Currently, education in Russia at all levels is undergoing organizational and content changes. In turn, future first-graders are subject to certain requirements for their school readiness, in particular, to speech readiness, the level of development of which directly affects the success of schooling.

Speech readiness is a set of basic skills that are formed during preschool childhood, necessary for the child for assimilation school curriculum, namely the formation:

- sound-producing side of speech;

- phonemic hearing and perception;

- vocabulary;

- grammatical structure;

- coherent speech in general.

Let us consider each of the selected components of speech readiness in more detail, as well as possible errors that occur when they are underdeveloped in the process of schooling.

1. The sound-producing side of speech.

The child must have the correct, clear pronunciation of the sounds of all phonetic groups (whistling, hissing, sonors, etc.). Even if the child has all the sounds set, it is recommended to pronounce tongue twisters in front of the school, do articulation exercises to improve the clarity, intelligibility and expressiveness of speech. If a preschooler preparatory group there are violations of sound pronunciation, it is necessary for parents to contact a speech therapist to eliminate them. As a rule, the few violations considered (one, two sounds) do not affect school performance. However, they can lead to difficulties in establishing contact with peers, and also cause the child to develop a sense of inferiority (self-doubt, refusal to public speaking), become an obstacle in choosing a future profession.

2. Formation of phonemic processes: phonemic hearing, phonemic perception.

phonemic hearing it is necessary to develop in a child from birth - this is the ability to hear and distinguish the sounds of the native language. By the age of 7, a child should distinguish and reproduce by ear syllable chains and words containing sounds similar in acoustic-articulatory features, namely, in hardness - softness, sonority-deafness and acoustically close, for example, "sa-za, braid-goat", “po-bo, kidney - barrel”, “we-mi, bear - mouse”, “ssh, bowl-bear”, etc. In case of difficulties in reproducing words and syllable chains, it is necessary to carry out corrective work in this direction, otherwise, even if one or two sounds of the native language are not distinguished in writing, the first grader will encounter specific errors: replacing letters similar in acoustic-articulatory characteristics, skipping soft sign, indicating the softness of the consonant sound (i.e., the child, as he hears, writes “hare - saika”, “hatch - onion”, “apple - apple”, “coal - corner”). These errors indicate such a violation of written speech as acoustic dysgraphia.

You can identify violations in the development of phonemic hearing as follows: invite the child to repeat three-syllable syllabic chains after an adult. Each syllable chain includes sounds that differ in one of the following features: sonority-deafness (for example, "b-p"), hardness-softness ("m-m"), acoustically similar sounds. Chains are given for all the sounds of the native language and those sounds that the child does not distinguish by ear are revealed. Second diagnostic task is the repetition by the child of words containing sounds that differ in acoustic-articulatory features. Screening diagnostics of this process, which can be implemented by parents of future first graders, is presented in Table 1.

Table 1

Screening diagnosis of phonemic hearing

Directions of the survey	Lexical material		Children's answers
1. Repetition of syllables with oppositional sounds.		La la la
2. Differentiation of words-paronyms (repetition of words, following the diagnostician)	Point-daughter Guest Bones Barrel kidney Screw feint goat braid Mint-ball	Saber Heron Chalice bowl

In case of difficulty in distinguishing any pairs of sounds, it is necessary to practice them on the material of syllables, words, phrases, sentences. In order to prevent and improve phonemic hearing for parents and preschool specialists, the following teaching aids containing a variety of lexical material can be recommended, didactic games in this area: I.S. Lopukhina "Speech therapy: exercises for speech development, poems, tongue twisters, games, riddles, counting rhymes ", V.V. Konovalenko, S.V. Konovalenko "Paired voiced - deaf consonants" (set of notebooks), N.M. Mironova "We develop phonemic perception in children of the preparatory group."

Phonemic perception includes the following processes:

‒ phonemic analysis- this is the child's ability to highlight sentences in the text, determine the number and order of words in a sentence, divide words into syllables, determine the place of a syllable in a word (first syllable, second, etc.), stressed syllable, determine the position of sounds in a word (beginning, middle, end), a linear sequence of sounds in a word (that is, to name the ordinal number of a sound in a word), the position of sounds in relation to other sounds (for example, which sound is before a given sound, which, after, etc.), be able to characterize sounds (consonant, vowel, hard, soft, voiced, deaf), to carry out sound parsing of words using symbols.

