Speech therapy diagnostics at school. Diagnostic work to identify the immaturity of the writing process and problems in its development in primary schoolchildren

Almost all Russian and foreign researchers of the problem of dysgraphia and dyslexia agree that writing and reading disorders are based on set of dysfunctions: insufficient development of speech, manual skill, bodily structure and sense of rhythm. How important factor the difficulty of analyzing and reproducing the exact spatial and temporal sequence is noted. Professor Ananyev B.G. also indicates the connection between errors in reading and writing in some junior schoolchildren with difficulties in spatial discrimination.
This or that degree of impairment in writing and reading is determined by the level of development of oral speech.

If a defect in oral speech is limited by the immaturity of its sound side, then reading and writing disorders are caused by phonetic-phonemic or only phonemic insufficiency. In these cases, the most common mistakes are substitutions and confusions of consonant letters denoting the sounds of different oppositional groups.

As for reading and writing impairments in children with ODD, along with errors reflecting the immaturity of the sound side of speech, they also have errors associated with the immaturity of the lexical and grammatical means of the language.

There are a number of diagnostic techniques writing. Before listing the main tasks, I would like to remind you that during the examination, the speech therapist should pay attention to the nature of the writing process: does the child write down the presented word immediately or pronounce it several times, select the desired sound and the corresponding letter, what difficulties he experiences in doing so, etc. .P.
The examination of writing can be carried out both collectively and individually. You should not make corrections or comments as you read.

So, a writing examination includes:

1. Cheating:

a) from handwritten text;
b) from printed text;
c) complicated by tasks of a logical or grammatical nature
(for example: in a sentence talking about birds, underline the word
consisting of 3 syllables).

2. Auditory dictation.

In addition to the usual dictation with visual self-control (proposed by Sadovnikova), this type of dictation meets the principle of interaction between analyzers involved in the act of writing.
It is carried out like this: after the students write a dictation, the text of the dictation written on the board is opened for a few minutes, and the children are asked to find their mistakes and correct them with colored pencils. Pencils are used to distinguish errors corrected during a visual self-test from
amendments made during the writing of the dictation, and from subsequent corrections by the speech therapist. When evaluating work, the speech therapist must take into account both the total number of errors made and the number of errors corrected independently.

3. Independent writing.

This includes tasks like:
- give captions for subject pictures (words);
- give captions to the plot pictures (sentences);
- writing a presentation or essay.

2nd grade.
Contacted program material. It is taken into account that in the 1st grade the following topics were studied: sentences, capital letters at the beginning of sentences and in proper names, combinations zhi - shi, cha - sha, chu - schu, -ь- to indicate the softness of consonants.
Speech therapy tasks: check how paired consonants, optically and kinetically similar letters are differentiated.

Grove.
Children love to walk in the grove. There are oaks and maples here. Fluffy squirrels are jumping along the branches. A spotted woodpecker is hammering a tree trunk. A hedgehog rustles in the grass. The tits sat on the top of an oak tree and chirped loudly. Bright sun spots slide across the foliage.

3rd grade.
Suggestions have been added and distributed because... The following topics have already been studied: “Unstressed vowels, verified by stress”, “Paired voiced and voiceless consonants”, “Dividing -ь- sign", "Difficult words".

In the grove.
My friends love to walk in the grove. There are birches, oaks and maples. Fluffy squirrels are jumping along the branches. The spotted woodpecker chisels the hard bark with its sharp beak. A hedgehog rustles in the grass. A friendly flock of tits sat on the top of an oak tree and chirped loudly.

The old maple tree has an anthill. It is interesting to watch its hardworking residents. A light breeze rustles the leaves. Bright sun spots lie on the grass.

4th grade.

Funny tongue twisters.
The mouse hid under the hill and was quietly gnawing on the crust. The stump has five honey mushrooms again. Varya’s mittens disappeared on the boulevard. They threw bananas to a funny monkey. Thirty-three striped piglets have thirty-three tails hanging down. The hedgehog needs a mouse for dinner. A teapot with a lid, a lid with a lump. When we stir the grass in the grove, we will pinch the sorrel. Little Lucy was frightened by the geese. Through the garden, a wise mole leads a water pipe to a hole. Good grandmother Marina has a compote of apples and raspberries.

Diagnosis of reading disorders begins with a study conducted on an album of optical samples developed by employees of the Department of Speech Therapy of the Russian State Pedagogical University named after. Herzen and includes:

Knowledge of letters (printed and handwritten);
- recognition of letters in complicated conditions: unfinished, dotted, incorrectly placed in space, written by different
fonts, mirrored, “noisy”, etc.;
- recognition of letters superimposed on each other (like Popelreiter figures);
- recognition of letters with similar outlines, given in pairs or in letters
row;
- construction of letters from individual elements.

A.N. Kornev’s method is based on a comprehensive approach to diagnosing reading disorders and includes clinical and dynamic testing. encephalographic, neuropsychological and psychological research. The author of the technique proceeds from the fact that the most important factor in dyslexia is the difficulty of finding the starting point in space and time, as well as in analyzing and reproducing the exact spatial and temporal sequence.

This technique includes the following tasks:

Sequence of speech (for example, listing in order of seasons or days of the week);
- reproduction of rhythm (hitting a pencil on the table);
- test “Fist - edge - palm”;
- test “Repetition of numbers” (first you need to reproduce the named series of numbers, for example 4-4-4-7 - start with 2 and work up to 5) then you are asked to name the named numbers in reverse order. For example: 5 - 7 - 4, and the child should say 4-7-5).

The 1st part of this test characterizes auditory-verbal memory, the 2nd part characterizes working memory)
- to test visual perception and hand-eye coordination
use tasks for completing the drawing of figures, letters, isographs (table).

During examination read states It is useful to use the following tasks:
- search for a given word (table);
- reading a number of words that are similar in structure and sound (table);
- reading words with the need to restore them:

FL...G... (I, a)

K...B...N... (a, and, a);

Reading a text with one or more letters missing (“It’s broken”
typewriter");
- finally, reading ordinary text (preferably narrative in nature).

Performance is assessed according to three criteria:
- for first-graders - method, speed, accuracy of reading;
- for students in grades 2 and 3 - speed, accuracy and understanding of meaning
read.

In conclusion, I would like to remind you that the identified reading deficiencies are compared with data from a survey of writing and speaking. This will make it possible to determine in each specific case what exactly is prevalent in the picture of a speech defect: whether the child has a predominant lack of lexico-grammatical means of language or underdevelopment of the sound side of speech and, above all, phonemic processes.

The goal of a speech therapist’s work is to identify and eliminate speech disorders in students using speech therapy means, which contributes to the successful socialization of younger schoolchildren in the process of their adaptation to the conditions of a comprehensive school. One of the important areas in the work of a school teacher-speech therapist is a diagnostic examination of primary school students, especially first-graders. The goals of this survey are multifaceted: to identify the number of speech therapy children in need of speech therapy assistance - consulting, or systematic ongoing classes. Also, the purpose of the examination is to identify violations of not only oral, but also written speech. With a student in need of speech therapy help, correctional classes must be started as early as possible to prevent the occurrence of secondary speech disorders, to prevent completely or partially the development of dysgraphia and dyslexia. Typically, an examination of the oral speech of first-graders is carried out in two stages. During the first week of September, the speech therapist teacher conducts a preliminary examination of the oral speech of all students admitted to the first grades and identifies children who have certain deviations in speech development. At the same time, he selects those students who need systematic correctional classes, and the speech therapist conducts a thorough examination with them.

Speech therapy examination includes: a thorough study of the conditions of education of students and the dynamics of their speech and general mental development which is carried out on the basis of a conversation with parents and analysis of documents about the child; speech therapy and psychological-pedagogical examination with detailed recording of the child’s verbal and non-verbal activities; analysis of speech disorders and pedagogical assessment of all data obtained. During a speech therapy examination, special attention is paid to the characteristics of general and speech behavior (organization, sociability, isolation, attention, performance, observation, fatigue), as well as to the ability of children to adapt to communication conditions. Based on the data from the speech therapy examination, speech therapy groups are recruited. The teacher-speech therapist begins acquaintance with future first-graders at the “Malyshok” school, classes in which take place from January to May, taught by primary school teachers, an educational psychologist, and a teacher-speech therapist. The speech therapist examines the condition of all children enrolled in these classes and identifies children with speech disorders, since one of the main indicators of readiness for successful learning is correct, well-developed speech. The 1st stage of examination by a speech therapist is an examination of the speech activity of all future first-graders. During classes at the future first-grader’s school, the speech therapist collects information about the state of the future first-grader’s volitional readiness to study at school, about the state of vocabulary, coherent speech, phonemic analysis, spatial-temporal orientation, and graphomotor skills. During a speech therapy examination of preschoolers, risk groups are identified, which include children with late and abnormal speech development, with disorders of the peri- and postnatal periods, and with bilingualism. Analysis of diagnostically significant information from medical records allows us to obtain the first data on speech impairment. Visit open classes V kindergarten, round tables on transferring children to school, speech cards are transferred by preschool speech therapists to school - all this contributes to the timely examination of children by a teacher-speech therapist at the Malyshok school and the organization of systematic correctional work. Among such preschoolers, there are many disorganized children who do not attend preschool institutions, or the parents of such children show speech therapy incompetence, which prevents them from seeking advice from a specialist in a timely manner, so examination of such children by a speech therapist is necessary. Thus, the initial speech therapy examination begins with a school speech therapist before the child enters 1st grade.

