Mnemonics in speech therapy classes. Report "Mnemonics as an innovative technology used in correctional and pedagogical work in children with severe speech disorders". Using elements of mnemonics

Relevance: It's no secret that today there are many problems in the speech of children. Logopedic examination of children senior group our kindergarten also revealed a number of difficulties in the development of coherent speech: Insufficient vocabulary. Monosyllabic speech consisting of only simple sentences. Inability to construct a common sentence grammatically correctly. Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. All of the above led me to the idea of using mnemonics in my work on teaching children coherent speech.

Mnemonics is a system of methods and techniques that ensure the effective memorization, preservation and reproduction of information. The purpose of mnemonics is the development of memory, thinking, imagination, attention, i.e. those mental processes that are closely related to speech and its full development. Tasks: development of basic mental processes - memory, attention, figurative thinking and speech; development of visual-spatial functions; development of fine motor skills of hands with partial or full graphic reproduction; development of coherent speech

Preparatory work: Studying the topics of the senior group's annual plan. Drawing up a work plan for the year on mnemonics. Selection and correlation of pictures and information with a given topic. Main work: Compilation of mnemonic tables and abstracts. Interaction of a speech therapist teacher with an educator while working with mnemonics in GCD. The use of mnemonic tables by educators without the participation of a speech therapist. Final work: Summing up the work, planning for the next year.

Various authors refer to mnemonics in preschool pedagogy: mnemonic tables and collages, sensory-graphic schemes, subject-schematic models, block-squares, as well as storytelling schemes. A mnemonic table is a scheme that contains certain information.

Stages of work on mnemonic tables Stage 1: Examination of the table and analysis of what is shown on it. Starting with the simplest mnemonic squares, we successively move on to mnemonic tracks, and later to mnemonic tables. At the initial stage, an adult offers a ready-made table, and as they learn, children begin to actively participate in the process of creating a diagram. At first, only some details of the mnemonic diagram are drawn together with the children, then most of the mnemonic diagram, and then the entire mnemonic table is created together with the children (after the children are familiarized with the information or works that should be encoded).

Stage 2: Information is recoded, i.e. transformation from abstract symbols to images. Stage 3: After recoding, a retelling of a fairy tale or story on a given topic is carried out. In older groups, children must do this on their own, only at the beginning of the school year is adult assistance allowed. As children learn this technique, one should gradually remove some of the information from the mnemonic table, leaving the most key points, so that later the retelling is carried out by the children from memory. Stage 4: A graphic sketch of the mimic table is made by children (after a minimum mastery of the first three stages of work). Stage 5: Inventing your own scheme and compiling your own story, fairy tale or riddle based on it.

The results of our work: The use of mnemonics in work with children of the senior group led us to the following results: The time frame for the assimilation of such abstract concepts as sound, vowel, consonant, soft, hard by children was reduced; Vocabulary has been activated; The concept of the logic of the construction of the story (beginning, middle and end) was fixed; Reduced the number of grammatical errors in the construction of a common sentence; Children willingly compiled and retold literary works on the proposed topic; Development of coherent speech; In addition to the goals set, the children overcame shyness and shyness.

"The use of mnemonics

in the development of speech of preschoolers "

The article was prepared by the educator

MBDOU Kindergarten No. 9 "Golden Key"

Stefanskaya Irina Vasilievna

Proper organization of education for children with impaired speech is a very difficult task. It should be remembered that, as for normally developing children, the most effective education is one that is somewhat ahead of the development of the child, but does not exceed its capabilities. Therefore, along with the generally accepted methods and principles, it is quite reasonable to use original, creative methods, the effectiveness of which is obvious. One such technique is mnemonics.

mnemonics is a set of rules and techniques that facilitate the process of memorizing information. An example is the familiar phrase "Every Hunter Wants to Know Where the Pheasant Sits"

Mnemonics in speech therapy is used in the development of:

Related speech;

Associative thinking;

Visual and auditory memory;

Visual and auditory attention;

Imagination;

Speeding up the process of automation and differentiation of delivered sounds.

Ushinsky K.D. wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information. The use of mnemonic schemes helps the child to enrich a coherent statement.

The essence of mnemonics is as follows : for each word or small phrase, a picture (image) is invented and sketched or displayed; thus, all text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

Mnemonic memorization consists of four stages:

image encoding,

Memorization (combining two images),

Sequence memorization,

Fixation in memory.