‒ phonemic synthesis- this is the ability to compose texts from sentences, sentences from words, words from syllables (for example, name what the machine will turn out), words from sounds.

You can identify the unformedness of these processes as follows: pronounce a sentence to the child and ask him to name the number of words he heard, give a word and ask him to count the number of syllables contained in it, determine the stressed syllable, name the first sound in the word, the last sound, determine the number of sounds in the word.

If phonemic analysis and synthesis are not fully formed in the child by the first grade, then there will be problems with the processes of mastering reading and writing. From the first grade, the following errors in writing can be observed:

- omission of words in a sentence, syllables in words, sounds in words both in writing and when reading;

- permutations of words in a sentence, syllables in words, letters in words;

‒ continuous spelling words in a sentence, separate spelling of words (arrived, cat itself);

- lack of differentiation of proposals.

Accordingly, a specialist, having identified such errors in a child in writing, may indicate the presence of dysgraphia due to a violation of language analysis and synthesis, but if such errors appear when reading, then such a violation will be called phonemic dyslexia, and semantic dyslexia may also occur, i.e. e. the child will read mechanically, not understanding the meaning of what they read.

Particular attention to the formation of phonemic hearing and phonemic perception should be given to parents whose children have a minimal decrease in physiological hearing, which by definition leads to a violation of these processes.

3. Sufficient vocabulary.

In everyday life, the child must use various words: nouns, adjectives, verbs, adverbs, numerals, be able to select antonyms for words, synonyms. Also, the child must explain the meanings of some phraseological units, polysemantic words, popular expressions, proverbs and sayings (for example, “golden hands”, “sit in a puddle”, “do not hang your nose”, “measure seven times cut once”, etc.). The future first-grader must master generalizing concepts for various lexical topics such as clothes, vegetables, transportation, professions, wild animals, electrical appliances, fish, insects, etc. and, accordingly, name the words included in these lexical topics.

In the case of a poor vocabulary, the child has difficulties in compiling stories, retellings, in communicating with peers, and later in writing summaries and essays. When reading, the child may also have difficulty understanding the meaning of what is read. In this regard, in the process of preschool childhood, active work should be carried out to accumulate, enrich, expand and activate vocabulary.

4. The grammatical structure of speech.

The formation of the grammatical structure of speech is evidenced by a sufficient level of development of the following skills:

- the ability to change words by gender, number, case, tense;

- the ability to form words using prefixes, suffixes, new words from other parts of speech;

- the ability to compose sentences of various syntactic constructions, namely simple sentences With homogeneous members, with prepositions, compound and complex sentences, to see the connection of words in sentences;

- the ability to work with a deformed proposal, independently find and correct mistakes made;

- make grammatically correct sentences using key words and pictures;

- draw up proposals.

In case of unformed grammatical structure of speech, the child will have errors as in oral speech, and in writing, namely, difficulties in coordinating words in a sentence, building sentences (an example of errors, “red bucket”, “five pencils”, “no legs”, “gives food to roosters”, “she came”, etc. .). The presence of the listed errors in the letter will indicate the agrammatical form of dysgraphia. Also, when reading, in the case of an unformed grammatical structure of speech, semantic errors will be noted, respectively, reading in children will be guessing.

In order to prevent and improve the lexical and grammatical structure of speech, the following teaching aids can be recommended to parents and specialists of preschool educational institutions: N.E. Teremkova "Speech therapy homework for children with ONR 5-7 years old", T.A. Tkachenko "Formation of lexical and grammatical representations", E.V. Novikova "Secrets of prepositions and cases", etc.

5. Sufficiently developed coherent speech, that is, by the first grade, the child should be able to compose:

- retelling of fairy tales, stories;

- descriptive stories about objects, natural phenomena;

- stories based on a series of plot pictures;

- stories from personal experience;

- Creative stories.

The level of development of coherent speech depends on the formation of the lexico-grammatical structure of speech and mental operations. By the first grade, a child should be able to express his thoughts, draw conclusions, establish cause-and-effect relationships of phenomena and events, be able to coherently and consistently formulate the main idea of ​​the statement. Developed coherent speech is the key to successful schooling in such subjects as: Russian language, literature, the world, history and all other humanitarian subjects.