A speech therapist teacher, speaking at a parent meeting, explains what speech readiness for school is and suggests that children undergo a speech therapy examination, at which parents are present and receive individual consultations. The speech therapy examination is based on general principles and methods, but at the same time, it has its own specific content. The complexity, integrity and dynamism of the examination is ensured by the fact that the examination takes place against the background of the personality of the subject, taking into account the data of his development - both general and speech.

The 2nd stage is an in-depth examination of children in need of speech therapy help. Such an examination is carried out either at the end of the school year, provided the child attends the Malyshok school, or at the beginning of the school year. The examination is carried out individually, in the presence of parents, from 20 to 40 minutes are spent on each child, depending on his mental development and speech state. The examination is carried out in the speech therapist's office, and the material for the examination is prepared in advance; the environment for the examination must be psychologically correct. It is important that during a speech therapy examination the child is completely calm and not frightened; this can affect the increase in muscle tone. It is necessary to begin a speech therapy examination of the child with the study of medical and biographical documentation - collection and analysis of anamnestic data, clarification of obstetric history: the course of pregnancy in the 1st and 2nd half, the course of labor and the first cry during childbirth, the condition of the child at the time of birth, early refusal of breastfeeding and history of the child’s development – psychomotor, somatic, pre-speech, early speech, neuropsychic. According to the parents, items such as first name, last name, age, parental complaints, brief anamnestic data, data on early development: general (briefly) and speech (by period) are filled out. Based on medical documentation data and conversations with parents, the time of appearance and nature of screaming, humming, babbling, and then the appearance and quality of the first words and simple phrases are determined. What sounds were pronounced incorrectly, were there any violations of the syllabic structure of words, agrammatisms, was correction of sound pronunciation disorders and other speech disorders carried out, during what period, its result, characteristics understanding the speech of others. A brief description can be formulated from the words of parents, educators, and teachers. It is advisable that it contain information about what the child is interested in. It is advisable to fill out data on the state of hearing, vision, and intelligence on the basis of the provided certificates. Moreover, the state of intelligence is an important factor when analyzing speech disorders.

The speech therapist obtains data on the state of the articulation organs based on an examination of the oral cavity, inviting the child to make the basic movements of each of the organs, taking into account the speed of movements, smoothness and uniformity of movements of the right and left halves, volume, amplitude, tempo and speed of switching. At the same time, the speech therapist determines how much their structure corresponds to the norm. The parts of the speech apparatus being studied should be well illuminated. The structural features of the articulatory apparatus should be described according to the following scheme: lips, teeth, bite, hard palate, soft palate, tongue, lower jaw. The speech therapist assesses in particular detail the volume of articulatory movements of the tongue. At this stage, difficulties in the movement of articulatory organs are diagnosed: obvious impossibility, significant limitation in the range of movements - active and passive, tremor, hyperkinesis, slowing down during repeated movements, a tendency to constantly hold the tongue in a “clump” in the depths of the oral cavity, muscle tone, accuracy of movements , the duration of holding the articulatory organs in a certain position.

The identification of the characteristics of speech motor skills is carried out in the process of the subject performing certain actions - to identify the mobility of the lips: stretch the lips forward and move them while exhaling forcefully, cause vibration of the lips, puff out and retract the cheeks. To identify the mobility of the tongue: make the tongue first narrow and then wide; raise the tip of the tongue to the upper incisors and lower it to the lower ones, moving it like a pendulum. To determine the mobility of the lower jaw: lower the jaw, move it forward, determine if there is any contracture. To identify the mobility of the soft palate: pronounce the sound “a”. In this case, the presence or absence of active closure of the soft palate with the posterior wall of the pharynx is determined, and the presence or absence of reflexes of the posterior pharyngeal wall is simultaneously noted. The state of muscle tone in the organs of articulation (facial, labial, lingual muscles) is assessed during a joint examination by a speech therapist and a neurologist. When performing these actions, it is necessary to note the presence or absence of accompanying movements of the face and facial muscles. Further, the features of breathing disorders, voice (strength, height, timbre - hoarse, sharp, with a nasal tint), prosodic organization of the speech flow are noted, the dynamic characteristics of speech are examined: tempo and rhythm, intonation, expressiveness, use of stress (verbal and logical), use pauses in the flow of speech.

When studying the pronunciation aspect of speech, the degree of speech intelligibility impairment is revealed. To study the phonetic side of speech, object pictures are used that contain sounds in different positions in the word (at the beginning, in the middle, at the end); speech material (words, phrases, sentences, texts containing various sounds). Voiced consonants are not offered in final position, since they are deafened during pronunciation. It is necessary to determine the nature of the violation: complete absence of sound, its replacement with another, distorted pronunciation (nasal, softened, labial, interdental, lateral, velar, uvular), isolated, in open, closed syllables, with a combination of consonants, pronunciation of words of different syllable structures . There is a reduction in the number of syllables, simplification of syllables, their likening, and rearrangement.

To study the phonemic side of speech, pictures and speech material are used to determine the ability to differentiate sounds by opposition: sonorous - deaf, hard - soft, whistling - hissing. To establish the state of sound differentiation of sounds, it is necessary to check the state of hearing. To do this, the child must complete the task given in a quiet voice or whisper, for example: “Show me where the picture hangs. Raise your right hand.” The speech therapist must cover the face or speech organs with a screen. It is also necessary to identify the differentiation of non-speech sounds. To do this, the child must answer the questions: “What is buzzing? (car). Guess what it sounds like? (whistle, trumpet, paper rustling).” It is necessary to check the auditory discrimination of syllables and words with oppositional sounds. To do this, the child repeats: ba-pa, da-ta, ka-ga-ka, sa-sya; mouse-bear, reel-reel, rose-vine; seven cars on the highway, the shepherd boy was walking quickly, there was an iron lock hanging. To check the state of phonemic analysis and synthesis, phonemic representations, the following tasks are offered: determine whether there is a sound in words, determine the number of sounds in a word and the place of the sound in words, compose a word from sounds, come up with a word for a given sound, select only those whose names begin with a certain sound, recognize and reproduce vowel and consonant sounds, correlate the sound with the letter.

A full understanding of speech is a necessary prerequisite for the correct use of speech, and a speech therapist studies all aspects of speech: its impressive and expressive sides. When examining the impressive side of speech (speech understanding), the speech therapist focuses on how the child understands the names of words that are often and rarely found in colloquial speech, generalizing words that are similar in meaning; understanding simple sentences(monosyllabic constructions, more common forms, understanding of the intonation nature of sentences, various grammatical categories (gender, number, case) is clarified using questions on the picture. Passive vocabulary is tested on real objects and toys, subject and plot pictures. When examining understanding, the speech therapist does not always is waiting for a detailed answer, it is enough to receive it using a gesture, selecting the necessary pictures. When examining the (own) expressive side of speech, the level of speech development of the child is revealed. It is important to note the age-related formation of the lexical and grammatical aspects of speech, assimilation various parts speech, features of the syllabic structure of the word.

To study vocabulary and the grammatical structure of speech, subject and plot pictures on lexical topics, pictures depicting actions, pictures depicting different quantities objects (chairs, wardrobes), pictures depicting homogeneous objects that differ in some way (size, height, width). Observing the child’s speech, the speech therapist determines the poverty or richness of his vocabulary, the volume, accuracy of the use of words, age appropriateness, naming objects, actions, color and shape, while it is important to use not only noticeable pictures, but also plot ones, indicating the position in space, for identifying the use of prepositions. When examining the grammatical structure of speech, the nature of the formatting of answers and the sentences used (two-word, three-word, the presence of complex sentences) is revealed. When examining word formation, the formation of feminine professions, the names of baby animals, and the formation of adjectives from nouns are revealed. For this examination, the speech therapist selects plot pictures, the answers to which come from a simple (The boy is walking), a simple, common addition (The book is on the table). For a deeper analysis of the grammatical structure of speech, the speech therapist clarifies the state of inflection (the use of prepositional-case constructions, agreement of noun and adjective in gender and number, differentiation of singular and plural verbs of the present tense, perfect and imperfect form, agreement of noun and past tense verb in person and kind). The material for studying the state of written speech is reading texts of varying complexity, syllable tables, letters, dictation and presentation texts, printed and handwritten texts for copying. It is necessary to determine the nature of reading syllables (simple and with a combination of consonants), words, sentences, text, and also determine reading comprehension, reading speed and reading method (letter-by-letter, syllable-by-syllable, word-phrase). When studying the writing process, it is necessary to determine the number and nature of errors in each type of written work. The following written works are offered: copying from printed and handwritten text, writing under dictation (auditory dictation), presentation, writing sentences or texts with sounds that are poorly pronounced by students, writing sentences or texts with sounds that students cannot differentiate by hearing (voiceless - voiced, whistling - hissing), writing sentences or texts with optically similar letters (i-u, i-ts, o-a, b-d). The speech therapist also checks the state of visual-spatial functions: determining the leading hand, right and left parts of the body, orientation in the surrounding space, performing Head tests. The state of speech-visual functions: recognition of mixed letters, complicated letters, superimposed, similar in style. The speech therapist must take into account that failures schooling create in the child a negative attitude towards textbooks, primers, and reading books, so it is necessary to use a wide variety of materials, designed in the form of cards and tablets. It is the diversity and versatility of diagnostic material that makes it possible to identify a short time The child has speech problems.

