Phonemic hearing: hearing without which there will be no words. Phonemic hearing and phonemic perception.

A violation of phonemic hearing is a very common problem that occurs in childhood. It can and should be eliminated, but it should be done on time, preferably at the first detection.

Signs of a phonemic hearing loss

The person has nonverbal and speech hearing. The first is responsible for the perception of music or various noises, and the second provides the ability to perceive phonemes and analyze them. Speech hearing consists of phonemic hearing - the ability to analyze different speech sounds, and phonetic hearing - the ability to identify a word. In our language, phonemes are vowel sounds, as well as consonants, which have very important characteristics: hardness and softness, sonority and deafness. Replacing vowel sounds (singing-drinking), replacing consonants in their deafness-voicing or hardness-softness (shadow-day, horse-horse) can change the meaning of a word entirely.

Phonemic hearing allows the child to pick up various variations of sounds in words, and then, based on their analysis, reproduce sounds in such a way that correct wordthat is, control your speech too. Of course, children do not succeed immediately, and at first they do not quite correctly use their speech apparatus to play sounds. So it is perfectly normal when a child first has problems with the correct pronunciation of words.

However, during normal operation of the phonemic hearing, the baby independently detects these errors and eventually fully masters the speech apparatus - begins to set the language correctly when pronouncing. Thus, by the age of four he should already be able to correctly reproduce all the phonemes, except for the sounds [l] and [p], and by the age of five there should be absolutely no mistakes in pronunciation. Therefore, it is not difficult to detect violations of phonemic hearing in a baby, their main manifestation is dyslalia, the incorrect pronunciation of sounds during normal nervous regulation of the speech apparatus. So, it makes sense to turn to a speech therapist if the parents notice the following errors in the pronunciation of words in a child:

• confuses the sounds of [l] and [p] (pronounces “kaltoshka” instead of “potato”);
• confuses the sounds of [s], [s] and [w], [g] (pronounces “rat” instead of “roof”, “cnice” instead of “book” or “zuk” instead of “bug”);
• stuns voiced consonant sounds (pronounces “bark” instead of “mountain”);
• softens hard consonant sounds (pronounces "sit" instead of "garden" or "hatch" instead of "bow");
• confuses explosive noisy front-lingual and back-lingual consonant sounds [t] and [k], [g] and [g] (pronounces “Kohl” instead of “Tolya” or “goal” instead of “dol”).

Actually, the listed manifestations are considered basic and occur most frequently. But there are other signs of dyslaly.

It seems that there is nothing terrible in the fact that the child confuses some sounds or incorrectly selects phonemes, pronouncing the word. But in reality, erroneous pronunciation seriously hampers speech perception for other people.

Sometimes parents become so accustomed to the pronunciation of a child that they can easily “decipher” what he had in mind, but their peers, educators or teachers make it very difficult. Because of this, the child will experience difficulties in communication and feel detached, and this gives rise to more serious social problems in the future. Also not correct pronunciation  it is easier to correct when a child is just learning to speak, that is, during preschool age. As he grows up, he gets used to using the speech apparatus in a certain way, and it will be much more difficult for a speech therapist to eliminate these habits from a kid who has already started school.

Why do such violations occur?

The sounds of speech are quite complex formations that are unique to humans. In a child, they begin to be produced almost immediately after birth. Both the central and peripheral nervous systems take part in this process; therefore, if they are influenced by some negative factors, this affects the phonemic perception and subsequently the pronunciation. In this regard, there are several main reasons that lead to a violation of phonemic hearing.

The weakening of the body due to somatic pathologies. Any more or less serious illness may have an adverse effect on the development of speech hearing. For example, if a child has problems with the digestive system, he lacks nutrients, becomes sluggish, closed and unsociable. In addition, some of the diseases directly affect the functioning of the nervous system, slowing mental development  (for example, disorders in the thyroid gland).

Not always serious problems lead to problems with phonemic perception. Some children simply have certain features of the organization of the nervous system, due to which phonemic hearing can be affected. For example, if a child is very agile, active and restless, it is very difficult for him to concentrate on capturing and pronouncing phonemes. In this case, there is a need to pay special attention to the development of sound perception, and the child's speech is normalized.

Separately, it should be said about. If the child is unable to hear the sound, he cannot remember it and correctly reproduce it. Therefore, in some cases, the cause of impaired phonemic hearing becomes hearing loss. Everything is complicated by the fact that to identify such a pathology in young children is not so easy. The child can understand in general terms what is being told to him and fulfill the requests, but at the same time he does not clearly hear all the sounds. The otolaryngologist should be consulted if the child has or has otitis symptoms: anxiety, pain in the ear or temporal region, purulent discharge from the external auditory foramen.

An unfavorable speech environment, of course, is more likely to cause a violation of phonemic hearing and dyslalia. For example, if the parents talk little with the child, do not read books to him or limit him to communicate with others, the child practically does not hear the correct speech, cannot train his speech hearing and pick up the correct pronunciation of phonemes in various words. The reason for the pathology of speech perception may be the incorrect pronunciation of words by the parents themselves.

How to eliminate violations of phonemic hearing

Speech therapists working in kindergartens, children's learning centers and schools deal with this problem. Using special techniques, they teach the child:

• identify phonemes and not mix them in the process of perception;
• distinguish the correct pronunciation in any word from the wrong;
• control your own pronunciation and rate it;
• correctly put the language in the pronunciation of a sound.

With the right work with a speech therapist, the positive effect can be achieved almost always and eliminate the most different types of dislaly.

To eliminate violations of phonemic hearing speech therapy classes  preschoolers should be conducted regularly and at least three times a week.

It is very important to conduct short homework with the child on the instructions of a speech therapist (it is usually enough to give it 5-15 minutes 2-3 times a day). Such classes can be held in the form of a game. For example, agree with the child that he will clap his hands every time he hears the sound [w] in a word. Speak at optimum speed first with separate sounds, then short words (“mouse”, “bone”, “louse”, “soup”, “noise”), and then longer (“kitty”, “pigtail”, “nightmare”, "masquerade").

The terms for overcoming violations of perception of sounds and deficiencies of their pronunciation depend on the complexity of the speech defect, the child’s individual characteristics, the regularity of classes, help from parents and, of course, how early they turned to a speech therapist when they found the first signs of a problem.

The ability to distinguish and correctly pronounce the sounds of native speech is the main condition for successful child learning in primary and secondary school.

