spelling.

Compliance with uniform orthoepic norms (as well as accentological, grammatical, etc.) is an urgent objective prerequisite for the smooth functioning of the language, and not the personal taste of program compilers.

The foundation of conscious and strong spelling skills, as is known, is developed phonemic awareness.

We have already touched on the importance of teaching literary pronunciation (see 1.1.). Spelling errors are a fairly common occurrence. But since they, as a rule, do not lead to disruption of communication (although it “hurts” the ear, but it’s still understandable), teachers sometimes ignore these mistakes, considering the task of teaching correct speaking to be secondary compared to other tasks of the lesson. Meanwhile, we must not forget that along with the development of mass media: TV, radio, technical means of speech reproduction and recording, the role of oral forms of speech activity in human life is increasing (we talk and listen more than we write and read). It is impossible to prepare a future active member of society without purposeful work on developing oral speech culture skills.

Speaking skills are unconsciously formed in preschool age under the influence of the speech environment in which the child is raised (see A. N. Gvozdev. Issues in the study of children's speech. M.: 1961). The school, the classroom, and, as the most important factor in this environment, the teacher’s speech become a continuation of the natural speech environment. In other words, the main mechanism for mastering pronunciation norms is imitation, imitation of the teacher’s speech. Reliance on this mechanism remains one of the most important methodological techniques in teaching orthoepy in elementary grades.

“Tell me how I do,” the teacher turns to the student, asking him a sample of standard pronunciation. However, this technique, like any other passive method, does not always give the desired result and requires long, repeated training. And sometimes it does not give results at all, since the influence of the home environment, the environment, turns out to be much stronger than the influence of the teacher’s speech.

In addition, unconscious orthoepic skills that arose as a result of mechanical copying are little mobile, not flexible, not regulated, not controlled, and therefore cannot serve as the basis for sound self-control. Orthoepic skills that have arisen unconsciously cannot become the foundation for teaching interrelated language skills, primarily spelling.

At first, children learn the rules of pronunciation purely practically - moving from reading syllables to reading the word as a whole, first-graders pronounce unstressed vowels differently than under stress, i.e., in accordance with their speech practice. At this time, the means of teaching orthoepic reading is the model that the adult, the teacher, sets with his reading. Students move to a new level in teaching literary pronunciation when they study the rules of spelling unstressed vowels and consonants, paired by voicedness - deafness. These rules are associated with the positional alternation of sounds that appear in the flow of speech, but are not reflected in writing. However, these alternations in oral speech can occur in different ways: some say [L"I]snoy, others [L"E]snoy, and some even [L"A]snoy. Pronunciation rules indicate which positional alternations are accepted in the literary language , and require their observance. Thus, of the three given variants of pronunciation of the word FOREST, orthoepic norms reinforce the first, and the other two are classified as incorrect.

The well-known rule of pronunciation of paired voiceless consonants at the end of Russian words reflects positional alternation, according to which in a literary language, before vowels (and sonorants), both sounds are possible, forming a pair of deafness - voicedness, and at the end of a word, only one of the pair is voiceless. Associated with this alternation is the spelling rule, which requires that at the end of a word the letter that was used to indicate the consonant before the vowel in this word is preserved. Thus, the rules of pronunciation and spelling have a common nature, although the direction of their action is opposite.

It is necessary to rely on this relationship between orthoepy and spelling in teaching in order to achieve the formation of conscious pronunciation and writing skills. For example, the rule of spelling voiced and voiceless consonants at the end of words is studied. To link the orthographic topic with teaching correct speaking, the teacher prepares for the lesson (and in a good class builds it together with the students directly in the lesson) a table (see Appendix 4) showing the systemic relationship between two forms of speech activity: oral and written.

At the top of the table, orthoepic and spelling patterns are demonstrated with a specific example, and it schematically, in general, shows the rules of literary pronunciation and writing. The use of various means of depicting the sound composition (the simplest transcription, conventional symbols) along with letters makes it possible to visually and generally present the natural relationships connecting oral and written speech.

After analyzing a specific example, an orthoepic rule and a spelling rule are formulated: voiced and voiceless consonants are pronounced before vowels, only voiceless ones are pronounced at the end of a word; the letter that denotes a paired consonant before a vowel in terms of deafness and voicedness is retained at the end of the word.

Task 1: make a similar table of pronunciation and spelling of paired voiced-voiced consonants before paired voiceless and voiced consonants. Use as an example the pairs of words: pipe-tube, path-path, and cut-carving, mowing-mowing.

The patterns of pronunciation of vowels in the Russian literary language can also be systematically presented. It is advisable to carry out this work in connection with the study of the rule about the designation of vowel sounds in stressed and unstressed syllables. The corresponding table will serve as material for presenting in general terms such features of literary pronunciation as “akanye” (coping in an unstressed syllable of phonemes<А>And<0>after hard consonants in the sound [A]) and “hiccup” (coping in an unstressed syllable after soft consonant phonemes<А>, <0>, <Э>And<И>in the sound [I]).

Task 2: Compile, by analogy with the previous one, a table of pronunciation and spelling of vowels after soft consonants under stress and in an unstressed (first pre-stressed) syllable. Use pairs of words to create a table: [L"0]d (ice) - [L"I]dok (ice), [P"A]t (five) - [P"I]tak (nickle), [B" E]ly (white) - |B"I]lil (white), [S"I]la (strength) - [S"I]lach (strongman).

An approximate version of one of the generalizing tables (see Appendix 5).

Tables compiled and analyzed in Russian language lessons become a support in the development of skills in both literary language and reading. The fact that works of art provide rich material for consolidating spelling skills does not require comment. But the texts of the exercises in textbooks on the Russian language can also be used for work on orthoepy, which will not only add variety to Russian language lessons, but will become a real basis in the struggle for the culture of students’ oral speech.

Most often we find the corresponding material in poetic texts, where rhyme suggests standard pronunciation.

Rich material for practicing the rules of vowel pronunciation is provided by exercises with related words in which positional alternations occur in the root. Thus, work on orthoepy turns out to be connected not only with teaching spelling, but also with studying the composition of a word.

The formation of literary pronunciation skills, of course, continues when studying grammar. A special issue is the pronunciation of various forms of verbs, for example, reflexives. Younger schoolchildren should know that the pronunciation of TSYA and TSYA as [Ts] (long) is a legalized feature of pronouncing combinations of consonants T-S in the Russian literary language.

The pronunciation of certain groups of consonants is another direction in the work on orthoepy. Since there are most often no general rules, various training exercises and mnemonic techniques are used. Effective techniques for memorizing the pronunciation of individual words include learning tongue twisters and poetic passages that suggest a normative version.

The main thing in the work of developing literary pronunciation skills is cultivating taste and demands for one’s own speech.

And here it is necessary to take into account that the ability to self-control arises after the student learns to check others. That’s why it’s good if spelling five-minutes are held in the class: one student reads, strictly observing spelling standards, and the rest act as his reviewers - they note errors and explain them.

The basis for mutual control and self-control will be tables that show the most important features of the pronunciation of vowels and consonants. So, for example, tables are first compiled that show the features of the pronunciation of vowels after hard and soft consonants, and then they can be combined into one, which shows how vowels are pronounced not only in the 1st pre-stressed syllable, but also in other unstressed syllables (see Appendix 6).

Based on the diagram, a wide variety of spelling exercises can be carried out. Firstly, we can propose, based on the table, to answer the questions: a) what vowel sound “always remains itself”? b) what vowel sounds are not pronounced in the 1st pre-stressed syllable after hard consonants? c) where are more vowel sounds found: before stress or in unstressed syllables? etc.

Secondly, you can offer more complex and interesting tasks. For example, this:

1) Read the words: ROWS, PULL, KNITTING, BARLEY, LAMB. Find the place in the table that shows how to pronounce the unstressed vowels in these words. Read the words again, strictly following the rules of literary pronunciation.

2) Observe how the literary pronunciation of the vowel changes in the root words of the same root: HOUSE-HOUSE-DOMOVOY, ICE-ICE-ICE, DANCE-DANCE-DANCERS, GRIEVES-GRIEVES-GRIEVED, TsEL-ZELA-VIRTUAL, etc. Read each a group of words so that the pronunciation of vowels is fundamentally consistent with the norms. How do you spell the root of these words?

3) Underline in each pair of words the letters denoting the same consonant sound: STROLLER-BANDAGE, WALKING-THRESHING.

Explain the pronunciation and spelling features of these words.

Currently, learning to read and write using any textbook begins with the pre-letter period, when students are engaged in the practical development of phonetic knowledge and skills.