We begin to use mnemonics techniques in classes with young children. In order to develop certain skills and abilities in children, mnemonic diagrams, mnemonic squares, mnemonic tables are introduced into the learning process.

With the help of a mnemonic table, it is easy to memorize poems, nursery rhymes, retell texts, Russian folk tales, compose stories (while compiling a mnemonic diagram and supplementing it with new elements in the process of retelling)

The problems that exist in children with speech pathology: poor vocabulary, inability to coordinate words in a sentence, impaired understanding of the text require a special approach. When working with children with speech disorders, it was noticed that they are joyfully included in learning activities. As a rule, such children have poor memory, imperfect logical thinking, reduced attention, mental processes are not so mobile, they do not show interest in search activities and hardly plan any of its types, they are not ready to complete tasks, they are not distinguished by high efficiency.

For these and other reasons, children with speech disorders do not like to learn poetry, retell texts, do not know the techniques and methods of memorization. Memorizing poems causes them great difficulties, rapid fatigue and negative emotions. It is very important to arouse interest in activities in children with such a pathology, to captivate them, liberate them and turn overwork into their favorite and most accessible type of activity - GAME.

It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the surrounding life, automate and differentiate the set sounds. It is especially important to develop visual-figurative thinking.

Preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols and signs (first of all, these are various visual models, diagrams, tables, etc.).

Using generalizations allows the child to generalize from their direct experience. As established by the studies of psychologists L. Wenger, A.V. Zaporozhets, J. Piaget and others, the main direction in the development of figurative thinking, imagination, memory is to master the child's ability to substitute and spatial modeling.

At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary. Children's memory has an amazing property - exceptional photographicity. In order for the memorized poem to be remembered for a long time, it is necessary to repeat it three times during the first five days. The visual image preserved in the child after listening, accompanied by viewing the drawings (the action of involuntary attention and involuntary visual memory), allows you to recall the poem much faster.

Mnemosquare - This is a sheet of paper (square) on which some object, action or direction of action, or a sign is schematically depicted. Mnemonic squares in training can be used separately, for example, in various games of inventing riddles, or they consist inmnemonic table .

Here are some examples of games using mnemonic squares:

Game "Piggy bank of words"

Target:vocabulary enrichment, development of long-term memory.

Children "collect" new words in a piggy bank, i.e. draw or designate with symbols, immediately after their formation or interpretation and with a delay (after other exercises, at the end of a lesson, every other day). We periodically return to the words in the piggy bank: the next day, a week later, a month later. Children are invited to remember the words that they "put" in the piggy bank of words and make up a sentence or story with them.

The game "Let's encrypt the words"

Target:vocabulary enrichment, development of logical thinking and long-term memory.

The speech therapist asks the child to draw pictures for each word he named. A visual image corresponding to objects arises easily, so children are invited to “encrypt” words, such as delicious soup, joy, etc.

Game "Wizards"

Target:vocabulary enrichment, development of long-term memory and logical thinking.

Contents:

Several cards are laid out in front of the child with a schematic representation of individual objects (for example, a Christmas tree, a house, wings, etc.). The child is called a few words and offered to choose pictures that will help him remember these words, i.e. "bewitch" words. Next, the child must reproduce the presented words. To do this, he takes the pictures put aside in turn and with their help recalls the words that were called to him. This exercise will help the child develop logical connections between objects.

Game "Teremok"

Target:vocabulary enrichment, development of classification skills

Children are offered pictures and two, three or more towers, with a schematic representation of a garden (for fruits), a vegetable garden (for vegetables), a Christmas tree (for wild animals), a house (for pets), etc. The children are given the task to “settle” the pictures in the desired tower (the classification criterion is not named) and explain why each picture was placed in one or another tower.

The game "Flower-Semitsvetik"

Target:verb vocabulary enrichment

Children receive a picture (the core of a flower) with a symbol of an action, for example, a fish dives, swims, the sun shines, etc., and then attach petals to the core with the image of objects that can perform this action.

Journey game

Target:consolidation of word-formation skills of prefixed verbs

Children are offered a playing field with the image of the road and obstacles that they have to overcome. Near each obstacle, a diagram of the attachment is drawn. Children make up a story about the journey, for example, Sonya: Sonya walked along the road, came up to the house, entered the house, left the house, went along the road again, approached the river, crossed the bridge, went to the stump, walked around the stump, etc. d.