In kindergartens, preparation for entering the first grade is carried out as part of educational program  for preschool children. But even the parents have a big responsibility: in order for the baby’s speech apparatus and thinking to develop properly, you need to constantly train his phonemic hearing.

What is phonemic hearing

If a child’s speech after three or four years is slurred, he replaces or confuses the sounds in syllables, it can be said that the phonemic hearing is underdeveloped. Both teachers and parents need to urgently engage in the development of the baby's speech in order to eliminate the violations. Perhaps, it is a question of physical pathology: hearing loss in a child. In this case, the help of doctors is required. Or maybe the kindergarden needs other help: regular exercises for the development of phonemic hearing.

This type of hearing is more subtle, it allows the child to recognize the sound, systematize and distinguish between different sounds, and then use this information in his own speech.

To determine whether phonemic hearing is well developed, parents can do the following speech operations:

The child hears a certain sound in the word, confidently calls it or says that there is no named sound;

The child distinguishes words that are close in sound but different in meaning;

He distinguishes between words consisting of the same phonemes.

The brain of kids develops intensively, and a full-fledged phonemic hearing allows them to solve not only speech, but also logical, moral, aesthetic tasks. The sooner you begin to develop it, the more successful in social and educational attitude  will grow a little man. The native language provides full communication with peers and adults, develops the psyche, allows you to join the culture.

Language plays a unique role in shaping the personality of the child. It is the point at which emotions and thinking, memory and imagination converge. On the one hand, the child should be taught to recognize the sounding speech, on the other - to use it properly.

Why develop phonemic hearing

The formation of speech skills begins from the first minutes of a newborn's life - from its scream, chilling, babbling. But the first words are consciously pronounced by the end of the first year of life. During the second year, the ability to pronounce words is improved, but the pronunciation remains unclear and imprecise.   By the end of the third year of life, the first signs of the imperfection of phonemic hearing can already be traced:

It is difficult for a child to pronounce words consisting of more than two syllables (a syllable is a combination of consonant and vowel sounds);

A child misses syllables in words and replaces sounds.

If the environment is favorable, the child hears the right speech, communicates a lot, then by four years the situation is improving. In his own speech, long words appear from several syllables and hissing sounds, but with difficult sounds rl there is a problem. This is where it is worthwhile to work so as not to make the wrong pronunciation the norm. At the age of five, a preschooler should learn to pronounce all sounds without exception correctly, to hear the syllabic construction of a word and reproduce it accurately.

What happens if the child himself does not cope with the language load, and there is no timely help in the development of phonemic hearing? There will be a persistent speech disorder due to incorrect perception and pronunciation of words. Violation of the norms of pronunciation is a serious defect, which in speech therapy practice is called a phonetic-phonemic underdevelopment of speech and automatically makes a primary school student a potential loser, a maximum of a trio in the Russian language.

Unable to distinguish individual sounds and syllables, the student will not learn to analyze the word, divide it into syllables and morphemes (parts), see the orthogram - that is, a dangerous place in which to write it is possible to make a mistake. Even to write the word correctly will be impossible, that is, a persistent violation of the rules of graphics will be formed.

Problems can not be avoided in a lively, sounding speech. The active vocabulary will remain poor, the understanding of the grammar of the native language will be broken. The child will not be able to read correctly, create his own utterance, intonate individual sentences and the text as a whole, it will be difficult for him to regulate the pace and volume of speech, to pronounce complex words correctly. So, inevitably there will be psychological discomfort, which will affect the behavior.

Is it necessary to develop phonemic hearing?  The answer to this question is obvious. And you need to start not on the eve of entering the first class, but much earlier. It is better to start classes from three years, and in the future constantly devote as much time as possible to speech practice.

How to develop phonemic hearing

The job of a speech therapist, teacher, or parent is to teach a child the simplest ways to analyze a word:

Correctly emphasize;

Divide into syllables;

Understand the meaning and meaning of each sound in a word;

Highlight consonants and vowels.

Having taught children how to solve these problems, you can perfectly prepare them for the most important stage of learning - learning to analyze the sound composition of the word. Having learned to differentiate sounds and correctly pronounce them, the kids quickly master the basics of correct reading and spelling.

What helps the development of phonemic hearing? Exercises! A description of the most effective ways to work with babies is given below. But first, we note that the technique is based on the sequential development six stages:

The basis of phonemic training is the recognition of sounds emitted by various objects (the so-called non-speech sounds);

The distinction of words that are very close in sound (set of phonemes);

Distinction of individual syllables;

Distinction of individual speech sounds;

Mastering the basics of analysis and synthesis of words.

Mastering the exercises for each stage is easy. The form of the game for a child is natural, does not cause rejection, being the only acceptable for kids. It remains to prepare a handout for classes on the development of phonemic hearing (photos and pictures cut from magazines, sound objects, etc.) and study the method of work.

First stage

The initial stage of the work allows you to create a base, a foundation for the development of fine hearing and is suitable for very young children. What do we have to do? Play! For example, in the game "Guess what sounds." Household situations can be played around any: the sound of pouring water, the clatter of dishes, the steps of a person, the cat's meow, the rustling of paper.

Other exercises for this stage:

. "Magic Sounds". Together with your child, fill woven bags, opaque plastic containers, or just matchboxes with any “sounding” materials: rump, metal clips, buttons. You need to guess by the sound that is inside.

Ordinary "Dead Man's Silence" is perfect for solving phonemic tasks. The child needs to move to the specified sound, such as clapping hands or ringing a bell.

. "Magic Pencil". Give the child a regular pencil and ask to knock on differently made objects made of wood, glass, metal, paper.

. "Clap!" The child must be repeated for adults rhythm of pops and alternating pauses of different lengths. First, the exercise is done with open eyes, then you can complicate it: blindfold or just close them.

To understand how to do it, look at the informational videos about the development of phonemic hearing. The video will help not only to understand the logic of the lesson, but also to master the most effective methods of work.

Second phase

At the next level, you need to show the child the difference in the quality of sounding human speech.

. "Three Bears". This exercise is an imitation. Read the tale of the three bears together, and then speak for the characters. The child should be guessed when mother-bear, father-bear and bear are talking.

. “Loud or quiet?” Think of actions that the child should perform with a quiet voice of her mother’s and with a loud voice.

Third stage

Word recognition is a big job for the brain. The main thing is to understand how to do the right exercises for the development of phonemic hearing. The preschool child is ready to go to the next level as soon as it starts to correctly complete the tasks.