These are, first of all, exercises with sound patterns (see Appendix 1), on the basis of which sound analysis is carried out.

Sound analysis serves as the starting point for drawing conclusions about the rules of Russian literary pronunciation; it is an integral system that reflects the peculiarities of the “behavior” of sounds in various phonetic conditions. First, students observe the sounds in those places in the word where the entire set of corresponding sounds is presented (in strong positions): vowel sounds, paired soft-hard consonants and paired deaf-voiced consonant sounds. This allows you to repeat and consolidate information about what sounds there are, to understand their purpose - to serve as a means of distinguishing words, to comprehend the basic qualities of sounds (softness-hardness, deafness-voiceness) as word-distinctive ones.

The rules for the pronunciation of vowels and consonants are drawn as conclusions from observations of the alternation of sounds in those places in words where not all, but only certain, sounds are possible (sounds in weak positions). So, for example, students compare paired consonants in terms of voicedness and voicelessness before vowels and at the end of a word, and make sure that before the vowels there are both sounds that make up the pair, and at the end of the word there is only one voiceless sound. As a result, an orthoepic rule is formed that at the end of Russian words only voiceless consonants are pronounced.

In addition to sound patterns, transcription elements are used. Their use makes it possible to organically link teaching spelling with teaching writing: graphics and spelling. A comparison of the sound and letter forms of a word helps to visualize the leading principle of Russian orthography: maintaining the uniformity of the letter form of a word despite the variability and variability of its sound appearance.

In addition to individual words, you can use phrases, sentences (proverbs, sayings), and poetic stanzas. The latter can be effectively used in “spelling five minutes”: one student reads, trying to strictly adhere to pronunciation standards, the rest act as reviewers, noting errors and explaining their essence.

Working with vowel sounds under stress allows, first of all, to repeat what is known to children from elementary school: the presence of 6 vowel sounds, the absence of the sound [ы] at the beginning of Russian words; deepen students’ knowledge of the use of vowel sounds [a], [o], [e], [u] both after hard and soft consonants.

At the same time, the peculiarity of the sounds [and] and [s] becomes clear. The conclusion that the vowel sound [i] occurs only after soft consonants, and [ы] - only after hard ones, is made by comparing pairs of words like small - [mal] - crumpled - : [m "al], mole - [mol ] - chalk - [m"ol], soap - [soap] - mil - [m"il] and is recorded in the form of generalizing diagrams (see Appendix 2).

The diagrams also make it possible to clarify the important issue of the relationship between vowel sounds and letters in Russian graphics: the designation of 6 vowel sounds of the Russian language with 10 vowel letters.

You can include tasks in your work that allow you to apply the acquired knowledge in a literature lesson. Students learn to pronounce the sound [s] at the place of the conjunction and in a connected text, for example, they can be asked to complete the stanzas from the poem “Ruslan and Lyudmila” by A.S. Pushkin le [syd] ol - forest and valley, day [myn] eye - day and night.

Here you can offer a task, the completion of which connects the work on orthoepy with learning to write. Rare phonetic spellings in Russian orthography are mastered after the prefixes: play, search - while not after the prefixes in these words and are pronounced and written: games, searches, etc.

When learning the sound meaning of letters e, e, yu, i And And systematizes what children know about the features of Russian graphics: ways of indicating the softness of consonants and the sound [th"] before vowel sounds with the named letters.

As you know, one of the difficulties in mastering Russian literary pronunciation is mastering the pronunciation of Russian vowels in unstressed syllables. Working with exercises for the pronunciation of vowel sounds after hard consonants and at the beginning of a word, for the pronunciation of vowel sounds after soft consonants helps the teacher teach children to pronounce vowels in unstressed syllables in accordance with the norms of the literary language.

First, using specific examples of cognate words, observations are made on the pronunciation of vowel phonemes<а>, <о>, after hard paired consonants and vowel phonemes<а>, <э>, after unpaired hard consonants [zh], [sh], [ts] in weak positions. Particular attention is paid to the sound of vowels in the second pre-stressed and post-stressed syllables. To show the brevity (reduction) of the vowel in this position, we use a bow icon under the vowel, indicating a shorter pronunciation of sounds compared to the first pre-stressed syllable: [sadavot], [zhylt "izna], etc. Then students turn to “ reading" generalizing diagram.

The ability to pronounce unstressed vowels is consolidated not only in individual words, but also in phrases ([a] zi [may"a] psh[y]nits[a], p [a] ezdk [a] [za garat], etc.) , as well as when reading a stanza from a poem by D. Kedrin.

Working with homophones ([atvar"il], [day"u], etc.) allows you to repeat the most important spelling rule: you need to denote an unstressed vowel sound in writing with the letter that corresponds to the vowel in the test word (under stress in the same root): shutter, cooks; milking, giving, etc.

Unstressed vowels after soft consonants present great difficulty in learning. Working on the pronunciation of vowel sounds after soft consonants allows us to observe the alternation of stressed sounds [a], [o], [e], [i] after soft consonants with unstressed [i] and [i] (very short) and establish an important orthoepic The rule is the rule of the so-called “hiccup”.

Working with homophones ([m"ich"i], [ft"in"i], etc.) reinforces an important spelling skill: writing vowels I, e, e, And only after checking for a stressed vowel (ball, sword; shadow, pulls; tears, licks; often, clean).

The formation of skills in the normative pronunciation of paired consonants according to the deafness-voicedness of the word-distinguishing function is facilitated by exercises on comparing sounds in a strong position not only before vowels ([d]ochka - [t]ochka) and sonorants ([g]mouth - [k]mouth), but and before [v], [v"] ([z] believe - [s] believe, [d] voikh - [t] voikh).

Consonants paired in terms of deafness-voicedness in the tasks are contrasted with unpaired ones, which are grouped simultaneously according to two phonemic characteristics: softness-hardness and voicedness-deafness.

The consideration of unpaired consonants is preceded by reading with children a stanza from a poem by F. Tyutchev, in which the repetition of “especially sonorous”, sonorous unpaired voiced [р], [р"], [н], [н"], [л], [л" ], [m], [m 1 ], [th"] (along with the sound [g]) a sound recording of a thunderstorm is achieved.

The main orthoepic work with voiceless and voiced consonants is associated with the comparison of paired consonant sounds in terms of voicedness and voicelessness in the forms of the same word in a strong position (before vowels), and then in a weak position (at the end of the word). Observations allow us to conclude that before vowels, both sounds from a pair are possible ([b] and [p], [b 1 ] and [p"], [d] and [t], [d"] and [t" ], etc.: oaks, soups; embankments, pigeons), and at the end of the word - only dull consonants ([p], [p"], [t], [t"], etc.: su [p], golu [p"], du [p]; pumps [p"]).

When reading words according to the model, special attention should be paid to the words flag, pie, books, since many schoolchildren offer for them not a normative, but a colloquial pronunciation option: fla [x], pyro [x], kni [x] (with the normative: fla [k], pyro [k], kni [k]).

Words ending in [f], [f"] (sho [f], cro[f"]) require close attention, since in common parlance these sounds at the end of words are often replaced with labial [u]: any [y], kro [y], etc.

Working with homophones ([l "es", "[plot], etc.) connects the rules of spelling with the rules of spelling. Five pairs of words are written in notebooks: gender, mouth; meadow, onion; climbed, forest; fruit, raft; could, mok; mushroom, flu; code, cat

Similar to the previous task, in a strong position the sounds are compared (before vowels) and in a weak position - before voiceless and voiced (non-sonorant) consonant sounds. This allows us to formulate another important orthoepic rule: before voiceless consonants, only voiceless ones are possible, and before voiced consonants, voiceless ones alternate with their voiced pair.

Next, exercises already known to students are carried out: reading words according to the model, justifying the accuracy of rhymes (mo [st] - zve[st], losha [tk"i] - hide[tk"i], boys [shk"i] -kni [shk "and]), orthoepic reading of excerpts from poems by N. Rylenkov and R. Gamzatov.

To help children “hear” in the words [sad"], [pri"est], [s"]est] 6 different lexemes: milk mushroom and sadness; travel and proest; congress and eat, the teacher explains the cases of “double” stunning: on at the end of the words passage, gruzd, congress [d] and [d"]| alternate with [t] and [t"]., before the voiceless [t], [t 1], the voiced [z] and [z"] are replaced by the voiceless [s], [s"].

