Elena Golovinova
Using mnemonics in speech therapy classes

Using mnemonics in speech therapy classes

Preschool age is the most favorable for laying the foundations of competent, clear, beautiful speech, which is an important condition for the mental education of a child.

But today, figurative speech, rich in synonyms, additions and descriptions, in children is a very rare phenomenon, as the number of children with speech pathology is growing.

Children with speech disorders have the following problems:

Scarce lexicon

Inability to coordinate words in a sentence

Violation of sound pronunciation

Most children have attention problems

Imperfect logical thinking

Children with speech disorders do not like to learn poetry,

Retell texts

Do not know the techniques and methods of memorization

Memorizing poetry causes them great difficulty, rapid fatigue and negative emotions.

At the stage of automation of sounds in poetic texts, children’s self-control over speech decreases

It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, to talk about various events from the surrounding life, to automate and differentiate the sounds given.

One of these factors that facilitates the process of speech development, according to S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others, is visibility. Examining objects and paintings helps children name objects, their characteristic features, and actions performed with them.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” Since visual material is learned better by preschoolers, I decided to try using mnemonics in my classes.

Mnemonics is a set of rules and techniques that facilitate the process of memorizing information.

The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams and drawings, the child can easily reproduce a text, a poem, a tongue twister, or a riddle.

Mnemonics helps in the development of:

Related speech

Associative thinking

Visual and auditory memory

Visual and auditory attention

Imaginations

Accelerating the process of automation and differentiation of delivered sounds.

Mnemonics in preschool pedagogy are called differently: Valentina Konstantinovna Vorobyeva calls this technique sensory-graphic schemes,

Tkachenko Tatyana Aleksandrovna – subject-schematic models,

Glukhov V.P. - square blocks,

Bolsheva T.V. – collage,

Efimenkova L. N - a scheme for compiling a story.

Like any work, working with mnemonics is built from simple to complex. We start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks and later to mnemonic tables.

We use mnemonic squares in classes as a symbol of the upcoming task, as a symbol of designating sounds for sound analysis, etc.

We use mnemonic tables to automate sounds at the stage of working with poems, riddles, and tongue twisters.

Stages of working on a poem:

The speech therapist reads the poem expressively.

The speech therapist reports that the child will learn this poem by heart. Then he reads the poem again using the mnemonic table.

The speech therapist asks questions about the content of the poem, helping the child understand the main idea.

The speech therapist finds out which words are incomprehensible to the child and explains their meaning in a form understandable to the child.

The speech therapist reads each line of the poem separately. The child repeats it using a mnemonic table.

The child recites a poem based on a mnemonic table.

It is very convenient to work with such tables; children remember the text with pleasure. The stage of automating sounds is much more interesting and the effectiveness of correctional work increases.

It is easier for a child to retell a text using mnemonic tables. He sees everyone characters and his attention is concentrated on the correct construction of sentences, on reproducing the necessary expressions in his speech.

Elements of mnemonics help teach children to compose descriptive stories about objects, objects and natural phenomena in a certain sequence.

Thus, with the help of mnemonics it is possible to achieve the following results:

Children's knowledge about the world around them increases;

There is a desire to retell texts, to invent interesting stories;

There is an interest in learning poems and nursery rhymes;

Vocabulary reaches a higher level.

I believe that the sooner we teach children to tell or retell using the mnemonic method, the better we will prepare them for school, since coherent speech is an important indicator of a child’s mental abilities and his readiness for school.

Used Books:

1. Bolshova T.V. Learning from a fairy tale. Development of thinking in preschoolers using mnemonics. – SPb., CHILDREN'S PRESS., 2005.

2. Guryeva N. A. A year before school. Developing memory: Workbook mnemonics exercises. – SPb., DETSTVO-PRESS., 2000. – 217.

3. Davidovich L. R., Reznichenko T. S. Does the child speak poorly? Why? What to do? – M.: Gnom i D., 2001.

4. Omelchenko L. V. The use of mnemonic techniques in the development of coherent speech. – SPb., DETSTVO-PRESS., 200

5. Slastya L.N. The use of mnemonic tables and mnemonic tracks in the development of speech of preschoolers.

6. Polyanskaya T. B. “Using the mnemonic method in teaching children to tell stories preschool age»

It is no secret for speech therapists that the majority of children with general speech underdevelopment, along with disorders of all components of the language system, have insufficient stability of attention and limited possibilities for its distribution; Verbal memory is reduced, memorization productivity suffers. They forget complex instructions, elements and sequences of tasks. In some children, low recall activity is combined with disabilities 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 idea and imagination. Understanding information helps you remember it. Attention is included in cognitive processes and increases their efficiency: sensations become more distinct, perception is more accurate, memory and thinking improve. Thinking and speech are closely related. The concept exists thanks to the word. The verbal formulation of a 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.