. "Right wrong". Prepare vivid pictures of different subjects. Show from the baby and call, but not correctly, but replacing the first letter of the word with another. For example, instead of a cow, there is a hog, instead of a chair, a fthul, instead of a cup, a pap, etc. Hearing the right word, the child slaps his hands or stamps them with his foot.

. "Choice." Stick on the cardboard pictures with words that sound similar (cat-bear-mouse; beetle-bitch; goat-braid-dew). Mom says the word, and the child chooses the right picture.

Fourth stage

Learning to distinguish syllables. It is important to give a primary concept of what a syllable is. You can start with the fact that words can be short and long. Then, clapping, using intonation, divide the words by vowel sounds into parts.

The child first utters the words with his mother, then tries to divide them into parts independently. We talk and clap: b-bush-ka, fell, cat-ka, ma-ma, over-weight, lo-pat-ka, kat-vat-ka, etc. As soon as the child grasps the essence, we ask him to clap the words on his own.

. "Get out". The task of the child is to hear which syllable is superfluous in a row. For example, an adult says: shih-shih-shih-shih. Hearing the ringing "zhi", you need to slam.

Fifth stage

Simple for children's perception, but a very important stage - the correct pronunciation of sounds. You can enter the concept of "sound", saying that each word consists of several sounds. And then play them.

. “I recognized you!” Agree with the child what kind of sound he should recognize. Then the adult utters several sounds in a row, and the child, hearing "his" sound, claps his hands.

. "Who sounds?". For the development of phonemic hearing, the simplest exercises are imitations. For example, you need to reproduce the sounds of nature: the buzz of a mosquito (W-W), the roar of a tiger (rrr), the singing of a draft or wind (s-s).

You can play with the baby the other way around. Mom makes a distinctive sound, and the child should guess what it sounds like.

Sixth stage

The highest level of complexity is analytical. Here you need to collect all the knowledge that a child has. Here are examples of exercises.

. "Count the sounds." An adult utters one sound or a complex sound combination, and the child has to determine the number of sounds (iii-1 sound, dio-3 sounds).

. "Letter-loss." An adult calls the word, skipping one sound. The child needs to find the missing letter and name the sound (poo ... ka, s ... ol, we ... o).

. “What's inside?” An adult calls the letter that the child should hear by the middle of the word, and says the words. As soon as the sound sounds, you need to slam (l - stick, f - wafer).

Mastering the development of fine hearing is not as difficult as it may seem. The most effective exercises for the development of phonemic hearing are those in which the child listens, analyzes, acts (claps or stomps) and makes sounds.

Being engaged with the baby from the first years of life, parents anticipate the formation of speech disorders and prepare the child to master reading and correct writing. Well, if the violation has already appeared or is just beginning to form, then regular classes will help to quickly deal with the problem.

PHONEMATIC HEARING.

In the article you are reading, I want to talk about phonemic hearing and how important it is to pay attention to its underdevelopment in a timely manner.

Let's see right away what is this phonemic ear and what is it for?
PHONEMATIC HEARINGis the ability to correctly hear and recognize sounds. phonemic hearing is one of the components of the phonemic function.

Phonemic hearingand speech hearing is essentially the same thing. Thanks to phonemic hearing, a child can recognize and distinguish sounds.   PHONEMATIC HEARING  it is necessary in order to be able to correlate the sound and the letter, even the correct pronunciation of a sound is very complicated if the phonemic ear is not sufficiently developed. A child with a weak development of phonemic hearing does not recognize one or another acoustic sign of a complex sound, according to which one sound differs from another. Due to this, when perceiving a speech, one sound is likened to another based on the generality of most signs. In connection with the unrecognition of one or another sign, the sound is recognized incorrectly. This leads to the wrong perception of words (initially) and further to the wrong pronunciation (for example: house-tom, crayfish-lacquer, bow-hatch, beetle-pike)

These shortcomings interfere with the correct understanding of speech, both by the speaker himself and by the listener. In addition, as the examples show, the meaning of the statement is lost and changes. Every parent wants his child to be well prepared for school, for this he brings the child to school preparation classes.

WHAT DOES IT HAPPEN AT SCHOOL PREPARATIONS? It turns out that because of insufficiently developed phonemic hearing, a child begins a number of problems: he cannot distinguish paired consonants (hard-soft, deaf-ringing), confuses whistling and hissing sounds, confuses letters and sounds when teaching literacy, then begin to teach the child reading and there are difficulties waiting for the baby.

When learning to read and write, mistakes become more pronounced, the difficulties are primarily related to the confusion of sounds, the complexity of merging sounds into syllables, and later merging syllables into words. From here comes letter-by-letter reading, syllable reading and a number of other problems, and in written speech there are constant spelling errors. Later, when a child goes to school, he will manifest this in the form of dyslexia (disruption of reading processes) and dysgraphia (violation of writing processes), and if parents do not pay attention to it in the first grade, in the second grade they may join speech therapy problems problems of a psychological nature, I mean, making frequent and systematic mistakes a child will get bad grades, from here to the schooling process he will have a negative attitude and after a while he will simply say: " i will not go to school! "All these problems could have been avoided if parents had consulted with a speech therapist.

Therefore, I find it very important before learning reading and writing  check if your child has formed phonemic hearing  is it okay pronunciation.

You can check your phonemic hearing yourself: ask the child to repeat the syllables in pairs: sa-za, suzu, so-zo, etc. Then take a chain of 3.4 syllables of syllables. The next task is more complex and it will require specially selected pictures, the names of objects on which differ from each other only by one sound (from differentiable ones), for example: Mishka, Bunny, Gang, Rak-Lak, etc. In the end, you can give this task: I will call different sounds if you hear a sound (for example, C) catch it, clap your hands: a-pt-s-sh-c-h-d-s-s-l-m -z-csh further we also make on the material of syllables and words.

