Highlight the sections of the pronunciation training program. Program on the subject "teaching pronunciation" methodological development on the topic

The program is based on the state program for special (correctional) institutions of type II in 2003

Pronunciation training is carried out in individual lessons according to the basic curriculum of 3 hours per week for each student.

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PROGRAM

by subject

"Teaching Pronunciation"

(for hearing impaired students

first class)

Regional state special correctional

educational institution

boarding school I – II types Cheremkhovo

2011

Cheremkhovo

Explanatory note

The program is based on the state program for special (correctional) institutions of type II in 2003

Pronunciation training is carried out in individual lessons according to the basic curriculum of 3 hours per week for each student.

It is difficult to overestimate the role that oral speech plays in our lives.
Acting as the most common method of communication, oral
the word at the same time serves as a carrier of language for us, the most important
tool of thinking. A common thread running through the entire history of deaf pedagogy is the desire to form verbal speech in a deaf child not only in a more accessible written or digital form, but also
certainly in the form of spoken word. Oral speech is widely used in social and work life and in everyday life. The scope of its application is continuously expanding due to the development of such modern means of communication as telephone, television and the Internet, which make it possible to transmit spoken speech over long distances. That is why in the educational process carried out in special
institutions for children with hearing impairment, special attention,
in addition to the general development of the child, correction of deficiencies caused by
hearing defect, is given to the formation of first-graders oral speech, since mastering speech is a prerequisite for the successful development of children in the future, their fullest integration into the hearing society.

In hearing-impaired children, decreased hearing acuity causes difficulty in the natural development of speech. A child with impaired hearing does not hear speech sounds with sufficient clarity and consistency; repeated words may seem different to him each time, and therefore he does not associate them with the objects that they represent, and, therefore, does not learn or does not sufficiently learn their meaning. It is even more difficult for a child with impaired hearing to learn to pronounce sounds and words. With defective auditory perception, it is impossible to sufficiently accumulate vocabulary and master the grammatical structure of the language. A child who is hard of hearing cannot independently learn the movements of the articulatory apparatus that are necessary for the correct pronunciation of sounds. Without normal hearing, without sufficient perception of his own speech, a child is deprived of the opportunity to compare his speech with the speech of others and, therefore, cannot independently correct his defective pronunciation.

With varying degrees and varying quality of preserved hearing, a hearing-impaired student is able to distinguish certain speech sounds at a certain distance from the auricle. It distinguishes all vowel sounds, some consonants, and sometimes the general characteristics of consonants. It can distinguish unvoiced sounds from voiced sounds, e.g. p, t, k, from b, d, g ; distinguishes nasal sounds mn , distinguishes soft sounds from hard ones. This ability to perceive some speech sounds allows hearing-impaired children to independently learn to pronounce and understand school age individual words, but the pronunciation of most words is impaired. Articulation is blurry, voiced consonants are mixed with voiceless ones, sibilants and sibilants are mixed, affricates are split, sometimes T replaced by sound to and vice versa , allow incorrect softening and incorrect emphasis in words. The speech of such children suffers from serious deficiencies. They pronounce words with great distortion, construct only short phrases, and poorly understand speech addressed to them due to an insufficient vocabulary. Their phrases are constructed incorrectly: the beginning or end of a word is missing, and grammatical agreement is most often absent. Thus, by the time they start school, hearing-impaired students exhibit the following defects:

1. Pronunciation deficiencies;
2. Limited vocabulary;
3. Insufficient assimilation of the sound composition of a word, which is expressed not only in inaccurate pronunciation, but also in erroneous spelling of words;
4. Inaccurate understanding and incorrect use of words;
5. Disadvantages of the grammatical structure of speech: incorrect sentence construction, incorrect coordination within a sentence;
6. Limited understanding of spoken language;

As F. F. Rau noted, the quality of the phonetic design of the speech of a hearing-impaired person determines the extent to which it is understandable to others and the extent to which it can serve as a basis for language proficiency and serve as a tool of thinking. For the purposes of communicating with others, it is important that the speech of the hearing impaired person is phonetically intelligible. In order for oral speech to more reliably fulfill the role of a native speaker, the role of a thinking tool, pronunciation should be as articulate as possible and reflect the phonetic system of the language as fully as possible.

Based on the patterns of development of pronunciation in children, normal and
with impaired hearing, taking into account the manifestation of all language units in speech and
for the most successful solution to the problems of teaching pronunciation, F. F. Rau,
N. F. Slezina, N. D. Shmatko, E. I. Leongard and others was developed
methodological system for teaching pronunciation to hearing-impaired children.

To teach pronunciation to a child with impaired hearing, analytical-synthetic, concentric and polysensory methods are used. The initial and basic units of teaching pronunciation are whole words and phrases. At the same time, work is also being done on such elements of speech as syllables and phonemes. The practical effect of such training is expressed in the simultaneous achievement of a continuous and rhythmic pronunciation by children of whole words with a fairly clear reproduction of their constituent phonemes, which serves as an important condition for speech intelligibility. The concentric method (F.F. Rau, N.V. Slezina) is based on the pattern of mastering the pronunciation aspect of speech by a normally hearing child, which consists in the fact that he pronounces words that are inaccessible to him for accurate phonetic reproduction approximately over a certain period. The essence of the presented method is that the initial teaching of pronunciation for hearing-impaired children entering the first grade consists of two concentrations, the first of which coincides with the first grade, and the second covers the second grade. In first grade, the student is required to accurately reproduce in words the 17 basic sounds that make up the abbreviated system of phonemes. The main sounds are vowels a, o, y, uh, and, as well as consonantsp, t, k, f, s, w, x, v, m, n, l, r. These sounds differ quite clearly from each other in articulation and are easier to learn than other sounds close to each of them. Sounds that are not among the basic ones can be temporarily replaced in words by the corresponding basic sounds.

From the point of view of using various analyzers, the method of teaching pronunciation to hearing-impaired children is defined as multisensory. All methods of perceiving the pronunciation side of speech and controlling it, both direct and associated with various equipment and aids, are widely used. These include sound amplification equipment, instruments and aids that optically depict speech processes, all kinds of models, schematic images showing the functioning of the speech organs. This also includes various devices for tactile vibration perception of speech, as well as devices for passively bringing the speech organs into a particular position or movement (spatula, probes).

Target teaching pronunciation - the formation of phonetically intelligible, articulate, expressive oral speech of students,

Tasks pronunciation training:

To develop in students the ability to use breathing correctly, reproducing words and short phrases together on one exhalation, as well as the ability to divide a phrase into syntagms;

To develop in students the skill of using a voice of normal pitch and strength without gross deviations from the normal timbre;

To develop the ability to correctly reproduce all the sounds of the Russian language and their combinations in words;

Learn to reproduce words together, without overtones, while maintaining the sound composition;

Learn to observe verbal and logical stress in speech, correct intonation, tempo and coherence, and the basic rules of orthoepy.

Students' pronunciation skills are formed during the entire educational process, both through direct communication with the teacher and during individual lessons using special techniques.

Particularly important on initial stage When working on pronunciation, use sound amplification equipment. The teacher’s speech should be emotionally charged, expressive, in compliance with all norms of orthoepy, with the correct division of phrases into semantic syntagms.

The pronunciation training program consists of the following sections: speech breathing, voice, speech sounds and their combinations, word, phrase. The program includes requirements for spelling and intonation. Working on a word or phrase is the most important section of the program. Forming the skills to use the voice, speech breathing, reproduce speech sounds and their combinations is preparatory work for mastering the correct pronunciation of words and phrases.

Students are taught pronunciation using speech material that is familiar to students in meaning. Working on a word involves not only reproducing the word according to the teacher’s model and a graphic sign, but also depicting rhythms using drawings, diagrams, as well as selecting words to match the corresponding rhythms. These exercises prepare students to perceive the concepts of “syllable”, “stressed”, “unstressed”.

Acquaintance with the rules of orthoepy occurs by imitating the teacher’s speech, followed by the correct pronunciation of the word using the superscript.

The formation of the intonation side of speech begins with teaching students to highlight the rhythmic structure of a word or phrase, and then with reproducing narrative and interrogative intonation.

A significant part of sounds and their combinations are acquired by students on the basis of auditory-visual and auditory imitation of the teacher’s speech. As a rule, sounds are well understooda, o, y, i, e, ya (ya), yo (yo), ye (e), yu (yu), m, n, p, t. Sounds s, c, f, k, x, l, h, g, g, hrequire longer training. Mastering the sounds s, sh, r, b, d, c requires special individual lessons. Before special work on these sounds begins, their replacements are allowed: shhh (labialized sound s), d-t, r – fricative sound r, l - semi-soft sound l, ts-s.

In the second half of the year, the articulation of sounds is refined s, w, r, b, d, c, sounds are differentiateds-sh, s-z, sh-f, ts-s, h-sh, b-p, d-tand correction of learned sounds. When correcting sound defects, auditory differentiation is used, aimed at distinguishing between correct and incorrect pronunciation of a sound, followed by independent pronunciation of a word (phrase). Correction of reproduction deficiencies is carried out in individual lessons and constitutes their main content. Forming in students the ability to pronounce words together on one exhalation, determine the number of syllables in a word, phrase, change the strength of the voice in connection with word stress, with narrative and interrogative intonation, serves as a prerequisite for developing expressiveness of oral speech.

In the first half of first grade, students first learn to pronounce series of syllables with different rhythmic contours (e.g.pa"papapa, papa"papa, papapa"pa), then words, phrases and phrases consisting of 4-6 syllables; in the second half of the year the number of syllables increases to 7-8, pronounced by the student in one exhalation. In addition to conjugate and reflected pronunciation, students are also required to perform independent pronunciation. Conjugate pronunciation contributes to the formation of speech breathing and the continuous pronunciation of words and phrases by students at an appropriate pace. With reflected pronunciation of words and phrases, they are reproduced after listening to the teacher’s speech.

Basic requirements for student skills

By the end of grade 1, students should be able to:

1. Speech breathing

To pronounce together, on one exhalation, a series of syllables, words, phrases and phrases of 7-8 syllables (in conjunction with the teacher and reflected by imitation).

1. Voice

Change the strength of your voice in connection with word stress, the volume and pitch of your own voice (by imitation and arbitrarily). Change the pitch and strength of the voice in connection with narrative and interrogative intonation (conjugate and reflected).

1. Sounds and their combinations

Correctly pronounce speech sounds and their combinations in words:p, a, m, t, o, v, u, n, s, i, l, e; sound combinationsya (ya), yo (yo), yu (yu), ye (e)in initial position and after a vowel; positionally soften consonants before vowels and, uh ; mastering the pronunciation of soundsb, w, d, r, j, h, f, x;

Pronunciation of soft sounds by imitation and independently.

1. Word

Pronounce words together, in a voice of normal pitch, timbre, strength, in compliance with the sound composition (exactly or approximately), using acceptable sound substitutions, as well as words with a combination of consonants. Maintain verbal stress in 2-3 complex words (conjugated, reflected, superscripted, in familiar words independently). Observe the rules of orthoepy in speech (conjugated and reflected, by superscript):

Pronounce unstressed oh like a;

voiced consonants at the end of a word and before voiceless consonants should be deafened; words what to pronounce as what, what; who, what and endings – wow, how’s it kavo, chevo, -ova, -eva;

1. Phrase

Pronounce words and phrases at a pace close to natural (conjugate and reflected). Change the pace of pronunciation: speak quickly, slowly (conjugate and reflected).

Reproduce narrative and interrogative intonation (conjugate and reflected)

I Block: WORK ON SPEECH BREATHING

Of great importance for the proper development of the pronunciation aspect of speech is well-developed speech breathing, which ensures normal sound and voice formation. Speech breathing is a complex act, the implementation of which is determined by the coordinated work of the respiratory, vocal and articulatory apparatus.As a rule, the formation of normal speech breathing occurs during classes to develop skills in pronouncing sounds and their combinations, reproducing words and phrases using speech rhythms as a methodological technique. But if necessary, special time is allocated to work on speech breathing. The formation of speech breathing is facilitated by exercises in separating one syllable from a number of syllables, exercises in long and short pronunciation of vowels and syllables.

Purpose of the exercises – teach children to take a moderately deep breath, followed by a fairly strong and long, economical exhalation.

To form a long, defined exhalation, special playful breathing exercises are used that are not related to speech: blowing off lumps of cotton wool or paper from the table; blowing out a candle with a stream of exhaled air! blowing balls through a tube, blowing soap bubbles, etc. At the same time, the distance from which children must, for example, roll a reel off a table gradually increases, and the length of the tubes increases; The tasks become more complicated, for example, blowing a pencil to a certain limit.

Similar exercises are carried out throughout the first year of study, first individually, then only in frontal classes. However, with children for whom performing these exercises causes particular difficulties, work continues in individual lessons both in the first year of study and, if necessary, in subsequent years.

To develop speech breathing, it is useful to carry out exercises related to prolonged pronunciation of vowels and repeated repetition of syllables on one exhalation, for example!]papapapa, tatatata.Children should be taught to pronounce words and small phrases together, on one exhale. The requirements for the duration of exhalation gradually increase, if at the beginning of training children learn to pronounce two or three syllable words and phrases like:dad, dog, house there, here's the fish,then by the end of the first quarter - words and phrases of 3-5 syllables, and by the end of the first year of study - of 7-8 syllables.

Proper speech breathing ensures the best sounding voice. Timely inhalation and correct subsequent exhalation create the conditions for the continuous and smooth sound of speech, for the free movement of the voice in height, for the transition from quiet speech to loud and vice versa. Impaired speech breathing (short or weak exhalation, speech while inhaling, wasteful use of air, untimely intake of air, etc.) can be the cause of insufficiently loud pronunciation of words, incorrect modulation of the voice, impaired speech fluency, etc.

II Block: WORK ON SPEECH BREATHING

For children with impaired hearing, an extremely important task is to form a voice close to normal, i.e. voice of normal strength, height, without gross violations of timbre. Solving this problem is impossible without special work on voice quality. The initial period of learning is a sensitive period for the development of voice formation. Therefore, work on the voice must be carried out in unity with work on breathing and articulation. Working on the voice is a relevant section of working on oral speech withhearing-impaired children, where children acquire language through speech activity. Voice quality and voice skills have a great influence on such characteristics of oral speech as tempo, coherence, melody, verbal and logical stress. The voice determines expressiveness, intonation, and intelligibility of oral speech.

The main goal of working on voiceteach the child to use a voice of normal strength and height in speech without gross violations of timbre.
Let's consider the path to achieving this goal based on the tasks highlighted in
program, in the section on teaching oral speech. The tasks of working on the voice vary depending on the hearing status of children.