The examination begins with a conversation. During the conversation, the speech therapist tries to establish contact with the subject. It allows you to identify the child’s communicative and speech skills, judge the child’s pronunciation, ability to construct sentences and the child’s vocabulary. Also, the conversation allows us to judge some of the characteristics of the child’s personality and his development; the child’s interests, the presence of favorite games, activities, and specific ideas about the environment are revealed. The speech therapist suggests certain questions: What is your name? How old are you? What is your address? Who do you live with? Which of your brothers (sisters) is younger (older) than you? Are there any animals in your house? Describe them. What's your favorite toy?

Another methodological method of examination will be active observation of the child; for this, the speech therapist offers pictures, toys, and gives various tasks. To identify intellectual capabilities and the level of verbal-logical thinking, the child is asked to find an extra object and lay out a series of plot pictures, according to which he needs to compose sentences and a story and draw certain conclusions, based on the questions of the speech therapist, it is also necessary to count the number of words in the sentence. Series of pictures, plot pictures, work with deformed sentences and supporting words allow you to determine the ability to correctly compose sentences. Sets of pictures on topics and oral questioning help to find out knowledge of generalizing and other concepts. For example, call it in one word – table, chair, wardrobe, sofa. What is transport? Name the animals and their young in the singular and plural. Name the animals' homes. The dog has a kennel. Whose kennel? Doggy style. Checking the formation of possessive adjectives. Name the seasons, days of the week. What is a day? With the help of pictures that depict the actions of objects, knowledge of verbs and objects is revealed. So, the dog sits on the box, under the box, behind the box. The dog looks out of the box, from behind the box, from under the box. Special games help determine knowledge of synonyms and antonyms; material that makes it possible to determine whether a child can change words and form new ones is of great importance (glass glass - glass; fish, catch - call this person in one word - fisherman; house - call it affectionately - house, and now in the plural – houses).

By analyzing the data from a speech therapy examination, the speech therapist determines which group the disorders identified in the child should be classified into. The examination is carried out comprehensively, dynamically, comprehensively and makes it possible to outline an individual plan for the most effective assistance to the child, to see the general speech situation and trends in its development, to provide a diagnosis of speech disorders at the initial stages of education, to make a speech diagnosis: the degree and nature of disorders of oral and written speech.

Bibliography.

Lalaeva R.I., Benediktova L.V. Diagnosis and correction of reading and writing disorders in primary schoolchildren / R.I. Lalaeva., L.V. Benediktova. – St. Petersburg.. 2001. – 24–88 s.
Methods for examining children's speech: textbook / ed. I.T. Vlasenko and G.V. Chirkina; comp. T.P. Bessonova. – M., 1992.
Fundamentals of the theory and practice of speech therapy: textbook / ed. R.E. Levina. – M., 1968.
Workshop on oligophrenopsychology: textbook / ed. A.D. Vinogradova.– L., 1980.– 68–77 pp.
Psychological, medical and pedagogical support for a child with disabilities: Toolkit/ under general editorship N.A. Zaruba; auto-comp.: L.I. Zaglyada, G.A. Spirina, A.N. Klimova, A.V. Tolkacheva. – Kemerovo., 2007. – 114 p.
Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy / T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina.– M., 1989. – 223s.
Shapoval I.A. Methods for studying and diagnosing deviant development / I.A.Shapoval.-M., 2005.– 287–290 pp.

Trubnikova N.M.

Schoolchildren suffering from oligophrenia

And cerebral palsy.

Ekaterinburg 1992.

When compiling methodological recommendations we were guided by the principles of analysis of speech pathology formulated by R.E. Levina, methods of examining speech disorders proposed by L.F. Spirova, G.V. Chirkina, tests for the study of motor functions recommended by A.R. Luria, N.I. Ozeretsky, M.B. Eidinova. Techniques and methods of surveying the data of the authors were used and adapted taking into account the study and the population of those surveyed.

It is recommended to begin a speech therapy examination by studying the medical and pedagogical documentation available for the examined child, by collecting information about him from medical personnel, teachers, educators and relatives, and then conducting a study of the state of general motor skills and motor skills of the fingers, articulation apparatus (its anatomical and motor features), the phonetic side of speech (sound pronunciation and prosodic organization of speech), phonemic processes, vocabulary, grammatical structure of speech, reading and writing. During a speech therapy study, a speech card is drawn up for each subject - a speech examination card, into which the speech therapist records all the data received in a certain sequence.

I. General information

1. Last name, first name, patronymic

2. Date of birth

3. Home address

4. Conclusion of a psychiatrist (psychoneurologist)

5. Diagnosis by a neurologist

6. Condition of the hearing organs and nasopharynx

7. Data from the ophthalmologist

8. Does (attend) a preschool institution (indicate special or not)

9. Does (attend) school (special or not), indicate class of education

10. Brief description of the child according to pedagogical observations (sustainability of attention, performance, orientation in the environment, self-care skills, the child’s attitude towards his speech defect)

11. Complaints from relatives

12. Information about the child’s parents (age, health, profession, social conditions)

13. General history

a) what kind of pregnancy the child is from;

b) the nature of pregnancy (illness, injury, toxicosis, place of work, alcohol consumption, smoking);

c) course of labor (early, urgent, stimulation, forceps, asphyxia);

d) weight and height at birth;

e) on what day was he discharged from the maternity hospital;

f) feeding (breastfeeding, artificial);

e) feeding characteristics (he sucked actively and sluggishly, was there any choking, in what position of the head did feeding proceed freely, in which it was difficult, whether he was tired during the feeding period, was restless, how he breathed during feeding, crying, at rest, how he chews and swallows solid and liquid food);

g) illnesses suffered by the child, intoxication injuries

14. Early psychomotor development

a) when he began to distinguish between auditory and visual stimuli, reach for toys.

b) when he began to hold his head up.

c) when he began to sit up and walk independently;

d) when teeth appeared.

e) behavior of a child under one year old (calm, restless, how he slept):

f) the emergence of self-service skills.

15. Speech history:

a) humming (time of appearance, characteristics)

b) babble (time of appearance and its character)

c) first words, phrases (time of their appearance and characteristics)

d) how did the development proceed (spasmodic, with interruptions, gradually, causes and time of deviation in development)

d) since when was speech impairment noticed?

e) speech environment

f) did you work with a speech therapist (from what age and for how long, results of the lessons)

g) characteristics of speech at the present time (by parents, teachers, educators)

CONCLUSIONS: HISTORY NORMAL, COMPLEX

II. Examination of general motor skills

Reception	Contents of the task	Nature of execution
1. STUDY OF MOTOR MEMORY, MOVEMENT SWITCHABILITY AND SELF-CONTROL WHEN PERFORMING MOTOR TESTS	a) the speech therapist shows 4 movements for the hands and suggests repeating them: hands forward, up, to the sides, on the belt; b) repeat the movements after the teacher, with the exception of one predetermined “forbidden” movement d, c, i, g, s, n, m, i	note: quality, correctness, sequence of movements, features of switching from one movement to another.
2. STUDY OF VOLUNTARY INHIBITION OF MOVEMENTS	march and stop suddenly on a signal	note: smoothness and accuracy of movements of both legs, compliance of the motor reaction with the signal.
3. STUDY OF STATIC COORDINATION OF MOVEMENTS	a) stand with your eyes closed, place your feet on one leg so that the toe of one foot rests on the heel of the other, arms extended forward. Execution time - 5 seconds, 2 times for each leg; b) stand with your eyes closed on your right and then on your left leg, arms forward. Execution time - 5 seconds	note: holding the pose freely or with tension, with swaying from side to side: balances the body with arms, head: leaves the place or makes a jerk to the sides touches the floor with the other leg: sometimes falls opens eyes and refuses to perform the test.
4. STUDY OF DYNAMIC COORDINATION OF MOVEMENTS	a) march, alternating steps and clapping hands. Clap between steps; b) perform 3-5 squats in a row. Do not touch the floor with your heels, perform only on your toes.	note: performs correctly 1 time, 2-3 times, strains, alternating step and clap fails. note: performs correctly with tension, swaying, balancing with the torso and arms, standing on the entire foot.
5. STUDY OF SPATIAL ORGANIZATION (by imitation)	a) repeat after the speech therapist the movements of walking in a circle in the opposite direction through the circle. Start walking or the center of the circle to the right, walk the circle back to the center on the left. Walk through the office from the right corner through the center diagonally, go around the office and return to the right corner diagonally through the center from the opposite corner, turn in place around yourself and move around the office in hops, starting movements on the right b) do the same on the left; c) according to verbal instructions, do the same tasks	note: errors in spatial coordination: ignorance of the sides of the body, leading hand, uncertainty of execution.
6. PACE STUDY	a) maintain a given pace in hand movements for a certain time. shown by a speech therapist. At the signal from the speech therapist, it is proposed to perform the movements mentally, and at the next signal (clap), show which movement the subject stopped at. Move your arms forward, up, to the sides and lower them onto your belt. b) written test: it is proposed to draw sticks on paper in a line for 15 seconds at an arbitrary pace. Over the next 15 seconds, draw as quickly as possible, over the next 15 seconds, draw at the original pace.	note: normal pace, slow, accelerated
7. STUDY OF RHYTHMIC FEELING	a) tap a rhythmic pattern after the teacher with a pencil: (I II II III I II II II III II I II III I I II III I III I III II) b) musical echo The speech therapist strikes, and in a certain rhythm, a percussion instrument (tambourine, drum and etc.), the child must accurately repeat what he heard	note: errors when reproducing a rhythmic pattern are repeated at an accelerated or slower pace compared to the sample: the number of elements in a given rhythmic pattern is violated