When learning poetry for each word or small phrase, a picture (image) is thought up; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, an adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

For example "Kolobok"

Two arms

In individual speech therapy classes on automation and differentiation of sounds, in work with children, it is noted that for the exact repetition of a poetic text, tongue twisters, a schematic representation of individual parts is sufficient. As practice shows, the use of a mnemonic system allows you to speed up the process of automating and differentiating the set sounds, facilitating memorization and subsequent reproduction of a holistic image in a rhymed form.

Mnemotables are used for retelling and independent compilation of fairy tales.

Fairy tale plays a special role in the life of a child. Through a fairy tale, children get acquainted with the world around them, learn the correct pronunciation of sounds, perform various game tasks that contribute to intellectual development. The child empathizes with the characters, shares their feelings, lives with them in the world of a fairy tale. At the initial stage, an adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

The work on the mnemonic table consists of five stages:

1. Examining the table and analyzing what is shown on it.

2. Transformation from abstract symbols to images.

3. Retelling a fairy tale based on symbols (images).

4. A graphical sketch of the mimic table is made.

5. The table is reproduced by the child when it is shown to him.

The thematic framework of a fairy tale may include several activities. Classes, in turn, contain several game tasks and research. Classes are complex and aimed at the development of children's speech and mental activity.

Mnemotables are also used to compose descriptive stories. various subjects (description of vegetables, fruits, clothes, tools, seasons, etc.).

For example:

CARROT

1.Color. (What color is the vegetable?)

2.Shape. (What shape is it?)

3. Two tomatoes. (What size are they?)

4. Carrots, peppers. (What do they taste like?)

5. Bed. (Where did the vegetable grow?)

6. Saucepan, hand. (What can be prepared from this vegetable?)

A sheet of thick paper measuring 45 * 30 centimeters is divided into squares (according to the number of characteristic features).

Color: color spots are drawn. It is important that they do not have a clear form, then attention is better concentrated on color and there is no confusion of the concepts of "color" - "form".

Form: depicting geometric shapes. They are not painted so that the attention of children is concentrated on the form.

Size: two objects of contrasting size are drawn. Children are reminded that when talking about the size of an object, in addition to the concepts of "big - small", one should use the concepts "high - low", "long - short", "wide - narrow", "thick - thin".

Materials: rectangles of the same size made of metal foil, plastic, wood-like film, or pieces of fabric (wool, silk, chintz ...) are glued.

Item Parts: (toys, clothes, dishes, etc.) parts of the object are at a small distance from each other. Children need to be introduced to the names of the parts in advance.

Item actions: the hand is depicted with extended fingers.

An example story on this mnemonic table:

Carrot is a vegetable. It is orange with green tops. Carrot triangular shape, small size. This vegetable is sweet and juicy. It grows in the garden, in the garden. Carrots are very useful, they have a lot of vitamins. Salata is prepared from it, it is added to borscht and cabbage soup. The hare loves carrots more than all animals.

In addition to standard mnemonic techniques, computer programs using mnemonic diagrams are used to teach children how to write description stories in the work of kindergarten speech therapists. The use of the program material facilitates the perception of visual images, which are a tool for memorizing and reproducing text. The use of a computer program concentrates attention, captivating children, turns the lesson into a game.

According to the results of speech therapy monitoring of groups in our kindergarten, children showed positive dynamics in mastering the correct sound pronunciation, accelerating the timing of automation of sounds. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention have improved, mental activity has intensified. The methods of mnemonics allow to increase the interest of children in speech therapy classes, and, accordingly, their effectiveness increases.

When teaching coherent speech to preschoolers with OHP, mnemonic techniques make it much easier for children to master their native language, reduce learning time, develop memory, attention, and imaginative thinking.

It is not a secret for speech therapists that the majority of children with general underdevelopment of speech, along with violations of all components of the language system, have insufficient stability of attention, limited possibilities for its distribution; reduced verbal memory, memory productivity suffers. They forget complex instructions, elements, and sequences of tasks. In some children, low recall activity is combined with limited opportunities for the development of cognitive activity.

In modern psychology, it is generally accepted that mental processes are closely interconnected: if there were no memory, there would be no representation and imagination. Comprehending information contributes to its memorization. Attention included in cognitive processes, increases their effectiveness: sensations become more distinct, perception more accurate, memory and thinking improve. Thinking and speech are closely related. The concept exists thanks to the word. Speech design of thought centers it and clarifies it. Thinking and speech influence the flow of sensations, perception, memory and other processes.