You can also use the material to work with sounds, which are designated by the letter “r”. This letter in the Russian language denotes the voiced plosive sounds [g] and [g"] ([g] ora, [g"] irya, etc.), as well as the sound [v] in word forms of adjectives and pronouns (expensive [v ] oh, our [in] oh). The same letter denotes the sound [k] at the end of words as a result of deafening the voiced [g] (KRU [k] - circle, but [kt "] i - nail), as well as the sound [x] in the words mya [x] cue ( cf. soft), le [x] ky (cf. light).

Working with real homophones (dog-dok) and false ones (mog -mo [k]-moh) helps to consolidate the ability to pronounce the normative [k] (not [x]) at the end of the words dog, meadow, mog, magician; sound [in] in the words of native, living, etc.

Students must identify cases with inaccurate rhyme without the help of the teacher: step-shah, mog-moh, friend-dry, moment-tih, dear-much.

Observations of paired consonant sounds in terms of hardness and softness in their word-distinguishing function are carried out in three strong positions: before vowels ([lu]k- [l "u] k), at the end of the word (ho[r| - ho[r"]) and before hard consonants (ba [nk] a - ba [n "k] a). Separately from the third group of words, the case of unpaired soft consonants [sch"] and [h"] before hard consonants (mo [sch" n] y , ve [h"n] y, etc.).

Completing tasks with consonants paired in terms of hardness and softness in strong positions develops in children the ability to hear differences between sounds and the ability to distinguish between letters and sounds. So, for example, checking the ability to form words from the sounds included in the word palette- [pal "itra", students must “reject” the word paw, feast, type, since in the first word there is [l], and in the original word there is [l"], in the second there is [p"], and in the original word there is [p], etc.

A very important issue related to the pronunciation of soft consonants before soft consonants (in a weak position) and the designation (or non-designation) of their softness in writing is considered when working with exercises on this topic.

As is known, the softness of a consonant sound can be its phonemic feature (“own softness”), for example, ko [n"k"] and, se [r"g"] and, more [l"sh"] ik, and in this case, transmitted in writing using a soft sign: skates, earrings, fan. The softness of a consonant can also be the result of the influence of a subsequent soft “neighbor” on a hard consonant: mo[s"t"]ik, e[s"t"], etc. The so-called positional softness is not reflected in the letter: a bridge, there is also etc.

Words with positional softness are divided into two subgroups: for the first - there are test words in the language (mo[s"t"]ik - bridge, ba[n"t"]ik - bow), for the other there are no such words - they are The teacher recommends checking in the dictionary, memorizing (eating, interest, etc.). Work on orthoepy here is linked to the formation of spelling skills.

Promotes the development of phonemic hearing and spelling vigilance: the ability to distinguish “own” softness (money, bainki, herring) from positional (bone, lazy, sad, cog, after, can) task on the distribution of words according to the nature of the softness of the consonant - own or positional.

The teacher should remember that positional softness in modern Russian is mandatory only for dental [d], [t], [z], [s], [n], [l] before soft dental [d"], [t" ], [z"], [s"], [n"], [l"]. But in many cases, under the influence of the letter form of words, it is gradually lost, so dictionaries often give two pronunciation options as normative: [sl"]yozy and [s"l"]yozy, [zl"]it i.[z"l"] it, [dv"]e and [d"v"]e, ra[z"]e and ra[z"v"]e", etc.

And before soft labials [b"], [p"], [m"], there is no softening of consonants in modern standard pronunciation: o[tm"]etit, [vm"]appropriate, [vm"]natural. The first of these words (mark) must be found in the exercise as the only one with a hard consonant [t] among words consisting only of soft consonant sounds.

The issue of using the letter E after hard and soft consonant sounds in borrowed and native words of the Russian language should be specially discussed with children. It is known that in native Russian words and ancient borrowings before the sound [e], the consonant is soft: forest - [l"e]s, sang - [p"e]l, theme - [t"e]ma, etc. The exception is Russians words with the letter E after the consonants [zh], [sh], [ts], hardened in the process of development of the sound structure of the Russian language: six - [she]st, whole - [tse] ly (these words are considered traditional). , in the language there is a large group of borrowed words in which the hardness of the consonants [d], [t], [z], [s], [n] and others before [e] is preserved: mo[de]l, [te] nnis, etc. In Russian graphics, the letter E is used: model, tennis. As for the letter E, it is used to indicate the hardness of a consonant only in a few borrowed words: mayor, peer, sir. More often, the letter E is used at the beginning. words and after vowels in borrowed words: echo, era, epoch, poet, etc.

The teacher recommends that students remember the correct pronunciation of words formed with the letter E, use dictionaries to find out the standard pronunciation: shi[n"e]l (not shi[ne]l), aka[d"e]miya) (not aka[de] ]miya), mu[z"e]y (not mu[ze]y), [t"e]ma (not [te]ma), fo[ne]tika (not fo[n"e]tika, [ te]rmos (not [t"e]rmos).

The use of such exercises in Russian language lessons added variety to the work, greatly facilitated the children’s assimilation of phonetic material and, most importantly, created favorable conditions for improving the culture of oral and written speech among schoolchildren.

But, unfortunately, tests at all levels, in elementary and middle grades, show that phonetic errors are perhaps the most persistent and difficult to overcome.

Not only primary schoolchildren, but sometimes also middle and high school students, do not distinguish between hard and soft consonants, do not hear the sound [th] when it is “disguised” in the letter form of a word, make mistakes in identifying a stressed syllable, and do not know how to isolate the sound from words and pronounce it in isolation. Students make many mistakes when characterizing sounds (vowel - consonant, voiced - voiceless, etc.).

Chapter II Features of using sound analysis of words in the Russian language course in a developmental education system

2.1 The role of sound analysis of words in the development of phonemic hearing in primary schoolchildren

At the present stage of development of society, among the children who enter school, there are no children who do not know about the existence of letters or have not seen them in books. Sounds, unlike letters, may be absent from the child’s mind before learning and may not exist for him. Therefore, those teachers who, before moving on to working with sounds, conduct a conversation with first-graders to help create in children an idea of sounds as the matter of language are doing the right thing. This could be its approximate content.

First, the teacher reminds first-graders that everything that surrounds us is made of something: a table is made of wood, a house is made of brick and concrete, notebooks and books are made of paper, etc. And what “material” are words made of? Typically, students answer this question with letters. This answer reveals the very letter fetishism discussed above.

Having heard from children that words are “made” of letters, the teacher should clarify that written words are “made” of letters. And the words that a person utters are “made” of something else. From what? As a rule, among first-graders there is always one who knows that we pronounce sounds. In order for all children to understand what is being said, it is necessary to continue the conversation and show that words do not consist of any sounds, but of the sounds of human speech. The work can be organized in such a way that students themselves come to the desired conclusion.

Listen, says the teacher and taps his pencil on the table. - Did you hear any sounds? Is it possible to “make” words from these sounds?

Summarizing the students’ statements, the teacher draws the children’s attention to the fact that there are many different sounds around us: cars rumble, birds chirp, footsteps are heard. But you can’t construct words from these sounds. Words are “made” not from any sounds, but from the sounds of human speech. These sounds arise when the speech organs “work”: tongue, lips, teeth, vocal cords.

Students will be happy to complete the teacher’s task to observe how, when pronouncing different sounds, the lips and teeth move differently, the tongue touches different parts of the mouth differently, etc.

Can be supplemented with an entertaining task. By the way, we note that none of the sections of the program provide such rich opportunities for the use of gaming methods as phonetics. This was noted by A. M. Peshkovsky, a famous Russian linguist and methodologist. He wrote: “Nowhere does play merge so closely with business and labor as in phonetics, and therefore nothing is as suitable for primary education as it is. Nowhere, again, does this game so easily turn into a serious matter that develops the thinking apparatus, as in phonetics.” [ 11, p. eleven].

So, the teacher continues the conversation. Listen: YYYYY...Did you understand anything? And so: MMMMMMM... Got it? And now I will say several sounds one after another: [M"] [I] [R]. Do you recognize the word? What does it mean? The word, unlike the sound, means a lot. Listen: Moscow! Mother. Words are made up of sounds. The sounds of human speech are the building blocks of language.

Of course, one such lesson is not enough for a child to fully understand the existence of the linguistic reality of a language, but it will serve as a necessary starting point for classes on the formation of phonetic knowledge and skills.

The main type of exercise that develops a student’s phonetic abilities is phonetic analysis.

Familiarization with the program shows that phonetic analysis in all grades means sound-letter analysis. However, the methodology distinguishes between phonetic or sound analysis itself and phonetic-graphic or sound-letter analysis (see Fundamentals of the methodology of Russian language in grades -8. Edited by A. V. Tekuchev. M.: Prosveshchenie, 1978, p. 64 ).