Children who are hard of hearing must develop a stable ability to use a voice of normal pitch and strength, without gross disturbances in timbre. Children should be able to use a voice modulated in strength and pitch in speech. In addition, the hearing impaired are required to pronounce (in independent speech) words and phrases at a normal pace, with pronounced verbal and logical stress, with pronounced narrative, interrogative and exclamatory intonation. Voice work should be part of every individual speaking lesson. Voice exercises must be combined with breathing and articulation exercises. And in connection with the requirements of the analytical-synthetic method (as F. F. Rau pointed out), the work should be based on the material of syllables, words and phrases, the pronunciation of which is accessible to the child. It is also necessary to use speech material with emotional content. Because emotions: joy, surprise, grief, fear, are directly reflected in voice formation.

The main provisions of the system for working on voice with hearing-impaired children.

1. It is necessary to start working on the voice as early as possible in order to prevent the fading of vocal reactions (any, approximate and even random vocalizations of the child should be encouraged, and the voice should be used as widely as possible for communication.

2. Make the most of the child’s auditory capabilities, since most children have more or less significant residual hearing, it is important to take advantage of this from the very beginning and give the opportunity to hear your voice, the voice of the teacher and the people around you. Intensive training of auditory perception is necessary.

4. It is necessary to take into account the individual capabilities of the child. Voice exercises must necessarily be combined with breathing and articulations, and in connection with the requirements, using the analytical-synthetic method, as F. Rau pointed out

5.The work should be based on the material of syllables, words and phrases, the pronunciation of which is accessible to the child.

The main requirement for skills in using the voice in speech at all years of study is maintaining its normal strength, pitch and timbre.

The main types of voice exercises, which are carried out throughout the school course, are aimed at developing in students the necessary sonority of the voice and the ability to pronounce vowel sounds long and short, loudly and quietly, together and separately, as well as the ability to maintain a normal voice pitch when pronouncing various vowels and voiced

Exercises to train speech breathing and voice strength using the material of correctly pronounced speech sounds.

Ay ay ay iuy-iuy-iuy

Wo-wo-wo-wo aoi-aoi-aoi

Ea-ea-ea-wai-wai-wai

Oh-oh-oh-oh-

So, work on the voice is carried out in stages. Much attention is paid to exercises aimed at developing mobility and clarity of movements of the articulatory apparatus, breathing and voice. In close connection with the assimilation of speech sounds, it is planned to teach children the correct continuous pronunciation of words of gradually increasing sound complexity, which should be used by children in coherent speech, observing stress and intonation.

Articulation and breathing exercises stimulate voluntary articulation, provide the necessary impetus for the development of speech praxis and, on this basis, contribute to the acquisition of speech experience by children.

For a sufficiently complete introduction of children with hearing impairment to active practical activities, they must be equipped with reliable means of communication. Therefore, one of the main tasks of a special school is the formation of oral speech. At the same time, it is very important to achieve intelligibility of pronunciation from a hearing-impaired child, without which oral speech cannot be considered a sufficiently reliable means of communication. The pronunciation of a deaf student should be articulate and differentiated. It should reflect the basic phonemic elements that are used in speech to express and distinguish meaning.

To teach a hearing-impaired child correct pronunciation, it is necessary, first of all, to induce in him correct articulatory movements and to familiarize him with some elements of the physiology of oral speech. However, the oral speech of a student with hearing loss is considered complete only when all pronunciation skills are automated. This means that the student correctly pronounces sounds not only in isolated form, but also as part of syllables, words, phrases and speech in general.

The main task of teaching pronunciation is the formation of phonetically intelligible, articulate, expressive oral speech. Students' pronunciation skills are formed during the entire educational process, both through direct communication with the teacher and during individual lessons using special techniques.

It is especially important at the initial stage of working on pronunciation to make extensive use of stationary sound amplification equipment. Students with significant hearing loss work with individual hearing aids. When using them, the distance at which the student can perceive the speech of others is taken into account.

I System of working on vowel sounds.

Consolidation and improvement of the articulation of vowel sounds is carried out through the use of a system of exercises. This system should be built taking into account the basic didactic principles, phonetic laws of Russian speech, articulatory features of the pronunciation of vowel sounds. The sequence of exercises that make up the system of working on vowel sounds must satisfy the principle from easy to difficult, from simple to complex, from known to unknown.

Consolidating correct articulation must begin with isolated and drawn-out pronunciation of sounds. A drawn-out pronunciation creates conditions for long-term retention of the speech organs in the required position. Thus, conditions are created that ensure repeated action of the stimulus, which is necessary for the formation of a dynamic stereotype. The clearest expression of the articulatory characteristics of sound occurs when there is sufficient tension in the speech organs. In this regard, it is advisable to offer hearing-impaired students a system of exercises in which the systematized vowel sound is in a position of tense articulation. We are talking about processing the vowel sound under stress, as well as at the beginning of a syllable and word. In oral speech, vowel sounds occur in stressed and unstressed positions. Consolidation of vowel articulation should be carried out in both positions. In oral speech, vowel sounds can be in different positions in relation to consonants: before consonants, between consonants, after a consonant.

Vowels need to be differentiated:

• By moving the tongue deep into the mouth;a-o, a-o, o-a, o-o, a-o-u, i-s.
• By lifting the back of the tongue:a-i, a-e, i-e, a-e-i.

When determining the sequence of exercises during which vowel sounds are practiced, one must proceed from the fact that coarse differentiations should initially be formed, and then more subtle ones. So, for example, if we are talking about discrimination by the movement of the tongue into the depths of the mouth, then first of all it is necessary to develop the ability to distinguish oh, when pronouncing this movement is most clearly expressed, and then: oh, where it is less pronounced. The same applies to raising the tongue: first you should suggest differentiating sounds a-i, i-a, and then i-e, a-e, since in the latter cases the difference in the rise of the tongue is less significant.

Pronunciation of vowel sounds does not cause any particular difficulties for hearing-impaired schoolchildren. The most difficult thing for children with impaired hearing is the pronunciation of the sound [s] and diphthongs.

Sound[s]

1. Sound production[s].
2. Automation of sound[s]

1. Prolonged utterance of an isolated sound:

Y________

1. Practicing sound in combination with various consonants:

Skis... skis, floors

Dy... melon, gardens

Dust...dust, hooves

3. Practicing sounds in different positions - at the end of a word (syllable), between consonants:

Sy, ph, s.. wasps, cabinets, steamships, locomotives

Ryn... market, fisherman, cheese, son, lynx, rat

4. Sound development in shock and unstressed positions:

Dydy... melon, gardens, lily of the valley

Bybyby... faster, events, snowdrifts

1. Differentiation of the sound ы with other vowels by the movement of the tongue deep into the mouth:

s-i – fox-ski, soap-cute, bear-mouse

Diphthongs

1. Staging:

i_a_ ia__ i___ i

i__o__ io__ e____ e

and_ y___ iu___ yu___ yu

i__e___ ie___ e____ e

1. Automation

1. Practicing the pronunciation of diphthongs at the beginning of a word:

I... apple, clear, berry

Yo... Christmas tree, hedgehog, ruff

Yu...skirt, southern, spinning top

E... eats, hedgehogs, spruce

2. Practicing the pronunciation of diphthongs in stressed and unstressed positions after b and b signs:

Entrance, I'll pour it, seriously

Announcement

3. Practicing diphthongs in positions after vowels:

They play and draw.

III. Differentiation

1. Exercises based on comparing different sound meanings of letters when reading:

I-five, I-five

E-se, eat-seven.

Yo-yo, Christmas tree-ice.

2. Exercises related to matching letters at the beginning of a word:

Uh, there's-this.

II. System of working on consonant sounds.

Work on consonant sounds when teaching pronunciation to the hearing impaired begins with familiarization with the articulation of a particular sound. First, based on the use of the analytical-synthetic method, the sound is isolated from the speech material, the pronunciation of which the hearing-impaired child must master. However, sound production will not ensure its active use in oral speech. It is necessary to do some work to consolidate the articulation of sound in isolated pronunciation, as well as in all combinations that occur in the speech stream.

Consonant sounds in the speech stream can occur in different positions, at the beginning of a word or syllable; in the middle of a word, syllable; reverse syllable; at the end of a word; in conjunction with other consonants. Voiceless consonants must be practiced in all three positions. For voiced consonants, it is necessary to provide two positions - at the beginning and in the middle of the syllable. The third position - the position of the sound at the end of a word (syllable) - does not apply to voiced consonants, since, according to the laws of Russian orthoepy, they are pronounced here as voiceless.

When learning to pronounce, children with hearing loss should practice the ability to change the articulation of a consonant depending on the subsequent vowel. When compiling a set of exercises to consolidate the articulation of a particular consonant sound, it is necessary to provide for the most common combinations of it with other consonants in speech.

In the oral speech of the hearing impaired, sounds can be replaced by those that are close to them in articulation. In this regard, it is necessary to invite children to practice differentiating sounds that are similar in articulation. This work should be carried out along the lines of developing in students the ability to distinguish consonant sounds by voicedness and deafness, by hardness and softness, by place of formation, by method of formation. In the process of consolidating correct articulation, it is necessary to use exercises performed to differentiate the consonant being practiced from those sounds that appear in the speech of the hearing impaired as a replacement.

Sounds [S], [Sh], [F].

I. Production of sounds.

Prolonged isolated utterance of sounds

S____, W______, F______.

II. Automation of sounds.

1. Backward syllable with different vowels

Ac, os, us; kvass, nose, mousse.

Ash, osh, ush, ours, ladle, shower.

Af-cabinet

2. Straight syllable with different vowels:

Sa, so, su, etc.

Sled, bag

3. Between vowel sounds:

Asa – braid, dew, etc.

4. Most common

Spa – thank you

Ska – bench

Sla – sweet

Sta – glass

Sra - battle, etc.

III. Differentiation:

1. By voicedness and deafness:

S-z, w-f, f-v.

2. By hardness and softness:

Sa-si, as-as

Fo-fe, af-af

3. According to the substitutions found in the speech of the hearing impaired

S-t, s-sh.

Sounds [Z], [Zh].

I. Production of sounds.

Prolonged isolated pronunciation of sounds:

F______, s_______.

II. Automation

1. Between vowel sounds:

Oh, oh, oh, oh.

Aza, azo, ozu

2 . Straight syllable with different vowels

Zha, zhu, zhu.

For, zo, zu.

3. With other consonants:

Wait, wait.

I know, here, I call

III. Differentiation:

1. By voicedness and deafness

F-sh, z-s.

2. According to the replacements encountered:

F-d, f-z,

Sound [L]

1. Sound production.

Isolated utterance is not practiced.

II. Automation

1. Straight syllable with different vowels.

Lu, lo, li

1. Between vowels.

Ala, olo, ulu.

1. Reverse syllable with different vowels.

Ul, ol, al.

1. Combination with other consonants:

Pla, cla, sla, lka, sli, lva

III. Differentiation:

1. for voicedness and deafness is not worked out:

2. By hardness and softness

La-li, al-al, lu-lu, la-la

3. according to the replacements encountered

L-n

Sound [R]

1. Sound production.

Long isolated utterance:

R_________

II. Automation.

1. Between vowels:

Ara, aro.

2. Direct syllable with different vowels:

Ra, ro, ru

1. Reverse syllable with different vowels

Ar, or, ur

1. Combinations with other consonants:

Tra, cro, sra, rka

III. Differentiation:

1. voicedness and deafness are not processed.
2. by hardness and softness:

ra-ri, ar-ar, ra-rya, ro-ryo, ru-ryu

1. according to the substitutions found in the hearing impaired:

r-l

Sounds [Ц], [Ч], [Ш].

1. Staging sounds.

Brief isolated pronunciation of sounds.

1. Automation.

1. Reverse syllable with different vowels:

Ats, ots, uts.

Ah, lch, uch.

Ash, osh, ush.

1. Between vowels:

Atsa, acha, ascha.

1. Straight syllable with different vowels:

Tsa, tso, tsu.

Cha, chu, cha.

Schuh, schuh, schuh.

1. Combinations with other consonants:

Tsvetska, tsa

Chka, chka, roar

Shta, lshcha

1. Differentiation.

1. Voicedness and deafness are not assessed.
2. Hardness and softness are not worked out.
3. According to the replacements encountered:

P-ch, t-ch, sh-ch;

Tsk, tsk.

Shhh, shhh

4 block. WORK ON THE WORD

With the analytical-synthetic method of teaching pronunciation to the hard of hearing, the main place belongs to work on meaningful units of speech - words, phrases and phrases.

It is important to note that a word constitutes a unit of speech that, to one degree or another, is accessible to the auditory perception of many hearing-impaired schoolchildren. This gives particular importance to the use of residual hearing when working on a word. Based on the use of residual hearing, the teacher’s speech can be perceived, self-control can be carried out, and the state of pronunciation of comrades can be monitored.

Each word has its own sound-syllable structure - a certain set and sequence of sounds and syllables pronounced together. If a word consists of two or more syllables, then one of them stands out in speech by a more intense and prolonged pronunciation and partly by the height of the fundamental tone of the voice.

This is a word stresswhich, together with the number of syllables, determines the rhythmic structure of the word. The specific sound of each word, determined by its sound composition and stress, is regulated by the norms and rules of orthoepy. In live speech, the pronunciation of a word can be characterized by a different pace. The main sections of work on the pronunciation of a word are already reflected in the requirements of the program. Already in the first grade, it is necessary to accustom children to pronounce words at a normal or approaching a normal pace, and also require them to comply with certain rules of orthoepy, reflecting the discrepancy between the norms of pronunciation of words and their spelling.

It must be emphasized that in the process of working on pronunciation, one should adhere to a multisensory approach, which involves the use of vision, tactile-vibrational sensations and existing hearing remnants. It must be remembered that, in comparison with individual sounds and syllables, a word is a unit of speech, when working on which the residual hearing of hearing-impaired schoolchildren can be used with particular benefit. With its help, it is easier to achieve a continuous, rhythmic, natural pronunciation of words. Work on the pronunciation of words consists not only in the formation and consolidation of relevant skills, but also in correcting and correcting deficiencies in the phonetic design of words that exist or arise in children.

Systematic work on the pronunciation of a word covers the various above-mentioned aspects of its phonetic design - sound-syllable and rhythmic structure, orthoepy and tempo.During pronunciation classes, all these aspects are closely interconnected, however, in order to systematize working methods, it seems advisable to consider each of them separately.

The most basic actions are repeating a word by imitation after the teacher, reading a word presented in graphic form or fingerprinted by the teacher. More complex actions are naming real objects, actions, etc. or their images in pictures, answering questions, and making independent statements.