Associated with consciousness as a whole, human speech is included in certain relationships with all mental processes. In order to communicate competently, a person must have developed all cognitive processes, namely: sensation, perception, representation, imagination, thinking, memory, attention, observation, intelligence.

Forming speech skills in children with OHP, in my work I use methods and techniques that stimulate the development of all mental processes. One such method is mnemonics.

Mnemonics (translated from Greek - "the art of memorization"). This is a system of methods and techniques that ensure the effective memorization, preservation and reproduction of information. The purpose of learning with its use is the development of memory ( various kinds: auditory, visual, motor, tactile), thinking, attention, imagination, speech.

Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of storing, storing and recalling information.

Initially, mnemonics arose as an integral part of rhetoric (oratory) and was intended to memorize long speeches.

Modern mnemonics is a powerful training of attention and thinking. It's just great brain exercise.

One of the methods of mnemonics is the method of associative links. The essence of the method lies in the fact that with its help, disparate and unrelated material is combined into a single artificially created associative picture through mentally formed images. In the future, it is only necessary to reproduce any image, as involuntarily and easily all other images, united in an associative connection, are remembered.

The method of associations is very effective when automating sound. From my own experience, I know how difficult it is to motivate a child to repeatedly pronounce the same words. First, I practice the pronunciation of words in pairs. I show the child two pictures with automated sound and suggest memorizing them. To do this, the child must combine them into a single associative picture, that is, make a sentence with these words. It is important to note that the child himself must come up with an association, only in this case he will be able to reproduce the image, and the connection may be ridiculous. For example, a child can combine the pictures “guitar” and “cow” with the sentence “A cow plays the guitar”, which in turn will cause positive emotions in the child, and such an absurdity will be better remembered. When the child remembers all pairs of pictures in this way, I show one picture of each pair, and the child must remember the second. The number of proposed pairs of pictures depends on the level of development of the child. At the initial stage, there may be 3-4 pairs, gradually increasing to 10-15 pairs.

Then you can teach your child to memorize a chain of words. For example, when automating sound [P], you can suggest the following words: picture, rainbow, carrot, cow, market, accordion. To do this, the pictures are laid out in a row, and the child must name the pictures in order and combine them sequentially into a story. As a rule, as a result, funny fables are obtained, which the child then easily recalls, naming the pictures in the same sequence. For example: a rainbow is drawn in the picture, and carrots grow under the rainbow. A cow came, picked carrots and went to the market to sell. And with that money I bought an accordion.

This method can be used not only to memorize pictures, but also to offer children to memorize words, focusing on the auditory analyzer.

The development of tactile memory is facilitated by classes with "tactile boards". This is a set of boards with different surface roughness. The purpose of such classes is the development of imagination, fantasy; development of speech, the ability to express in words their feelings from touch.

The speech therapist puts several boards into the bag. The child takes one board by touch and comes up with an association to it. It can be a kitten (a board with fur) or a ladder (a board with a ribbed surface). Laying out the boards in order, the child connects the images sequentially into a single whole, i.e. into a story. Then the speech therapist puts the boards back into the bag. The child, remembering the compiled story, should get the boards in the same sequence as the first time.

Didactic material plays an important role in mastering the techniques of mnemonics. Here a special place is occupied by the use of mnemotables. A mnemonic table is a scheme that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time.

Mnemotables are used when memorizing texts, learning to retell, compiling a descriptive story, getting to know seasonal phenomena, etc.

Mnemotables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture is invented.

Mnemotable "Panties for a bear"

Masha to our baby
Made new pants
Sewed a fur coat, sewed a scarf
For baby bear

Thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, an adult offers a ready-made plan - a scheme, and as he learns, the child is also actively involved in the process of creating his own scheme.

Collages are used to work out the plot method of memorization. A collage is a sheet of cardboard (thick paper or flannelgraph) on which various pictures, letters, geometric shapes, and numbers are pasted or superimposed. The apparent mess of pictures is the essence of the collage. This manual allows you to develop a child's photographic memory; expand vocabulary, figurative perception, develop oral speech, the ability to speak coherently, tell.

Collages in the form of "Merry Glades" are effectively used when performing articulatory gymnastics. The child is invited to go to the "Merry Glade" and perform all articulation exercises.

"Merry clearing" for hissing sounds

Joint production of friezes with children (in the form of a collage) helps to better remember the studied sounds and letters. For example, children depict the letter D in the form of a house and immediately paste different pictures, in the name of which there is a sound [D].