When developing speech skills in children with special needs, in my work I use methods and techniques that stimulate the development of all mental processes. One of these methods is mnemonics.

Mnemonics (translated from Greek as “the art of memorization”). This is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of training with its use is the development of memory ( various types: 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 memorizing, storing and recalling information.

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

Modern mnemonics is a powerful training of attention and thinking. This is just great gymnastics for the brain.

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

The association method is very effective when automating sound. From my practice, I know how difficult it can be to motivate a child to pronounce the same words over and over again. First I practice pronouncing words in pairs. I show the child two pictures with an automated sound and ask him to remember them. To do this, the child must combine them into a single associative picture, that is, compose a sentence with these words. It is important to note that the child himself must come up with an association; only in this case will he be able to reproduce the image, and the connection may be absurd. For example, a child can combine the pictures “guitar” and “cow” with the sentence “The cow plays the guitar,” which in turn will make the child positive emotions, and such 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 pairs of pictures offered depends on the child’s development level. At the initial stage there may be 3-4 of them, gradually increasing to 10-15 pairs.

Next, you can teach your child to memorize a chain of words. For example, when automating the 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, the result is funny fables, which the child then easily recalls by naming the pictures in the same sequence. For example: in the picture there is a rainbow, and under the rainbow there are carrots growing. A cow came, picked carrots and went to the market to sell. And with this money I bought an accordion.

This method can be used not only for memorizing pictures, but also asking children to memorize words using an auditory analyzer.

The development of tactile memory is facilitated by activities with “tactile boards”. This is a set of planks with different surface roughness. The purpose of such activities is to develop imagination and fantasy; development of speech, the ability to express in words your sensations from touch.

The speech therapist puts several boards in a bag. The child takes one board by touch and comes up with an association for it. This could be a kitten (a board with fur) or a ladder (a board with a ribbed surface). By laying out the boards in order, the child connects the images sequentially into a single whole, i.e. into the story. Then the speech therapist puts the boards back into the bag. The child, recalling the compiled story, must take out the tablets in the same sequence as the first time.

Didactic material plays an important role in mastering mnemonic techniques. The use of mnemonic tables occupies a special place here. A mnemonic table is a diagram that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces training time.

Mnemonic tables are used when memorizing texts, teaching retelling, composing a descriptive story, getting to know seasonal phenomena, etc.

Mnemonic tables are especially effective when learning poems. The point is this: for every word or small phrase, a picture is created.

Mnemonic table “Pants for a bear”

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

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

Collages are used to practice the plot method of memorization. A collage is a sheet of cardboard (thick paper or flannel), on which various pictures, letters, geometric figures, numbers. The apparent disorder of the pictures is the essence of the collage. This manual allows you to develop your child’s photographic memory; expand your vocabulary, figurative perception, develop oral speech, the ability to speak coherently, and tell stories.

Collages in the form of “Merry Meadows” are effectively used when performing articulatory gymnastics. The child is invited to go to the “Merry Meadow” and complete all the articulation exercises.

"Merry Meadow" for hissing sounds

Making friezes together with children (in the form of a collage) helps them better remember the sounds and letters they have learned. For example, children depict the letter D as a house and immediately glue on different pictures whose names contain the sound [D].

Thus, mnemonic techniques solve problems aimed at:

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

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

List of literature and sites:

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

2. Matyugin I.Yu., Chakoberiya E.I. School of eidetics. Development of memory, imaginative thinking, imagination. – M.: Eidos, 1994.

3. Podlinyaev O.L. Effective memory. – Second edition, revised: Textbook. – Irkutsk: Publishing house of Irkutsk State Pedagogical University, 2003.