Working on unity. Correct reproduction of a word presupposes its continuous (without pauses) pronunciation, regardless of the number of syllables and sound composition. In the first three cases, the word is broken by pauses, which the student makes or at the border of syllables:pa pa (dad), shap ka (hat), ka ran dash (pencil), or after each sound: dad, hat, pencil , or arbitrarily: a cap , karan dash (karan dash)etc. It should be noted that the described violations of unity inevitably entail the destruction of the rhythmic contour of the word (emphasis onIn these cases, as a rule, does not stand out).

The use of residual hearing of hearing-impaired students plays a huge role in developing the skill of reproducing words consistently. Most children, with the help of hearing, perceive the difference in a continuous and erroneous pronunciation of a word. By imitating the teacher’s speech, students master the correct, consistent reproduction of words. Of particular importance is the conjugate (simultaneous) pronunciation of speech material by the teacher and student. In difficult cases, when it is not possible to overcome the defect only on the basis of auditory imitation, it is necessary to offer children special exercises in order to develop a consistent pronunciation. These exercises should be performed using sound amplification equipment. It is advisable to use vibrators (although when working on words consisting only of vocalized sounds).

If a child has difficulty merging syllables into a word, he must first achieve a consistent reproduction of sounds at the border of syllables. Let's say that the student persistently pronounces the word syllable by syllable Mother . Wanting to overcome this shortcoming, he should be asked to pronounce the syllable together am. In this case, it is necessary to use his residual hearing and the ability to experience tactile and vibration sensations with a hand applied to the chest. With the help of your hand you can feel the absence of a pause, of inhalation. After the child has completed the proposed task, he can be asked to reproduce the syllable combination together amam, and then the word mother.

The formation of a continuous pronunciation is facilitated by exercises during which the student pronounces several syllables likedad, daddy, daddy...

It should be remembered that reproducing on one exhalation a number of syllables with plosives is much easier than with fricatives, especially in the case of prolonged pronunciation of the latter.

Sometimes the continuous pronunciation of a word turns out to be difficult or even inaccessible due to its length and the large number of its constituent syllables and sounds. In this case, the technique of decomposing the word into parts is used.

The method of dividing a word into parts, the fractionality of this division depends on the phonetic structure of the word and the capabilities of each student. To show how in such cases the same word can be pronounced by different students or by the same student at different stages of its acquisition, the following example can be given:cloudy, cloudy, cloudy, cloudy, cloudy, cloudy.

Some students will be able to reproduce the whole word immediately, others after pronouncing it in parts, others will be able to pronounce the word only by dividing it into two parts, and still others are only able to pronounce the word syllable by syllable. The experience of teaching with the widespread use of sound-amplifying equipment convincingly shows that overtones are well eliminated by imitating the teacher’s speech.

Working on word stress. Word stress is one of the three elements of the phonetic system of the Russian language. It, together with the number of syllables that make up a word, is the carrier of its rhythm. Thanks to stress, words are highlighted in speech, as well as the distinction between words and their forms. Therefore, the correct word stress is essential condition intelligibility, intelligibility, and naturalness of speech sound. In this regard, the formation of verbal stress skills is a necessary section of work on words in the process of teaching pronunciation at school.

Data characterizing the state of pronunciation among hearing-impaired schoolchildren indicate that they do not have the skill of identifying word stress. Students' speech, as a rule, is monotonous and uniform. In some cases, there is a shift of stress to the last syllable, which is associated with emphasizing the ending in the teacher’s speech.

If the teacher himself pronounces words in the way that is characteristic of Russian oral speech, if he corrects mistakes made by the student, then gradually, without special exercises, on the basis of imitation, he teaches the correct reproduction of words.

This is the way of informal learning. The second way is specially organized training, carried out in lessons and in individual lessons on the formation of pronunciation. Verbal stress constitutes the content of work in lessons, and only in individual cases, due to the characteristics of the child, in individual lessons.

In individual lessons on teaching pronunciation in connection with work on a word, the teacher certainly gives a sample of its correct pronunciation with emphasis, and requires the student to accurately reproduce this sample. Any special exercises in connection with the formation of the ability to highlight verbal stress are not carried out in individual lessons, with the exception of work with those children who experience particularly significant difficulties when it comes to the need to reproduce rhythm.

Students master word stress gradually. Equally stressed pronunciation at the beginning of learning (especially if children have problems with word continuity) is replaced by the reproduction of words with emphasis on the stressed syllable, however, often the stress falls on the wrong syllable (for example,brush, plasticineetc.), however, the very occurrence of these errors indicates the emergence of the skill of highlighting verbal stress.

The success of mastering verbal stress largely depends on the repetition of speech material.

Let's consider the types of work on the formation of verbal stress

1. Determination by ear of rhythm in rows of syllables. Playing the rhythm. Picture of rhythm.

2. Determining the number of syllables in a word. Definition of stressed syllable.

This type of work involves presenting the student with corresponding pictures. In the first case, the teacher places pictures on the board depicting, for example, an album, a brush, paints, a pencil (the corresponding words differ in the number of syllables and in the place of stress). The teacher (behind the screen) pronounces one of these words (the student’s task is made easier - he makes a choice, in this case from four): pencil. The student says what word the teacher said. There are three answer options: a) verbal only (pencil); b) verbal with clapping, tapping rhythm; c) verbal with the image of rhythm

Selection of words according to a given rhythm.

According to the teacher’s instructions: “Name a three-syllable (two-syllable, four-syllable) word with stress on the second (first, third...) syllable” - the student selects the appropriate words (in this case dog, sour cream, duty), clap their rhythm and correctly, with pronounces with emphasis.

A variation of this exercise is guessing the word planned by the teacher: “I thought of a three-syllable word with stress on the third syllable. What word did I have in mind?” If the word that the student names meets the condition, but does not correspond to what was intended, the leader says: “It’s possible, but you didn’t guess right.” (For example, the word was conceived airplane, and the student names the wordsmilk, microphone, pencil.) There is no need to achieve real guessing; 3-4 trials are enough, after which the presenter announces what word he has in mind. The main goal, however, was achieved - the child named words of a certain rhythmic contour.

4. Placement of stress in words during auditory perception of what the teacher said.

A number of words are written down in notebooks or on tablets. The teacher reads these words (twice). The student puts emphasis. After this, the teacher checks the correctness of the task.

5. Independent (without a sample) placement of stress in words, followed by verification.

Work on reproducing the sound and syllabic composition of a word.

Compliance with the sound composition is the main requirement for reproducing a word. It is necessary to take into account that in the pronunciation of first grade students, exact and approximate pronunciation of words naturally coexist. According to the concentric method, words containing basic sounds are pronounced accurately (table, writes, stands, oiland so on.); at the same time, a significant part of them is pronounced approximately:spasipo (thank you), tai (give),eight (eight), six (four)etc. Subsequently, after students master the articulation of voiced, affricates, soft consonants, the pronunciation of words is clarified: words thank you four previously sounded likethank you and six, must be reproduced exactly: thank you, four.

1. Exercises in reading words with decomposition into parts are aimed at ensuring the unity of work on the whole word and its elements. Practicing the elements of words is a necessary prerequisite for their correct reproduction in a word, and the subsequent connection of elements into a whole allows for a continuous and rhythmic reproduction of the word.

The method of dividing a word into parts is dictated by the patterns of mastering pronunciation skills and the peculiarities of the sound-letter composition of a particular word.

In some cases, the number of syllables in a word is such that for some students, pronouncing a given word simultaneously may be difficult and even inaccessible at first. Then the word is divided into syllables.

Some students will be able to reproduce the whole word after pronouncing it in parts, others - by dividing it into two parts ( drew ), and still others only by syllables.

A significant number of words are subject to decomposition because the sound being practiced is in such phonetic conditions that can provoke its erroneous reproduction.

In general, words with difficult combinations of consonants are subject to decomposition. For example, the wordthank you: thank you, s pa, s pa s i bo, s pa s i bo, s pa s for, s pas for, thank you.

• Reading words (without breaking them down)).

The purpose of this type of exercise is to reinforce the correct pronunciation of sounds in words. Compared to the method of work described above, when children were asked to reproduce words, breaking them into parts, when special attention was paid to practicing difficult elements and the word as a whole, this type of work assumes a higher stage of mastering pronunciation skills. The student must read the words together, observing the emphasis and spelling standards, clearly and correctly reproducing the sound composition of the word.

If it turns out that the student cannot reproduce the word while meeting all the necessary requirements, then you should return to the task where given word presented in dismembered form, or to syllabic exercises containing sound material, similar to the one that makes up the word that is critical for the student.

As a rule, the words proposed for reading are used later or in more complex conditions (in a phrase, phrase), or in tasks that require greater independence.

· Matching words.

Among the exercises that involve reading words, word matching exercises occupy a special place. Their goal is to differentiate sounds that are similar in articulation and are part of the compared words.

The teacher's task is to achieve clear reproduction of oppositional sounds in words. It should be remembered that all exercises on matching sounds in words (as well as in syllables) make sense only if the student can reproduce each of the paired sounds. If, for example, on at this stage training, the student has not yet learned to pronounce ts correctly and instead uses the sound s as a substitute, then, of course, an exercise to compare words like button - sausage, etc. is still pointless for this student.

• Adding syllables to a word.

Exercises are devoted to working on a word, the content of which is the restoration of the word by one or several syllables. The purpose of such exercises is to prepare students to independently reproduce the word. In this case, the child is in more difficult conditions compared to reading, but in easier conditions than when he has to independently pronounce this or that word. One syllable or several syllables serve as a support, a reminder of the image of the whole word, the part from which the whole must be reconstructed. For example: pupil (based on the picture showing a schoolgirl).

2. Types of work related to naming pictures, answering questions, etc.

All previously discussed types of work were related in one way or another to reading. Students reproduced both whole words and elements of words, based on their graphic image.

· Naming pictures.Illustrations serve as an incentive to pronounce the whole word. In some cases, questions like:Who is this? What is he doing?in others, pictures are offered without any speech accompaniment. Examples of exercises in connection with which children are asked to name silent pictures include tasks like “Name what is drawn”, “Tell what is drawn"and illustrations without questions or instructions.

· Answers on questions.It is extremely important that children be able to answer questions without relying on a letter or pictorial image. These conditions approach the situation of independent expression. Then, when working on a word, the answer to the question should be brief (preferably in one word). The pronunciation task is disguised by the wording of the answer, so in this case the degree of automation of a particular pronunciation skill is clearly demonstrated.

• Solving Mathematical Examples.

The use of this material has great importance for two reasons: a) it is often repeated in mathematics lessons; b) students find themselves forced to pronounce words without perceiving their letter representation.

When conducting exercises related to counting, solving examples, in pronunciation classes, the teacher should not forget that his main task is to achieve good pronunciation, therefore one should not be content with the correct answer only in essence - the correct numerical result, the correct sequence of listed numbers when counting etc. It is necessary to achieve the correct pronunciation of words.

· Selection of words for a given sound.

The task of consolidating the skills of pronunciation of words is also served by exercises consisting of selecting familiar words for a given sound. These exercises can be presented in two forms: selecting words according to the task“Name the words with the sound...” (“Name the words with the letter...”)and word selection when the first (last) letter or initial syllable is indicated. The first type of exercise involves reproducing words orally without any preparation. The position of sounds in a word can be different. When performing exercises of the second type, the student must choose a word in accordance with the position of the sound indicated in the text, write it, and then read it aloud.

3. Work on spelling. One of the tasks of teaching pronunciation to the hard of hearing is, as is known, to develop in them the skills to comply with the norms of Russian orthoepy in speech. It should be said that the assimilation of these norms is associated with certain difficulties. The fact is that in the conditions of the widespread use of, on the one hand, the dactyl form of speech, which is characteristic of the present time, and, on the other, concentrated classes on the development and use of residual hearing, the hearing impaired is under the influence of two factors: the auditory-visual perception of the teacher’s orthoepically correct speech and orthographic fingerprint pronunciation.

The fact that children have the opportunity to perceive the teacher’s speech auditorily and visually is of great importance for the practical acquisition of orthoepic pronunciation. The experience of learning in new conditions indicates that children much more easily than before overcome difficulties in reproducing familiar words with unstressed o as a, with deafening of voiced ones. The path of informal (not special) training in mastering orthoepic pronunciation is of great importance. In this regard special attention The teacher’s speech demands: it must be spelling correct.

Let's consider the type of work performed with the aim of forming spelling-correct reproduction of words.

· Reading words with spelling signs(superscript letters, dashes, brackets): _dog - dog; lion - lion; mug - mug, twelve, so(l)nce, hello.

In all cases of introducing a student to one or another orthoepic rule, the system of exercises is structured in such a way that first the child reads the material, relying on superscripts in the form of letters, then on superscripts in the form of dashes; after that he reads without relying on signs. The next stage is exercises in independent speech, the stimulus for which is a picture or a question.

· Arrangement of orthoepic signs by students based on listening comprehension of words.

In words written (on cards, in notebooks, on the board), the student puts superscript marks after the teacher gives an example of correct pronunciation. The student completes the task according to the instructions “Listen to me speaking, put a dash over the letter o” (in wordsquestion, word, answer, good) or " Listen to me speak, put emphasis and superscripts" Then the task is verified to be completed correctly.

· Independent placement of spelling signs in words followed by reading aloud.

5 block. WORK ON THE PHRASE

If a word is a linguistic unit that serves to express a separate concept, then a phrase is the largest independent unit of speech that performs the function of communication.

Working on a phrase is essentially working on intonation. The content of such work includes developing in students the skills of continuous pronunciation of words in syntagms and small phrases, dividing large phrases into syntagms using pauses, highlighting logical stress, maintaining the appropriate tempo for pronouncing phrases, and also, if possible (in the presence of significant remaining hearing), and changes in the fundamental tone of the voice in accordance with one or another intonation.

Each of these sections of work on a phrase requires special consideration. Before getting started, it should be noted that while working on a phrase, you can and should use the students’ residual hearing.

1. Consistency of pronunciation. Work on the continuous pronunciation of adjacent words in phrases, syntagmas and short phrases was discussed above, when describing the exercises offered to hearing-impaired schoolchildren in order to develop speech breathing.

In addition, we will focus on the formation of unity of pronunciation in the process of reading sentences with their gradual increase. These sentences, if necessary, can be divided into syntagms. An example would be the following task:

· boy_ put

Put_books

· books_in_bag

· put_books_in_bag

· The boy_put_books_in_the_bag.