The goal of the first is to characterize the sound structure of a word without resorting to letters; the second includes phonetic analysis itself as its initial stage, since its main task is to clarify the relationship between the sound structure of a word and its letter designation.

Students perform actual sound analysis during the preparatory period of learning to read and write. Along with the transition to the study of letters, sound analysis itself is unfairly completely excluded from use. In our opinion, sound analysis itself can be used throughout language teaching in the early grades and even used as a special type of phonetic exercises in subsequent teaching.

Firstly, this type of phonetic analysis convinces that sounds can be worked without letters, and this is important in order to free the student from dependence on the letter. Secondly, methods of consciously identifying units of a sound sequence and means of self-control, formed without resorting to letters, instill in the student an attitude towards the matter of language as a certain reality, which has its own special actions and its own means of monitoring the implementation of these actions.

The exclusion of actual sound analysis from the practice of teaching gives rise to the false idea among schoolchildren that it is generally impossible to operate with sounds without letters. This reinforces the natural letter fetishism for a literate person, i.e. the attitude towards the letter as the only and sufficient source of all our knowledge about the sounding word.

It would seem that if the method of isolating sounds from a word is known, if students are armed with the means of determining the basic characteristics of sounds, organizing sound analysis can no longer present any difficulties for the teacher. But that's not true.

2.2 Sound analysis of words in the Russian language course of the developmental education system

The initial and fundamental point in teaching phonetics is the formation of methods of sound analysis. This action (as, indeed, any other) can become conscious only if, simultaneously with the action itself, students learn ways to monitor the correct execution of the action.

Let's remember how children are taught to find the root in a word. While forming the concept of a root in children, the teacher at the same time teaches them to identify the root in a word. And if the student makes a mistake, the teacher asks: “What needs to be done to find the root in the word?” By practicing the method of finding a morpheme, the teacher thereby forms in students ways of self-monitoring the correct execution of actions.

This is not what teachers do when working with sounds: they correct the wrong answer with the correct one and limit themselves to that.

The ability to isolate sounds in words and determine their sequence becomes a way of action for students if, at the very beginning of its formation, it develops consciously and purposefully, and the student not only masters a certain sequence of operations, but also acquires the ability to control and evaluate his actions.

The method of isolating a sound from a word is justified and described in detail by D. B. Elkonin. He characterized this action as intonation highlighting (stretching out) each subsequent sound in a complete word: “For example, to analyze the word MAMA, a child must pronounce it 4 times: “Mom, mama, maMa, mom A.” Most often, objections to this method are caused by the fact that not all sounds of the Russian language can be pronounced drawlingly. But, firstly, there are not so many sounds that do not stretch (explosive consonants) [b], [sh], [d], [t], [k], [g], their soft pairs. Secondly, D. B. Elkonin spoke about “intonation emphasis,” meaning that if a sound does not last, it should be emphasized intonationally by the strength of the voice, repetitions, etc. For example, highlighting the first sound in the word CAT, the teacher repeats the first sound [KKKOT] many times, as if “pressing” it so that the children hear. Thirdly, for each group of sounds there is a position in which the corresponding sounds are most easily separated from the rest. For example, a vowel, if it forms a separate syllable (u-litsa), a plosive consonant, if the word ends with this sound (ma-k), and some others. It is good to show the sound in this position for the first time.

The correctness of isolating a single sound is most effectively controlled by hearing if the work is carried out with a complete word, since if one of the sounds of a word is called incorrectly, the entire sound “portrait” inherent in each word is distorted. There is a natural connection between the sound of a word and its lexical meaning in a language. Therefore, any violation of one of the elements of this interconnected integrity leads to its detection.

Demonstrating how a word is distorted if at least one of the sounds is named incorrectly is an important technique that is used to teach children to control themselves at the moment of isolating a sound. For example, a student in the word MEL is the first to highlight the sound [M] (hard) and does not notice his mistake, the teacher explains it to the student, demonstrating how the word sounds if the named sound is included in it: “MEL”? Did you understand this word? The teacher can ask the student to say a word with the sound he named. If the student fails (he may name a single sound incorrectly, but says the whole word correctly), the teacher helps the student. The amount of assistance depends on the level of development of the student’s phonemic hearing, on how much he can independently operate with sounds.

So, a method of sound analysis that ensures actual manipulation of sounds without replacing them with letters is a drawn-out (or accented) pronunciation of each sound in a complete word, in which each sound becomes clearly audible. This organization of work allows the teacher to ask students the question: “What needs to be done to correctly find the sound?” In response to a question, it is not at all necessary to describe the actions; it will be much more effective for the student to try to pronounce the word so that the control sound becomes audible. In this case, it becomes appropriate to check whether the sound is found correctly. The test method is to pronounce the whole word with a highlighted sound.

When a child masters speech, he first learns to distinguish speech sounds from all other sounds, and then begins to catch the signs of sounds, thanks to which we distinguish words and word forms, i.e., masters the phoneme system of his native language. As you know, phonemes of the Russian language form two large groups - vowels and consonants.

Explaining the difference between vowels and consonants, teachers use the following formulations when communicating with first-graders: sounds, when pronounced, a stream of air passes through the mouth freely, without encountering any obstacle, are called vowels; sounds, during the pronunciation of which a stream of air encounters obstacles in the mouth, are called consonants.

Compare this explanation with that given by M.V. Panov in an experimental textbook prepared by researchers at the Institute of the Russian Language: “Vowels are mouth openers. The louder we say them, the wider we open our mouths. Consonants are mouth-closers. The louder you need to pronounce them, the tighter you need to close your mouth...

Say first quietly and then loudly: ah! A! Have you noticed that in the second case your mouth wants to open wider? Say first quietly and then louder: s! With! Have you noticed: when it’s louder, the tongue tends to adhere more closely to the teeth?” .

The development of speech hearing is also associated with the formation of the ability to characterize consonants by their word-distinguishing qualities. In the Russian language, the function of word differentiation is performed by sonority - deafness and hardness - softness. In order to learn to characterize consonants using these features, students must become aware of them. A person best distinguishes these qualities of sounds when comparing pairs of words in which the only distinguisher of lexical meaning is precisely this property to be distinguished: “If two different sounds occur in the same environment, but in two different words, then these are two full-fledged, real word distinguisher". That is why it is good to get acquainted with the hardness - softness of consonants by comparing the words KHOR-HOR, HEAT-FRY, NOS-NESS, PEBBLE-PEBBLE, and sonority - deafness - HEAT-BALL, HOUSE-TOM, STAYER-SAIKA, PALKA-BALKA and etc.

Since paired consonants in terms of voicedness and deafness are almost identical in the nature of articulation and differ only in the presence or absence of a voice, a voiced noisy spoken in a whisper is perceived as a paired voiceless noisy one. The following exercise is designed for this: the teacher calls the student to him and speaks into his ear a word with a loud noisy consonant, for example, HEAT, and then turns to the children:

I just said a word in Seryozha’s ear. He will now name it to you, but very quietly, in a whisper. For you to hear the word, there must be complete silence in the class. Whisper the word I told you...

What word did you hear?

Children naturally hear the word BALL. Then the teacher turns to the student and asks him to repeat the word loudly. After such an “experiment”, it is easier for students to understand why the consonants Zh-Sh are a pair, and also why the consonant Zh is called a voiced consonant, and Sh is a voiceless consonant.

The widely used technique of determining the voiced-voicelessness of consonants by placing a hand to the throat (or pronouncing a sound with plugged ears) is especially useful for determining the voiced-voicelessness of unpaired consonants that do not have opposition on this basis: Ts, X, Sh, etc.

One of the conditions for successful mastery of phonemically significant characteristics of consonants is the correct formulation of educational tasks in working with sounds.

Do you think that the following formulation of the task contributes to the understanding that each of the sounds in the hard-soft pair ([l] and [l"], [p] and [p"], etc.) are independent sounds: “Choose three words in which the sound [l] is pronounced firmly, and three words in which this sound is pronounced softly.”

Various games with sounds can help strengthen the ability to distinguish the word-distinguishing qualities of consonants. One of them is “Hockey”; it is especially popular with first-graders. First, in the word given by the teacher, children find the first sound by drawing out. For example, we found by stretching the first sound in the word WASHER [shshshshshshayba]. Several people take turns calling (pronouncing) this sound. Then the class starts playing. Children place their arms bent at the elbows on their desks. This is a hockey goal.