CONCLUSIONS: IMPAIRED AND SAVED SIDES OF GENERAL MOTOR ACTIVITY ARE CHARACTERIZED

Examination of organ motility

Articulatory apparatus

Study of motor functions of the articulatory apparatus

Reception	Contents of the task	Nature of execution
ALL TASKS MUST BE COMPLETED WITH REPETITION OF THE REQUIRED MOVEMENT MULTIPLE. 1. STUDY OF THE MOTOR FUNCTION OF THE LIPS ACCORDING TO VERBAL INSTRUCTIONS IS CONDUCTED AFTER COMPLETING THE SHOWING TASK	a) close your lips: b) round your lips, as when pronouncing the sound “o”, - hold the pose; c) stretch your lips into a tube, as when pronouncing the sound “u”, and hold the pose; d) make a “proboscis” (stretch your lips and close them), hold the pose for a count of 5; e) stretch your lips in a “smile” (teeth are not visible) and hold the pose; f) raise the upper lip upward (the upper teeth are visible); e) lower the lower lip down (the lower teeth are visible); g) simultaneously raise your upper lip up and lower your lower lip; h) repeatedly pronounce the labial sounds “b-b-b”, “p-p-p”.	note: the execution is correct: the range of motion is small; the presence of friendly movements; excessive muscle tension, exhaustion of movements, the presence of tremor, salivation, hyperkinesis, active participation of the right and left sides of the lips: closing the lips on one side; movement fails.
2.research motor function jaws are carried out according to demonstration, then according to verbal instructions	a) open your mouth wide when pronouncing the sound “a” and close it; b) move the lower jaw to the right; c) make a movement to the left; d) move the lower jaw forward	note: execution is correct; jaw movements of insufficient volume; the presence of friendly movements, tremor, salivation; movement fails
3. STUDY OF MOTOR FUNCTIONS OF THE TONGUE (RESEARCH OF THE VOLUME AND QUALITY OF TONGUE MOVEMENTS) BY SHOWING AND VERBAL INSTRUCTION	a) place your wide tongue on your lower lip and hold it while counting from 1 to 5; b) place a wide tongue on the upper lip and hold it while counting from 1 to 5; c) move the tip of the tongue alternately from the right corner of the mouth to the left corner, touching the lips; d) make the tongue a “shovel”, a “needle”; e) stick out the right and then the left cheek with the tongue; e) raise the tip of the tongue to the upper teeth, hold it while counting from 1 to 5 and lower it to the lower teeth; e) close your eyes, stretch your arms forward, and place the tip of your tongue on your lower lip; g) moving the tongue back and forth	note: the execution is correct, the tongue movements have insufficient range; friendly movements appear: the tongue moves awkwardly with its entire mass, slowly and imprecisely: there are deviations of the tongue to the side, is the tongue held in a certain position; exhaustion of movements, presence of tremor of hyperkinesis, salivation; movement fails.
4. study of the motor function of the soft palate	a) open your mouth wide and clearly pronounce the sound “a” (at this moment, normally, the soft palate rises) b) run a spatula, probe or piece of paper rolled into a tube across the soft palate (normally, a gag reflex should appear) c) with the protruding Puff out your cheeks between your tongue teeth and blow strongly, as if blowing out a candle flame	note: execution is correct; the range of movement is limited, the presence of friendly movements, low mobility of the velum palatine, hyperkinesis, salivation, movement is not possible
5. study of the duration and force of exhalation	a) play any toy wind instrument (harmonica, pipe, flute, etc.) b) blow out fluff, a piece of paper, etc.	note: the strength and duration of exhalation; shortened exhalation (depending on the age of the subject)

Conclusions: movements are performed in full, correctly; the period of inclusion in the movement is expressed; exhaustion of movements; the movement is performed in an incomplete volume, at a slow pace, with the appearance of friendly movements, tremor, hyperkinesis, salivation; holding the pose fails, movements are not performed.

VI. Syllabic examination

Structures

In oligophrenic children with cerebral palsy, incorrect pronunciation of words is not limited to a lack of sounds. Violations of the syllabic structure of words are also common, so the child’s ability to pronounce words of varying syllabic complexity is examined. First, the child is offered object pictures to name, then the speech therapist names words for reflected pronunciation. The results of both types of tasks are compared, it is noted that it is easier for the child to complete. Particular attention is paid to words that are pronounced without distortion of syllabic and sound composition. It is important to note whether the words, the syllabic structure of which is distorted, consist of learned sounds or unlearned ones, and the pronunciation of which syllable structures is formed in the child and which are not. An examination protocol is drawn up.

Protocol for examining the syllable structure of a word

Type of syllable structure of a word	Optical stimulus (picture)	Speech reaction to an optical stimulus	Speech response to an acoustic stimulus	Note

One Difficult words With closed syllable	poppy house cheese

Two-syllable words with 2 straight open syllables	hand rose paw
Two-syllable words with 1 closed syllable	sugar sofa fence
Two-syllable words with a cluster of consonants from the middle of the word	doll brand duck watermelon pocket
Monosyllabic words with a cluster of consonants at the beginning of the word	table chair cabinet
Monosyllabic words with a cluster of consonants at the end of the word	wolf tiger
Two-syllable words with a consonant cluster at the beginning of the word	grass eyebrows book
Two-syllable words with a consonant cluster at the beginning and middle of the word	strawberry flower bed
Two-syllable words with a cluster of consonants at the end of the word	ship binoculars
Three-syllable words with 3 open syllables	panama ditch raspberry
Three-syllable words with the last syllable closed	wallet machine gun phone
Three-syllable words with consonant clusters	candy monument rifle thermometer tractor driver

Four-syllable words with open syllables	spider web turtle
Polysyllabic words made from similar sounds	tangle of spikelets basket painting

To identify minor violations of the syllabic structure of a word, the following suggestions are offered for promotion:

"Petya drinks bitter medicine"

"There's a policeman standing at the crossroads"

“An astronaut controls a spaceship,” etc.

CONCLUSIONS: THE NATURE OF DISTORTION OF THE SYLLABIC STRUCTURE IS NOTED (REDUCTION OF SYLLABLES – HAMMER – “HAND”; SIMPLIFICATION OF SYLLABLES, MITIGATION OF SYLLABLES – CHAIR – “TOOL”; SIMILARIZATION OF SYLLABLES – STOOL – “STOOL”; ADDING A SOUND, SYLLAB B – ROOM – “COMONAMATA”, DESK – “SMTOL”; PERMANENTATION OF SYLLABLES AND SOUNDS – TREE – “DEVERO”). PRACTICAL OBSERVATIONS SHOW THAT SYLLABLE SWITCHING IS A DIFFERENTIAL SIGN OF SENSORY IMPAIRMENTS.

Xii. Reading Survey

Contents of the task	Speech and visual material	Child's answers
Examination of letter acquisition 1.Name the indicated letter	Letters of the split alphabet
2. Find letters denoting sounds (close in method and place of formation and acoustic characteristics)	p, b, s, h, w, g, r, l, s, c, k, g
3.Name letters written in different fonts	A, a, A, a, B, b, B, b
4.Indicate the correctly written letter next to its mirror image	R, Z, S, G, L,
5.Name the letter crossed out with additional strokes	P, N, R, S, T, U, K, Ch
6. Find the desired one among letters of similar style	la, lm, hell, ld, GB, vr, vz, you, gt, ge, kzh, gp, pi, psh, shts, syu, so, kh, ni, or
Syllable reading examination 1. Read straight syllables	sa, shu, ha, well, os, rm, yes
2.Read the reverse syllables	um, ah, as, or, yn, us, at, om
3.Read syllables with consonant clusters	hundred, cro, tru, glo, tsvi
4.Read syllables with hard and soft consonants	ta-you, ka-kya, zu-zyu, lo-le, sa-xia, du-du
Word reading examination 1. Read words of different sound-syllable structures (familiar and rarely used in speech)	cancer, wasps, pit, soot, moon, glasses, squad, sled, woodpecker, backpack, snowball, scissors, towel, matches
2. Read the words and answer the questions: “Where did you see this object? What are they doing to them?	eyebrow, crane, drain, pan, motorcyclist, health resort, squirrel, beam, ram, jars
3. When examining the understanding of words, the following tasks are offered: a) read the word, find its image from the picture, put the corresponding inscription	pictures with images of objects, animals, etc.; cards with captions for these pictures
b) read the word, print it on the card, and find the corresponding picture from memory	pictures and cards with captions for these pictures
c) read words that are similar in letter composition, and after reading, find pictures corresponding to the paronymous words	Tooth-soup, beetle-bitch, father-woman, goat-braid, duck-fishing rod, closet-scarf, table-trunk
d) read words with missing letters	hand...ka,...boots, k...ish...a, convo...
Sentence Reading Survey The following tasks are offered:
a) read the sentence and perform the appropriate action	Cards with tasks: “Show your eye”, “Come to the wall”, “Take a pen”, “Get up from the chair”
b) read the sentence, find the corresponding picture (phrases of various syntactic structures are offered). After that answer the questions	Story pictures and cards with sentences: “The lamp stands on round table", "Mom pours soup from a pot into plates", "The owner's dog ran into the garden", "The dog's owner tied it to a kennel", "Olya is older than Katya"
Text reading examination Conducted on the basis of retelling and answers about what was read	Stories by L.N. Tolstoy, K.D. Ushinsky and others, corresponding to the child’s knowledge, accessible in volume and content, meeting the program requirements of the class in which the subject is studying

Conclusions: failure to master letters, letter-by-letter reading, syllable-by-syllable reading, distortion of the sound structure of a word, impaired understanding of what is being read.