The student reads the sentence sequentially in parts, gradually increasing the volume of material pronounced in one exhalation. The teacher should move from one stage to another only after the student has completed the next task. When completing the work, the student must pronounce the entire sentence together, clearly, correctly reproducing sounds and their combinations, verbal stress, and spelling rules.

1. Division of phrases with pauses. Correct division of speech using pauses is one of the essential factors contributing to the intelligibility of speech for the deaf. At the same time, the ability to divide speech into phrases with pauses, and phrases into syntagms helps the hearing impaired to understand the speech of others and readable text. At the same time, observations show that schoolchildren, having mastered relatively well the use of pauses to separate phrases from each other, make gross violations in the pause division of speech within a phrase. This applies to their speech and reading aloud. The most common is word-by-word pronunciation of phrases, in which pauses, usually associated with inhalation, are made after almost every word. One should not think that such division of the phrase can be attributed entirely to the inability of children to use air economically. It turns out that the same children, when given instructions, can sometimes pronounce quite a long series of syllables in one exhalation.

The tendency observed among schoolchildren to word-by-word division of phrases is often due to the word-by-word division of speech of teachers addressing children. The tendency to word-by-word division of a phrase may be, to a certain extent, a consequence of schoolchildren’s insufficient assimilation of the syntactic structure of speech and the grammatical connection of words in a sentence. When reading, word-by-word pronunciation of sentences is partly stimulated by the spacing that separates words in the text. To teach schoolchildren the correct division of phrases with breathing pauses, it is necessary to pay special attention to this.

The model that a teacher’s speech provides for a hearing-impaired person is of great importance. Imitating the teacher, the student strives to pronounce a short phrase in one exhalation, and a long one in parts. The fact that children throughout the entire school day have the opportunity to perceive the teacher’s speech auditorily-visually or only by ear creates favorable conditions to learn the correct pronunciation of phrases.

In order to teach children to correctly divide phrases into syntagms and pronounce words in syntagms together when reading in the text, special conventions are used. The boundaries between syntagmas, where a pause can or should be made, are indicated by a vertical line between the corresponding words, for example: After breakfast / the guys got dressed and went out into the yard.

Let us name some of the main types of work, in the process of which the ability to divide phrases into syntagms is formed.

· Conjugate speaking with the teacher.

· Repeating after the teacher (imitation based on auditory-visual or auditory perception).

· Arrangement of pauses in phrases and text by ear.

1. Logical stress. Mastering logical stress involves the ability to highlight it by increasing the volume of the pronunciation of the corresponding word. Teaching logical stress is aimed at imparting elementary expressiveness to the speech of the deaf and partly making it easier for them to master conscious reading, since, having learned to look for the stressed word in a sentence, they more easily grasp the meaning of what they are reading.

Work on logical stress is carried out in two ways. On the one hand, children, purely practically, following the teacher’s instructions, learn to pronounce certain phrases, memorized poems and prose texts with the correct logical emphasis. At the same time, they are guided by a ready-made sample. Mastering the ability to highlight a stressed word in a phrase is achieved in the same way as is used when working on word stress. In both cases huge role belongs to the residual hearing of hearing-impaired schoolchildren, with the help of which they easily perceive the increase in the volume of pronunciation of words that carry logical stress. In addition, students can perceive logical stress using tactile and vibration sensations.

The use of vision and tactile-vibrational sensations is the only, but still sufficient, opportunity for the perception of logical stress by schoolchildren who are almost completely deaf. On the other hand, schoolchildren learn to independently highlight logical stress in phrases, and above all in questions and answers. During exercises, it is useful to highlight stressed words not only with your voice, but also by underlining them in the text. For example: What is today weather? Today is cloudy.

A good technique for working on logical stressis to ask questions different words phrases followed by an answer. Words on which logical stress falls can be emphasized by the voice of the teacher in the question and by the student in the answer. You can also use written text. For example:

· A boy is reading an interesting book.

· Who read book? A boy is reading a book.

· What is he doing boy? The boy is reading.

· What is the boy reading? A boy is reading a book.

Students underline stressed words with the help of the teacher, and then independently.

Students may be asked to pose a question to the word on which the logical stress falls.

· Petya went to the store? Where did Petya go?

· Petya went to the store. Who went to the store?

It goes without saying that these work methods can be carried out on the basis of visual-auditory, visual-tactile-auditory perception of a phrase pronounced by the teacher orally or orally-dactylically.

A useful type of exercise is emphasizing logical stress in coherent prose texts, perceived by students auditory-visually and only by ear.

Finally, it is very useful to work on logical stress in connection with exercises in dialogical speech.

1. Rate of pronunciation. Everything that has been said about working on the tempo of pronunciation of a word applies entirely to the phrase. The proper pace of pronouncing a phrase is an important condition for the continuous pronunciation of adjacent words in the syntagm, the correct division of the phrase and the highlighting of logical stress in it.

The path to mastery remains the sameat a normal pacepronunciation of the phrase.

In the process of developing a normal speech rate in students, it is useful to alternate between deliberately slow, medium and faster rates of pronouncing the same phrase. A special and rather difficult task is to combine work on the tempo of pronunciation with maintaining the correct division of the phrase and logical stress. Imitation based on auditory perception is extremely important.

Annex 1.

Pronunciation test protocol

Last name: _____________ First name: __________________

Age: ______________ Year of study: __________

Hearing status: _______ Date of examination: _____________

1. General idea of ​​speech:

Intelligibility: intelligible, sufficiently intelligible, not intelligible enough, indistinct,__________________________________________

Pace: normal, slow, fast, ______________

Characteristics of the intonation side of speech:speech is intonated, intonationally colored, monotonous, _________

Features of word reproduction:

• unity: merging, unmerging (piece by piece, by syllable, by sound), _______________________________________________
• sound-syllable composition:complies, does not comply,
• word stress:complies, does not comply;

Features of phrase playback:

• unity: merging, unmerging (piecemeal, according to).
• Sound-syllable composition:complies, does not comply;

Gross defects:raising the voice, open nasality, s- figurative vowels, sonance, lateral articulations of whistling and hissing sounds, universal voicing, closed nasality, overtones, guttural R, __________________________________________

2. Speech breathing: normal – pronounces __ syllables on one exhale,exhalation is not long enough, speaks while inhaling, _____________________________________________________________

By strength - normal, quiet, very quiet, loud, loud,

By height – normal, low, increases when pronouncing sounds __,__ , persistent falsetto, ___________________________________

By timbre - normal, nasal, deaf, airy,_________________________________________________________

4. Playing sounds:

Sound	Characteristic playback Sound	Note

5. Reproduction of consonant clusters:

When naming independently
While reading	True, false (with pause, overtones, omissions, rearrangements)
By imitation	True, false (with pause, overtones, omissions, rearrangements)

6. Reproduction of word stress:

7. Compliance with orthoepy standards:

Independent naming	O = a
	E = u	Always complies, does not always comply, does not comply
	stun
	Wow = ava	Always complies, does not always comply, does not comply
	Tsya = tsa	Always complies, does not always comply, does not comply
	Unpronounceable consonants	Always complies, does not always comply, does not comply
Reading	O = a	Always complies, does not always comply, does not comply
	E = u	Always complies, does not always comply, does not comply
	stun	Always complies, does not always comply, does not comply, no voiced consonants
	Wow = ava	Always complies, does not always comply, does not comply
	Tsya = tsa	Always complies, does not always comply, does not comply
	Unpronounceable consonants	Always complies, does not always comply, does not comply
Imitation	O = a	Always complies, does not always comply, does not comply
	E = u	Always complies, does not always comply, does not comply
	stun	Always complies, does not always comply, does not comply, no voiced consonants
	Wow = ava	Always complies, does not always comply, does not comply
	Tsya = tsa	Always complies, does not always comply, does not comply
	Unpronounceable consonants	Always complies, does not always comply, does not comply

8. Character of word reproduction:

Pronounces together or not ( by parts, by syllables, by sounds);

complies or does not comply.

9. The nature of the phrase reproduction:

Pronounces together or not ( piecemeal, according to);

Pronounces at normal, slow, fast pace,

Sound composition at the level of pronunciation capabilities complies or does not comply.

1. Reproducing the intonation aspect of speech:

Logical stress	Independent speech
	Imitation
Intonation	Independent speech
	Imitation	Speech is intonated, intonation-colored, monotonous, _______________
Postures, facial expressions, natural gestures	Independent speech
	Imitation	Widely used, rarely used, not used

Appendix 2

BREATHING EXERCISES

Exercise 1. Stand up straight. Right hand place on the area of ​​diaphragm movement. Exhale and, when the desire to inhale appears, take a deep breath through your nose (make sure your mouth is closed) so that there is a pleasant, light feeling of inhalation, without tension. Exhale also through the nose. Then wait for a natural pause in the breathing cycle, inhale again and then exhale. The exercise must be done three times without a break, all the time with closed mouth.When performing this exercise, you need to carefully ensure that the diaphragm moves and the shoulders remain calm, although when inhaling deeply it will certainly move top part chest. But you should ensure that the diaphragm works mainly.

Exercise 2. Stand up straight. The hands lie on the lower ribs of the chest: the thumb is in front, four fingers are on the back. Exhale (in general, all breathing exercises should begin with exhalation). Then inhale through the nose, hold the chest in an expanded state for one second (inhalation state), then exhale. Repeat the exercise three times. During the exercise, do not bend forward, take a maximum breath.

Exercise 3. Stand up straight. After a preliminary exhalation, take a breath through the nose, monitor whether the diaphragm, lower ribs and abdominal muscles are working correctly. Shoulders should be calm. Before you start exhaling, make a short stop, which will become preparation for exhalation. The position of the mixed-diaphragmatic muscles when stopping before exhalation will be called the “breathing support.” Learning to maintain breathing support when exhaling is very important, since proper breathing support organizes the work of the vocal cords on a good air stream. After stopping, begin exhaling through the narrow hole formed by the lips. When exhaling, there should be a feeling as if the stream of air continues the air column coming from the diaphragm. Exhale easily, gradually and smoothly. Do the exercise three to four times. Make sure there is no tension in the upper chest and neck. Release the neck muscles by shaking your head to the right, left, in a circle, down. Do the same exercise while sitting.

Exercise 4. Inhale slowly through your nose and exhale slowly through the narrow hole formed by your lips onto a candle that is not far from you. Its flame should smoothly deviate along the flow of the air stream (away from you). Then we take a slow breath again and blow slowly onto the candle, which is further away than in the first case. Again, slowly inhale and exhale slowly onto the candle, which is already at a further distance. You feel that depending on the removal of the suppository, the abdominal muscles will experience increasing tension. Don't pull your head forward.

Exercise 5. Sit. Take a quick breath through your nose, then pause and quickly exhale onto a candle standing close to extinguish it. Move the candle away and, taking a quick breath, also extinguish the candle. Place the candle further away, take a breath and extinguish the candle again. The abdominal muscles work with good activity.

Exercise 6. Stand straight with your feet shoulder-width apart. Imagine that there is a lilac bush in front of you and you inhale its scent. The smell is wonderful and makes you want to inhale longer. After inhaling, pause briefly, and then slowly exhale through the nose, as if trying not to lose the pleasant smell of the flower. If you put your hand on your neck under your chin, you will feel the movement of the muscles that, when you inhale, lower your tongue and widen your pharynx.

Exercise 7. Perform the exercise while standing. Inhale slowly through your nose and simultaneously with a quick exhalation through your mouth, throw your body down. Rising slowly, take a slow breath. As you exhale, throw your body to the side. Do the exercise several times, changing the position of the body as you exhale - to the right, to the left, in front of you. Do not bend your knees.

Exercise 8. To accustom ourselves to control the relationship between voluntary inhalation and exhalation, let’s subordinate them to counting. Let us determine the duration of inhalation on the count of “three”, and the duration of exhalation on the count of “six”. To record the state of the muscles after inhalation, at the moment of preparing them for exhalation, we give a short pause for the count of “one”. The entire exercise will proceed in the following sequence: inhale - three units, pause - one unit, exhale - six units. Keep counting to yourself. Inhale through your nose and exhale through your mouth, as if blowing air onto your palm placed in front of your mouth. The exercise is performed three to four times.

Exercise 9.Since the task of speech exhalation is to make maximum use of breathing in the formation of speech sounds, then in the exercises it is necessary to cultivate expedient exhalation, exhalation “without leakage”. This exercise is designed to train exhalation during the formation of one of the consonant sounds - the sound “F”, in the future you can do it on some other consonants with their correct installation. Stand up straight. Exhale, then inhale and start exhaling with the sound “F”. Make sure that your cheeks do not puff out: the exhaled stream exits only through the gap formed by the teeth and lower lip. Monitor your breathing support. Inhale through your nose; your lips should be closed when inhaling. Do the exercise three to four times in a row, making sure that the exhalation lasts for at least eight to nine count units.

Exercise 10.The starting position is the same as in the previous exercise, but the exhalation is designed for a duration of twelve units, and these twelve units are evenly distributed between four sounds: “F”, “S”, “W”, “X” - falls on each sound three units of account. The exercise is also done three to four times. Monitor your breathing support.

1. Stand in front of a mirror. Exhale, then inhale and say each sound until you have enough breath. So, take a breath and begin:

iiiiiiiii

uhhhhhhhh

aaaaaaaaaa

ohhhhhhhhhhhhhhhhhhhhh

uuuuuuuuuuu

This sequence is not random; you start with the highest frequency sound - “i”. If you place your palm on your head, you will feel a slight vibration of the skin. This is evidence of more intense blood circulation. Pronouncing the sound "e" activates the neck and throat area, you can feel this by placing your hands on your neck. Pronouncing the sound “a” has a beneficial effect on the chest area. When pronouncing the sound “o”, the blood supply to the heart increases, and exercise with the sound “u” has a positive effect on the lower abdomen. Say all the sounds slowly one after the other three times. If you want the timbre of your voice to be lower, and your voice to be deeper and more expressive, then pronounce the sound “u” repeatedly throughout the day.

2. Now you need to activate the chest and abdomen area, and to do this you need to pronounce the sound “m” with your mouth closed. Do exercises on the sound “m” three times. Once very quietly, the second time - louder and the third time - as loud as possible so that the vocal cords tense. When you place your palm on your stomach, you will feel a strong vibration.

Particular attention should be paid to the sound "r", as it helps improve pronunciation and gives strength and energy to the voice. In order to relax your tongue, do some preliminary preparation: raise the tip of your tongue to the roof of your mouth behind your front upper teeth and “grow” like a tractor. So, exhale, then inhale and start “growling”: “rrrr”. After this, say the following words expressively and emotionally with an emphatically rolling “r”:

role steering wheel ring ruble rhythm rice carpet cook fence cheese goods grass wing lilac frost, etc.