It is possible to identify the features of the development of coherent speech in the following way: the child is invited to listen and retell a fairy tale, a story, talk about how his day went, compose a short fairy tale, compose a story based on a plot picture, describe his favorite toy. In the course of analyzing the stories compiled by the child, the parent must identify the difficulties that he encounters. In order to prevent and develop coherent speech in preschoolers, the following can be recommended: methodical manual: N.E. Arbekova "We develop coherent speech of children 6-7 years old with OHP" (a set of 3 notebooks), T.A. story pictures" (a set of 4 notebooks).

Currently, more than 70% of children go to school with basic reading skills. However, not all children have a clear idea about the images of letters. When reading, children confuse letters with each other, for example, w-sh, p-t, c-sh, p-n, l-m, v-b, o-s, etc., they can skip lines when reading. The reasons for such violations are the lack of formation of spatial representations, as well as violations visual perception. If timely measures are not taken to eliminate these violations, similar errors will appear in the letter, namely, the child will write some letters in a mirror image, add extra elements to the letters, confuse written letters with each other, for example, “i-y”, “v-d”, “o-a”, “b-d”, “s-e”, etc. Accordingly, both parents and teachers should monitor the process of forming the image of letters in children, especially for first-graders who have minimal visual impairment.

Therefore, when getting acquainted with letters, the alphabet of printed and written letters should always be in sight in front of the child. When getting acquainted with each letter, techniques are used to activate visual perception and tactile sensations, for example, the use of tactile boards, the modeling of letters from various materials, the use of an associative alphabet, etc.

Thus, when preparing a child for schooling the main task of parents is to work closely with specialists of the preschool educational institution on issues speech development child, in case of detection of violations of oral speech in preschoolers, to carry out their timely correction, in the conditions of specialized correctional groups for children with speech disorders(FFN, ONR), as well as at the speech therapy center of the preschool educational institution, which in turn will prevent school maladaptation in the future.

Also, in the family where the future first-grader is brought up, favorable conditions should be created for their speech development. Parents need to monitor the correctness of children's speech, encourage their speech activity, monitor the grammatical and syntactic design of their statements, and contribute to the accumulation and expansion of vocabulary.

Knowledge by the teacher of the level of speech readiness of the first grader will allow:

- plan an individual pedagogical work with every student

- choose methods and means of teaching for the whole class, taking into account the development of speech,

- timely monitor the appearance of specific errors in children in written speech and take corrective and preventive measures,

- if necessary, receive advice on the education of children from specialized specialists (teachers-speech therapists, educational psychologists, speech pathologists).

Natalia Mamaeva
Speech readiness of the child for school

Speech readiness of the child for school. Speech therapist Mamaeva N. L. The most significant for child 7 years is the transition to a new social status: preschooler becomes a schoolboy. The transition from gaming to learning activities significantly affects motives and behavior child. Quality learning activities will depend on the extent to which the following prerequisites have been formed in preschool period:

Good physical development child;

Developed physical hearing;

Developed fine motor skills fingers

Normal functioning of the central nervous system

Possession of knowledge and ideas about the world around

Voluntary attention, mediated memorization, the ability to listen to the teacher

Cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness to share with other children

work, cooperation, mutual assistance.

On the basis of these premises in the younger school age, new qualities necessary for learning begin to form. Ready for school education is formed long before entering the school and does not end in the first grade, since it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

school training presents to kid new requirements for his speech, attention, memory. The psychological readiness

to learning, i.e., his awareness of the social significance of his new activity.

Special Criteria readiness for school training are presented for mastering child native language as a means of communication. Let's list

1. Formation of the sound side of speech. Child must own the correct, clear sound pronunciation of the sounds of all phonetic groups.

2. Full formation of phonemic processes, the ability to hear and distinguish, differentiate the sounds of the native language.