Let's see which of you is the best goalkeeper. I will speak the words. They all begin with the sound [Ш]. These words you must let through the gate. But, of course, I will try to score the puck. Our puck is a word that begins with a different sound, but not [Ш]. As soon as I try to shoot the puck, slam the gate. Let's start: BALL! SHURIK! SCREEN! Well done! Why don't you slam the gate? What sound does the word “WELL DONE” begin with? That's right, this word begins with the sound [M]. So it's a puck. Let's continue: TIRE! CAR! Well done! SIX! NEWS!

The game continues with other sounds at the beginning of the word. Teachers and schoolchildren should be especially attentive when a consonant sound that has a pair of hardness and softness is assigned as a “puck.” This condition applies to all games with sounds. For example, the game “Attentive Buyers”.

The teacher lays out various objects on his desk. Among them are those whose names begin with the same sound. Exercise:

You have arrived at the store. Your parents paid for toys whose names begin with the sound [M]. You can take these toys. But make no mistake: don't take a toy you didn't pay for!

The difficulty of the task is that instead of a toy whose name begins with the sound [M] (matryoshka, mouse, car, etc.), do not take a toy whose name begins with the sound [m"] (ball, bear, etc. . P.) .

One of the difficulties in working with sounds is that when pronouncing a word, both correct and incorrect, no traces remain. Therefore, psychologists and methodologists are striving to find means to artificially “stop” and fix the sound of a word and at the same time do without letters. Hence the various diagrams, models, and symbols used in phonetics classes.

In teaching literacy, the use of syllabic and sound patterns has already become traditional. In subsequent training, they are often forgotten; their use is considered redundant and unnecessary. Meanwhile, the use of non-literal means of conveying the sound of a word helps to “stop” and “fix” the highlighted sound, materialize the action of sound analysis and, ultimately, helps to realize the difference between sound and letter.

Work with diagrams begins when first-graders learn to divide words into syllables and find a stressed syllable. (The syllable scheme is introduced simultaneously with the formation of the very concept of a syllable). Let us describe how you can introduce students to a syllable in a game situation. A syllable is the minimum pronunciation unit. In other words, dividing a word into syllables (as opposed to dividing it into sounds) occurs naturally, without much difficulty. It is most convenient to discover a syllable, to become familiar with the division of a word into syllables in a situation where a person unconsciously switches to pronouncing a word syllable by syllable.

For example, analyzing words Mother And bridge, students find out that the first word has two syllables, and the second has one; syllabic models of words are compiled. To set the task, the teacher can use character dialogue. “Why do these words have different numbers of syllables? - Alyosha is perplexed. “In my opinion, the number of sounds in them is the same.” Masha noticed that when we pronounce the word mom, we seem to open our mouth twice, and when we say the word bridge, our mouth opens once. The teacher invites the children to say these words again and check if Masha is right. Children will see that this is indeed the case. Now the teacher should focus the children’s attention on the main question (it can be heard in the lesson from the lips of Masha or Alyosha): “Why do we open our mouth twice, pronouncing one word, and only once, pronouncing another, maybe it depends on what sounds “work” in our words? »

Then students analyze the conditions for pronunciation of the first and second sounds in the word mom and come to the conclusion that we pronounce them differently. We pronounce the first sound by closing our lips - our mouth closes, so we can call this sound a mouth closure. We pronounce the second sound by opening our mouth, air passes freely, without obstacles - therefore this sound can be called a mouth opener. The teacher can tell the children that mouth openers are called vowels, and mouth openers are called consonants. Icons for vowels and consonants are discussed next. The sequence of mouth opener and mouth opener in the first syllable of the word mom is modeled.

Having analyzed each sound in the first word in this way, children conclude that it has two mouth openers and two mouth closers. Therefore, when pronouncing this word, the mouth opens twice. Having analyzed the second word in a similar way, children will find out that it has only one mouth opener and three mouth openers. Therefore, when pronouncing the second word, the mouth opens once. A simple conclusion follows from this: the number of vowels (mouth openers) in a word, the number of syllables.

1. This task will once again help to conclude that the number of syllables in a word depends on the number of mouth openers in it. According to the proposed algorithm (word, number of syllables, sound composition of each syllable), the children create sound models of the words mustache, mole, fist. It is important to emphasize that the first word has three sounds and two mouth openers, therefore there are two syllables. The second word has four sounds, but only one mouth opener and therefore one syllable. The third word has five sounds, two mouth openers, and therefore two syllables.

2. For these word models, in which the second syllable can be anything, you need to select the largest number of words (you can complete the task in groups).

1, 2. Compilation and correction of incorrect sound models of words: spider, tail, rocket, leaf, lighthouse.

3. Drawing up sound models and comparing them in order to clarify the meaningful function of sound.

4. It is proposed to select as many words as possible for these models. Drawing up sound models with the sequential selection of each sound (i.e., without a previously compiled syllabic model).

Children are asked to divide a word into syllables according to its model, but it is not known which word this model is composed of. In this situation, the child cannot rely on his pronunciation of the word; there is no sounding image of the word. The question may quite rightly arise: why teach a child to divide an unvoiced word into syllables? The fact is that when reading, a child needs to highlight the syllables in a word and then read it. Therefore, the student must be able to see the entire syllabic structure of a word before the word is read or spoken. Thus, the child faces the difficult task of dividing the word into syllables before pronouncing it.

By carefully working with word models, you can teach a child to navigate the syllabic structure of a word before it is absorbed; the student can master the action of syllable division, a kind of syllable-by-syllable “marking” of a word without voicing it. In this work, we see the possibility of forming a reading mechanism based on the material of sound models long before actual reading.

The main problem in syllable division is represented by words with a combination of consonant sounds. It is precisely this word (the third and fourth sounds are consonants) that is proposed for discussion. At this stage, it is enough to conclude a simple agreement: in such cases, we will attach one consonant to the previous vowel sound, and the second consonant to the subsequent vowel. To record the action of highlighting syllables in a word, special graphic means are used: dots under vowels, fixing attention on them, and arcs, combining sounds into a syllable. As a result, the word will be divided into syllables by vertical lines.

Of course, such a division into syllables may in a number of cases diverge from the correct syllable division, for example, in accordance with the phonetic theory of ascending sonority. But it is important to understand that this is not so much a division into syllables as a tool for “marking” the model of a word for its further voicing. In this situation, the described “agreement” is the most reasonable, in our opinion, option for dividing a word into “pieces” that can be voiced by a small schoolchild when reading. In any case, when reproducing the entire word, the structure of the word will be restored correctly. You can divide words into syllables and create their models using methodological games. For example, the game “At the Stadium”.

Did you know that fans constantly learn Russian at football and hockey matches? Don't believe me?

I'll explain now. What word do fans shout when they want hockey players to score a goal? Let's shout like the fans shout: SHAY-BU, SHAY-BU, SHAY-BU! Fans shout the word syllable by syllable. Syllables are the pieces into which words are divided, but they can still be recognized by ear.

Let's go back to the stadium again. What do fans shout when a team scores a goal? That's right, they shout: [MA-LA-TSY], [MA-LA-TSY]! (When pronouncing a word by syllables, you cannot pronounce it the way it is written. When pronouncing it by syllables, the orthoepic pronunciation of the word must be preserved!)

Now, when you want to divide a word into syllables, imagine that you are fans and shout (only quietly) this word to the players. Then it will itself be divided into syllables. Let's show the division of a word into syllables in the diagrams:

Which one goes with the word WASHER, and which one goes with the word [MALATSY] (well done)?

Unfortunately, teachers often impose incorrect division into syllables on children for fear that the correct division may prevent them from subsequently dividing the word into morphemes and transferring words correctly. These are false fears. But the imposed incorrect division into syllables (kus-you instead of ku-sty, narrow instead of u-narrow, ras-tu instead of ra-stu, etc.), as well as incorrect isolation of sounds, wean children from trusting their hearing.

It has been experimentally proven that an open syllable is typical for the Russian language (see: L.V. Bondarko. Sound structure of the Russian language. - M.: 1977) with a confluence of consonants, the boundary between syllables passes after the vowel before the consonant. When students try to shout a word “piece by piece”, it is divided by itself: TE-TRAD, not TET-RAD, SHA-SHKI, not SHASH-KI, etc. It is precisely this natural division into syllables that must be reinforced in children.

Since each syllable has a “mouth opener,” you should put your hand under your chin, at each “mouth opener” your mouth will open and your chin will touch your hand. This way we can check whether we counted the syllables correctly.