It should be noted most often children confuse sounds  similar in sound or similar in form of education (in pronunciation). This is usually whistling and hissing sounds: s-sh, zh, ss-sh, ts-ch, s-ts, zs; sonora: rn;   hard and soft: b, b, c, c, etc., sonorous and deaf: d-t, c-f, etc., in recent years, many children have confused the distant sounds: k-t , gd, sec's

Development  phonemic hearing in all children occurs very individually.The sensitive (most sensitive) period is the age of up to two years. At that time parentswhich are many and right(no lisping) are talking, read simple children's poems, chatter sayings that are understandable within the meaning of a child of a given age imperceptibly for themselves and a child develop his phonemic rumor. Those parents who believe that he is small, cannot speak, which means that he doesn’t usually have to talk to him and read with problems of underdevelopment of phonemic hearing. Phonemic hearing  gives you the opportunity to learn right make sounds.  A child with a normally developed phonemic ear (with all other normally developed functions) hears a particular sound and tries to reproduce it. If he hears that the resulting sound is inaccurate, the phonemic hearing of the child does not accept it, and requires another version of the utterance, all the while comparing it with the sample (which he hears from others).

Due to the poor development of phonemic hearing, children cannot evaluate their speech in terms of the correctness of the pronunciation of sounds. That is, they hear what they say or what other people say very approximately. It should be noted that the underdevelopment of phonemic hearing has nothing to do with impaired physiological hearing, the child does not selectively form the function of auditory distinguishing of phonemes.

Often, along with the concept of "phonemic hearing", experts use the concepts of "phonemic perception" and "phonemic analysis and synthesis." I consider it necessary to briefly explain these concepts. phonemic perception is a special mental action to differentiate phonemes (sounds) and establish the sound structure of a word. That is, to put it simply, this distinction of sounds consists of a particular word (for example, take the word cat) —it consists of sounds: “k”, “o”, “t”). If the phonemic perception is poorly developed. then there are difficulties in the assimilation of letters, as well as in the replacement of sounds of similar acoustically and articulatory (bs, dt, wsh, ssh, etc.)

Phonemic analysis and synthesis are mental actions to analyze and synthesize the sound structure of a word. Underdevelopment of this function, the following errors are observed in reading: letter-by-letter reading, sound distortion syllable structure words (which manifest themselves in consonant omissions at a confluence: pasa- "pasa", mark- "mara", jacket- "cock"; in inserts of vowels between consonants during their concourse: pasta- "pasAta"; in permutations of sounds: duck- " tuk "; in skipping and inserting sounds in the absence of a concordance of consonants in a word; in skips, permutations of syllables: spade-" lata "," lotapa ".

Summing up the above, I want to note that phonemic hearing is very important for  correct speech development  they should not be neglected if you want your child to be easy study at schoolthat he was sociable and popular, and not shy to once again express his opinion. If your child replaces sounds that are close to each other, then he has a slight violation of phonemic hearing and you can cope with this problem yourself. In case a child
mixes sounds distant among themselves, it means that he has a more serious violation of phonemic hearing and is best at least consult a speech therapist, even better if you can attend speech therapy classes.

  Examination - What is phonemic hearing and phonemic perception. His definition from the perspective of teachers, psychologists and linguists
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Plan:

1. Entry What is phonemic hearing and phonemic perception. His definition from the perspective of teachers, psychologists and linguists. 2 - 11 pages.

2. The formation of phonemic hearing is the main condition for successful literacy training. 11 - 12 pages.

3. Objectives of the work on the development of phonemic hearing in children. 12 - 14 pages.

4. Means of formation of phonemic hearing in preschool children. Games and exercises, their role in the work on the formation of phonemic hearing in children of senior preschool age. Overcoming the phonetic and phonemic speech underdevelopment.

14 - 18 pages.

5. Conclusions. 18 pages

6. Literature. 19 pages

1. Entry What is phonemic hearing and phonemic perception. What is phonemic hearing and phonemic perception? His definition from the perspective of teachers, psychologists and linguists.

Phonemic hearing is a subtle, systematic hearing that allows you to distinguish and recognize the phonemes of the native language. Phonemic hearing, being a part of physiological hearing, is aimed at correlating and comparing the audible sounds with their standards, which are stored in the memory of a person's ordering - in the “lattice of phonemes”.

The concept of "phonemic hearing" should be distinguished from the concept of "phonemic perception."

From a very early age, a normally developing child hears the sounds of the surrounding world, sees the articulating movements of the lips of adults and tries to imitate them. At the same time, the child is constantly confronted with the diversity of the sound of the phonemes of the native language: the same sounds (for example, the vowels a, o, etc.) are utterly differently pronounced by adults and children, men and women. Each person has individual features of pronunciation of sounds: one speaks quietly, the other - loudly; the child makes sounds in a ringing, high voice, and an adult man - low and hoarse, etc. But these sound shades do not serve to distinguish the sound shells of linguistic units.

The individual version of the sounding of phonemes is determined not by a single sign, but by a whole set of them, including not only audible components (such as noise, frequency and height characteristics), but also a visual image and motor sensations that occur during sound pronunciation. According to N.I. Zhinkin, the coding processes themselves, which occur when the signal passes from the periphery of the nervous system to the center, are also signs of sound.

It has been established that already at the early stages of speech development, the child picks up some differential signs of phonemes. A three-year-old baby, without yet speaking the sounds of his native language correctly, nevertheless

Able to determine whether they sound right in the speech of others. This phenomenon is possible due to the presence of phonemic hearing and phonemic perception.

^ Phonemic perception   - is the ability to distinguish phonemes and determine the sound composition of the word. How many syllables in a poppy word? How many sounds are there in it? What consonant sound is at the end of a word? What is the vowel sound in the middle of a word? It is the phonemic perception that helps answer these questions.

Proper development of phonemic hearing and phonemic perception underlies the unmistakable mastering of writing and reading in the process of schooling.

In any language there are a certain number of sounds that create the sound image of words. The sound outside of speech does not matter, it acquires it only in the structure of the word, helping to distinguish one word from another (house, room, scrap, scrap, catfish). Such a sound-sense discerner is called a phoneme. All speech sounds differ based on articulatory (difference in education) and acoustic (difference in sound) signs.

The sounds of speech are the result of the complex muscular work of various parts of the speech apparatus. Three sections of the speech apparatus take part in their formation: energy (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice) - larynx with vocal cords and muscles; resonator (sound) - the cavity of the mouth and nose.

The interconnected and coordinated work of the three parts of the speech apparatus is possible only thanks to the central control of the processes of voice formation, that is, the processes of breathing, voice formation and articulation are regulated by the activity of the central nervous system. Under its influence, actions are carried out on the periphery. Thus, the work of the breathing apparatus provides the power of sounding voices; the work of the larynx and vocal cords - its height and timbre; oral work

ensures the formation of vowel and consonant sounds and their differentiation according to the method and place of articulation. The nasal cavity performs a resonator function - it strengthens or weakens overtones, giving voice to voice and flight.