3. readiness to sound-letter analysis and synthesis of sound composition speeches: the ability to isolate the initial vowel sound from the composition speeches: the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three sounds like aui; analysis of the reverse syllable vowel - consonant type ap; hear and highlight the first and last consonants in a word, etc. Children should know and use terms correctly "sound", "syllable", "word", "sentence", sounds vowel, consonant, voiced, deaf, hard, soft. The ability to work with a word scheme, a split alphabet, and syllable reading skills are assessed.

4. The ability to use different methods of word formation, to correctly use words with diminutive meanings, the ability to form words in the desired form, to highlight sound and semantic differences between words: fur, fur; form adjectives from nouns.

5. Formation of the grammatical structure speeches: the ability to use extended phrasal speech, the ability to work with a sentence; correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members; work with a deformed proposal, independently find errors and eliminate them; make sentences on supporting words and pictures, own a retelling of the story, keeping the meaning and content. Compose your own story - description.

The presence of even slight deviations in phonemic development among first-graders leads to serious problems in the assimilation of general educational programs. schools.

Formation of grammatically correct, lexically rich and phonetically clear speech, enabling speech communication and preparation for learning in school, is one of the important tasks in common system training work child in preschool institutions and family. Child with a well-developed speech, he easily enters into communication with others, can clearly express his thoughts, desires, ask questions, agree with peers on a joint game. Conversely, slurred speech child complicates his relationship with people and often leaves an imprint on his character. By 6-7 years of age, children with speech pathology, they begin to realize the defects of their speech, painfully experience them, become silent, shy, irritable.

To educate a full-fledged speech, you need to eliminate everything that interferes with free communication. child with team. Indeed, in the family of the baby they understand perfectly and he does not experience any particular difficulties if his speech is imperfect. However, gradually the circle of connections child expands with the outside world; and it is very important that his speech is well understood by both peers and adults. The question arises even more sharply about the meaning of phonetically correct speech when entering a university. school, when to kid you need to answer and ask questions in the presence of the whole class, read aloud (lack of speech is revealed very soon). It becomes especially necessary correct pronunciation sounds and words in literacy. Junior pupils they write mostly as they say, therefore among the underachievers elementary school students(primarily for mother tongue and reading) there is a large percentage of children with phonetic defects. This is one of the causes of dysgraphia. (writing violations) and dyslexia (reading disorders).

Pupils, which deviations in speech development relate only to defects in the pronunciation of one or more sounds, as a rule, learn well. Such speech defects usually do not adversely affect the assimilation school curriculum. Children correctly correlate sounds and letters, do not make mistakes in written work associated with shortcomings in sound pronunciation. There are practically no underachieving students among these students.

Pupils with an unformed sound side of speech (pronunciation, phonemic processes, as a rule, replace and mix phonemes that are similar in sound or articulation (hissing - whistling; voiced - deaf; hard - soft, r - l). They have difficulty hearing close sounds in words. (barrel - kidney). This level of underdevelopment of the sound side of speech prevents the mastery of the skills of analysis and synthesis of the sound composition of the word and causes a secondary defect. (dyslexia and dysgraphia as specific disorders in reading and writing).

At schoolchildren along with violations of the pronunciation of sounds, there may be an underdevelopment of phonemic processes and lexical and grammatical means of the language. They experience great difficulty in reading and writing, leading to persistent underachievement in their native language and other subjects. In such children, the pronunciation of sounds is often blurred, indistinct, they have a pronounced insufficiency of phonemic processes, their vocabulary is limited, grammatical design is replete with specific errors; independent utterance within the limits of everyday everyday topics is characterized by fragmentation, poverty, semantic incompleteness. Deviations in the development of oral speech create serious obstacles in teaching literate writing and reading correctly. Written works these children are full of a variety of specific, spelling and syntactical errors.

The main task of parents is to pay attention to various violations of their oral speech in time. child to start speech therapy work with him before schools, to prevent communication difficulties in a team and poor progress in general education school. The sooner the correction is started, the better its result.

Speech is not an innate ability of a person, it is formed gradually, along with the development of the child. The richer and more correct the child's speech, the wider his possibilities in cognition of reality, the more actively his mental development takes place.

Parents should know that the processes of writing and reading are complex psycho-physiological processes, in the implementation of which various parts of the cerebral cortex are involved. To master writing and reading, sufficient formation of a number of mental functions is necessary, such as memory, attention, thinking. Written speech is acquired consciously from the very beginning and only in the process of special training, which is associated with great difficulties.