4. Repina Z.A., Buiko V.I. Speech therapy lessons. - Ekaterinburg: Publishing house "LITUR", 1999.

5. S. L. Rubinstein. Fundamentals of general psychology. - St. Petersburg, 1998.

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

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

Mnemonics in speech therapy classes.
Teach students with disabilities to write
descriptive stories are a very important aspect of their development. Teaching experience
shows that the process of developing in children the ability to describe an object
happens very slowly. Therefore, in my practice I use one of the techniques,
which greatly facilitates the memorization of poems and composing stories
- This is a mnemonic technique.
Mnemonics is a system of various techniques that facilitate memorization and
increasing memory capacity by forming additional associations.
Such techniques are especially important for children with disabilities, since mental tasks
are solved with the predominant role of external means, visual material
is absorbed better than verbal.
A child with a speech disorder has an insufficient vocabulary,
unformed grammatical structure of speech, inability to construct
monologue, poor diction.
Mnemonic tables serve didactic material in work on the development of communications
children's speech, to enrich vocabulary, when learning to compose stories,
retelling, guessing riddles, memorizing poetry.
The goal is to develop visual and auditory memory, to activate
dictionary on a specific lexical topic.
When used in their work, visual modeling teaches children:
obtain information, make comparisons, draw up a clear internal plan
mental actions, speech statements;
formulate and express judgments, draw conclusions;
the use of visual modeling has a positive impact on
development of non-speech processes: attention, memory, thinking.

Using reference pictures to teach memorization of poems is engaging
students, turns the lesson into a game.
This method is most effective for students with disabilities. The visual image
preserved by a child after listening, accompanied by viewing
drawings, allows you to remember the text much faster.
Within the framework of the Federal State Educational Standard, the use of mnemonics in the educational process
allows you to integrate several educational areas: speech, social –
communicative, artistic, aesthetic, and cognitive development.

Using mnemonic tables in speech therapy classes for reading correction and
writing, students make statements more clear, coherent and
consistent. Students have a desire to retell fairy tales, texts,
come up with interesting stories - both in class and in Everyday life.
Active and passive vocabulary is also expanded.

Using elements of mnemonics

in speech therapy classes.

Teacher - speech therapist: Eitener Inga Grigorievna

MB DOW " Kindergarten No. 117"

Children with general speech underdevelopment have the following problems: a poor vocabulary, inability to coordinate words into sentences, and impaired sound pronunciation. Most children have impaired attention and imperfect logical thinking. Therefore, speech therapy in eliminating general speech underdevelopment is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience. Studies have shown that the volume of visual memory and the possibility of semantic, logical memorization in children with ODD are practically no different from the norm, but their auditory memory and memorization productivity are noticeably reduced.

In my work with children I use innovative technologies,techniques. One of which is mnemonics.

Mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.

The mnemonic technique helps in the development of:

connected speech

associative thinking

visual and auditory memory

visual and auditory attention

imagination

accelerating the process of automation and differentiation of delivered sounds.

From the early childhood we're all getting to know each othermethod of repetition, when learning poetry. But this technique can become more effective if the child distributes the repetition over time, makes it varied, carries it out not only externally (repeat out loud, whisper, silently), but also internally (mentally, without any external manifestations) . How to distribute repetitions over time? It is considered optimal to repeat after 15-20 minutes, after 8-9 hours and after 24 hours. It is very useful to do the repetition before going to bed for 15-20 minutes, as well as in the morning.

I used this technique with children based on the game “Remember the Toys”. The child was shown a number of toys familiar to him, and the first thing the child should do is say out loud the name of each toy, i.e. We encourage you to focus on these items. In addition to naming the toys out loud, I offered to take each of them in their hands and examine it. The child names all the toys in a circle 2-3 times, while he can see all these objects. After this, the child is asked to name the objects again, but each time he names a certain toy, he must pay attention to some feature of this toy (the color of the cube, the dress of the doll). And the last step is self-test. I invite the child to close his eyes and list all the toys he remembers. If he makes mistakes, I invite the child to look at the toys again and determine which one he forgot, and then repeat everything again with his eyes closed. When familiarizing yourself with this technique, you should not skip a single step. It is also impossible for a child to limit himself to using the technique of “simple repetition” - this is a harbinger of cramming, which negatively affects memory.

Start learning mnemonic techniques"grouping" is possible only when the child masters the techniques of “generalization” and “classification.” Generalization and classification are techniques of logical thinking. In the game “One Extra One,” the child finds an extra one among 4-5 pictures, depicting an object that does not belong to the semantic group into which the remaining pictures are combined. The children coped with the game easily; difficulties arose when I asked them to prove why this picture was redundant. It turns out that children mentally correctly combine objects into a group, but sometimes they find it difficult to find a verbal definition that generalizes the concept.