Thus, the techniques of mnemonics solve problems aimed at:

development of basic mental processes - memory, attention, thinking, as well as creative imagination;
recoding information, i.e. transformation from abstract symbols to images;
development of fine motor skills of the hands.

The use of mnemonics in corrective work with children with speech disorders gives positive results. The final diagnostics showed a sufficient level of development of all cognitive processes in children.

List of references and sites:

1. Bolsheva T.V. Learning from a fairy tale: The development of thinking of preschoolers with the help of mnemonics: Educational and methodological guide. St. Petersburg: Detstvo-Press, 2001.

2. Matyugin I.Yu., Chakoberia E.I. eidetic school. The development of memory, figurative thinking, imagination. – M.: Eidos, 1994.

3. Podlinyaev O.L. efficient memory. - Second edition, revised: Textbook. - Irkutsk: Publishing house of Irkut.state pedagogical university, 2003.

4. Repina Z.A., Buyko V.I. Logopedic lessons. - Yekaterinburg: Publishing house "LITUR", 1999.

5. S. L. Rubinshtein. Fundamentals of General Psychology. - St. Petersburg, 1998.

6. Kozarenko V.A. Textbook of mnemonics. Memorization system "Giordano" Site Mnemonikon (http://www.mnemotexnika.narod.ru) - Moscow, 2007.

7. Matyugin I.Yu. Tactile memory. – M.: Eidos, 1991.

To increase the amount of memory, facilitate memorization and assimilation of information, a technique called "mnemonics" is used, which in ancient Greek means "the art of memorization".

Mnemonics allows you to get total control over the assimilation of the material, using only natural memory.

The history of mnemonics began as an inseparable part of oratory, rhetoric. This technique was used to memorize long monologues delivered by speakers.

Nowadays, mnemonics is very actively used by speech therapists during classes with children.

The technique of rallying images into a common associative array is one of the fundamental ones in mnemonics. With the help of finding associations, random and unrelated information is combined into a whole associative image created by means of images formed in the head. To reproduce any part of the material, it is enough just to build a certain image in the head and provoke a chain reaction to remember the rest of the images, united in an associative set. Some speech therapists use mnemonics cards for work in the classroom, otherwise cheat sheets for the development of auditory, visual, speech-motor and motor memory.

A powerful method is the association technique in audio automation. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, paired pronunciation of words should be practiced by showing the child two images with automated sound and offering to remember them. To complete the task, the child must form an associative image in his head, for this he must make sentences with these words. The child must independently find an association in his head. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.

When the child sees all pairs of images, you need to show one picture from each pair so that he remembers the one that is not currently shown. The number of photographs shown depends on the level of development of the child. At the first stage of using the mnemonics technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.

After that, you can begin to teach the child to memorize a whole chain of words.

Mnemonics - speech therapist's assistant in correctional work

with preschoolers with general underdevelopment of speech (from work experience).

T.Yu. Mironova,

SP GBOU secondary school No. 4 g.o. Chapaevsk - d / s No. 20,

teacher speech therapist.

It is known that the inferior speech activity of children with OHP leaves an imprint on the formation of their sensory, intellectual and affective-volitional spheres. They have insufficient stability of attention, limited possibilities for its distribution. With a relatively intact semantic, logical memory in children with OHP, verbal memory is reduced, memorization productivity suffers. They forget complex instructions, elements, and sequences of tasks.

mnemonics(from the Greek mnemonikon - the art of memorization) - a technique that facilitates memorization and increases memory capacity by forming artificial associations. At first glance, the pictures that are not connected with each other are connected into a plot, and signal schematic images help to activate thought and mnestic processes, allowing the child to memorize and even recite a short poem in a few minutes. A feature of mnemonics is the use of not images of objects, but symbols. Symbolism is typical for children's drawings at preschool age and does not cause difficulties in the perception of mnemotables.

Mnemotables serve as didactic material in such types of work on the development of speech:

automation of sounds in tongue twisters, tongue twisters and poems;

enrichment of the dictionary, the formation of practical skills of word formation;

development of the grammatical structure of speech.

Mnemotables for automating sounds

The process of teaching preschool children with speech disorders requires a long time and takes a lot of effort, both from the child and the speech therapist. Gradually, the child loses interest in classes, the motivation to say “beautifully and correctly” is lost. The problem of motivation is one of the central ones in speech therapy work. To interest, captivate and achieve results is the dream of every teacher. Using traditional methods of speech correction, I always remember that preschool age is the age of figurative forms of consciousness, and the main means that a child masters at this age are figurative means: sensory standards, various symbols, signs, visual models.