Along with the physiological and psychological, speech readiness is very important, since it is the most important indicator intellectual readiness for school. For successful study, a child must have a number of necessary prerequisites, formed in him at a preschool age.

Preconditions for Successful Reading and Writing

1. Sound analysis of words.

To fully master reading and writing, it is also necessary to learn sound analysis and word synthesis. At school, a pre-letter period is specially allotted for this purpose. However, this period is very short. Therefore, if a child comes to school not ready for a difficult process sound analysis and the synthesis of words, he will inevitably meet with great difficulties.

A preschooler in the first grade must accurately determine the first sound in a word, the last sound in a word, the place of a certain sound in a word (beginning, middle, end), the sequence of sounds in a word (What is the first sound, second sound, third sound in the word “poppy”? ), the number of sounds in the word (How many sounds are in the word "house"?).

2. Sound pronunciation.

One of the important links in the formation of speech in a child is mastering the correct sound pronunciation.

At the age of three, a child must correctly pronounce speech sounds that are simple in their articulation (s, s ', s, s ', c). By the age of four to five, the child should correctly pronounce more complex sounds (w, w, h, u); by the age of five - l, l '; to six - p, p'.

A first-grader must correctly pronounce all the sounds of his native language in words, in phrasal speech. He should not miss sounds, distort them, replace them with others.

When checking the sound pronunciation, special attention should be paid to the complete absence of some sounds in the child’s speech (yba - fish), the constant replacement of some sounds with others (lyba - fish), the mutual replacement of soft and hard consonant sounds (bag - bag, horse - horse, shelf - polka), voiced and deaf consonants (zupy - teeth, suby - teeth). In all these cases, with the beginning of schooling, omissions or substitutions of letters will appear in the letter, the child will have great difficulties in learning the rules for writing a soft sign at the beginning, in the middle of a word (build, coal, embers), dubious consonants at the end and in the middle of words (mushroom , mushrooms)...

Do not forget that the sounds of speech need long-term automation, fixing the pronunciation of sound in a syllable, word, sentence, verse, independent speech child, therefore, do not ignore the speech therapist's recommendations for automating sounds at home.

3. Vocabulary.

Of all the richest vocabulary of our language, each person during his life can learn only some part of the words. These words make up his vocabulary. The larger he is, the richer, more expressive and figurative his own speech will be, and the better he will understand the speech of the people around him. The development of vocabulary in children is closely related to the immediate speech environment, since speech is acquired by imitation.

To school age in the dictionary of the child should be up to 1500 - 2000 words. The child should actively use in his speech generalizing words (furniture, transport, etc.), synonyms (horse, horse, racehorse ...), antonyms (sad - cheerful), words related to various parts of speech (nouns, adjectives, verbs , adverbs, pronouns).

4. Grammar structure.

An important role in enriching the vocabulary is given to the child's mastery of the grammatical structure of speech, which he learns in the period from 2 to 8 years. It is important to help the child in a timely manner in mastering the grammatical system of the language, otherwise at school he will have nothing to rely on from his previous practical speech experience.

By the age of 7, a child should be able to understand grammatical constructions, as well as correctly form words, build sentences.

During the period of mastering the grammatical systems of the language, the child’s speech usually contains “age-related” agrammatisms (mistakes), for example: windows, chairs, foreheads, and not windows, chairs, foreheads. Up to a certain age, such mistakes are quite justified (up to 4 years), so the child learns these forms. However, their persistence in the speech of a child at 7 years of age should be alarming.

5. Connected speech.

The whole process of schooling is structured in such a way that it is completely unthinkable without freehold connected speech. These are oral answers in the lessons, written presentations, essays and much more.

Coherent speech is usually understood as detailed (consisting of several sentences) statements that allow you to clearly, consistently express your thoughts so that they are understandable to people around you.

Children 4-5 years old are already able to talk about many things on their own: about how they spent the summer, what they did in kindergarten seen in a museum, park or zoo. They are able to coherently retell the content of fairy tales, stories, various stories. But not all children of this age are doing well with coherent speech.