A child is born, possessing innate sensitivity to sounds, which reveals itself as a change in general motor activity, a disturbance in the frequency and rhythm of movements, and inhibition of sucking movements. In the third or fourth week of life, the child appears auditory focus not only on a strong sound, but also on the speech of an adult.
  It is quite obvious, however, that the mere presence of sensory perception of sound is not enough for speech perception. The speech of others is in its composition an extremely complex formation, which complicates its perception.
Tracing the patterns of the formation of phonemic hearing, N. X. Shvachkin found that a child, when he goes to master the phonemic system of a language, must learn to use the word as the name of a certain thing. The study of N. X. Shvachkin showed that by the age of 2, or more precisely by 1.7, the phonemic hearing of the child is formed.
  However, it is well known that the speech of a 2-year-old child differs dramatically in its sound composition from that of an adult, replete with various kinds of irregularities and inaccuracies. How do researchers explain this discrepancy in children's speech?
Based on the data of N. Kh. Shvachkin and A. I. Gvozdev, we can state that by the age of two, the formation of the child’s phonemic perception has been largely completed, that he can distinguish by ear all the phonematic subtleties of the speech of adults around him.
Again, the question of the development of a child's phonemic hearing arises when teaching children literacy. Problem researchers

psychological readiness of children to master literacy, note the inability of children of 6-7 years of age to make a sound analysis of the word. This inability of older preschoolers to decompose a word into its constituent sounds, many researchers tend to explain by the fact that a child does not hear sounds in a word.
  We are faced with a peculiar paradox: on the one hand, the possibility of a very subtle distinction between sound complexes by a child, already formed by 2 years, and, on the other hand, the inability of a child of preschool age to “hear” a separate sound in a word, proved by numerous studies. The question arises: Is it possible to consider these two abilities of a child as a characteristic of the same process?
Can the child’s inability to single out a separate sound in a word be explained by the fact that he does not hear this sound, that he has insufficiently formed phonemic hearing? If we respond positively to these questions, we will conclude that the level of development of the phonemic hearing that a child reaches by the age of 2 and which is enough to freely navigate the surrounding speech reality and speak for himself is not sufficient to single out individual sounds in the word. Perhaps, in the course of the further development of the acoustic and articulatory apparatuses of the child, his phonemic hearing will reach a higher level, allowing for the sound analysis of words?
Let us see how the understanding and reproduction of speech, with which we deal with a child before preschool age, correlates with each other, with the process of isolating a separate sound in a word necessary for teaching literacy.
  Analyzing the experimental materials obtained by the researchers of the speech of young children, we see that for the articulatory characteristics of a child’s speech - before a preschooler, it is indicative of likening the audible speech of adults. The child deals with whole sounding complexes of words that he must distinguish by ear

and pronounce. In speech for the child, its substantive content is important. At the same time, it is known that a child of younger preschool age not only hears correctly the speech of adults around him, but is also able to take a critical attitude to the accuracy of the sound pattern as the speech of other children, as well as his own speech. A. I. Gvozdev on numerous diary materials shows that children very early begin to notice their inability to correctly pronounce one or another word.
The sound side of speech very early becomes the subject of close attention of the child, who requires from his speech and the speech of the people around him to accurately match the pattern. We consider the following observation of A.I. Gvozdev to be fundamentally important here: “... it is indicative of how children form the peculiarities and shortcomings of pronunciation that they notice ... they do not provide a generalized conclusion highlighting a known sound, but give a specific example where there is such attracted attention sound. For example, the child indicates that the other one says “cheekbone” instead of the skin, and does not say what he says with instead of sh or l instead of r. Thus, although the child notices the difference in individual sounds, he does not independently decompose words into sounds. ”
So, the child hears all sounds in words, his inability to distinguish a separate sound in a word is not due to weak or even insufficient development of phonemic hearing. However, about any analysis, even in those cases where the child corrects someone else's wrong pronunciation, there can be no question. In the practice of his speech communication, a child never deals with isolated sounds, which, as N. I. Zhinkin points out, are generally unpredictable. The task of sound analysis is never confronted by a child before teaching him literacy, which is why attempts to detect the ability to conduct sound analysis of words in preschool-aged children have always ended in failure.
  In psychological literature, from our point of view, there was a mixture of two fundamentally different concepts - phonemic

the child’s discernment of speech sounds and the ability to divide a word into its constituent sounds. Widespread indications in pedagogical and methodological literature that healthy children in preparatory to school groups have poorly developed phonemic hearing are fundamentally wrong. Speech can and should be about the fact that a child with a normally developed phonemic hearing for some reason cannot perform a sound analysis of words, moreover, it is difficult even to isolate individual sounds in a word (namely, the selection of individual sounds, and not hearing them).
First of all, the question arises: why a child at preschool age cannot spontaneously make a sound analysis of words? This is explained by the complexity of the sound analysis process itself, by the fact that a child, faced with the need to conduct a sound analysis of a word, should for the first time in his speech practice move away from the meaning, the meaning of the word, and start working with the word as a kind of formal unit, as a sound complex.
  However, a large number of diary materials suggests that the child very early, in fact, barely having mastered the speech, begins to perform purely formal operations with the word. KI Chukovsky, in particular, cites a large number of children's poems, based on the orientation precisely on the sound, and not on the semantic side of words. In this case, the child’s attention is not the meaning, but the sound and rhythmic pattern of the words he utters. Consequently, it can be considered exaggerated that difficulty of distraction from the meaning of words, which sometimes explains the child’s inability to make a sound analysis of words.
The lack of ability to analyze speech sounds cannot be unambiguously explained by the complexity of formal exercises with the word for children of preschool age.
  Apparently, the inability of preschoolers to distinguish sounds in a word can be explained by two reasons: firstly, such a task never arises before them in the course of their speech development  and secondly the children