XIII. Letter examination

Reception	Speech and visual material	Child's written work	Note (nature of execution)
Writing by ear: 1. Write down the letters:
a) lowercase (in case you forget to designate a letter with a dot)	i, i, w, t, s, w, h, c, e, g, l, d, y, b, c, g, b, x
b) capitals	G, Z, D, R, S, K, Ch, U, E, T, C, P, L, V, M, F, E, F, SC
c) close in place of formation and acoustic characteristics	s, w, h, x, z, c, l, r
2. Write down the syllables:
a) straight	na, ba, sa, ko, ku, sho, chi, mya, nya, la
b) inverse	an, from, as, yar, ats
c) closed	cancer, catfish, sleep, us, there, ladies, com
d) with the flow of consonants	hundred, dro, tru, mlo, cru, mto
e) syllables in which the same consonant sound appears either in a soft or in a hard syllable	ma-mya, lu-lyu, ta-cha, ra-rya, sa-xia, zu-zyu, ka-kyu, do-de
e) opposition	sa-za, pa-ba, ta-da, ku-gu, sha-zha, vo-fo
3. Word dictation different structures	bush, pike, rook, ducks, nature, skis, scarf, strong, spring, old woman, reading, fall asleep
4. Recording a sentence after listening once	Green grass on the lawns
5. Dictation from the text must meet program requirements and include words containing sounds that are close in method and place of formation to acoustic features	1 class Zina has a brush. Zina is cleaning her shoes. Mom praises her daughter 2nd grade Our school is big. Everything is quiet. Lessons are going on. Our class is bright. At Dima's board. Dima writes. We also write in notebooks 3rd grade It's spring, the puddles have dried up. Yura and Zhenya Chulkov in the garden. Here is the dog Zhuchka. She barks at the birds. The guys are planting apple trees. It's a big day. You can work for a long time 4th grade The children came to the forest. There is silence in the forest. Only a light breeze rustles the leaves of the trees. The children sat down to rest by the stream. The boys were looking for branches for the fire. They found a hedgehog in the bushes. He buried himself in dry leaves. The guys put the hedgehog in a hat and took it home.
6. Copying: a) words from handwritten text	key, circles, removed, stork, peephole, street, cleaning, porch, hammer
b) words from printed text	Bow, mockery, falls asleep, carries, scissors, starling, nest, carrot
c) prepositional from handwritten text	our soldiers defended the city on the Volga
d) sentences from printed text	White fluffy snowflakes flashed in the air
e) text	In Moscow, Moscow is the center of the country. Moscow is beautiful in summer. Green trees decorate the city. There are many flowers in the gardens and boulevards
7. Independent writing a) write capital vowels, lowercase consonants
b) write down different syllables (closed, open, forward, backward)
c) write one-, two-, three-, four-compound words
d) sign the subject pictures (words)	pear, apple, scissors, candle, hare, tomato, cucumber, plate, moon, bush, river, tractor
d) come up with a sentence and write it down
f) give captions to the plot pictures (sentences)	Scene pictures: girl watering flowers, boy playing with dog
e) make sentences from these words and write them down	under, lies, bunny, bush, rain, after, puddles on, leaves, birch, yellowed
g) compose and write down a story based on a series of plot pictures (for students in grades 2-4)	story pictures
h) compose and write down a story on a specific topic

Letter error analysis table

Error type	Type of errors	Number of mistakes	Example of an erroneous letter
1. DISGRAPHIC 1) Errors in sound content	a) replacement of vowels b) replacement of consonants c) omission of vowels e) omission of syllables and parts of words f) rearrangements f) insertions g) separate writing of parts of words
2) Lexico-grammatical	a) replacing words based on sound similarity b) replacing words based on semantic similarity c) missing words d) continuous writing words e) violation of agreement e) violation of control f) incorrect designation of sentence boundaries
3) Graphic	a) replacement of letters by the number of elements b) replacement of letters by spatial arrangement c) mirror writing of letters
2.GRAMMAR	errors on spelling rules in accordance with the program requirements of the class in which the child will study

CONCLUSIONS: NO DYSGRAPHIC ERRORS, ARTICULATIVE-ACOUSTIC DYGRAPHIA, OPTICAL, COMBINATION OF ACOUSTIC-ARTICULATIVE DYGRAPHIA WITH OPTICAL.

Speech therapist's report

The results of the examination allow us to formulate a speech therapist’s conclusion, which indicates the level of speech underdevelopment (I, II, III) according to the classification of R.E. Levina and the form of speech anomaly. Examples of speech therapy conclusions may be the following: general speech underdevelopment of level III, caused by a persistent disorder cognitive activity and dysarthria; general underdevelopment of level II speech, caused by persistent impairment of cognitive activity and alalia, etc. The first part of the speech therapy report reflects the state of speech, which is associated with the primary intellectual defect that served as the basis for enrollment in special school(specific class). The second part of this conclusion indicates the specific difficulties of the student, caused by the clinical form of the speech anomaly, which must be taken into account when organizing an individual approach, both individual and in front-line classes.

Bibliography

1. Volkova G.A. Speech therapy rhythm. M., 1985. P.91-98.

2. Gudoshnikov F.F., Korkunov V.V., Repina Z.A. Methodology for selecting children for auxiliary schools: Uch. allowance / Sverdl. ped. int. Sverdlovsk, 1980. 70 p.

3. Danilova L.A. Methods for correcting speech and mental development in children with cerebral palsy. L., 1977. 117 p.

4. Luria A.R. Higher cortical functions of humans. M., 1969. 375 p.

5. Mastyukova E.M. Clinical characteristics of oligophrenia in students with cerebral palsy // Defectology. 1980. No. 3. P.3-10.

6. Mastyukova E.M., Ippolitova M.V. Speech impairment in children with cerebral palsy. M., 1985. 189 p.

7. Methods for examining speech disorders in children: Sat. scientific tr. M., 1982. P.5-93.

8. Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. M., 1968. 364 p.

9. Petrova A.V. Speech development of auxiliary school students. M., 1977. 220 p.

10. Chirkina G.V. Towards a methodology for teaching children with pseudobulbar dysarthria // Defectology. 1973. No. 4. P. 45-50.

11. EIDINOVA M.B., PRAVDINA-VINARSKAYA E.N. Cerebral palsy and ways to overcome it. M., 1959. 275 p.

Trubnikova N.M.

Speech therapy examination of juniors

……………………………………………………….

PHRASES

A policeman rides a motorcycle.

Red fish swim in the aquarium.

Hair being cut in a barbershop.

………………………………………………………

5. ANATOMICAL STRUCTURE OF THE ARTICULATION APPARATUS

upper jaw (prognathia)

lower jaw (progeny)

bite (anterior open, lateral open, cross, straight, deep)

teeth (absence, small, sparse, uneven, irregular shape, located outside

jaw arch, double row, diastema)

tongue (macroglossia, microglossia, short sublingual fold, geographic)

hard palate (gothic, low, flattened, presence of clefts)

soft palate (shortened, bifurcated, splitting of the small uvula or its

absence)

lips (short upper lip, thick drooping lower lip, presence of scars)

6. FEATURES OF HAND AND SPEECH MOTOR SKILLS

Manual motor skills

definition of leading hand…………………………….

legs…………………………

eyes…………………………….

performing the Heda test (cross showing - left hand to the right ear, showing the named

parts of the body opposite a sitting person)………………………………………………………

optical-kinesthetic organization of movements

big and index fingers connect into a ring

……………………………………………………………

bend your fingers into a fist, straightening your index and middle fingers

……………………………………………………………

dynamic organization of finger movement

fingering (alternately connecting all fingers with the thumb) is performed simultaneously with both hands, first slowly, then quickly

…………………………………………………………..

playing the piano (alternately touching the fingers to the table) first with one hand, then with two…………………..

Graphomotor skills (continue row)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Speech motor skills

Facial muscles Jaws

frown eyebrows open wide close mouth

raise your eyebrows up, move your jaw in different directions

close your eyes Lips

calmly open and close your eyes smile

take turns closing the P and L eyes and proboscis

puff out your cheeks smile-proboscis

pull in your cheeks and lift your upper lip up

pout them one by one, lower your lower lip down

Language grin

wide tongue on the lower lip Soft sky

sting, needle abruptly on a solid attack

wide tongue up and down, open your mouth wide and yawn (cough)

delicious jam

tsk

7. FEATURES OF THE DYNAMIC SIDE OF SPEECH

Breathing characteristics

type of breathing (diaphragmatic, thoracic, abdominal, mixed)

breathing volume…………………………………………………….

duration of speech exhalation……………………………

Voice characteristics

strength (quiet, loud, dull, fading)

height (high, low, appropriate for age)

timbre (husky, hoarse, harsh, presence or absence of a nasal tint)

expressiveness (N. inexpressive, monotonous)

Prosody

speech rate (N, slow, very fast)

speech rhythm (N, arrhythmia)

use of basic types of intonation

use of pauses in the flow of speech (N, excessive often, excessive rarely)

8. CONDITION OF HEARING FUNCTION

state of biological hearing (from medical card)

……………………………………………………………………………………………………

state of speech perception (during a conversation)

……………………………………………………………………………………………………...