Along with teaching children to divide a word into syllables, work occurs on finding the stressed syllable. In order to make it easier to find a stressed syllable, teachers invite first-graders to “call” or “ask” a word, that is, they use a pronunciation of words that emphasizes (emphasizes) the stressed syllable. There is another technique that is rarely used. This is a sequential shift of stress in a word from syllable to syllable. Only after a student learns to pronounce the same word, moving the stress from syllable to syllable, can we consider that he has developed a way of identifying the stressed syllable in a word. It must be said that mastering such an action is not easy for children. Some students may initially say a word differently than they are used to, only by imitating the speech of the teacher or friends. And, as always, the best way to help a younger student is to include him in a game situation so that mastering a learning skill becomes the key to success in the game. For example, the game “Russian, Polish and French” can help you master the action of moving the stress in a word from syllable to syllable. The teacher begins with a short message:

You guys have probably noticed that in Russian the stress can fall on any syllable. And there are languages in which the stress always falls on the same specific syllable. For example, in French the stress always falls on the last syllable: Paris, driver, coat, etc. In Polish - on the penultimate (of course, if the word has two or more syllables): Warsaw, Krakow, Vistula, etc. Therefore The French, when learning to speak Russian, often (pronounce Russian words in the French way: in all words they make the last syllable stressed). For example, instead of quickly they say quickly (this, by the way, is how the name of small Parisian cafes arose).

Now let's play. You have been invited to act in a movie, you will play the role of a Frenchman who speaks Russian poorly: he pronounces all words with the emphasis on the last syllable. Read the words written on the board as a Frenchman would read them: PIKE, CHICKEN, CUCKOO, FLY, FISH, BARREL. Lara will play the role of a Polish woman, she will read the same words with the emphasis on the penultimate syllable. The use of games with syllables is accompanied by the display of the corresponding syllable patterns. So, for example, a game to determine a stressed syllable using interrogative intonation can be played like this:

One row is given pictures of animals, and the other row is given syllable patterns with stress on different syllables. The student takes a diagram that he believes matches the picture.

He approaches the student and asks, highlighting the stressed syllable: ARE YOU A FOX? If the diagram indicating the stressed syllable corresponds to a word naming an animal or bird, the children join hands. The selected student says: “Yes, I am a fox. Let's be friends". So the two ranks are rearranged into pairs that hold above their heads a picture and a syllable pattern corresponding to the word that names the one drawn in the picture.

Task 1: choose five words each that correspond to syllable patterns:

Do not forget that you need to take into account not only the number of syllables, but also the place of the stressed syllable in the word.

Task 2: What are the advantages of non-literal sound diagrams over transcription? Give reasons for your answer. Make up sound patterns of the words: FOX, STUTTER, TIGER, ZEBRA.

The use of sound models helps improve students' phonetic knowledge and skills, as it creates additional prerequisites for enhancing students' cognitive activity in Russian language lessons. At the same time, work with models can be carried out in two directions: from word to model and, conversely, from model to word.

Do not forget that the more specific a sound model is, the more difficult it is to find words for it. It is important to involve children in assessing the correctness of the words chosen. Moreover, the student not only accepts or “rejects” the word, but also explains what the friend’s mistake was. For example, given the model:

Students use it to select children's names. The “controller” accepts the words: LENA, NINA, VERA, YURA, ZINA, DIMA, but VITYA does not miss it, because in this word the first syllable corresponds to the model, but the second does not.

A wide variety of exercises can be done with the sound patterns of words. Here are some of them: three schemes and three words are given. Students determine which model each word matches. Moreover, among the models there may be one that does not fit any of the words. Students will identify the “stranger” and then construct the correct model. Exercises with models are especially attractive for younger schoolchildren if they are offered in the form of games. Let’s say students “rehouse” animals in their apartments (schemes) or correct Pinocchio’s mistakes, etc.

I would like to draw your attention to the fact that it is not easy to find words for every scheme, especially if this scheme specifies many features: syllable division, stress, as well as all the characteristics of consonants: voiced-dull, hard-soft. It follows from this that before giving a problem to children, you should solve it yourself.

Speaking about the objective difficulties of studying phonetics, we mentioned phonetic processes that lead to the appearance in words of sounds that cannot be pronounced in isolation (without special phonetic preparation). In order to correctly select material for analysis, the teacher must be able to give a phonemic assessment of the sound composition of a word.

From the point of view of phonemic features, all words of the Russian language can be represented in the form of three groups:

Words consisting of sounds (phonemes) in strong positions: SON, DAY, BUMBELE, TULIP, etc. Words of this group are most often monosyllabic, built according to the pattern - consonant, vowel, consonant unpaired in voiced-voicelessness. We also conventionally include two-syllable words here if the unstressed (pre-stressed) syllable contains a phoneme<У>, which does not coincide with any other phoneme in any of the sound positions (pipe, arc, etc.). For practical reasons, this group can include two-syllable words with an unstressed sound [ы] at the absolute end of the word (mountains, fish, wounds, etc.). All these are very simple words for sound analysis, and at the same time, many of them provide good material for considering the features of Russian graphics: STUM, FIR, KULKI, etc.

Words consisting of sounds (phonemes) in strong positions and weak ones, practically coinciding in their acoustic characteristics with the strong positions of the same phonemes: GRASS, SOUP, Ruff, RAIL, etc. These words do not pose difficulties for sound parsing, since , working with them, a student who can read and write does not find himself in a situation

choosing guidelines (what to rely on - a sound or a letter), since

the sound and letter forms of these words are the same. Based on the material of these first two groups, it is good to formulate methods of sound analysis, teach children to listen to the sound of a word, etc.

Words that contain sounds (phonemes) in strong and weak positions, and the latter differ in sound from the strong positions of phonemes: FROST, FORESTS, WALL, HEDGEHOG, QUAIL, EVENING, etc. Among the words of this group there are such which it is better not to take for work. Thus, two-syllable words with stress on the second syllable are suitable for analysis: LEG [NAGA], RUNNER [B "IGUN], SPOT [PITNO], etc. In this case, the sound of the weak position is quite accessible to isolation if the teacher gets students to pronounce it in accordance with the norms of the literary language, and also managed to teach children to focus on the spoken word during sound analysis, it is better not to use two-syllable words with an emphasis on the first syllable, since they have a very short vowel sound - EVENING [В "ЭЧЪР", ROUNDER. [GROHYT], etc. Two-syllable words with stress on the first syllable can be taken if there is a phoneme in the second syllable<У>or<И>: PERCH, CHILDREN, Blind Man's Bluff, etc.

Three-syllable words can also be used for work if there is a phoneme in the second weak position (not in the first pre-stressed syllable)<И>and even more so the phoneme<У>: CORNER, FUN, PIE, etc.

Task 1: words for phonetic analysis are given. In the second grade it is DESK, HORSE, in the third - SPRING, SKATES, in the fourth - FROZY, SCHOOLCHILDREN.

A special issue is the use of words with “iotated” vowels for parsing. Until very recently, it was believed that isolating the sound [Y] from words where it is located before a vowel, and therefore is denoted by one letter along with this vowel, is inaccessible to a primary school student. But this is not true. The sound [Y] is easily isolated from the sound sequence in any position, since it is easily extended in any position: at the beginning of a word (YAMA [YYYA-MA]), and between vowels (MY [MAYYYYYU]), and after a consonant before a vowel (EATED [S"IIIIIIEL]), etc.

By excluding words with the sound [I] in all positions from sound analysis, we push children to mix sounds and letters, putting an insurmountable barrier to understanding the actual relationship of sounds and letters in the Russian language.

Note that working with the sound [I] helps students understand the difference between vowels and consonants according to the method of formation.

Task 2: conduct a small phonetic experiment on yourself. First open your mouth and then say: AAAAH. Now open your mouth again and say I. Did it work? What happens to the mouth when a person starts saying I? Also compare the pronunciation of E and E, U and Yu. What does it mean that when we call Ya, E, E, Yu, we first cover our mouths?

Linguists have not used the term "iotated" vowel in recent years. It seems to us that it should not be used in the methodology. After all, the very combination of an “iotized” vowel gives rise to the idea of some vowel sound that contains an iot, that is, it leads to a mixture of sounds and letters. After all, the so-called “iotated” vowel letters do not always denote the vowel and consonant yot: BALL [M"ACH], CHALK [M"EL], LUK [L"UK], etc.

An experienced teacher once complained to a methodologist: “My children seem to have already learned to hear sounds, but starting sound analysis is always difficult. First-graders will never learn to answer the first question correctly right away.” “What is your first question?” asked the methodologist. “Like what?” the teacher was surprised. - How many sounds are in a word?