preschool children do not have the means to solve this problem.
D. B. Elkonin developed a methodology for teaching children to sound word analysis, based on the understanding of the effect of sound analysis as a special mental action. The works of D. B. Elkonin and his students (N. A. Khokhlova, A. E. Olynannikova, A. N. Ivanova) showed that children of 6-7 years of age during individual training can produce a complete sound analysis of words, but for the formation of this mental action, they must be given a means, consisting in maximal deployment of actions with sounds, in materialization of the sound composition of the analyzed words.
However, our attempt to form the action of sound analysis of words in children 5 years old, using the methodology developed by D. B. Elkonin, was not crowned with success. How can this be explained? The fact is that by decomposing a word into sounds, depriving it of its usual syllabic pronunciation, pronouncing it by sounds, we completely distort the word. A child of preschool age refuses to work with such a “broken up” word. Neither the scheme nor the chips help him to “collect” the sound pattern of the word, to hear it the way the child has become accustomed to hearing this word in the practice of his speech communication.
  The sound form of a word is a certain structural formation, i.e. the pronunciation of each sound in a word is due to the environment it is in, which sounds are in front and behind.
Apparently, when teaching preschoolers to the action of sound word analysis, it is necessary to strengthen the method proposed by D. B. Elkonin for dismembering the structure of a word, which preserves the specificity of sound pronouncement due to its position in the word. In other words, you need to specifically teach the child to change the process of pronouncing a word. What needs to be changed in pronunciation? In normal pronunciation, our speech is quantized into syllables. We need to teach the child the special pronunciation of the word, so that even during the pronunciation the child selects the sound he needs, that is, the word must be pronounced by the child, quantizing not into syllables, but into

sounds. For example, if we want the child to make a sound analysis of the word poppy, then we must teach him to pronounce the word like this: mak - to highlight the first sound, m butk - to highlight the second sound. With this pronunciation, the articulation of the child begins to play a completely new, special role, it acquires an independent meaning, begins to perform the function of orientation in the word. This kind of articulation is not natural for a child, and he must be specially taught this.
It should be noted that children in cases of difficulty in extracting sound from the word themselves begin to resort to such an underlined pronunciation of individual sounds in the word.
  So, D. B. Elkonin, analyzing the process of learning to read first-graders, notes that when moving from the stage of mastering a materialized action to the stage of mastering in terms of loud speech, children resort to a specially emphasized pronunciation, stretching of the analyzed word.

To facilitate the task, the tutor himself resorts to an underlined, intonational selection in the word of the desired sound, but the child is not trained in such utterance as a means for carrying out sound analysis.
We believe that in order to teach a preschooler the action of sound analysis of words, it is necessary to specifically teach him this kind of special pronunciation: the transition from natural syllable quantization of a word to an artificial by its sound dismemberment using intonational selection of sounds in a word. At the same time, the child's speech function changes, turning from the practical function of communication, transferring thought to the function of examining the sound composition of the word.
Does this mean that it is enough just to set the task of isolating sounds in a word in an accessible form for a child of any preschool age and give him the method we have proposed to solve this problem so that he can solve it? Can we assume that the underlined, intonational selection of sounds in the word will be the same for children of different

ages?
  Differences in the assimilation of the method of intonation of sound in the word in children of different ages can manifest themselves along two lines. Firstly, in the degree of deployment with which children of a given age will be given the means to conduct a sound analysis of words. An indicator of this is how much the child, in carrying out sound analysis, needs the help of an experimenter (educator) and what this help consists of.
Secondly, in the success of sound analysis on various speech material. The fact that children learn the sounds of speech in a certain sequence, suggests that there is some pattern in the selection of sounds from the word.
In this regard, it is extremely important for us to ask whether, and if so, how, an incorrect articulation of a sound affects the possibility of its extraction from a word. Since in the method of underlined, intonational selection of sound in a word, which we proposed as a means of conducting a sound analysis of words, the main role belongs to a particular pronunciation, correct or incorrect articulation of individual sounds can be a decisive factor in the ability of a child to make a sound analysis of a word.

During the preschool childhood, the child gradually forms the phonematic distinctions that are necessary for him for normal verbal communication and for teaching literacy. However, the awareness of the language side of speech is a special task, without which it is impossible to fully master the speech and literacy. As studies show (A. V. Voskresenskaya, A. N. Gvozdev, T. G. Egorov, L. E. Zhurova, F. A. Sokhin, D. B. Elkonin), in the course of speech development this awareness does not arise in all children, which causes great difficulties in teaching literacy.

By the end of preschool age, the child acquires extensive skills in the sound reality of the language: he correctly hears each phoneme, does not mix it with other phonemes, masters coherent speech and pure pronunciation. But, as D. B. Elkonin writes, this is not enough for the transition to literacy training. In order for the child to successfully master writing and reading, he must be able to analyze the sound composition of the word, i.e. hear every single sound in a word, clearly separate it from the person standing next to it, and know what sounds a given word consists of. Only such skills can be a prerequisite for proper literacy training.

^ 2. The formation of phonemic hearing is the main condition for successful literacy training.

The question of the development of a child in FS is acute in raising children’s literacy. Researchers who deal with the problems of children's psychological readiness to master literacy note the inability of six-seven-year-old children to make a sound analysis of a word. Preschoolers find it difficult to distinguish individual sounds, as they perceive the word as a whole, as a sound complex. The speech therapist in front of the children of the speech group constantly sets the task of sound analysis and uses effective means to solve these tasks: didactic games, a special case for speech modeling. Speech kindergarten graduates cross the school threshold with the following knowledge:

The first word in the sentence and the names are written with a capital letter;

At the end of the sentence put a point;

Semantic isolation of words from a phrase. Each word is written separately (important for the spelling of the prefixed verbs (such as “wrote,” “bounces”) and the nominal parts of speech with prepositions (for example: “on the lake”, “under the blue”);

The ability to divide words into syllables will play a positive role in reflecting the syllable structure on the letter, while transferring part of the word to the next line;

A child will not “lose” a single letter when reading and writing, because he is accustomed to distinguish all sounds in a word: from the first to the last;

Phonemic perception will help the child to make the right choice among the mixed sounds in words like: “iron”, “highway”, “calendar”, etc.

Primary school teacher in assessing knowledge is more difficult to account for errors associated with phonetic-phonemic disorders.

The core of most of the difficulties of students in writing is the lack of formation of FS. This is manifested in acoustic errors. If the children mix those sounds in the letter that they incorrectly pronounce, then in the first year of study, the teacher classifies them as non-coarse specific errors (for these errors, the assessment is not reduced). However, mixing the voiced-deaf in the word “oak” - “dup” is a gross spelling mistake. All errors due to ignorance of the spelling rules are gross.

^ 3. Objectives of the work on the development of phonemic hearing in children.   Enrolling a child in school is an important stage in life, which changes the social situation of its development. To study in the 1st grade child must be prepared.