3. “Tarzan Exercise”, in addition to a way to develop the voice, is a preventive remedy against colds andmyocardial infarction. Stand up straight, exhale, then take a deep breath.Make fists with your hands. Make loud “eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeees” sounds and simultaneously pound your chest with your fists, just like Tarzan did in the famous movie.

Now do the same exercise with sounds:

uhhhhhhhh

aaaaaaaaaa

ohhhhhhhhhhhhhhhhhhhhh

uuuuuuuuuuu

At the end of the exercise, you will notice how your bronchi are cleared of mucus, how your breathing becomes free, how you are charged with energy. Clear your throat thoroughly and get rid of everything unnecessary! This exercise should be performed only in the morning, as it has a stimulating and activating effect.

4. Indian yogis are known for their deep, beautiful voice, which is achieved with the help of this simple exercise.

Stand up straight and place your feet shoulder-width apart, take several calm breaths in and out, then draw air into your stomach and make one sharp exhalation, accompanied by the sound “Ha-a.” The exhalation should be complete, and the sound should be as loud as possible (echo in neighboring houses). In this case, you can slightly bend your body forward.

As a result of such training and performing the described exercises, not only your voice, but also your thoughts become calmer and deeper. The deeper and lower the voice, the deeper it settles in the consciousness, the more impression the spoken words make, and thanks to this you begin to speak not just differently, but much better. Due to this, everything that worries and worries you recedes and then disappears altogether. So never stop working on your voice and then you will never stop working on your personality.

Since speech sounds are formed during exhalation, its organization is most important for voice production. There should be no excess air in the lungs, which then tends to escape, causing excessive strain on the vocal cords, and there should not be a deficiency of air, as this can cause adverse effects in the lungs. Learning to correctly use exhaled air is one of the most difficult tasks.

Exercise 1.Inhale for the count of 1, 2, 3, 4, for 5, 6 - hold your breath, for the count of 7, 8, 9, 10, 11, 12, 13, 14, 15 - exhale.

Exercise 2.Repeat exercise 1, but as you exhale, count out loud: 7, 8...15.

Exercise 3.Take a short breath, hold your breath a little, and as you exhale, start counting: 1, 2, 3, 4, etc. Do not speed up the counting rate, do not take in air.

Exercise 4.Say the counting tongue twister by inhaling in the place indicated *, and continue on the exhale as long as there is enough air: “Like on a hill, on a hillock there are thirty-three Egorkas*: one - Egorka, two - Egorka, three - Egorka and so on.” .

Exercise 5.Say each stanza of the poem “The House That Jack Built” below, translated by S.Ya. Marshak, on one exhalation, without drawing in air. Pay attention to the position of the body: be sure to stand, back straight, arms along the sides or behind the back, head not lowered or raised up.

This is the house that Jack built.

And this is wheat, Which is stored in a dark barn In the house that Jack built.

And this is a cheerful tit bird, Which often steals wheat, Which is stored in a dark barn In the house that Jack built.

Here is a cat that scares and catches a tit, Which often steals wheat, Which is stored in a dark barn In the house that Jack built.

Here is a dog without a tail, Which tugs a cat by the collar, Which scares and catches a tit, Which often steals wheat, Which is stored in a dark barn In the house that Jack built.

And this is a hornless cow, Who gored an old dog without a tail, Who rips a cat by the collar, Who scares and catches a tit, Who often steals wheat, Which is stored in a dark barn In the house that Jack built.

And this is an old gray-haired and stern woman, Who milks a hornless cow, Who butted an old dog without a tail, Who rips a cat by the collar, Who scares and catches a tit, Who often steals wheat, Which is stored in a dark barn In the house that Jack built.

And this is a lazy and fat shepherd, Who scolds a strict cowshed, Who milks a hornless cow, Who butted an old dog without a tail, Who rips a cat by the collar, Who scares and catches a tit, Who often steals wheat, Which is stored in a dark barn In a house that Jack built it.

Here are two roosters, Who wake up that shepherd, Who scolds the strict cowshed, Who milks the hornless cow, Who butted the old dog without a tail, Who rips the cat by the scruff of the neck, Who scares and catches the tit, Who often steals wheat, Which is stored in a dark barn In the house , which Jack built.

Exercise 6.This is an exercise to train the diaphragm. Say the text below without closing your mouth. You can imagine that you have a filling and you cannot close your mouth:

Without eating for two hours? Terrible!
I didn't have breakfast in vain.
I want to eat more than ever!..
Wait two hours? Nonsense!
There is character, there is will,
If I can’t, I won’t eat!

Exercise 7.Imagine that your chest and lungs are an accordion. Play it: when the syllable is stressed, the arms, bent at the elbows, bounce off the sides:

Wow, oh wow!
We put on sweaters
Hands joyfully on your sides,
Yes, “hopaka” with the guys!
Whoops! Whoops! Gop-la-la!
Let's dance and make our hearts merry!

Exercise 8.Conduct competition games:

a) “Who takes longer?”:

- will buzz like a bee (w-w-w-w-w);

- will ring like a mosquito (z-z-z-z-z);

b) “Who is bigger?”:

- release air from a punctured tire (sssssss);
- blows out the candles on the birthday cake (f-f-f-f-f).

Exercise 1
I.p. standing, feet shoulder-width apart, hands clasped above your head. Inhale through your nose, bending back slightly. Leaning forward, exhale slowly. At the same time, pronounce a new vowel each time: “a”, “o”, “u”, “s”, “e”.

• “A____” - hands up.
• “O___” - hands in a ring in front of you.
• “U___” - hands like a megaphone.
• “Y___” - hands in an oval in front.
• “E___” - hands in an oval behind.

Exercise 2
I.p. standing, place your hands on your chest. Leaning forward, as you exhale, pronounce several vowel sounds, bringing the duration of the exhalation to 7-10 seconds.

• A___ o___
• A___o___y___
• A___o___y___y___
• A___o___u___y___e___

Exercise 3.
As you exhale, chant words, proverbs, sayings that are rich in vowel sounds that require a wide opening of the mouth.

* * *
We'll go to the forest
Children raise their arms to the sides and up.
Let’s call the children: “Ay! Ay!
They make their hands into a megaphone.
I took the bow and shouted: “Eh!
Now I’ll surprise everyone!”
I pulled my bow tighter,
Yes, the arrow suddenly got stuck!
And everyone around said:
“E___e___e___e.”

Exercise 4.
While standing or sitting, take a short breath through your nose. Exhaling, with your mouth closed, without tension, pronounce “m” or “n” with a questioning intonation, while achieving a feeling of light vibration in the area of ​​the nose and upper lip.

Exercise 5.
Take a deep breath. On one exhalation, pronounce first briefly and then protractedly one of the open syllables: “Mo-moo, mu-muu.”

Early in the morning
Shepherd boy: “Turu-ru-ru!”
And the cows follow him:
They hummed: “Moo-muuu.”

They make their hands into a megaphone.

Exercise 6.
Take a deep breath. While exhaling, slowly pronounce one of the following words: “Bimm, bomm, bonn, donn.” Pronounce the last vowel slowly, trying to feel the vibration in the nose and upper lip.

* * *
Ding - dong! Ding - dong!
Pronounced while standing.
There's an elephant walking in the alley
They walk in place, hands on their belts.
Old, gray, sleepy elephant -
Ding-dong! Ding - dong!
I. Tokmakova
* * *
One day the mice came out
See what time it is:
One, two, three, four...
The mice pulled the weights.
Suddenly a terrible ringing sound was heard:
Bomm, bomm, bomm -
The mice ran away.
S. Marshak

Exercise 7.
Take a deep breath. Exhaling, slowly pronounce a syllable consisting of combinations of the consonants “m” and “n” with various vowels: “Momm, mamm, mumm,” etc.
Development of duration and stability of the sound of the fundamental tone of the voice

Exercise 8.
Smoothly join your hands in a rounded manner in front of you (or above your head) and say protractedly: “O___.” Sharply lower your joined hands down and say briefly: “O”

Exercise 9.
Smoothly spread your arms to the sides and say protractedly: “A_____.” Then join your straight arms in front of your chest and say: “U_____.” Sharply spread your hands and briefly say: “A”, connect - “U”.

Exercise 10.
Standing, spread your arms to the sides, swinging them (“the plane is flying”), say in a drawn-out manner: “B____.” Sharply lower your hands down, sit down and say briefly: “B” (“the plane has landed”).

Appendix 3

Approximate structure of an individual lesson on pronunciation development

1. Exercises for voice (tongue, lips)

Task:

• Preparation of the articulatory apparatus for the pronunciation of certain material.

Exercises for the lips, tongue and voice should be targeted, that is, use exercises that are directly related to the topic and purpose of the lesson. Exercises are selected individually for each student. Display in front of a mirror, drawings, signs with a graphic image of the tongue, lips, etc. can be used.

2. Development of auditory differentiation

Task:

• Developing the perception of a given sound by ear and determining the way to produce (correct) the sound: by imitation based on auditory-visual perception, based on auditory and tactile-vibrational perception, etc.

When developing auditory differentiations, you should use syllables and words with sounds that are indicated in the topic. The teacher, using the screen, pronounces syllables and words, the student points to the corresponding tablets. If the student does not distinguish sounds in syllables, along with production (correction), one should try to develop auditory differentiation.

3. Working with sound profiles

Task:

• Forming a visual representation of the position of the organs of the articulatory apparatus when pronouncing a given sound in order to help the student bring his articulatory organs to the appropriate position and obtain the desired sound when pronouncing.

When considering the profile, the student should pay attention to the position of the lips, tongue, soft palate, and vocal cords. Then viewing the profile is combined with the teacher showing the pronunciation of the sound. After such preliminary work, the teacher gets the student to bring his articulatory organs into the appropriate position, and then asks him to pronounce a sound, a syllable with a sound, etc.

4. Development of articulatory differentiations

Task:

• Automation of sound in speech.

The teacher must correctly choose the method of sound production (correction), select speech material, and prepare visual aids. When selecting speech material, it is necessary to rely on the didactic principle: transition from easy to difficult, i.e. from direct syllables (na, tha), reverse syllables (am, am) to a combination of consonant sounds (ska, skaetc.). When planning, the teacher must determine what types speech activity(imitation, reading, ordinary speech, answering questions, independent speech) will be used in the lesson and correctly plan their sequence. During the first lessons on a chosen sound, it is advisable to plan imitation and reading; Subsequently, as you master sound, you can use more complex types of speech activity: adding words, sentences, answering questions, composing sentences, etc.

5. Strengthening the pronunciation of sounds without relying on sound amplification equipment

Task:

• Mastering sound pronunciation without enhanced auditory self-control.

Without relying on auditory self-control, students again develop pronunciation defects. Therefore, it is necessary to consolidate the pronunciation of sound in syllables (words, phrases) without ACA, relying on the auditory and visual analyzers.

Thus, when planning an individual pronunciation lesson, the teacher must know well the state of the student’s pronunciation side of speech, his individual characteristics, master the techniques of staging and sound correction, and be able to correctly plan an individual lesson.

Bibliography

1. Andreeva E.I. Psychological foundations of teaching pronunciation. – L.: LGPI A.I. Herzen, 1977.
2. Belova N.I. On the issue of pronunciation of deaf preschoolers // Activation
cognitive activity of deaf and hard of hearing students: collection. scientific works / Answer. ed. E. I. Andreeva. – L.: LGPI A.I. Herzen, 1973.
3. Beltyukov V.I. Disadvantages of word pronunciation and their elimination in deaf-mute and hard-of-hearing students. – M., 1956.
4. Boskis R. M. Deaf and hard of hearing children. – M.: APN RSFSR, 1963.
5. Volkova K. A. Methods of teaching deaf pronunciation. – M.: Education, 2008
6. Leongard E.I., Samsonova E.G., Ivanova E.A. I don’t want to be silent. – M.: Education, 1990.
7. Guidelines to identify and correct defects in sound pronunciation and associated writing disorders in hearing-impaired students of the 1st department. – L., 1984.
8. Programs for special (correctional) institutions of type II M.: Education, 2003.
9. Rau F. A., Rau F. F. Methods of teaching the deaf and dumb
10. Rau F. F., Slezina N. F. Methods of teaching pronunciation in a school for the deaf. – M.: Education, 1981.
11. Shmatko N. D. Acquisition of verbal stress by deaf preschoolers // Development of auditory perception and pronunciation training for children with hearing impairments / Ed. E. P. Kuzmicheva and N. F. Slezina. – M.: Education, 1986.

The main task of teaching pronunciation is the formation of phonetically intelligible, articulate, expressive oral speech of students.

Pronunciation skills are formed during the entire educational process, both when communicating with the teacher (educator) in class and outside of class hours, and in special classes: individual, musical and rhythmic, in classes in the auditorium. In the process of teaching pronunciation, an analytical-synthetic polysensory concentric teaching method is implemented. It is especially important when working on pronunciation to make extensive use of sound-amplifying equipment both in individual lessons and in all lessons in general education subjects and in extracurricular activities. Gradually, as the ability to perceive speech by ear develops, all students are transferred to working with individual hearing aids. When using them, the distance at which the student can perceive the speech of others and his own is taken into account (N.I. Shelgunova, 1995).

The teacher’s (educator’s) speech must be emotionally charged, expressive, and comply with all pronunciation standards.

Due to the peculiarities of speech development of students of the 1st and 2nd departments, pronunciation training for each of the categories of hearing impaired is carried out on speech material of varying degrees of complexity using different types of speech activity and using different types of work.

Teaching pronunciation to students with profound speech underdevelopment takes place on speech material that is familiar to them in meaning.

Working on a word in the 1st grade involves not only reproducing the word according to the teacher’s model and a graphic sign, but also depicting rhythms using drawings, diagrams, as well as selecting words for the corresponding rhythms, etc. These exercises prepare children for perception in the 2nd grade concepts syllable, stressed, unstressed .

Acquaintance with the rules of orthoepy occurs by imitating the teacher’s speech, followed by the correct pronunciation of the word using the superscript. The formation of the intonation side of speech begins with teaching students to highlight the rhythmic structure of a word or phrase, then with the reproduction of narrative and interrogative intonation.

A significant part of sounds and their combinations are acquired by students on the basis of auditory-visual and auditory imitation of the teacher’s speech. As a rule, sounds are well understood a, o, y, s, e, ja, jo, ja, jy, m, n, p. Sounds s, v, f, k, x, l, h, g, g, h require longer training.

Acquisition of sounds s, w, r, b, d, c requires special individual lessons. Before special work on these sounds begins, substitutions are allowed: shhh(labialized sound With), d-t, r- fricative sound R, l- semi-soft sound l, ts-s.