9. STUDY OF PHONEMATIC PERCEPTION

(difference of sounds between gender and opposition)

Repeat a series of syllables

ba-pa ga-ka ta-da for-sa sa-sha sa-tsa zha-sha for-zha sha-sha

pa-ba ka-ga yes-ta sa-za sha-sa tsa-sa sha-zha zha-za sha-sha

cha-cha sha-cha sya-sha ba-pa-ba ga-ka-ha da-ta-da for-sa-za

cha-cha cha-cha cha-sha pa-ba-pa ka-ha-ka ta-da-ta sa-za-sa

sa-sha-sa zha-sha-zha cha-cha-cha sha-cha-sha sha-sha-sha tsa-sa-tsa

sha-sa-sha sha-zha-sha cha-cha-cha cha-sha-cha sha-sha-sha sa-tsa-sa

Words synonyms (repetition, showing a picture, laying out letters according to the sounds)

bud-barrel bark-mountain cancer-varnish light-color

grass-firewood boat-vodka rubbish-salt soup-tooth

body-deed pebble-nut ram-monitor sew-live

hummock-cat evening-wind bowl-bear cheese-fat

plus-ivy nose-night rose-face bear-mouse

bow hatch

Come up with sentences with words that are quasi-homonyms.

10. RESEARCH OF LANGUAGE ANALYSIS AND SYNTHESIS

Syntactic Operations

* analysis of sentences into words(determine the quantity, sequence and location

words in a sentence)

Masha loves to draw.

Mom bought her daughter a book.

There is a pine tree growing near our house.

My friends are good skiers.

An old man came out of the forest with a large basket.

* making sentences from words in initial form, word order is not changed

Boy, draw, picture……………………………………………..

Mouse, type, in, mink, grain………………………..

*word order changed

Let's go, guys, to the forest………………………………………………………..

Squirrel, hollow, in, collected, mink, grain…………………………………..

* come up with sentences using these words

road…………………………………………………………………………..

Friends…………………………………………………………………………..

kindness………………………………………………………………………..

funny…………………………………………………………………………

Syllable analysis and synthesis

* determine the number of syllables in a word

mother…………tray…………more fun…………bed…………swallow………

* determining the place of a syllable in a word

Where in the word "raspberries" worth a syllable -ma-, at the beginning, middle, or end?

In a word hedgehogs (-zhi-), kittens (-ta-), porcupines (-ra-)

* highlighting a syllable against the background of a word

You will hear the syllable –sha - (-ry-, -cru-) raise your hand.

chess mountains croup balls perch roof twist fish

* name the word pronounced syllable by syllable

sko-vo-ro-da, ka-na-va, te-le-fon, ko-te-nok, po-to-lok, bu-ma-ga, for-mo-ro-wives

We were hit by the weight.

There are books on the table.

There were buds on the trees.

* make a word from syllables

direct syllable order

window, weight, bed, kol-ba-sa, ma-ly-shi, ka-ran-da-shi

incorrect syllable order

hee-mu…………………ka-zer-lo…………………tsy-slee…………………

rob-vo-byi…………………ta-sha-we……………………ran-ka-dash…………………

Phonetic analysis

* is there /m/ in words

mouse frame house room tree cancer cat lamp

* highlight the first sound in a word

aster frost nightingale crane whistle

fishing rod fly agaric cabinet comb firewood

* highlight the last sound in the word

mac pencil finger taxi driver car

house stork bed policeman rainbow

* determine the place of the sound /r/ in a word

rocket firewood parquet walrus yard

watermelon samovar circle peel ax

* determine the number of sounds in a word

smoke hat bird cherry sheep porridge cover wall dictation

* positional analysis (what is the number of /p/ in a word, name its neighbors)

fish 1, y steamer 3, a, o

arch 2, ah, to road 3, oh, oh

grass 2, t, a February 4, v, a

breakfast 5, t, and army 2, a, m

Phonemic analysis

name the word spoken with pauses after each sound

h-a-s t'-m-a z-v-u-k g-v-o-z-d'-i-k-a p-y-l' p-a-r-k s-t '-i-x-i

………………………………………………………………………………………………………………….

Phonemic representatives

* select pictures whose names have 5 sounds

……………………………………………………………………………………………………...

* come up with words that contain /m/; 4 sounds, 5 sounds

……………………………………………………………………………………………………...

11. FEATURES OF VOCABULARY AND ACTUALIZATION

Nouns

*knowledge of general words

trees berries vegetables

fruit transport furniture

dishes shoes

* selection of nouns

who, what thunders……………… sparkles……………….. sweeps………………

flies…………….. floats………………….. burns……………….

blows……………….. honks……………….. crawls……………….

* selection of words on the topic “Autumn”

Autumn has arrived. Turned yellow…………….. Flowed around…………….. Silenced…………….

Dropped out……………

Verb

* Who's doing what?

carpenter………………… cashier…………………… tractor driver…………………

controller………………. driver……………… doctor………………

* selection of words on the topic “Spring”

Spring has come. Sun…………….Snow……………Kidneys……………

Streams…………….Grass………………Birds………………People…………….

* match the action to the subject (verb dictionary)

fisherman…………… lily of the valley…………… woodpecker……………… athlete……………

snake………………. alarm clock………… squirrel………………. dog………………..

Adjectives

* selection of words denoting a feature of an object

sheet…………. summer………… flower…………. winter…………

house………….. song………… lemon………….. night…………

candy………….. river………… TV…………

big………………….. front……………………..

long………………….. clean……………………….

tall………………….. wet………………………

distant………………….. cheerful………………………

kind………………….. strong………………………

hot…………………. bad………………………..

* selection of synonyms

sad………………………………….

ripe……………………………………..

lasting……………………………………

Adverb

* compare degree

bad-worse sweet…………………. low…………………….

weak…………………… sour……………………. Cold……………………

12. FEATURES OF THE GRAMMATICAL STRUCTURE OF SPEECH (oral and written completion of tasks)

Inflection

* change noun by case

The horse eats a piece of (sugar)………………………

The children were given jam from (strawberry)…………………………

There are a lot of (horses) in the meadow……………………………..

There are many (trams) in the city……………………………

The guys gave a gift (teacher)………………………….

* education noun R. p. units and many more numbers

butterflies - butterflies dress…………….. orange……………… finger……………….

tangerines………………. face……………….. squirrel………………… man………………..

* agreement adj. with noun in gender, number and case

black - wing……………………. gloves………………………

switch…………………… handle……………………..

* changing verbs by numbers

The apple is ripening. Apples………………………..

Lily of the valley smells. Lilies of the valley…………………

The cow moos. Cows………………………..

The horse is galloping. Horses……………………………

* coordination of ch. past tense in gender, number and case

sleep – cat………………….. cat………………………. kittens………………………

make noise – sea………………… river……………………… streams…………………………

go I………………… you………………… he…………………………

we work………………… you…………………….. they……………………………

* use of prepositions

......red maple leaf. The pigeons ate………hands. The birds have flown away…………warm lands.

The bear is sleeping…………..in a den. The willows bowed…………like a river.

Word formation

* formation of a diminutive form of a noun. and adj.

forehead…………chair………………… sour…………………. cheeks………………

sofa……………beautiful…………….. eyebrows………………….. saucepan…………………...

* formation of descriptive adjectives from nouns.

tree………………. leather………………….. fur……………………… snow…………………

glass……………… paper…………………

* formation of verbs using prefixes

What did you do? What will I do?

eat…………………….. walk………………..

drinks………………………. I'm having lunch…………………………

reading………………...walking…………………………..

carries…………………..

draws………………...

* selection of cognate words

forest……………………………… hedgehog…………………………….

water…………………………… mountain………………………………

* formation of complex words

walk everywhere………………………………… squeeze juice………………………………

labor to love……………………………….. to store vegetables………………………………

* extracting words from complex words

plane………………………… snowfall………………………. coffee grinder………………………

13. STATE OF VISUAL FUNCTION (SOUND-LETTER

ASSOCIATIONS, GRAPHIC IMAGES OF LETTERS)

State of visual function

state of biological vision……………………………………………………………..

color discrimination………………………………………………………………………………………………………………………………………………………………………………………...

shape, size…………………………………………………………………………………

……………………………………………………………………………………………………...

spatial representations…………………………………………………………….

……………………………………………………………………………………………………...

subject gnosis………………………………………………………………………………

……………………………………………………………………………………………………...

Sound-letter associations

recognition of letters depicted in different fonts……………………………………….

……………………………………………………………………………………………………...

recognition of letters in difficult conditions…………………………………………………….

……………………………………………………………………………………………………...

recognizing dotted letters……………………………………………………..

……………………………………………………………………………………………………...

recognition of superimposed letters…………………………………………………………………..

……………………………………………………………………………………………………...

recognition of mirrored letters………………………………………………….

……………………………………………………………………………………………………...

recognition of unfinished letters……………………………………………………………….

……………………………………………………………………………………………………...

recognition of graphically similar letters……………………………………………………….

……………………………………………………………………………………………………...

Design and reconstruction of letters………………………………………………..

……………………………………………………………………………………………………...