It is important that children of 7 years of age should possess, first of all, a competent phrase, developed speech, the amount of knowledge and skills defined by the program. preparatory group  general preschool institutions. Kindergarten  is the first step in the system

Public education and performs an important function in preparing children for school.

In many "educational" kindergartens exist speech therapy groups, where children are assisted by a speech therapist and educators In addition to correcting speech with children, they develop memory, attention, thinking, general and fine motor skills, teach reading and math.

Leading scientists (R.Ye.Levina, N.A.Nikashina, G.A.Kashe, L.F.Spirova, G.E.Chirkina, I.K.Kolpokovskaya, A.V. Yastebova, etc.) proved that there is a direct relationship between the level of the child’s speech development and his literacy abilities.

^ One of the main tasks of pedagogical work with children experiencing difficulties in teaching literacy, is the formation of their psychological readiness, a sufficient level common development  and mental abilities.

In the modern method of teaching literacy, it is generally accepted that the practical acquaintance with the sound side of a word is a necessary prerequisite for mastering reading and, later, writing in languages ​​whose writing is based on the sound-letter principle.

Studies of a number of psychologists, educators, and linguists (D. B. Elkonin,

A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhina, A.G. Tambovtseva, G.A. Tumakova and others) confirm that the elementary awareness of the phonetic features of the sounding word influences the common language development of the child mastering the grammatical system, vocabulary, articulation and diction. And it will be better for a child with speech disorders  to come to school not only with phonetically clean speech, grammatically correct, lexically developed, but also able to read.

The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words. According to the famous psychologist

D. B. Elkonin, “reading is a re-creation of the sound form of a word according to its graphic (letter model)”.

That is, we want the child to assimilate written speech (reading and writing) quickly, easily, and also to avoid many mistakes; we should train him in sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a steady phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is one and the same, is called the ability to perceive and distinguish speech sounds (phonemes).

^ 4. Means of formation of phonemic hearing in preschool children. Games and exercises, their role in the work on the formation of phonemic hearing.

For the development of phonemic hearing, cognitive and gaming activities should be organized.

In the process of organizing cognitive activity, classes are conducted in several areas:

Acquaintance with the articulatory apparatus; the introduction of the concept of "word"; familiarity with a variety of words, related words;

Formation of the initial idea of ​​sound; familiarity with vowels; finding sounds in words, fixing the chip;

Introduction of the concept of "consonant sound"; acquaintance with consonants, clarification of pronunciation, differentiation of soft and hard consonants; fixing the concept of hardness-softness chips;

Differentiation of vowels and consonants, fixing the position of sounds in a word with a chip.

Game activity: the games used to solve the problems posed can be divided into several groups:

1) ^ Games on the development of phonemic hearing:

  - "Catch the sound" (determining the presence of sound in the word)

  - “Where does the bun?”, “Hide and seek with bun” (Determining the place of the vowel sound in a word)

  - “Where was the sound hidden?” (Determining the place of sound in the word) and so on.

2) Games on the development of auditory attention:

  - "What sounds violate silence?"

  - "Who will hear more sounds?"

  - “Guess by sound, what does?”, Etc.

3) Games on the development of phonemic perception:

  - “Determine the first sound”

  - “Chain of words”

  - “What are their names?”, Etc.

4) ^ Games on the development of cognitive interest in experimenting with sounds.

Logorhythmic exercises in music classes

Musical entertainment with elements of logorhythmics (March)

Word games: “Pick up a rhyme”, “Finish a word”, “Add-ons”.

If there is a systematic purposeful work on the formation of the phonemic hearing of preschool children, through the use of play activities, the quality of speech development of children will be improved, and high-quality preparation of children for school will be ensured.

Many games have a combined character, which is expressed not only in the enrichment of the dictionary, but also in the activation of higher mental functions (memory, attention, thinking, motility).

Games allow in an interesting form to teach a child to listen to the sounds of speech.

^ Formation of phonemic hearing in children of senior preschool age. Overcoming the phonetic and phonemic speech underdevelopment.

Language is a means of communication between people. The formation of a coherent speech in a child is closely connected with the mastering of the grammatical structure of speech and the mastery of the sound system of speech.

The assimilation of the sound side includes two interrelated processes: the process of developing a phonemic hearing in a child and the process of pronouncing speech sounds. The development of the sound side of the language is a prerequisite for teaching literacy, namely reading and writing.

The ability to hear every single sound in a word, to clearly separate it from the person standing next to it, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is an essential prerequisite for proper literacy training.

Consequently, successful learning to read and write involves as a prerequisite for the formation of phonemic perception and the development of sound analysis skills.

One of the common reasons for the failure of pupils in primary school are violations of speech and writing, which make it difficult to master correct reading and literate writing.

Violation of phonemic hearing prevents children from mastering the vocabulary and grammatical sides to the desired degree, inhibits the development of coherent speech.

Thus, the problem of the development of phonemic hearing in children is one of the most important in preparing children for mastering literacy.

Children confuse phonemes that are close in sound when they are played back and are spelled out. In the future, the non-formation of phonemic hearing is manifested in the study of foreign language  at

High school: children are difficult to perceive foreign words  by ear, they are pronounced incorrectly.

A violation of phonemic hearing can result from the distorted pronunciation of sounds.

Work on the formation of phonemic hearing includes tasks for the development of auditory attention and aural speech. In classes in the sound culture of speech, the child develops the ability to hear the sounding word, children learn to hear the sounds of which the word consists; differentiate phonemes (sounds) that are close in sound; get acquainted with the concept of syllable, stress, sentences, text. Simultaneously with the development of phonemic perception, an intensive development of the active vocabulary of a child takes place.

Exercises for the formation of phonemic hearing are carried out in a certain sequence - first it is the selection of the words from the individual sounds, then the analysis and synthesis of the simplest monosyllabic words. Later, children master the skill of sound-syllable analysis and the synthesis of two-three-syllable words.

Work on the formation of phonemic hearing involves the following sequence:

At the first stage of teaching sound analysis, vowels are used. sounds a, u, and. Children define the first vowel sound at the beginning of a word, the sequence of vowel sounds (for example, ay - 1st a; 2nd - y).

Next is the analysis and synthesis of the type syllable an, ut. Children learn to distinguish a consonant from the end of a word (cat, poppy). Then they proceed to the selection of the initial consonants and stressed vowels from the position after the consonants (home, there).

Then the children master the complete sound-syllable analysis of monosyllabic three sonic (poppy) and two-syllable (goat) words and compile the corresponding schemes.