If a student who is just starting to analyze sounds is required to say first of all how many sounds there are in a word, he will inevitably reorient himself from the sound to the letter. It is not difficult to count the letters, and it is easier to talk about them than to listen to the fluid and unstable sound. It does not matter whether the student sees the word written. With this parsing order, it will in any case rely on the visual representation of the word.

Thus, by the very organization of work with sounds, we push the student to mix sounds and letters, i.e., we inhibit the development of speech hearing, without which, as we sought to show, successful mastery of not only phonetics, but also all subsequent language learning is impossible.

How can sound analysis be carried out in such a way that it helps the student perform those actions that are necessary to actually isolate sounds from a word and determine their sequence? In other words, what analysis plan will guide the student on the way to obtain the necessary knowledge?

If we want to ensure that the student actually operates with sounds, that is, his phonemic hearing develops, it is advisable to conduct sound analysis in the following sequence:

1) Say and listen to the word.

2) Find the stressed syllable and pronounce the word syllable by syllable.

4) Designate the selected sound with a symbol.

6) Designate the selected sound with a symbol, etc.

7) Check if the word is correct.

Let us briefly explain the necessity and sequence, as well as the content of sound parsing operations.

1. Say and listen to the word.

Telling the student to say out loud the word that he will analyze means helping him to understand the object of future analysis. It is possible to analyze something provided that we have the subject of analysis in front of us. There is no other way to present the sound structure of a word than to pronounce it. In this case, the teacher will ensure that the student pronounces the word as prescribed by the norms of the literary language. Otherwise, it may turn out that the teacher and student will parse different words.

For example, the teacher means the word [MAROS] (frost), and the student says [MAROZ], etc. The point is volume, that in the student’s pronunciation errors are possible due to the peculiarities of local pronunciation, as well as the desire (especially at later stages) to bring the sound of a word closer to its spelling. It is clear that the teacher must correct the spelling error before the student begins the analysis. Thus, the first point of the plan could be formulated more strictly as follows: say the word in accordance with the norms of Russian literary pronunciation and listen to yourself.

2. Find the stressed syllable and pronounce the word syllable by syllable. The accentological characteristics of the word could also be given after the students establish the sound sequence. But given that changing the place of stress most often noticeably changes the sound structure of the word (compare, for example, TVOROG [TVOROK] and TVOROG [TVAROK], and also because the characteristic of vowel sounds includes an indication of stress or unstress, it makes sense to find. stressed syllable at the beginning of parsing.

Since to determine the stressed syllable, the word is pronounced together (and not syllable by syllable), fulfilling the second point of the plan, the student pronounces the word twice: first - in its entirety (with a vocative or interrogative intonation), and then - “piece by piece” (chanting), i.e. by syllables.

The transition to the third point of the plan means the beginning of the actual sound analysis. The requirement to draw out the first sound reminds the student of the method of action, and the indication that the sound is drawn out (accentuated) as part of a whole word suggests to the student a means of monitoring the correct execution of the action.

After the student has named the desired sound, that is, pronounced it in isolation, bringing it as close as possible to the sound in a complete word, he characterizes the sound: about the vowel he says whether it is stressed or unstressed, and about the consonant - what kind of sound it is (first - hard or soft , then - voiceless or voiced).

4. Designate the selected sound with a symbol.

Recording sounds using conventional symbols helps schoolchildren “hold” the object of sound analysis and not “slip” onto the letter. At the initial stage, the sound diagram is given to students in a ready-made form before students begin sound analysis. In this case, the scheme serves as a support for the child, helps not to “lose” the sound, guides his actions and serves as a means of monitoring the correct execution of the action. For example, given 3 cells, they indicate that there are 3 sounds in the word. And if a student identifies the sounds “DO” and “M” in the word HOUSE, the diagram suggests that the action was performed incorrectly.

As children master ways of determining a sound sequence, the model is not given, but is constructed as analysis progresses. And the more children learn about sounds, the more specific the model diagram becomes.

For example, the model of the word PILA goes through the following concretization path:

The model shows that the model shows that there are 4 sounds in a word (set before parsing), a syllabic model indicating the stressed syllable

A sound model in which consonants are characterized by softness and hardness, in addition, syllable division and stress are shown,

A sound model showing not only softness-hardness, but also sonority-voicelessness of consonants.

6. Designate the selected sound with a conventional icon, etc. Steps three, then four, are repeated until all sounds are found, characterized and recorded.

7. Check if the word is correct.

Although the isolation of each sound was carried out in a complete word, and, therefore, the correctness of the sound analysis was controlled during the analysis, it is worth pronouncing all the sounds in a row again, “reading” the entire word to make sure that the sound of the word has not been distorted, in other words, the work done correctly.

Let us note in conclusion that when students are actually working with sounds, the classroom should not and cannot be dead silent. Both the one who “leads” (works at the blackboard or, sitting at a desk, loudly explains his actions), and all the other students whisper and listen to sounds all the time.

Converting the actual sound parsing into a sound-letter one will require adding just one point to the parsing plan: what letter represents each sound and why? In other words, the student explains the choice of letters not simultaneously and in parallel with the selection of sounds, but after the sound analysis has already been completely completed.

The development of sound analysis is associated with the expansion of the range of analyzed words. If at first the words of the first and second groups are analyzed, then as the children grow older, the words of the third group begin to occupy an increasing place. As soon as primary schoolchildren begin to analyze the sound composition of words that contain sounds in weak positions that do not coincide with the main variant of phonemes (frost, bread, earth, etc.), they are convinced in practice that the Russian language is far from in any position the entire range of vowel and consonant sounds is possible. In some places in words there are sounds only with certain properties: at the end of words there are only unvoiced paired sounds, in an unstressed syllable there are no vowels [O] and [E], etc.

Thus, teaching phonetics is connected with teaching orthoepy and becomes the foundation for the formation of conscious pronunciation skills.

2.3 Comparative analysis of the development of phonemic awareness of primary schoolchildren and the skills of sound analysis of words in different educational systems

The research included in the course work took place on the basis of the Municipal Educational Institution “Lyceum No. 7”, in grade 2A, in the educational system of developmental education by L. V. Zankova. 25 students took part in the study. It consisted of three stages (ascertaining, formative experiment, control) and was aimed at developing phonemic hearing based on confirmation of the hypothesis. Based on the results of the ascertaining and control stages, percentages were calculated. Calculations were made for each of the proposed tasks, and the average percentage of correct completion of tasks was also calculated.

The research part consists of three stages: ascertaining, formative experiment, control.

At the stage of the ascertaining experiment, a test was launched (Appendix 9), the purpose of which is to determine the level of development of phonemic hearing in primary schoolchildren.

We selected phonetic exercises that included tasks with different goals. For example:

Task No. 1 (a) to identify in younger schoolchildren the ability to determine the deafening of consonant sounds at the end of a word;

Task No. 1 (b) is aimed at identifying the ability to see the weak position of consonant sounds in terms of hardness and softness;

Task No. 1 (c) helped to identify students’ ability to see iotated vowels in those positions where they denote two sounds;

Task No. 2 tests children’s ability to correlate the spelling of the combinations ЖИ, ШИ with the sound scheme;

Task No. 3 is aimed at identifying the ability of younger schoolchildren to identify an unpronounceable consonant in the middle of a word.

The students’ activity was as follows: match the word with the correct sound pattern; choose a suitable phonetic parsing scheme for a word; independently perform phonetic analysis of the word.

For each task, the percentage of completion was calculated as follows:

1. The total number of students was 100%;

2. The number of students who completed the tasks correctly was X%;

3. Calculations were made using the proportion: a = 100%

b = X% therefore (in 100%): a = X%, where a is the total number of students, b is the number of students who completed the tasks correctly.

The average percentage was calculated using the formula:

(X1+X2+X3+X4+X5):5=X, where XI, X2, X3, X4, X5 is the percentage of correct completion in the corresponding task, X is the average percentage of correct completion, 5 is the number of proposed tasks.

Thus, the results were as follows:

Table No. 1. Results of the development of phonemic hearing in younger schoolchildren at the ascertaining stage

84% of students coped with task No. 1 (a), respectively, 16% of students failed.

In task No. 1 (b), 96% of junior schoolchildren made no mistakes; 4% found the task difficult.

8% of students completed task No. 1(c) correctly, 92% made mistakes.” This error, in our opinion, indicates an inability not only to correlate sounds and letters, but also to determine their number in a word.

4% of students failed task No. 2, 96% of students did it.

When completing task No. 3 (where, when pronouncing a word, the sound is not heard, but the letter is written), 100% of junior schoolchildren made mistakes.

The average percentage of students completing tasks correctly is 43.2%.