(copying graphically similar letters based on differences)

Recording from dictation

Vowels……………………………………………………………………………..

Acoustically close consonants:

P – B T – D K – G F – V S – Z W – F R – RJ S – SY M – M F – F G – G………………………………………………………… …………………………………….

………………………………………………………………………………………

Graphically similar letters:

lowercase g p tr b v d u z i sh ts scho a s e e y f

…………………………………………………………………………………………..

capitals G P T R B V Z E O S Yu E

…………………………………………………………………………………………………………

14. STATE OF THE READING PROCESS

1. Reading syllables, words with different sound-syllable structures, sentences, text

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Definition of reading comprehension:

Answers to questions in the text:

………………………………………………………………………………………………………………………………………………………………………………

Retelling the text

………………………………………………………………………………………………………………………………………………………………………………

3. Specify the reading method

……………………………………………………………………………………….

4.Reading speed

……………………………………………………………………………………….

5. Character of reading

……………………………………………………………………………………….

………………………………………………………………………………………

15. CONDITION OF DIFFERENT TYPES OF WRITING

Copying letters, syllables, words, phrases, sentences………………

………………………………………………………………………………………………………………………………………………………………………………

Recording dictated letters, syllables, words, phrases, sentences………..

………………………………………………………………………………………………………………………………………………………………………………

Auditory dictation of linked text…………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

(his repeated delayed entry)………………………………………………………………

……………………………………………………………………………………….

Recording texts with imperfectly pronounced sounds……………………………

……………………………………………………………………………………….

Recording texts with undifferentiated sounds………………………………………………………

……………………………………………………………………………………….

Summary of related text……………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………….

Essay (based on the plot picture)…………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

The presence and nature of motor difficulties when writing………………………..

……………………………………………………………………………………….

Ability to check written work and identify errors

………………………………………………………………………………………

Types of specific errors in writing, their number

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………….

16. STATUS OF ACCOUNTING OPERATIONS

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

BRIEF PSYCHOLOGICAL AND PEDAGOGICAL

CHARACTERISTICS OF THE STUDENT

Speech therapy conclusion

1. Impairment(s) of oral speech (type, form, severity)

……………………………………………………………………………………………………………………………………………………………………………….

2. Reading impairment (dyslexia) or difficulties in the process of its formation (degree of severity, type or combination of types of dyslexia)………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

3. Impaired writing (dysgraphia) or difficulties in the process of its formation (degree of severity, type or combination of types of dysgraphia)………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(the presence of dysorthography is also noted in the conclusion)

End date of examination: Signature:

Notes:

F.P.- phonemic processes;

Z.B.A.- sound-letter analysis;

G.S.R.- grammatical structure of speech;

ONR- general speech underdevelopment;

FFN

FNR

NCiP- reading and writing disorders;

m/z - interdental pronunciation;

g/z - - labiodental pronunciation;

y/y-- labial pronunciation;

mountains l. - throat pronunciation;

side. - lateral pronunciation;

one.- one-beat pronunciation;

on - -

v- presence of errors;

Single errors;

Use of antonyms.

Selection of synonymous words.

trouble - ... hurry - ...

joy - ... fight - ...

Selection of related words.

garden- ... salt- ... .

pain- ... Earth- ...

Complete the phrase.

The store is open...

Guards the border...

The table is set...

Delivers letters, magazines...

9. Name the babies:

Formation of adjectives from nouns.

winter- winter oak- oak

Linden- ... morning - ...

lemon- ... fox- ...

meat- ... bird- ...

milk- ...

Formation of relative adjectives from nouns.

What is the juice from: apples called?- ...

oranges- ...

strawberries- ...

Fish soup- ...

mushrooms- ...

Chicken- ...

Education possessive adjectives. Whose head, whose tail?

The head is a fox, and the tail...

The head is squirrel, and the tail...

The head is wolfish, and the tail...

The head is bearish, and the tail...

Forming verbs using prefixes.

Walks - leaves, comes, enters, leaves, leaves, crosses, approaches...

Sew - sew up, hem, sew on, embroider, alter...

Make up a sentence with each word using prefixes: in-, at-, for-, re-.

He flew, walked, wrote.

Cat and bird

Depending on the age, the appropriate text is selected.

9. Copy the handwritten text (2nd grade, beginning of the school year).

Puppy

U The bugs gave birth to puppies. Masha and Petya took one. The puppy whined loudly. The children fed the puppy.

For students of other classes, more complex and voluminous texts are used.

10. Write a dictation (2nd grade, beginning of the school year).

U Misha lived as a cat. The cat's name was Ryzhik. Ryzhik's tail is fluffy. The boy often played with the cat. They were friends.

Dictation texts, as in the previous task, are selected in accordance with age and duration of study.

Write down the names of the pictures.

12. Compose and write down short story by picture or series of plot pictures. Students can complete the proposed tasks on an individual form.

Writing Skills Test

Last name, first name________________________________class_______.

1. Write down the words written in handwriting:

bream, beetle, snow, bow, mouse, arctic fox, skates, zebra, woodpecker, fly, carriage, T-shirt, autumn, evening, acorn, carriage, turkey, butterfly.

______________________________________________

2. Write it down the following words:

cloak, mole, stork, flag, insect, birch tree, ladder, student, crack, fun.

3. Write lowercase letters from dictation:

____________________________________________________________________

4. Write down capital letters from dictation:

____________________________________________________________________

5. Write down the syllables from dictation:

____________________________________________________________________

6. Write down the words from dictation:

____________________________________________________________________

7. Write down a sentence after listening once:

____________________________________________________________________

8. Write a handwritten text (2nd grade, beginning of the school year).

Puppy

Zhuchka gave birth to puppies. Masha and Petya took one. The puppy whined loudly. The children fed the puppy.

9. Write a printed text (2nd grade, beginning of the school year).

Cat and bird

The cat was sleeping on the roof. A bird sat down next to the cat. Don't sit close, little bird, cats are cunning.

__________________________________________________________________________________________________________________________________________

10. Write a dictation.

__________________________________________________________________________________________________________________________________________

11. Write the names of the pictures:

__________________________________________________________________________________________________________________________________________

12. Compose and write a short story based on the picture.

__________________________________________________________________________________________________________________________________________

Diagnostic dictations

To test your writing skills

(proposed in the works of I.N. Sadovnikova, L. I, Tikunova)

In the forest

Here is a big forest. There is a river behind the forest. Children are walking there. And the buzzer is here. Zoya and Zhenya are looking for mushrooms. Yura and Yasha found the hedgehog.

On the river

It was summer. Zoya and Sasha went to the river. Zoya was picking flowers in the meadow. Sasha was fishing with a fishing rod. Here's Zhenya. Zhenya has a pike.

Misha had a cat. The cat's name was Ryzhik. Ryzhik's tail is fluffy. The boy often played with the cat. They were friends.

Maple

There was a maple tree growing near the house. Birds sat on maple branches. These are jackdaws. Seryozha gave them crumbs of bread and grain.

In the meadow

Ksyusha was in the meadow. All around high grass. A bumblebee sat on a white porridge. It hummed menacingly. The girl was not afraid of him.

By the sea

I lived by the sea. The sound of the waves woke me up. During the day I loved watching them play. The white combs were beautiful.

School

This is our school. Lush asters grow at the entrance to the school. Wonderful roses grow in the flower beds. I like my school.

Ducks

Ducks are swimming. Olga and Alyosha throw pieces of bread to the birds. Soon the birds will leave the pond. They will fly away to warmer climes.

Meeting

Kolya was fishing. The reeds rustled. It crawled out onto the grass. The boy didn't touch him. I was already basking in the sun. Snakes are not poisonous.

Secret

I'm walking through the forest. There are many secrets and wonders in the forest. Here a fluffy tail flashed. Who was that? It was a squirrel jumping.

Cat Fedya

Yasha had a cat Fedya. The cat loved to play in the bushes. Yasha searched for the cat for a long time. And he was sitting on the roof.

Spring is coming

The sun is shining brighter. The snow has darkened. There are large puddles all around. Buds swelled on the branches. There is green grass on the lawns. Fast streams gurgle. Spring is coming.

The children were walking in the meadow. Seryozha and Lera were picking flowers. Sasha was picking sorrel. Misha has a net. He catches a butterfly. Time to have lunch. The children are going home.

The cat catches mice. The dog guards the house. The cow gives milk. The horse carries loads. Sheep provide wool and meat. Rabbit fur is used for fur coats and hats.

The car brought a lot of coal. We heat the stove with coal. Smoke is coming from the chimney. In winter there are severe frosts. Snowstorms often blow. And the house is always warm.

Spring

April has arrived. The loose snow is melting. Streams gurgle all around. There is a large puddle on the porch. The kids put away their skates and skis. They are launching boats. Everyone is welcoming spring.

Children in the forest

The guys went out onto the lawn. It's nice in the forest in spring! Bloomed fragrant lily of the valley. Birds are chirping. The children saw a hedgehog. He curled up into a ball. The guys won't touch the hedgehog.

Autumn soon

Autumn was approaching. It began to rain more often. The ground in the garden is already strewn with yellow leaves. The voices of songbirds are heard less frequently. They are preparing to fly to warmer climes.

Forester's hut

There lived a forester in the forest. The forester had a granddaughter, Sasha. Sasha had a good time with his grandfather. There was silence all around. Only the stream gurgled and the birds sang. Grasshoppers were chattering in the grass.