I agree with E.L. Barsukova, the author of the article in the Speech Therapist magazine, that mnemonics can be effectively applied at the stage of automating sounds. The author of this article uses mnemonic paths of tongue twisters and poems in his work. Proposed by Barsukova E.L. mnemonic tracks of verses, I successfully use in individual and subgroup classes on automating sounds.

I will give an example of automating the sound "sh" using mnemonic tracks.

Clean tongues

SHA-SHA-SHA - our Dasha is good,
SHI-SHI-SHI - Misha and Masha are kids,
SHEE-SHEE-SHEE - mice in a hut,
SHO-SHO-SHO - I say well!

ASH-ASH-ASH - Natasha has a pencil,
OSH-OSH-OSH - Antoshka has a knife,
SH-SH-SH - the baby goes to the shower,
YSH-YSH-YSH - a mouse in the reeds.

Poem

cat in the window
Sewing a pillow
Mouse in boots
The hut sweeps.

Patter

A hat and a fur coat, here he is our Mishutka.

Mnemotables for enriching vocabulary and developing word-formation skills

The techniques of mnemonics are also effective in correcting the lexical and grammatical side of speech. In the normal course of speech development, a preschooler spontaneously learns many word-formation models that simultaneously exist in the language and work within a certain lexical topic. Children with general underdevelopment of speech require special training, and then long training exercises to master the skills of word formation. To facilitate this process, diversify it and make it more interesting for the child, mnemonic tables will help. Mnemotables involve the formation of skills to analyze language material and synthesize language units in accordance with the laws and norms of the language. They allow the child to realize the sound of the word, to practice using grammatical forms, they also contribute to the expansion of vocabulary, the formation of language flair.

To organize corrective work in this area, I use various didactic games and manuals.

Formation of related words

Such mnemonic tables help children with general underdevelopment of speech to understand and analyze various ways of word formation. Working with them, children begin to independently perform similar tasks much faster.

Game "Family of words"

Purpose: strengthening the skills of forming related words.

Content: A house is hung on the board in which words “live”. The windows in this house are made of transparent film and behind each one of the symbols is hidden (the word is big (big mountain) - for example, fish; the word is small, affectionate (small hill), for example, fish; the sign word (wave), for example, fish ; action word (two horizontal stripes), for example, to fish; a word that is said when there is a lot of someone or something (three rectangles), for example, fish; a word is a person (little man), for example, a fisherman, fisherman) . Children receive pictures depicting, for example, a big fish, a small fish, fish soup, a fishing rod, several fish, a fisherman, and settle them in the right apartments, forming related words.

Mnemotables for the development of the grammatical structure of speech

Noun and numeral agreement

Agreement in gender, number and case

I see who

(What)?

I sing about whom

(about what)?

I will give to someone

(what)?

I'm friends with whom

(with what)?

IN
The district of these pictograms is arranged by any subject pictures. The speech therapist asks the children to compose a phrase based on a pictogram and a subject picture (for example: I see a butterfly; I sing about a butterfly, I will give a butterfly, I am friends with a butterfly).

Lotto "Prepositions"

Purpose: to consolidate the ability to use prepositions in speech.

Game "Carousel"

Target : changing past tense verbs by gender, agreeing words in a sentence, fixing the structure of a simple sentence.

Content : two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on a large circle, people, animals, and man-made objects are drawn on a small circle. The speech therapist calls the action, the children rotate a small circle, choosing who or what they will make a sentence about, and make sentences like: The boy was drawing a tree. Etc.

The use of mnemonics techniques in speech therapy work gives a positive result. Preschoolers with general underdevelopment of speech have an increased sense of interest and responsibility, satisfaction with the results of their work, improved mental processes such as memory, attention, thinking, which has a positive effect on the effectiveness of correctional work.

Bibliography:

Barsukova E.L. Automation of sounds using mimic tracks. // Speech therapist No. 5, 2009.

Omelchenko L.V. The use of mnemonics in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.

Polyanskaya T.B. Using the method of mnemonics in teaching storytelling to preschool children. SPb., 2009.

Rastorgueva N.I. Using pictograms to develop word-formation skills in children with general speech underdevelopment. // Speech therapist. 2002, no. 2, p. 50-53.

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