Analysis of the data obtained suggests that half of the students have well-developed phonemic awareness, but the results of the last task indicate the need for additional work to develop this function. During the study, it turned out that students have the most difficulty in performing exercises with an iotated vowel, with an unpronounceable consonant, and rely on the letter image of the word, so we structured the formative experiment in such a way as to solve the gaps that arose among schoolchildren.

We planned the system of work on the formation of phonemic hearing at the stage of the formative experiment in accordance with the results obtained at the stage of the ascertaining experiment. One of the difficulties in working with sounds is that when a word is pronounced there is no trace left. Psychologists and methodologists are striving to find means that would make it possible to artificially “stop” sounding words and at the same time do without letters. Hence the various diagrams, models, and symbols used in phonetics classes. Therefore, at the formative stage, we used a sound model in order to understand the difference between sound and letter. The goal of the stage is to form phonemic hearing using this model.

At each Russian language lesson, students were offered tasks of a different nature, since the attention of a younger student is directed to what is more interesting, interest is aroused by emotions, and memory has a characteristic feature: a task based on emotions is remembered better. We selected 22 exercises (Appendix 8), which we divided into 4 groups:

1) tasks aimed at working with words and sound patterns;

2) phonetic exercises, including transcription of sounds;

3) auditory perception of words and sounds;

4) analysis and synthesis of sounds in words (Appendix 11).

The exercises of the first group are aimed at forming the action of modeling the sound shell of a word: - select words to the diagram; make a sound diagram for the words; ^is it possible to say that for the word STEPPE the following schemes will be true:

With	3	To	3
3	3	To	3

Difficulties in this group of tasks were caused by words with an unpronounceable consonant in the middle of the word, for which it was necessary to create a sound diagram, as well as an exercise in which the ability to determine the strong and weak position of a consonant was tested by hardness and softness. The children pronounced the word STEPPE differently ([st, ep, ], [s, t’ep, ]), but in the end they came to the conclusion that both schemes proposed for this word would be correct. We assume that the dispute arose due to the fact that the students had not previously encountered words where the sound is in a weak position in terms of hardness and softness.

The goal of the next group of tasks was to develop the ability to encode words into corresponding signs (transcription sounds). For example:

· choose the correct answer for the phonetic analysis of the word;

· make a phonetic analysis of words.

Difficulty in this group of tasks arose when they had to work with iotated vowels. We assume that students have forgotten that these vowels in certain positions represent 2 sounds.

The third group of tasks included the goal of listening to speech and isolating (finding) certain sounds from it. For example:

· replace the first sound in the word BOCHKA. What words did you come up with?

This group of tasks did not cause any difficulties; the students completed the exercises quickly and with interest. We believe that the reason lies in the letter image of the word that has not been fully formed; this gives us enormous opportunities for the formation of phonemic hearing without relying on the letter image of the word.

The goal of the fourth group of tasks is to develop the skills to connect and separate sounds in a word. For example:

· find words that have fewer consonants than vowels;

· say the words in reverse order:

FLAX, HATCH, TAZ, NOISE, HUT

Here, students made mistakes when encountering words with iotated vowels, and in pronouncing words in the reverse order of sounds. When working, schoolchildren rely on the letter image of the word, which confirms the problem mentioned at the beginning of the description of the stage.

We built the control stage in the same way as the ascertaining stage, that is, we launched a test, the language material of which we changed (Appendix 10), but the tasks remained the same. The purpose of this stage is to determine the level of development of phonemic hearing after the formative experiment.

To process the results obtained, we needed the same formulas as at the ascertaining stage.

The results were as follows:

Table No. 2. Results of the development of phonemic hearing junior schoolchildren at the control stage

91% of students coped with task No. 1 (a), respectively, 9% of students failed.

In task No. 1 (b), 88% of junior schoolchildren made no mistakes; 12% found the task difficult.

18% of students completed task No. 1(c) correctly, 82% made mistakes.

100% of students completed task No. 2.

When completing task No. 3, 12% of junior schoolchildren did not make mistakes; 88% of students experienced difficulty.

The average percentage of students completing tasks correctly is 61.8%.

Comparing the results obtained at the ascertaining and control stages for each task, we can state that the ability to determine the deafening of consonant sounds at the end of a word was developed in 7% of students; the ability to see iotated vowels was developed in 10% of students; the ability to correlate the spelling ZHI, SHI with the sound scheme has improved in 4% children; the ability to see an unpronounceable consonant was developed in 12% of primary schoolchildren; but the indicator of the ability to determine the weak position of consonant sounds by hardness and softness decreased by 8%.

The percentage indicators for each task obtained by comparing the results indicate that the difficulties that the children had were partially resolved, but, focusing on developing the ability to see iotated vowels and unpronounceable consonants, we paid little attention to working on other spelling patterns, therefore, the percentage of students who determined the weak position of a consonant in terms of hardness and softness decreased.

Diagram No. 1.

Comparing the average percentages obtained in the first and third stages, we saw that the number of students whose phonemic awareness improved was 18.6%.

Based on the results obtained at the control stage, we can say that they have changed compared to those that were shown to us by the ascertaining stage.

CONCLUSION

The main task of primary school is that it is designed to impart knowledge to the child, develop skills and abilities, and develop the abilities and inclinations necessary for further education at school. One of these necessary conditions is developed phonemic awareness, because it is the basis for mastering spelling and spelling skills.

Many scientists worked on the problem of the development of phonemic hearing: D.B. Elkonin, K.D. Ushinsky, M.R. Lvov and many others.

Taking into account the age and psychological characteristics of children of primary school age, the teacher must carefully consider how to effectively and easily deliver educational material to each student. A child of 6-7 years of age is characterized by visual-figurative thinking. He easily and quickly learns the educational material that interests him. Tables, diagrams, and games compiled together with children can become an indispensable tool in every lesson, especially when analyzing words (see appendices).

Successfully conducted sound analysis in literacy, Russian language or writing lessons contributes to the development of phonemic awareness.

Phonemic hearing, according to M. R. Lvov’s definition, is “the discrimination of individual speech sounds in the sound stream, ensuring the understanding of words and the distinction of their meanings.”

Phonemic awareness is necessary not only for successful learning, but also for developing spelling skills: in the Russian language, a large number of spelling patterns are associated with the need to correlate a letter with a phoneme in a weak position.

Students must “recognize” phonemes (“basic sounds”) not only in strong but also weak positions, and distinguish between phoneme sound variations. The correctness of isolating a single sound is most effectively controlled if the work is carried out with a complete word.

The development of phonemic hearing requires training of the hearing aid. Therefore, during the period of learning to read and write, it is necessary to carry out various auditory exercises (partial sound analysis) - for example, to recognize specific sounds in spoken words, in tongue twisters, exercises in onomatopoeia, in the clear pronunciation of individual words, proverbs, poems, etc.

In our work, we studied and analyzed psychological-pedagogical and educational-methodological literature, examined the features of the development of speech hearing of primary schoolchildren, the presentation of educational material when working with sounds, the relationship of phonetics with spelling and spelling, and identified the most effective, in our opinion, tasks and exercises on the development of phonemic hearing.

Thus, the methods for developing phonemic hearing are varied: practice of speech perception and speaking; analytical-synthetic tasks and exercises; detection of unstressed vowels, dubious voiced and voiceless consonants in words; phonetic games; sound (phonetic) analysis and others. Preference is given to those that are multifunctional in nature, promote personal self-realization, are interesting to students, and help to more effectively absorb educational material.

In order to confirm the hypothesis, experimental work was carried out, which took place on the basis of the Municipal Educational Institution “Lyceum No. 7”, in grade 2A, in the educational system of developmental education by L. V. Zankova. 25 students took part in the study. It consisted of three stages (ascertaining, formative experiment, control).

The results obtained at the ascertaining stage showed an average level of development of phonemic hearing and revealed the most common difficulties for primary schoolchildren in working with sound words.

To do this, at the stage of the formative experiment, we selected and carried out tasks and exercises that contributed to the development of phonemic hearing.

The control stage showed the results of our work, where we saw positive dynamics in the development of phonemic hearing.

Comparing the results obtained at the ascertaining and control stages, we can state that the students’ phonemic awareness developed by 18.6%, so we achieved the goal of developing phonemic awareness.

Thus, our hypothesis is confirmed: if we use special techniques in the process of teaching the Russian language in the developmental education system, then younger schoolchildren will develop the skills of sound word analysis and phonemic hearing.

For the successful development of phonemic hearing, the teacher must take into account the age and psychological characteristics of children of primary school age, carefully think through and choose effective teaching techniques and methods, and communicate educational material to each student in an accessible manner.

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