If you ask a child to talk about what he sees in the picture, then the results may turn out to be the most unexpected for parents. Some children will compose a large and fairly coherent story, even using events that are not shown in the illustration. Others will hardly make several correct or incorrectly constructed sentences, they can limit themselves to only one sentence. But, and third children can only simply list the objects and phenomena depicted in the picture, without linking them together (winter, snow, snowdrifts, slides, sleds, children).

6. Speech communication.

By the age of 7, a child should be quite active in communication, be able to listen and understand speech, build communication taking into account the situation, get in touch with children and adults, clearly and consistently express their thoughts, use forms of speech etiquette.

7. Fine motor skills.

The purely technical side of the writing process is impossible without sufficiently developed fine manual motor skills. Weakness, awkwardness, underdevelopment of the hand, the impossibility of implementing fine differentiated movements do not allow the student to develop a good handwriting, withstand prolonged tension in the muscles of the hand in the process of writing, and keep up with the pace of the class. The state of fine manual motor skills has a great influence on the development of the child's speech function as a whole.

Drawing conclusions about the need for speech preparation of children for school, I would like to emphasize that the richer and more correct the child's speech, the wider its capabilities, the more complete the relationship with children and adults. And vice versa, the child’s unclear, poorly developed speech makes it very difficult for him to interact with his peers, often leaves an imprint on the child’s character, hinders successful learning at school.

Tips from a speech therapist

Prepared by Polyakova A.S.

Annotation: The article is intended for parents whose children are preparing to go to the first grade. Should a child be able to read, write and solve problems before school? What is a child's speech readiness for school? You will find answers to these and other questions in this article.

Speech readiness of the child for school

“The language of man is flexible; there is no end to speeches in it.

Homer

The modern school today makes high demands on the readiness of a preschooler to enter the first grade. Many parents are preoccupied with how successful their child will be in school. Therefore, children are enrolled in various circles, “schools for preschool children”, teachers are hired to individually teach the child reading, mathematics and a foreign language.

AT modern society it has become fashionable to load children from 3-4 years old with unnecessary knowledge and skills, especially in big cities. Parents, looking at TV screens and seeing “super children” there, strive to form a child out of their child who would be far ahead of their peers in development. At the same time, not particularly caring about the age-related psychological and individual characteristics of your child.

Child psychiatrists are equally wary of those children who lag behind in development, and those who are ahead. As a rule, “super children” over time either level off in development with their peers, or get a psychological breakdown from exorbitant loads, often coming to school already with logoneuroses.

In anticipation international day child protection scientists of the Kazan State medical academy answered journalists' questions: "What percentage of children are born today in Russia absolutely healthy?" The answer is stunning - only 2.7%, the rest of the children have one or another pathology of varying severity.

It is also not surprising that the number of children with speech pathology is steadily growing. Speech therapists working in preschool institutions have been talking about this for a long time and a lot.

Despite all the explanatory work, parents often believe that the child will go to school and there he will be taught to speak well. Unfortunately, most parents are deeply mistaken. Almost all shortcomings in the development of oral speech are reflected in the form of specific errors in writing and reading, or can be the cause of reading and writing disorders.

According to the Institute of Physiology, in our time, from 40 to 60% of children who have completed their studies in primary school have persistent writing and reading impairments. This means that without specially organized remedial classes, these violations will not disappear.

Often parents believe that if a child can read, talk a lot and count to 100, then he is ready for school. In fact, all these skills are not an indicator of school maturity.

So what is school readiness? This concept includes: the physical, psychological and special maturity of the child.

Physical readiness should be understood as the level of physical and biological development, as well as the state of health of the future first-grader.

Psychological readiness includes:

• intellectual,
• social
• and emotional maturity.

Special or pedagogical - implies the child's possession of elementary educational skills:

• Know and name letters
• Perform counting operations within 10.
• Draw simple things.
• Do basic physical exercises.

I would like to talk specifically about the speech readiness of the child.

Speech is an indicator intellectual development person. It is one of the leading mental functions, which is included in the intellectual component of the psychological development of the child.

Oral speech has several components or components. Let's talk about each separately.