Another skill for mastering the generalization technique is the skill of grouping objects based on found common features. For example, for the concepts “fox, swallow, frog,” children found the following signs that united them into a group:

All words begin with the letter "l"

All words end with the letter "a"

All words refer to living nature.

And children must master one more thinking skill before moving on to getting acquainted with the mnemonic device “grouping” - this is the skill of classifying an object into classes (classification). So, in the game “Shop”, children first learned to classify according to the principle of “vegetables”, “fruits”, “clothing”, “shoes”, and then according to the principle of “edible”, “inedible”. After the children mastered the mental techniques of “generalization” and “classification,” we moved on to familiarize themselves with the mnemonic device “grouping.”

Also, one of the important techniques in mnemonics issemantic correlations . To correlate objects by meaning means to find some connections between them. These connections are based on both essential and secondary, less significant properties and characteristics. To find these connections, children learned to compare objects with each other, pay attention to their functions, purpose, and other internal properties and characteristics. To learn to identify semantic connections between objects, my children and I used the game “What’s Going On?” Among the many pictures, they found pairs of objects connected by different types of connections. So, for example, for a picture of ice, they selected the following (explaining their choice):

Ice - glass (both transparent)

Ice is a mirror (both are smooth)

Ice - ice cream (both cold)

Ice – refrigerator (there is ice in the refrigerator).

Another mnemonic method that I introduced the children to was the methodcopying. Copying serves mainly to memorize verbal information. Words give rise to images in the child, first mental, then graphic. At the stage of forming a mental image, the child can “revive” it into graphic form. Copying is a sketch of words, a sketch that does not have to be beautiful and similar to a real object, it is enough that the image is understandable to the child himself. Using this method, we memorize tongue twisters and phrases. First, we looked at the ready-made plot pictures, arranged their sequence and made up a story based on them. Over time, I replaced bright, printed pictures with schematic ones (mnemonic tables), but also components of the plot.

The content of a mnemonic table is a graphic or partially graphic representation of fairy tale characters, natural phenomena, some actions, etc. by highlighting the main semantic links of the story's plot.Main – you need to convey a conditionally visual diagram, depict it in such a way that what is drawn is understandable to children.

Mnemonic charts serve as didactic material in my work on the development of coherent speech in children. I use them for:

enrichment of vocabulary,

when learning to write stories,

when retelling fiction,

when guessing and making riddles,

when memorizing poetry.

Mnemonic tables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, I offered a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram. When working on a retelling, we also use mnemonic tables; when children see the characters, the child already concentrates his attention on the correct construction of sentences, on reproducing the necessary expressions in his speech. Through mnemonic tables, she introduced children to seasonal natural phenomena. Here the color letter designations of the seasons are introduced: autumn - yellow or orange letter "O", winter - blue or light blue "Z", spring - green letter "B", summer - red letter "L".

An interesting mnemonic method is the methodtransformation (transformation). At the preparatory stage, the children and I tried to transform not mental images, but plasticine figures. And then we tried the sculpting process in our imagination. So the children correlated letters and numbers with objects or parts of objects that were similar to them (the game “What does a letter look like?”); the children arranged all the images on the collage in sequence and memorized them..

MethodCicero – its essence lies in the fact that when memorizing a series of information, it is necessary to mentally arrange images of objects, words, in some familiar room (along the road that you use every day and know well all the objects along its length), i.e. we must “link” the image of each information unit to a specific place or object. At the first stage of mastering this method, the children themselves walked around the group and placed different objects, stopping and pronouncing the place where they left the object. After going through again and looking at where the objects are, I remove all the objects. And the child remembers what it was and where it was. These games helped children learn to navigate space, in a group, and consolidate their work on prepositions and verbs with prefixes.

All mnemonic methods and techniques that I introduced the children to are accessible and most appropriate for their age. All of them were selected taking into account mental characteristics preschool children. In addition, all methods and techniques are interesting for children; they perceive them more as a game, rather than a developmental technique.

As practice shows, the use of a mnemonic system allows you to speed up the process of automation and differentiation of delivered sounds, facilitate memorization and subsequent playback complete image in rhymed form. According to the results of a speech therapy examination, children with ODD showed positive dynamics in mastering correct sound pronunciation and accelerating the timing of sound automation. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention has improved, and mental activity has intensified.

Thus, this technique helps to increase children's interest in speech therapy classes, and accordingly their efficiency increases.