In the second half of the year, the articulation of sounds is refined h, w, r, b, d, t, sounds are differentiated s-sh, s-z, sh-f, ts-s, h-sch, b-p, d-t and correction of learned sounds.

In grades 2-3, the focus is on differentiating similar sounds, as well as working on the combination of consonants in words and phrases.

When correcting sound defects, auditory differentiation is used, aimed at distinguishing between correct and incorrect pronunciation of a sound, followed by independent pronunciation of a word (phrase). Correction of deficiencies in sound reproduction is carried out in individual lessons and constitutes their main content.

When teaching pronunciation, one should take into account the individual abilities of students to perceive the phonetic elements of speech without an apparatus. Forming the ability to pronounce words together on one exhalation, determine the number of syllables in a word, phrase, change the strength of the voice in connection with verbal stress, with narrative and interrogative intonation is a prerequisite for developing the expressiveness of oral speech.

In Grade 1, students first learn to pronounce series of syllables with different rhythmic contours (e.g. pa-pa-pa- pa, dad- pa-pa, pa-pa-pa-pa), then words, phrases and phrases consisting of 4-6 syllables; in the second half of the year the number of syllables increases to 7-8, pronounced by the student in one exhalation. In addition to conjugate and reflected pronunciation, students are also required to perform independent pronunciation.

Conjugate pronunciation contributes to the formation of speech breathing and the continuous pronunciation of words and phrases by students at an appropriate pace. With reflected pronunciation of words and phrases, they are reproduced after listening to the teacher’s speech.

In grade 2, children determine the number of syllables in a word, find stressed and unstressed syllables. In words and phrases consisting of a large number of syllables, they should be able to pause, highlighting syntagms in conjunction with the teacher, then by imitation and based on a graphic sign in the text. Based on the material of syllables, words, phrases, the ability to change the strength of the voice depending on the distance to the interlocutor is formed

Simultaneously with the work on the division of phrases, the ability to change the strength of the voice necessary to highlight logical stress is formed (first in conjunction with the teacher and by imitation), to observe narrative and interrogative intonations when reading a text, to reproduce imperative (imperative) and exclamatory intonations, to be able to independently use the rules of orthoepy in speech.

In the 3rd grade, working on the text of a story, students learn to spell it correctly, highlight words that carry the main semantic load in questions and answers by imitation and guided by the teacher’s instructions. When reading a text, all types of intonation are reinforced based on punctuation marks.

Students in grades 4-5 develop the ability to independently distribute breathing pauses, highlighting syntagmas when reading, when retelling a text, maintain mobility of stress in accordance with changes in the form of a word, detect errors in word stress (both in the pronunciation of their comrades and in their own) and correct their. In the future, students’ pronunciation skills are strengthened. They practice correct, expressive and natural reproduction of all speech material during educational and extracurricular activities.

An integral part educational process in a special school for hearing impaired children are musical and rhythmic classes . In the process of these classes, auditory perception of music and speech, skills of intelligible, emotional, intoned oral speech, rhythm and expressiveness of movements are improved. Musical and rhythmic classes are aimed at the formation of a harmonious personality of a hearing-impaired schoolchild and contribute to his aesthetic, physical, and moral development.

Teaching musical-rhythmic movements is aimed at developing the ability of students to perceive music: its character, the basic means of musical expressiveness (tempo, sound dynamics, timbre, pitch relationships) - and express its emotional content in movements. The exercises are of a general developmental nature and are aimed at strengthening, developing and correcting the entire motor system of the hearing impaired. Rhythmic gymnastics dance exercises are included.

It is important learning to listen to music, performing songs and playing the different instruments: children develop imagination, musical memory, and listening skills for music of various genres. Work continues to form ideas about the place of music in human life. The ability of a hearing-impaired person, which is formed during musical-rhythmic classes (along with classes in the auditorium, during extracurricular hours) perform various vocal exercises and songs(first approximately, and then more and more accurately intoning the melody being performed), play noise or other musical instruments It causes a high emotional uplift in students and has a beneficial effect on the formation of the child’s personality. Learning to intonate a melody and reproduce different notes during vocal exercises contributes to the development of a melodious, sonorous voice and the ability to modulate it, which has a positive effect on the pronunciation side of a hearing-impaired child’s oral speech.

During musical and rhythmic classes, the teacher works to form clear, expressive oral speech of students, its rhythmic and intonation structure throughout the entire lesson. At the same time, at each lesson, for 10-12 minutes, special exercises are conducted to develop students’ pronunciation skills using phonetic rhythms (depending on the state of pronunciation), promoting the formation of intelligible speech with a pronounced intonation and rhythmic side.

Questions and tasks for independent work

1. List the main tasks of developing auditory perception of speech in hearing-impaired students.

2. What determines the success of work on the development of auditory perception in a school for the hearing impaired?

3. What needs to be taken into account when organizing work on developing listening comprehension?

4. What technical means and didactic material are necessary for work on the development of auditory perception of speech?

5. What is included in the content of work on developing listening comprehension?

6. What is the analytical-synthetic method?

7. Follow the changes in the content of pronunciation training in different years of study. What knowledge, abilities, skills are developed in the process of learning pronunciation?

Literature

1. Bagrova I.G. Teaching hearing-impaired students listening comprehension: A manual for teachers. M., 1990.

2. Zikeev A.G. Speech development of hearing-impaired students. M., 1976.

3. A book for teachers of schools for the hearing impaired. Teaching the Russian language, reading, pronunciation / Ed. K.G. Korovina. M., 1995. Part 1.

4. Nazarova L.P. Methods for the development of auditory perception in children with hearing impairment: Textbook. manual for students of higher pedagogical educational institutions/ Ed. IN AND. Seliverstova. M.> 2001.

5. Development of auditory perception and teaching pronunciation to children with hearing impairments: From work experience / Ed.-comp. E.P. Kuzmicheva, N.F. Tear. M., 1986.

Formation sound side speech of students in correctional schools of type V is one of the main sections of special education, the ultimate goal of which is the development of intelligible, expressive oral speech and full readiness to master written speech.

In the training system, the section “Formation of pronunciation” is very important, because it creates a basis for communication practice and is propaedeutic in relation to writing and reading disorders. It is necessary to specially create conditions for speech practice in order to help students establish structural-systemic relationships between changes in sound and the lexical meaning of a word, between changes in grammatical form and graphic signs, etc.

The “Pronunciation” section is cross-cutting and involves focusing on the level of development of the sound side of speech and phonemic perception achieved at the previous stage of education (in the 1st grade of a correctional school or other institutions providing speech therapy assistance).

In the process of pronunciation formation, the following didactic principles are taken into account:

1) teaching the normative pronunciation of all sounds of the Russian language based on taking into account the speech development of students, typical and individual characteristics of the speech of children with various forms of speech disorders;

2) implementation of the tasks of developing verbal communication and active speech practice in students based on establishing the relationship between phonetic, lexical and grammatical components of the language;

3) creating an optimal relationship between conscious speech acquisition and the degree of automation of speech activity;

4) teaching the Russian language based on the formation of practical linguistic generalizations;

5) stages and concentricity in the presentation of educational material.

In accordance with the listed principles, classes are conducted in accordance with the requirements of the program at the rate of 1 class hour per week. Work on pronunciation is connected with other sections of the Russian language program: speech development and literacy training (correctional linguistic course).

A certain sequence of assimilation of phonemes, different from that adopted in a secondary school, allows for their automation and differentiation according to various acoustic-articulatory characteristics, the formation of phonemic representations, skills of phonemic analysis and assimilation of syllabic structure. The typical difficulties in the sound design of speech when it is underdeveloped are taken into account (a long period of sound automation, mixing and replacement of phonemes, disturbances in the sound-syllable structure, etc.).

Further improvement of the sound aspect of speech, its automation and expressiveness, if necessary, is carried out in individual speech therapy sessions.

2. Organization and content of work on the formation of pronunciation

The goal of forming the sound side of speech is to fully assimilate the sound composition of speech and develop its normal tempo and smoothness. The most effective form of organizing work on pronunciation development is a combination of frontal classes (pronunciation lessons) and individual speech therapy classes.

Individual watches are intended primarily for correcting the pronunciation of sounds and a set of exercises related to it. Their essential feature in the lower grades is the preliminary practice of sounds before studying them in class during pronunciation lessons. This combination of individual and frontal work ensures the progressive development of students. In individual lessons, processes are formed that are in their infancy and require a strictly individual approach. Pronunciation lessons (taking into account, of course, an individual approach) should ensure teamwork in work, create conditions for learning at the same pace and achieving a certain level in mastering sound pronunciation skills.

When planning frontal work, the teacher-speech therapist should focus on the features of the sound side of students’ speech, characteristic of OHP (I, II and III levels of speech development). Specific features of articulation and reproduction of sounds, caused by various forms of speech pathology, are eliminated in individual lessons. This takes into account the complex and heterogeneous composition of students. Along with children who studied in specialized preschool educational institutions or speech groups at mass preschool educational institutions, and students transferring from a class, underachieving students from a general education school are enrolled in the class. Their speech is characterized by general slurredness, unclearness and, as a rule, phonemic underdevelopment.

During the examination, it is necessary to identify the state of pronunciation and discrimination of sounds, reproduction of words of various syllabic structures and sentences, tempo and fluency of speech, as well as phonemic perception, reading and writing. On this basis, individual plans are drawn up, on the basis of which it is planned to overcome the individual speech difficulties of students.

Main directions speech therapy work in individual lessons:

1) development of movements of the articulatory apparatus necessary for the correct and clear pronunciation of sounds. For children with severe motor impairments of the articulatory apparatus, special exercises are carried out (during the year);

2) automation of skills of correct pronunciation of corrected sounds and their differentiation;

3) developing the skills of correct pronunciation of sounds among newly admitted students in accordance with individual plans;

4) overcoming difficulties associated with the pronunciation of words of complex syllabic composition (with a combination of 2-3 consonants, four- and five-syllable words, etc.) and sentences;

5) overcoming individual difficulties associated with analyzing the sound composition of a word;

6) elimination of individual deviations in writing and reading among newly admitted students with particularly complex speech impairments (this problem is solved with special techniques, the consideration of which is not included in this manual).

Consolidating the pronunciation and distinction of vowels (A, U, O, Y, I, E), as well as hard and soft consonants;

Formation of skills in differentiating the sounds SH-Zh-S-3, Shch-Ch-T", Ts-Shch-Ch, Shch-Ch-S"-S-Ts, R-R"-L-L". The content of frontal classes includes:

1) correct, clear pronunciation of vowels and consonants in words of varying complexity; clarification of the pronunciation of soft sounds;

2) repetition of deaf and voiced sounds, differentiation of hard and soft sounds, deaf and voiced;

3) the ability to distinguish by ear and isolate soft and hard sounds, dull and voiced, from words of any complexity;

4) repetition of hissing sounds and affricates, ] in confluence conditions;

5) differentiation S-C, T-T, CH-TH, CH-S, SH-S, Sh-Shch, Shch-Ch (in connection with consolidating the skill of writing words with combinations ZHI, SHI, CHA, SCHA, CHU, SCHU).

The work of developing words pronunciation skills becomes more difficult. There is a requirement for a clear pronunciation of polysyllabic words consisting of correctly pronounced sounds, combined with the correct stress:

a) three to four syllables of open and closed syllables (constant; Monday; triangular);

b) with a combination of 2-3 consonants in the word;

c) continuous pronunciation of prepositions with nouns and adjectives (in a nest; under a roof; in a dense forest).

Work on the correct construction of sentences is carried out taking into account the speech development program. Attention is paid to the ability to clearly pronounce the endings of words in connection with changes in their forms (in accordance with the requirements of the speech development program).

Automation of pronunciation skills is impossible outside of coherent speech. Students systematically practice composing and clearly pronouncing simple common sentences from words of specified complexity, observing the correct intonation and stress.

The development of auditory memory includes:

The ability to repeat in a given sequence a syllable series consisting of 3-4 combinations;

Ability to remember 4-6 words in a given sequence;

Learning by heart tongue twisters, proverbs, sayings, poems and texts (up to 10 sentences).

Work on the fluency, pace and expressiveness of speech is carried out using the material of short stories and poems given in the textbook. Vocabulary material, sentences and texts are correlated with programs for spelling, speech development, mathematics and other academic subjects. In some exercises, the selection of language material exceeds the level of students’ understanding of them lexical meaning in active speech. This was done intentionally, because... pronunciation and articulation prepares their perception, trains auditory memory, and creates familiar sound images. The assimilation of phonetic information at this level is enhanced by visual reception, because Students can already read a word, phrase, text.

A connection is made between two receptive types of speech activity - listening and reading with articulation. At the same time, the advanced assimilation of the phonetic framework of words that have not yet been semantized should be approached with caution.

At the final stage, pronunciation skills in independent coherent speech are improved. By this time, students, under the influence of special training and increased speech practice, have already developed mechanisms for the perception of phonemes (phonemic identification of audible speech) and the correct articulation of sounds. The automation of these skills in coherent speech remains relevant, and the process of automation of skills follows the path of reducing the participation of consciousness in pronunciation.

At this stage of training, the requirements for the rhythmic and intonation organization of speech increase significantly. Intonation, being a sound means of language, has the property of changing the meaning of a sentence; it is used multifunctionally for various types of sentences, to connect syntagmas, as well as to convey attitudes and emotional state speaker, etc.

To improve students' speech culture, during the learning process, means of intonation are formed: raising or lowering the voice, changing the tempo, increasing or decreasing the volume. For this purpose, more complex speech material is used (in close connection with the speech development program). To cultivate intonational diversity of speech, it is necessary to combine the actual intonation means with a variety of lexical and syntactic formatting of statements.

Mastering the skills of correct pronunciation is a necessary condition development of skills and abilities in all types of speech activity. Students' pronunciation skills can be: a) articulatory; b) prosodic (skills of correct verbal stress); c) intonation. The formation of these three subtypes of pronunciation skills in their interrelation is the main task pronunciation training. Other task- the formation of auditory images of Russian sounds and whole words and, on their basis, the skills of recognizing words, phrases and whole statements. The third task is the formation of control skills (over other people’s pronunciation) and self-control. The fourth task is to master the rules of transition from the graphic image of a word to its pronunciation, i.e. Already when teaching phonetics, reading and writing techniques must also be taught.

In the practice of teaching RL, the need for so-called accent-free pronunciation extremely rarely arises, so we only strive to ensure a certain approximation of students’ pronunciation to the speech of native speakers, allowing for the possibility of an accent in speech, but not disrupting the communication process. However, there are some General requirements which must be observed.