To the dacha

The children are going to the dacha. They will live with their grandmother. There is a grove there. There is a river behind the grove. Boys will fish, girls will pick flowers.

Birds

December has arrived. Fluffy snow fell. He covered the ground with a fluffy carpet. The river is frozen. The birds are hungry. They are looking for food. Children put bread and grains in the feeder. In summer, crops need protection. Birds will save the harvest.

Go hunting

In the morning I went into the grove with a gun and a dog. There was a wonderful silence. A hundred steps away you could hear a squirrel jumping on dry twigs. The fresh, fragrant air stung my eyes and cheeks pleasantly. A thin web stretched through the air. This is a sign of warm weather.

Who greeted winter like this?

The bats climbed into the hollow. The hedgehog covered himself with dry leaves. The frogs buried themselves in the moss. The bear sleeps in a den. The squirrel changed its coat for the winter and repaired its hollow. The fox made a bed out of leaves in a hole.

Holidays are coming soon

Holidays are coming soon. The children will go to camp. The day of departure has already been announced. Sasha will stay at home and go to the playground. Seryozha will go to the village. It's very good there. His parents will go there on the weekend. There are many flowers there.

Brave Deed

Sasha Zhukov was walking home from school. The larks sang high in the sky. The road passed along the bank of the river. Suddenly Sasha saw that a little boy was drowning. He rushed into the water with his clothes on and pulled out the boy. The next day everyone learned about the student’s action. Sasha was thanked at the line.

Class

Mice

Old and small mice gathered at the mink. Their ears stick up and listen. The cat Vasya lies by the stove, waiting for the mice.

Cat and bird

The cat was sleeping on the roof. A bird sat down next to the cat. Don't sit close, little bird, cats are cunning.

(According to L. Tolstoy)

Autumn

Here it is September. The air is clean and fresh. Sounds can be heard far away in the forest. Thin honey mushrooms cluster on large old stumps.

Class

Moscow

Many years ago, a small fortress was built on a high hill. Years passed. The fortress grew and became richer. More and more houses were built along the banks of the Moscow River. They brought a lot of goods trading people, merchants. The fortress became a great city - Moscow.

Yasnaya Polyana

A lot in Rus' beautiful places. Here is Yasnaya Polyana. Lev Nikolaevich Tolstoy was born and spent almost his entire life here. Here he planted a birch grove. Nice grove in early autumn! All of it costs gold. This was the writer's favorite place. He rested and worked here.

Dunno and the Beetle

One day Dunno was walking around the city and wandered into a field. At this time, a cockchafer was flying past. He'll go blind

body towards Dunno and hit him on the back of the head. Dunno fell to the ground. The beetle disappeared. Dunno stood up and looked around. It was quiet all around.

(According to N. Nosov)

Class

In Tsarskoe Selo

Alexander Sergeevich Pushkin studied at the Lyceum, which was located in Tsarskoe Selo near St. Petersburg. A beautiful, vast park began right under the windows of the lyceum. The sun's rays played freely in the heavy foliage of oaks and lindens. Marble statues gleamed white among the greenery. Birdsong could be heard everywhere. The water splashed quietly in the lake. Pushkin loved this ancient park very much and often walked in it.

Vladimir Ivanovich Dal

Vladimir Ivanovich Dal was a talented and hardworking person. His dictionary contains more than two hundred thousand words, thirty thousand proverbs, sayings, and riddles. Gathering material for his dictionary, Dal traveled all over Russia. He was even in Siberia and the Urals. Vladimir Ivanovich loved and understood his native language, and knew how to see beauty in the living Russian word. Dahl was a great friend of Pushkin.

October

The ancient Russian name for October is “gryaz-nik”. Autumn rains with sleet turned the ground into mush. In Rus', October was also called “leaf fall”, “golden autumn”, since it occurs at the time of yellowing of the foliage.

And how many autumn signs there were in Rus'! “Late leaf fall means a harsh winter.” “The willow was covered with silvery frost early - it will be a long winter.”

Based on the results of the examination, the teacher-speech therapist analyzes the nature and types of errors made by students, and completes study groups, draws up a class schedule, develops a correction program and conducts speech therapy classes.

Speech therapy diagnostics at school

The work of a speech therapist in a secondary school is quite relevant and multifaceted. From year to year primary classes Mass schools enroll a large number of children with deviations in the development of oral and written speech, which, in turn, prevents this category of students from successfully mastering the main subjects of the school curriculum.

The system of work of a speech therapist teacher in a secondary school can be presented as follows (Diagram 1).

The above diagram shows that the work system of a school speech therapist includes the following main areas:

Diagnostics - examination of the state of oral and written speech;

Correctional and developmental process represented by speech therapy classes;

Advisory and preventive work;

Work on advanced training and self-education, etc.

Each of these areas is important in its own way and solves certain problems.

Diagnostics is a speech examination that gives an idea of the state of the child’s speech development and allows the speech therapist to determine the type of speech pathology, its form and the severity of the speech defect.

The main objectives of diagnostics are: identifying deviations in the development of oral and written forms of speech;

Determination of the structure of a speech defect;

Formulation of speech diagnosis;

Drawing up a program of correctional work. The relevance of this area of work lies in the fact that the corrective intervention program, and ultimately the effectiveness of speech therapy work with children, depends on timely, qualified diagnosis.

According to the Regulations on speech therapy centers and the Instructional and Methodological Letter on the work of a speech therapist teacher at a secondary school, identification of students with speech pathology is carried out twice a year: from September 1 to 15 and from May 15 to 31. The condition of the letter is also examined during the holidays. The results of the examination are recorded in the examination log of oral and written speech (Table 1).

To fill out the log, the following conventions are used:

F.P.- phonemic processes;

Z.B.A.- sound-letter analysis;

G.S.R.- grammatical structure of speech;

ONR- general speech underdevelopment;

FFN- phonetic-phonemic underdevelopment of speech;

FNR- phonetic speech underdevelopment;

NCiP- reading and writing disorders;

m/z - interdental pronunciation;

g/z - - labiodental pronunciation;

y/y-- labial pronunciation;

mountains l. - throat pronunciation;

side. - lateral pronunciation;

one.- one-beat pronunciation;

on - - non-automated pronunciation;

v- presence of errors;

Single errors;

! - persistent, frequently occurring errors.

This journal is kept for each class. This allows you to obtain not only detailed information about the speech development of each specific student, but also allows you to see the complete speech characteristics of all students in a particular class, which greatly helps to cooperate with teachers and carry out advisory and educational work with parents, both individually and at parent meetings. meetings. In addition, such a log allows you to control the movements of students and track the dynamics and effectiveness of speech therapy work.

All students with speech impairments identified as a result of the examination are registered in the list, which we propose to maintain as follows (Table 2). It is advisable to keep the list according to parallels (grades 1, 2, 3, 4) and according to the similarity of the speech defect. This method helps to control statistical data on the number of students with various types speech pathology, as well as staffing groups taking into account the structure of the defect and the age of the students. The proposed form also makes it easier for speech-language pathologists to prepare annual digital reports.

For each child enrolled in speech therapy classes, the speech therapist fills out a speech card. The methodological association of speech therapists in secondary schools in Novorossiysk offers the following version of the speech map (see below).

The first page of the speech card is filled out by a speech therapist in the presence of parents or persons replacing them. It contains general information about the child, which are recorded from the words of the parents. The second page is filled out by the speech therapist during an individual examination and is supplemented throughout the entire period of training at the speech center. The speech map is accompanied by diagnostic written works of students, which demonstrate the state of writing and allow you to track the dynamics in the process of speech therapy classes. The speech card records all manifestations of each student’s speech impairment identified during the examination.

Filling out the speech card begins with the child’s passport data. Then the student’s real level of knowledge in native language and other items. In cases of complex speech defects, this data can be very important both for determining an accurate speech therapy conclusion and for establishing the primary or secondary nature of speech underdevelopment.

The anamnestic data of students is filled out from the words of their parents. During the conversation, it is important to get an idea of how the child’s early speech and physical development proceeded. It is determined whether they have previously sought speech therapy help; if yes, what is the effectiveness. The features of the speech environment are recorded.

Before starting a speech examination, the speech therapist must make sure that other functions (hearing and vision) are intact and reflect the data obtained in the speech card. Also, during the examination, the speech therapist teacher pays attention to the structure and mobility of the articulatory apparatus (lips, teeth, tongue, palate, bite), the clarity and intelligibility of speech; reveals the level of formation of all aspects of speech: sound pronunciation, phonemic processes and skills of sound-letter analysis and synthesis, grammatical structure of speech and vocabulary.

All types and nature of errors in reading and writing are analyzed and recorded in detail; The speech map reflects examples of mistakes made by the child. Special attention addresses the personal and behavioral characteristics of students: ability to switch, observation, organization, independence, mobility, impulsiveness, etc.

For students with phonetic disorders, a shortened version of the speech card can be issued, which looks like this (see below).

Speech therapy diagnostics at school. Diagnostic work to identify the immaturity of the writing process and problems in its development in primary schoolchildren

So, a writing examination includes:

PHRASES

Manual motor skills

Graphomotor skills (continue row)

Facial muscles Jaws

Breathing characteristics

Voice characteristics

Prosody

Repeat a series of syllables

Syntactic Operations

Syllable analysis and synthesis

* make a word from syllables

Phonetic analysis

Phonemic analysis

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