A further complication of the material involves the analysis of words with a concatenation of consonants (table), trisyllabic (ditch). The following terms are assimilated: syllable, consonant sounds, deaf, hard, soft sounds.

In parallel, children are introduced to the letters, which are then merged into syllables. It is important that from the very first reading exercises one should strive to ensure that the child reads syllables. It is necessary to ensure that children understand the reading of words and sentences.

5. Conclusions.

Awareness of the language side of speech is a special task, without the solution of which it is impossible to fully master the speech and literacy training.

As shown by numerous studies of teachers and psychologists (A. I. Voskresenskaya, A. N. Gvozdev, V. E. Gmurman, T. G. Egorov, L. E. Zhurova, A. V. Zaporozhets, E. G. Carlsen, F. A. Sokhin, G. A. Tumanov), that level of formation of phonemic hearing, which was brought up at an early age is not enough to master the effect of sound analysis, and therefore the question arises of bringing up phonemic hearing before teaching literacy.

In a number of studies it has been emphasized that phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age.

Thus, a well-developed phonemic hearing is a prerequisite for successful literacy training. Therefore, early diagnosis of the formation of a phonemic hearing is necessary for the timely overcoming of its underdevelopment.

Literature.

1. Basics of speech therapy work with children: Tutorial  for speech therapists, kindergarten teachers, primary school teachers, students of pedagogical schools / Under total. ed. Ph.D., prof. G.V. Chirkina. - 2nd ed., Corr. - M .: ARKTI, 2003. - 240 p.

2. Fomicheva M.F. Raising a proper sound pronunciation in children: Practical training in speech therapy: Proc. student manual ped. Uch-shch on spec. 03.08 “Doshk. education. - M .: Enlightenment, 1989, - 239 p.

3. Children with developmental disabilities. Toolkit. - (compiled by Shmatko ND) - M., 1997, pp.88–89.

4. Games in speech therapy work with children. (Edited by Seliverstov V. / I.) - M., 1974, p. 15–32.

5. Shvayko G.S. Games and game exercises for the development of speech. - M., 1988, pp. 42–63.

The role of phonemic hearing and perception inshaping the child's speech.

Phonemic hearing is the ability to distinguish, reproduce, distinguish speech sounds; in other words, it's a speech rumor.

Phonemic hearing is a systematic systematic hearing, which has the ability to carry out operations of distinguishing and recognizing the phonemes that make up the sound envelope of a word.

Phonemic hearing is the basis for understanding what is said. After all, replacing even one sound in a word, we can get a completely different word: "goat-spit", "house-tom", "barrel-kidney". And now the meadow is mowed by a goat, a scythe is pinching grass, and Mishin's car turns into a mouse on a machine.

Parents often complain - my child has “porridge in his mouth,” he misses or replaces sounds and syllables in words — an undeveloped phonemic ear can be the culprit for such violations.

If the child distorts the sounds, replaces them with other sounds, skips the sounds - this means that the phonemic hearing is not fully formed, which will lead to the appearance of persistent mistakes in mastering written language. In itself, this will not work, special correctional exercises are needed.

Phonemic perception is the ability to distinguish between the sounds of the speech and determine the sound composition of the word. For example: “How many syllables in a word MAK? How many sounds are there in it? What consonant sound is at the end of a word? What is a vowel sound in the middle of a word? ”By the 4th year, a child should normally distinguish all sounds, a phonemic perception must be formed.

The formed phonemic perception is the key to a clear pronunciation of sounds, the correct syllable structure of words (even without the ability to pronounce all sounds, the child retains the structure of the word "car-ti-na" - "ti-ta"), the basis for ease of mastering the grammatical structure of the language, successful development of writing and reading.

In other words: sound analysis and synthesis should be based on a steady phonemic perception, and, consequently, a developed phonemic ear is a necessary prerequisite for the child to successfully master reading, writing and, in general, is an indispensable condition for teaching literacy. Elkonin D.B. Wrote: "The sound activity of a language, the structure of the sound form of a word, depends not only on the mastering of a letter, but also on all subsequent mastering of a language — grammar and associated spelling."

The sound composition of the word is central to both the mastery of the grammatical structure of the native language and the teaching of literacy. The process of teaching literacy itself, in which a clear understanding of the sound composition of a word develops, when a child masters the ability to analyze each individual sound in a word and distinguish it from other sounds, in turn affects the more subtle and conscious perception of the sound side of speech.

The child, communicating with adults, gradually learns articular movements, ways of combining sounds, rhythm-intonation design of words, phrases; learns to distinguish sounds actually pronounced in a given language from all others and to determine the signs of sounds, essential for understanding words, for communication. This is the assimilation of the phoneme system of a given language.

In the process of mastering the system of phonemes of the native language, the speech and speech motor analyzers are of great importance. Thus, in the process of forming sound pronunciation, it is very important:

· Hearing and phonemic perception;

· Speech apparatus motility, i.e. mobility of speech organs.

Children with good phonemic perception learn the basic sounds of the language quite early. Due to the physiological features of the structure of the articulatory apparatus, they cannot correctly reproduce all the phonemes of the native language, but they are well aware of the subtlety of pronunciation. For example: a three-year-old girl, Vera S., to the question: “What is your name?” Answers: “Vey,” “Your name is Vey?” - “Not Vey, but Vey — I can't speak at all.” At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic features; he recognizes incorrectly pronounced words and is able to distinguish between correct and incorrect pronunciation. At the age of 5-6 years, children already have a fairly high level of development of phonemic perception; they correctly pronounce the sounds of their native language, they form subtle and differentiated sound images of words and individual sounds.

Insufficient development of phonemic perception inhibits the process of sound formation in a child: sounds are formed with a long delay and often distorted.

Thus, one of the most important conditions for the formation of sound pronunciation will be how the child perceives by ear, differentiates the phonemes of the native language. Children with good phonemic perception early begin to speak clearly, as they clearly perceive all the sounds of our speech. And in children with underdeveloped phonemic perception, not only the sound pronunciation, but also the understanding of speech suffers, since they cannot differentiate phonemes of similar sound and the words with these phonemes sound the same to them, for example: sledge themselves, kidney-barrel, fox ( animal) - forest (pl. number of the word forest).

So, if the child has impaired motility of the articulatory apparatus and phonemic perception, then the sound pronunciation, the reading process will be hard formed and numerous errors will be observed in the letter, and therefore it needs special corrective exercises.