Thus, the requirements of the phonetic (phonological) system of the Russian language must be observed. In other words, the student must be able to distinguish meaningful units - phonemes, both in his pronunciation and by ear, that is, observe the sound oppositions characteristic of Russian phonetics and “hear” them in the process of perceiving someone else’s speech. For example, in Russian there are contrasts between consonant sounds in terms of softness-hardness and sonority-dullness. Both of these oppositions are alien, for example, to the phonetics of the German language; and if a German does not master them from the very beginning, it will be extremely difficult for him to understand Russian speech, and his own pronunciation will be incomprehensible to native speakers ( fence-constipation).

But in practice, observing such oppositions is not enough. It is also necessary to adhere to the so-called phonetic norm, that is, the traditional implementation of phonetic oppositions for RL. For example, in the Russian phonetic system there is no opposition between nasal and non-nasal vowels. Therefore, it would seem that, speaking Russian, one can pronounce this or that vowel with a nasal connotation. But this is prohibited by the phonetic norm of the Russian language. So, foreigners must observe: a) the principle of meeting the needs of communication (i.e., so that deviations in pronunciation do not interfere with others’ perception and understanding of speech); b) the principle of representativeness in relation to the phonetic system of the Russian language (we must ensure the pronunciation of sounds in accordance with the laws of their real functioning and, in particular, in accordance with their systemic relationships).

Principles pronunciation teaching are generalizations of many years of practice:

• 1. 1. Reliance on the systemic properties of the sound structure of the Russian language. This means that we must work on Russian phonetic features, first of all, that are truly relevant for communication in accordance with their real functioning in Russian speech, and in a system (for example, [t] together with [d]). Students must strictly observe the sound contrasts inherent in the Russian phonetic system. So, from the very beginning, the student must learn the differences in palatality - non-palatality (hardness - softness) of consonants, characteristic of the Russian language system. This is the absolute minimum without which it is impossible to master the language even for the purpose of reading scientific and technical literature.
• 2. 2. Taking into account the peculiarities of the sound system native language students. Students imperceptibly transfer into Russian speech the typical pronunciation features of their native language, especially the features of its system and norms. This phonetic interference also extends to the so-called phonetic hearing: a native speaker of a particular language hears the sounds of a foreign language as if through the prism of the system of his native language - he will hear those phonetic differences and, in general, phonetic features that are in his native language, and - without special training - won't hear specific features foreign. Pronunciation teaching should be built taking into account the students’ native language, namely the composition of phonemes, the system of sound oppositions, the place and method of sound production, the nature of stress and intonation. For example, vowels of the Russian language must be distinguished by their rise (i/e; u/o). Such vowels do not differ in Arabic or Pashto. IN German, for example, are not contrasted in terms of deafness/voicedness with s/s.
• 3. 3. The combination of consciousness and imitation in teaching pronunciation (conscious-imitative way). Understanding what operations need to be performed by the speech organs. Reliance on auditory memory, imitation abilities. Pronunciation training is based on the conscious mastery of the articulation of Russian sounds, rhythmic patterns, and intonation systems. Students are given the task of understanding articulatory movements in unity with their sound correspondences, and understanding the difference in the pronunciation of sounds in their native and Russian languages. It is absolutely necessary that students be able to analyze their pronunciation of the sounds of their native and target language. Pronunciation of a foreign language sound should become a conscious operation. And then this operation should turn into an unconscious, automated skill. Awareness of articulatory movements is especially necessary when studying sounds that are absent in the students’ native language or that differ significantly in the nature of articulation. When studying similar articulations, it is possible to use imitation; it should be introduced after explaining the pronunciation of the sound. However, it is not recommended to base pronunciation training solely on imitation, because Skills developed in this way are fragile.
• 4. 4. Comprehensive work on sounds, stress and rhythm of words and intonation. It is necessary to comply with general didactic requirements of feasibility and accessibility. Gradual complication of the material. Simultaneous interconnected parallel training of various elements. The formulation of a word should be combined with work on sounds: in the process of incorporating the correct articulations of sounds into monosyllabic words, the smoothness of the junction of consonant sounds with vowels, the pronunciation of combinations of consonants, their deafening and voicing, and the switching of articulation from a hard consonant to a soft one (and vice versa) are worked out. From the moment the sounds being practiced are included in two-syllable words, work with rhythmic patterns begins, and in the following sequence: TATA, TATA, TATATA, TATATA, TATATA. At the same time, work is underway on qualitative and quantitative reduction in unstressed syllables. Next, one-syntagm sentences are given, then two-syntagm sentences, and at the same time - intonation structures.

There are two points of view on where to start and what to rely on first: pronunciation or auditory perception. According to one of them, it is necessary to first form an auditory image of a sound, and then, using it as a standard for self-control, gradually include a motor (motor) articulatory image.

But even if a student has formed the correct auditory image of a particular sound, he still has pronunciation habits (articulatory stereotypes). And if so, then attention training is necessary, teaching one to recognize and remember the auditory impression as the effect of certain, conscious and memorized pronunciation movements. This means that it is more effective to go from the motor image to the auditory one, i.e. you need to start with the muscular (articulatory) sense.

So, in order to achieve automation, we focus the student’s conscious attention on practicing first individual elements of articulation, and then the sound as a whole - separately and as part of a syllable. Further, by including the practiced sound in the word, we confront the student with the need to think not about pronouncing this sound, but about pronouncing the word as a whole. This is where articulatory operations begin to become skills themselves, leaving the sphere of consciousness. But the main stage is when we include such a word in a meaningful, communicative statement. Communicating with its help, the student is forced to focus on what What say - and the entire phonetic side of speech becomes unconscious for him. This is usually done within the framework of the so-called introductory phonetic course (IFC). VFC usually lasts 1-3 weeks, an intensive course - 1-1.5 weeks.

In addition to the WFC, there is the so-called accompanying course phonetics. Phonetics here is subordinate to grammar and vocabulary. This course continues until the end of the preparatory faculty. This is a fixed part of a regular RY practice lesson, taking from 5 to 15 minutes. Its necessity is caused by the fact that 1) VFC does not cover all existing features of the RN; 2) VFC does not provide complete automation of pronunciation skills; 3) it provides so-called phonetic support (after all, not all phenomena studied in VFC will be constantly encountered in the future); 4) there is a need to comment on the pronunciation features of the language material studied in the main course. In the practice of teaching pronunciation, there is the concept of “phonetic exercise”: this is a part of the lesson, usually at the beginning, specially allocated for consolidating and training pronunciation features. It involves conversation on topics that students can talk about freely. There is another type of phonetic course - corrective, or corrective, which comes at an advanced stage. It is usually associated with reliance on the features of the native language. Here we are removing the emphasis, although this is almost impossible.

Section II. The influence of hearing loss on the mental development of children of early and preschool age Chapter 1. Hearing and its importance for the mental development of a child § 1. Sounds of the surrounding world

§ 2. The role of auditory perception in knowledge of the surrounding world

§ 3. Development of auditory perception of speech in ontogenesis

Chapter 2. Classifications of hearing impairment in children § 1. Causes of hearing impairment

§ 2. Classifications of hearing impairment

Chapter 3. Features of the mental development of children of early and preschool age with hearing impairments

§ 1. Infancy and early age

§ 2. Preschool age

Chapter 4. Psychological, medical and pedagogical examination of children § 1. Principles of psychological, medical and pedagogical examination

§ 2. Contents of the psychological and pedagogical examination

Section III. Forms of correctional and pedagogical assistance to children of early and preschool age with hearing impairments Chapter 1. Raising children with hearing impairments in the family § 1. From the history of the issue

§ 2. Early age

§ 3. Preschool age

Chapter 2. Preschool institutions for children with hearing impairments § 1. Educational preschool institutions

§ 2. Formation of groups in preschool institutions

Chapter 3. Possibilities for integrating preschoolers with hearing impairments into general developmental kindergartens § 1. Goals and objectives of integrated education

§ 2. Conditions and forms of integration

Section IV. Organization of education and training in preschool institutions for children with hearing impairments Chapter 1. Objectives, principles and methods of education and training § 1. Objectives of preschool education

§ 2. Principles of education and training

§ 3. Methods of education and training

Chapter 2. Forms of organization of education and training

§ 1. Organization of children’s lives and activities

§ 2. Classes as a form of education and training

Chapter 3. Interrelation in the work of the teaching staff § 1. Personality of the teacher of the deaf and characteristics of his activities

§ 2. Interaction in the work of the teaching staff

Chapter 4. Psychological and pedagogical study of children in a preschool institution § 1. Organization of psychological and pedagogical study

§ 2. Contents of the psychological and pedagogical examination

Section V. Correctional pedagogical work in preschool institutions for children with hearing impairments Chapter 1. Physical education § 1. The importance of physical education for preschoolers

§ 2. Objectives of physical education

§ 3. Forms and means of physical education

§ 4. Contents and methods of physical education

Chapter 2. Formation of children's activities § 1. Teaching play activities

§ 2. Teaching visual activities

§ 3. Formation of elementary labor activity

Chapter 3. Speech development of preschool children with hearing impairments § 1. Theoretical foundations for the development of speech of children with hearing impairments

§ 2. Conditions for the development of speech

§ 3. Main directions of work on speech development

Chapter 4. Teaching pronunciation to deaf and hard of hearing children § 1. The importance of mastering oral speech

§ 2. Objectives, organization and content of work on teaching pronunciation

Chapter 5. Development of auditory perception § 1. The importance of the development of auditory perception

§ 2. Objectives and organization of work with children

§ 3. Contents and methods of development of auditory perception

§ 2. Objectives and organization of work with children

§ 3. Contents and methods of correctional pedagogical work

Chapter 7. Preparing children with hearing impairments for school § 1. The concept of “readiness for school”

§ 2. Contents of preparing children for school

Section VI. Development of children in the process of upbringing and training Chapter 1. Mental development § 1. Tasks and content of mental development

§ 2. Development of cognitive processes and methods of mental activity

§ 3. Formation of knowledge and ideas about the surrounding reality

Chapter 2. Social and personal development § 1. Objectives and content of social and personal development

§ 2. Formation of interaction between an adult and a child

§ 3. Development of a child’s communication with peers

§ 4. Formation of the child’s attitude towards himself

Chapter 3. Aesthetic development § 1. Objectives and conditions of aesthetic development

§ 2. Organization and content of aesthetic development

Section VII. Cooperation of preschool institutions, family and public Chapter 1. Relationship between kindergarten and parents § 1. Objectives of working with parents

§ 2. Forms of work with parents

Chapter 2. Social protection of persons with hearing impairments § 1. Forms of social protection

§ 2. Activities of public organizations

§ 2. Objectives, organization and content of work on teaching pronunciation

The main task of teaching pronunciation to children of early and preschool age is to create in them the need for oral communication, the formation of intelligible oral speech that is as close as possible to natural speech. This task is implemented in the process of all correctional and educational work. For the correct organization of work on teaching pronunciation, certain conditions must be provided, the most important of which include the creation of an auditory-speech environment that involves oral communication between teachers and parents with children, maintaining the desire of children to communicate using oral speech and other verbal means (signs, dactylology) .

The formation of the pronunciation of deaf and hard of hearing children is associated with the widespread use of sound-amplifying equipment and the development of auditory-visual and auditory perception as the basis for the most complete perception of speech. When using sound-amplifying equipment, it is possible to spontaneously develop some pronunciation skills in deaf and especially hard-of-hearing preschoolers in the process of imitating the teacher’s speech, based on developing auditory-visual perception. The training uses stationary sound amplification equipment and individual hearing aids, the effectiveness of which is determined by the correctness of the selected amplification mode.

Success in developing pronunciation is also related to the quality of speech of adults, since their speech is a role model for the child. Speech communication with children it should be carried out in a voice of normal volume, without exaggeration, at a normal pace, in compliance with logical and verbal stress and orthoepy norms.

A number of studies have shown that the constant development and use of auditory perception in the process of all correctional and educational work makes it possible to develop some pronunciation skills in deaf and hard of hearing preschoolers by imitating the speech of teachers (E. I. Leongard, N. D. Shmatko and T. V. Pelymskaya). In this regard, there are two ways to master the pronunciation of preschoolers with hearing impairments.

The first way is informal, which involves mastering pronunciation without special training, based on imitation of the teacher’s speech with the constant use of sound-amplifying equipment in the process of auditory-visual perception of speech, as well as in the course of perceiving a limited part of speech material only by ear. Depending on the initial state of hearing and the individual characteristics of the child, children can learn the rhythmic-syllable structure of words, perceive word stress, and learn the pronunciation of a number of sounds, primarily vowels and some consonants.

The second way is systematic targeted teaching of pronunciation, the main forms of which are special frontal and individual classes, speech exercises. In frontal and individual lessons, time for work on developing auditory perception and teaching pronunciation is divided in half.

The goal of individual lessons is to develop primary sound pronunciation skills or correct them, eliminate voice defects, speech breathing, and word reproduction disorders. Individual lessons for pre-preschool children are conducted daily. In kindergarten groups, depending on the size of the group - every day (if the group size is six children) or 3-4 times a week (if the group size is eight or more children) for 20 minutes. In individual lessons, work is carried out on aspects of pronunciation that are poorly absorbed by children without special training. In addition, during these classes, work is carried out to correct or automate those sounds that appeared spontaneously in the child’s speech. Individual lessons provide opportunities to approach each child in the group, taking into account the state of hearing, initial speech data, and characteristics of intellectual and emotional development. The content of individual lessons with a child is determined by the pronunciation characteristics of each child and program requirements. These features are identified using specially selected speech material during an examination of the state of various aspects of oral speech: speech breathing, voice, sounds.

To carry out consistent correction work in individual lessons, a variety of methodological techniques must be used that allow the material to be worked out in different types of speech activity: in the form of one’s own speaking, at the level of auditory-visual and auditory perception, reading and writing. Taking into account the characteristics of preschool age, it is advisable to include the material being worked on in the content didactic games, its connection with drawing, design and other types of children's activities.

The main task of frontal classes is to consolidate pronunciation skills developed in individual classes. The material of frontal lessons should be accessible to all children, both in terms of lexical composition and the possibilities of its pronunciation. In frontal classes, work can be done on such characteristics of pronunciation as tempo, unity, word stress, which can be corrected on an auditory-visual basis in the process of imitating the teacher’s speech. In order to work on the tempo-rhythmic side of speech, phonetic rhythm is widely used. For children in the nursery and younger groups, learning to imitate movements and combine movements with speech is of particular importance in the process of phonetic rhythm, which has long been difficult for children, given the level of their motor development. In frontal classes, work is carried out to automate or differentiate existing sounds, the material for which is words and phrases selected taking into account their need for communication.