Sound pronunciation

By the age of six, the pronunciation of all groups of sounds (except "r" and "l") should be formed. If by this age the child indistinctly, indistinctly pronounces any sounds or replaces “l” with “v” or “y”, then special classes are no longer enough.

phonemic hearing

It happens that a child pronounces all sounds correctly, but does not distinguish clearly enough, for example: voiced and deaf (b-p; d-t; f-v; etc.), or hard and soft (m-m; k- ky; l-l, etc.) or c-h.

He can hardly reproduce simple tongue twisters like: “Dust flies across the field from the clatter of hooves”, “In Egor’s garden, turnips, radishes, tomatoes.” Such violations indicate the underdevelopment of phonemic processes and are reflected in written speech.

The syllable structure of the word

By the age of 7, a child can pronounce words consisting of 4-5 syllables with a confluence of consonants. Ask your child to repeat the following words after you: thermometer, frying pan, policeman, cyclist. If there are no mistakes, permutations of syllables, omissions of sounds, then this speech function is developed normally.

Vocabulary

By entering the 1st grade, the vocabulary is large enough and cannot be accurately accounted for.

In addition to the fact that the child should use in his speech, in addition to nouns, adjectives, verb forms (participles and participles), numerals, complex prepositions:

1. Use generalizing concepts (transport, shoes, insects, etc.)
2. Be able to give a definition of an object through gender and type (a candy bowl is a container for sweets)
3. Use antonyms in speech - (far, close, high Low etc.)
4. Name parts of things.
5. The comprehension and use of expressions in a figurative sense begins in speech (“lose your head”, “golden hands” ...)
6. The first terms also appear: “letter”, “word”, “number”.

With underdeveloped vocabulary it will be difficult for a child to choose test words when studying such topics as: “verifiable consonants at the end of words”, “unstressed vowels”, “word composition”, etc.

Grammar

Children begin to use the rules for changing words by gender, numbers and cases and the ability to combine words from the age of 4. By the age of 7, there should no longer be mistakes like: “there are a lot of buckets in the garden”, “there are 7 trees in the garden”, “the lanterns shone”, “wow” instead of “ears”.

Children with such disorders have difficulties in grades 3-4 in mastering grammatical rules, in writing summaries and essays.

Connected speech

Connected speech is the most complex component of speech. If the child's speech develops normally, then at this age he can independently come up with a fairy tale; convey the content of the story read to him; compose a story based on a series of pictures (3-5 pictures), come up with events that could develop further.

Sound analysis and synthesis skills

It is extremely important for the successful assimilation of the norms of reading and writing by the child.

This is the ability to highlight not only the first sound, but also the last one, sequentially name all the sounds in a word (words of 3-5 sounds), determine the place of a given sound. The ability to combine sequentially named sounds into a word.

Dear parents! If your child has formed all the components of speech activity, then it will not be difficult for the child to master the skills of reading and writing, and he will avoid the difficulties that unprepared children face. Reading and writing is more complex types speech activity, therefore, for success, it is necessary to form simpler, basic skills.

We wish you and your children success!

Motornaya Lyudmila Nikolaevna,
teacher speech therapist

Speech readiness of children for schooling

In preschool childhood, the process of mastering speech is basically completed:
- by the age of 7, language becomes a means of communication and thinking of the child, as well as
the subject of conscious study, because in preparation for school
learning to read and write begins;

The sound side of speech develops. Younger preschoolers begin
aware of the peculiarities of their pronunciation, but they still retain the previous ways of perceiving sounds, due to which they recognize incorrectly pronounced children's words. By the end preschool age the process of phonemic development is completed;
- grammatical structure of speech develops. Children learn subtle
patterns of morphological and syntactic order. assimilation
grammatical forms of the language and the acquisition of a larger active vocabulary
allow them to move to the concreteness of speech at the end of preschool age.
Studies have shown that children aged 6-7
master all forms of oral speech inherent in an adult. They have detailed messages - monologues, stories, dialogic speech develops in communication with peers, including instructions, evaluation, coordination of game activities.

School education makes the child new requirements for his speech, attention, memory. An essential role is played by the psychological readiness for learning, i.e., his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are presented for the acquisition of a child's native language as a means of communication:

1. Formation of the sound side of speech. The child must have the correct, clear sound pronunciation of the sounds of all phonetic groups.

2. The formation of phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.

3. Readiness for sound-letter analysis and synthesis of the sound composition of speech: the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three sounds like "aui"; analysis of syllables like "op"; hear and highlight the first and last consonant sound in a word, etc. Children should know and correctly use the terms “sound”, “syllable”, “word”, “sentence”, “vowel”, “consonant”, “voiced”, “deaf”, “hard”, “soft”. The ability to work with a word scheme, a split alphabet, and syllable reading skills are assessed.

4. The ability to use different methods of word formation, correctly use words with a diminutive meaning, the ability to form words in the desired form, highlight sound and semantic differences between words; form adjectives from nouns.

5. The formation of the grammatical structure of speech: the ability to use expanded phrasal speech, the ability to work with a sentence, correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members; work with a deformed proposal, independently find errors and eliminate them; make sentences on key words and pictures; own a retelling of the story, keeping the meaning and content; write a story on your own.

The presence of even slight deviations in phonemic and lexico-grammatical development among first-graders leads to serious problems in the assimilation of general education school programs.

Formation of grammatically correct, lexically rich and phonetically clear speech, enabling speech communication and preparing for schooling is one of the important tasks in the overall system of work on teaching a child in preschool institutions and the family. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, ask questions, and agree with peers on a joint game. Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6-7, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.

To educate a full-fledged speech, you need to eliminate everything that interferes with the free communication of the child with the team. Indeed, in the family of the baby they understand perfectly and he does not experience any particular difficulties if his speech is not perfect. However, gradually the circle of connections of the child with the outside world is expanding; and it is very important that his speech is well understood by both peers and adults. Even more acute is the question of the meaning of phonetically correct speech when entering school, when the child needs to answer and ask questions in the presence of the whole class, read aloud (speech shortcomings are detected very soon). Especially necessary is the correct pronunciation of sounds and words when mastering literacy. Younger schoolchildren write mostly as they say, therefore, among the underachieving schoolchildren of the lower grades (in their native language and reading), there is a large percentage of children with phonetic defects. This is one of the causes of dysgraphia (writing disorder) and dyslexia (reading disorder).

Schoolchildren whose speech development deviations concern only defects in the pronunciation of one or more sounds, as a rule, study well. Such speech defects usually do not adversely affect the assimilation of the school curriculum. Children correctly correlate sounds and letters, do not make mistakes in written work associated with shortcomings in sound pronunciation. There are practically no underachieving students among these students.

Schoolchildren, along with violations of the pronunciation of sounds, may experience underdevelopment of phonemic processes and lexico-grammatical means of the language ( general underdevelopment speech). They experience great difficulty in reading and writing, leading to persistent underachievement in their native language and other subjects. In such children, the pronunciation of sounds is often blurred, indistinct, they have a pronounced insufficiency of phonemic processes, their vocabulary is limited, the grammatical design of oral statements is replete with specific errors; independent utterance within the limits of everyday everyday topics is characterized by fragmentation, poverty, semantic incompleteness. Deviations in the development of oral speech create serious obstacles in teaching literate writing and reading correctly. The written works of these children are full of a variety of specific, spelling and syntactical errors.

The main task of parents is to pay attention in time to various violations of the oral speech of their child in order to start speech therapy work with him before school, to prevent communication difficulties in a team and poor academic performance. general education school. The sooner the correction is started, the better its result.

Speech therapist tips:

1. Do not try to speed up the natural speech development of the child. Do not overload him with speech activities. Games, exercises, must be age appropriate.

2. When communicating with a child, watch your speech. Talk to him without rushing. Pronounce sounds and words clearly and clearly, incomprehensible words, phrases found in the text, be sure to explain.

3. Do not imitate children's speech, do not abuse diminutive suffixes - all this hinders speech development.

4. Timely eliminate the lack of speech of the child, trying to point out the inaccuracies and errors encountered in his speech, be careful, in no case laugh at the child, the best thing is to tactfully correct this or that word. If the child is in a hurry to express his thoughts or speaks quietly, remind him: "You need to speak clearly, clearly, slowly."

5. Don't leave your child's questions unanswered. And don't forget to check: "Does he understand your answer?" If there is a voice recorder in the house, record the speech of the child. Such recordings will not only help in working on speech, but over time will be a good gift for a son or daughter.