One of the forms of organizing work on teaching pronunciation is speech exercises, the main objectives of which are to evoke sounds using phonetic rhythms, consolidate and automate acquired sound pronunciation skills based on syllables, words, phrases, sentences; work on the rhythmic and intonation side of speech; practicing in children's speech the skill of reproducing words and sentences that are most necessary and often used in speech; words with a complex structure that need systematic development. The main methodological method of work is phonetic rhythm, which is used to work on various aspects of pronunciation. Its use allows deaf and hard-of-hearing preschoolers to form the rhythmic-intonation and syllabic structure of words, which makes their oral speech more natural. The content of speech exercises has something in common with the work in individual lessons, since in some cases, in individual lessons, the skills of pronunciation of sounds that appeared during speech exercises are consolidated, and vice versa74, using the material of words and sentences, the automation of those sounds that were worked on in individual lessons occurs.

In addition to the above-mentioned forms of teaching pronunciation, work and control over pronunciation is carried out in frontal classes in other sections of work, in the free activity of children, in games, in the family. Teachers, music workers, and psychologists must be informed about the state of pronunciation of each child in the group, about the requirements that may be presented to the child’s oral speech in everyday life and various types of activities. Parents should be systematically consulted about the state of their children’s oral speech and ways to monitor it at home.

In teaching pronunciation to children with hearing impairments, an analytical-synthetic method is used, in which work is carried out on meaningful speech material. In accordance with the analytical-synthetic method of teaching pronunciation, children are initially offered whole units for auditory-visual perception - words, phrases, phrases. Their meaning is clarified, and then, in order to practice individual components, for example sounds, the necessary sound is isolated from the word, and work is carried out to correct it. It is included in a word or phrase that is used in a child's spoken language. The analytical-synthetic method was widely used in work on the pronunciation of deaf preschoolers by N. A. Pay (1947).

There are two stages in working on pronunciation, taking into account the patterns of mastering pronunciation by deaf and hard of hearing preschoolers and the work methods used.

The first stage is from the beginning of education to four to four and a half years. Its peculiarity is that as a method of forming pronunciation, imitation of the speech of an adult is used, perceived auditorily-visually and by ear, i.e. on a bisensory basis. The main tasks of this period are the formation of the need for oral communication; development of the ability to imitate spoken speech; encouragement to use oral speech in communication, despite its imperfections.

The basic unit of teaching pronunciation is the word. In the process of imitating the speech of an adult, children master the word as a syllabic-rhythmic structure, while mastering the pronunciation of certain sounds. The first period of pronunciation formation is a period of unregulated acquisition of sounds. Each child may develop different sounds during this period. Program requirements guide the teacher only on the number and nature of sounds that most children may develop. Taking into account the variety of pronunciation capabilities of deaf and especially hard-of-hearing children, at the first stage it is allowed to pronounce words in several forms: a) accurately, with the correct reproduction of the sound composition; b) approximately, with the replacement of missing sounds with other sounds that appeared in the child (car - “makkinya”, dog - “tabaka”); c) truncated, with the omission of some sounds (dog - “apaka”).

The main methodological techniques at the first stage of teaching pronunciation are reflected and conjugate speaking, phonetic rhythms, and special games. Initially

When working with children of pre-preschool age or junior preschoolers who are beginning their education, great importance is attached to teaching not only the imitation of speech, but also movements. It is known that articulatory motor skills are determined by the state of the child’s general motor skills. Therefore, children are first taught to imitate large and small movements: in imitation of the teacher, raise or lower their arms, clap their palms, stomp one or two feet, perform movements of the lips, tongue, etc. These exercises are included in play actions with dolls and other toys, which makes them performance for children more motivated. Particular importance at this stage is attached to the use of phonetic rhythms, during which children are offered to imitate different kinds movements, combined with the pronunciation of words, phrases, phrases, syllables, sounds perceived by children auditory-visually, with the obligatory use of sound-amplifying equipment. Phonetic rhythm contributes to the formation of the rhythmic-intonation side and syllabic structure of words in deaf and hard-of-hearing preschoolers, the development of breathing and voice, and makes children’s speech more emotional and natural. At the first stage, the emphasis is on working on the syllabic and rhythmic structure of the word, and work is also carried out on evoking and automating sounds.

The second stage begins at four to four and a half years.

On it, the sound composition of speech is clarified, and the formation of the rhythmic and intonation side continues. Teaching pronunciation is becoming more regulated. Work on teaching pronunciation during this period is carried out in accordance with the analytical-synthetic concentric polysensory method used in the system of teaching pronunciation to deaf schoolchildren.

The method is called multisensory due to the use of various analyzers, since the use of only auditory and visual analyzers is not enough to work on various aspects of pronunciation, primarily on sounds. Therefore, at the second stage of teaching pronunciation, in addition to the visual and auditory, tactile and motor analyzers are used, which are involved in the formation of the pronunciation side of speech and the activity of which together can create more favorable conditions for mastering pronunciation. At this stage, children are attracted to tactile and vibration sensations, and special pronunciation correction techniques are used. Auxiliary means such as spatulas, probes, etc. are being used. The number of means of monitoring pronunciation using visual monitoring devices (vibroscopes, “Visible Speech” computer programs) is expanding.

From the point of view of working on the sound composition of a word, at this stage of training, a concentric method is used, associated with the use of an “abbreviated system of phonemes” (F. F. Pay, N. F. Slezina, 1981). Of the 42 phonemes of the Russian language, the main seventeen are identified, quite sharply different from each other, which should be placed first. Other sounds that are not among the basic ones can be temporarily replaced in speech by basic sounds close to them. Thus, children can accurately pronounce words consisting of basic sounds, and approximately, using corresponding substitute sounds instead of missing sounds: for example, the word “winter” in the absence of “z” can sound like “sima”, “drum” - like "parapan". When using the concentric method, it is important that children be able to actively use speech even before the pronunciation of all sounds is formed. The use of substitute sounds does not dramatically disrupt the intelligibility of children’s oral speech; on the contrary, it allows them to consolidate the syllabic structure of words and introduce them into active speech.

At the second stage of teaching pronunciation, reflected and conjugate speech, some special speech therapy techniques for producing sounds, and phonetic rhythms are used as methods. In the process of automating pronunciation skills, the number of speech games and exercises increases, in accordance with the conditions of which they use the naming of objects and their images, answering questions, drawing up instructions, reading text sentences, descriptions, reciting poems, riddles by heart, composing stories from pictures, composing text from individual sentences, selection of missing words.

The content of work on teaching pronunciation to deaf and hard of hearing preschoolers is regulated by the requirements of the section “Development of auditory perception and teaching pronunciation” in programs for the education and training of deaf and hard of hearing children, in which, taking into account the different hearing conditions, the initial level of development of oral speech of deaf and hard of hearing children, program requirements are given differentially. The content of both programs (for both the deaf and the hard of hearing) highlights similar areas (sections) of work: on speech breathing, voice, sounds, words and phrases. Work on various aspects of pronunciation is carried out in parallel and is included in all individual and frontal lessons on the development of auditory perception and teaching pronunciation.

Work on speech breathing is aimed at developing the ability to use breathing correctly and reproduce words and phrases together (in one breath). In order to develop speech breathing, at all stages of learning, and especially at the first, numerous play exercises are used that involve blowing up small objects and toys. Teaching children to reproduce words, phrases, and short phrases using phonetic rhythms also contributes to the development of speech breathing.

Working on your voice involves developing the ability to use a voice of normal pitch and strength. The appearance of vocal reactions, and the subsequent development of the voice, is associated with the constant use of sound-amplifying equipment and the correct choice of its operating mode. Work on the strength and pitch of the voice is carried out in connection with practicing the pronunciation of sounds, syllables, words, phrases in the process of phonetic rhythm. The appearance of voice defects (nasal, falsetto, etc.) requires special work to eliminate them in individual lessons.

Working on sounds. This area of ​​work is one of the main ones and involves developing the ability to correctly reproduce the sounds of the Russian language in words and phrases. At the first stage of training, work on sounds is carried out using phonetic rhythms. When forming individual groups of sounds, movements are used, the nature of which is determined by the characteristics of the articulation of sounds. For example, when pronouncing vowel sounds, smooth and fairly long movements are used. The movements accompanying the pronunciation of plosive voiceless consonants are fast, sharp, tense. Detailed descriptions of movements in connection with the pronunciation of sounds of different articulation groups are contained in methodological recommendations for the program of education and training of deaf children of preschool age (N. D. Shmatko and T. V. Pelymskaya, 1991, 1993), special manuals (T. A. Vlasova, A. N. Pfafenrodt, 1989, 1998).

At the second stage of teaching pronunciation, work on sounds is carried out in accordance with the use of an abbreviated system of phonemes. During this period, children can reproduce some sounds correctly, and when pronouncing some, use regulated and acceptable substitutions. Regulated substitutions are provided by the concentric method (for example, replacing voiced sounds with dull ones, soft sounds with hard ones); in the speech of preschoolers, acceptable substitutions can also be used that appear spontaneously in children’s speech and do not contain gross defects (for example, replacing “n” with “m”) . At the second stage, phonetic rhythms are also widely used to evoke sounds; in cases where it is impossible to evoke sounds using rhythms, traditional methods of setting and correcting sounds are used.

Working on a word involves learning to correctly reproduce words: continuous, in compliance with sound and syllabic composition, stress, orthoepic rules. Working on a word occupies one of the important places in working on pronunciation, since in the process of working on a word its sound and syllable structure, rhythm, tempo, and orthoepic pronunciation norms are worked out. The formation of the skill of reproducing words begins in the process of imitating the speech of adults. However, it is rarely possible to achieve accurate reproduction of a word by a deaf child using a model. To teach how to pronounce words, phonetic rhythms are used. In the initial period, the main attention when working on a word is given to working on the sound-syllable composition; later, phonetic rhythm is used to practice the tempo-rhythmic aspect and intonation. When practicing a word using phonetic rhythms, the word is initially divided into parts, the pronunciation of which is accompanied by movements. As the word is practiced, the number of movements decreases. In this case, it is important to maintain unity and emphasis; the tempo may be slightly slowed down at first. If it is necessary to work on individual sounds or their combination, they can be isolated from a word and then reproduced in the structure of the word. The pattern of pronunciation of the word by the teacher, as well as the conjugate-reflected pronunciation, is important. Finally, children should pronounce the word independently, at a normal pace. In the process of working on a word, it is necessary to pay attention to the assimilation of verbal stress, work on which is carried out using the pronunciation of syllable combinations with different rhythms, provided they are reproduced with clapping, tapping, and emphasizing the stressed word with other movements.

The work is carried out on the material of words familiar to children, often used in everyday life and in the classroom. In addition to phonetic rhythms, when working on a word, there are such types of work as naming pictures, holistic reading of words and dividing the word into parts in order to clarify the sound-letter composition, answering questions, guessing riddles, selecting a missing word, etc.

Working on a phrase consists of developing the ability to reproduce phrases together, at a normal pace, with the correct logical stress. Working on a phrase reflects the highest level of development of the pronunciation side of speech material, since a phrase is a unit of communication. Carrying out work on phrasal material contributes to its implementation for communicative purposes. The phrase should reflect all those pronunciation skills that were formed on the basis of sounds, syllables, and words. Just as when working on sounds and words, the main methodological technique when learning to pronounce phrases is phonetic rhythm. However, the movements used when pronouncing phrases take on the character of smooth conducting. If it is necessary to clarify the pronunciation of individual words, they can be isolated from the phrase and then included again in its composition. For work, phrases selected taking into account the phonetic principle, material related to speech development and other sections of the program are used. Very often, the material is poems and nursery rhymes, which children subsequently read at holidays; they can learn short fairy tales and stories, the material of which is convenient for working on the formation of the intonation aspect of speech. Speech material is saturated with interjections, words and phrases with a pronounced intonation pattern, suggesting a change in the strength and pitch of the voice. Mastering the intonation aspect of speech by deaf and hard of hearing children makes their speech emotional, expressive, and brings it closer to the speech of hearing preschoolers.

Systematic work on teaching pronunciation in teacher classes should be supported by monitoring of children’s pronunciation skills by teachers and other adults. A particularly important role in monitoring children’s pronunciation and automating pronunciation skills on new speech material belongs to parents. Teachers conduct special consultations for parents, during which they characterize the state of each child’s pronunciation, teach parents to listen to their children’s speech and notice errors in pronunciation, and demonstrate the simplest techniques for correcting deficiencies in oral speech.

Questions and tasks for independent work

1. What is the importance of the formation of oral speech for a child of early and preschool age with impaired hearing?

2. Name the ways to form the pronunciation of children with hearing impairments.

3. What are the forms of work on the pronunciation of children of early and preschool age with hearing impairments?

4. Visit individual sessions in a special kindergarten and analyze the techniques and methods of working on pronunciation.

5. During teaching practice, familiarize yourself with the state of pronunciation of deaf or hard of hearing children in one of the kindergarten groups.

6. What is the reason for the identification of two periods in teaching pronunciation to children of early and preschool age with hearing impairments?

7. What is the essence of the concentric method of teaching pronunciation?

8. Analyze programs for teaching pronunciation to deaf and hard of hearing preschoolers in the preparatory group. What differences do they have in their pronunciation requirements for children?

Literature

1. Vlasova T. M., Pfafenrodt A. N. Phonetic rhythm. - M., 1989, 1998.

2. Kuzmicheva E. P., Shmatko N. D. Formation of speech hearing and pronunciation skills in deaf preschoolers // Features of the development and education of preschool children with hearing and intellectual disabilities / Ed. L.P. Noskova. - M., 1984.

3. Leongard E.I. Features of teaching oral speech in kindergarten for deaf and hard of hearing children // Methods of teaching oral speech to deaf people / Ed. F.F. Pay. - M, 1976.

4. Leongard E.I. Bisensory approach to teaching pronunciation to preschoolers with hearing impairments // Defectology. - 1975. - No. 5.

5. Leongard E.I. Formation of oral speech and development of auditory perception in deaf preschoolers. - M., 1971.

6. Programs for special preschool institutions: Education and training of deaf children of preschool age. - M., 1991.

7. Programs for special preschool institutions: Education and training of hearing-impaired preschool children. - M., 1991.

8. Pay F.F. Oral speech of the deaf. - M., 1973.

9. Pay F. F., Slezina N. F. Methods of teaching pronunciation in a school for the deaf. - M., 1981.

10. Shmatko N. D., Pelymskaya T. V. Development of auditory perception and teaching pronunciation // Preschool education of abnormal children / Ed. L.P. Noskova. - M., 1993.

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