Test #1
1) Cross out the wrong letter
w t w d h
we..ka pli..ka but..ka zaga..ka ska..ka tra..ka
f g f t s f
2) Cross out the wrong letter
t f d d
kro.. chi.. sa.. area.. dream..
l w t t k
(funny) siskin .., top ..on, ch..zhoy, ch..ynik, sch.. rush (in the sun), sch..vel.
b..cut, wind..r, v..robey, city..d, z..water, m..tire.
Test #2
1) Cross out the wrong letter
z z p f w w
s s b c f w
2) Cross out the wrong letter
d h t b d
le .. frosty .. next .. snowy .. other .. tor.
t s d p k t
3) Write in order in the empty cells the letters missing in the words
(long) knife .., (mouse) rustling ..t, h .. lok, dacha .., sh .. finger, thicket ..
4) Write in order in the empty cells the letters missing in the words
Zyk, s..yats, to..empty, to..ditch, m..two, from..tank.
Questionnaire for teachers primary school
1. What do you understand by the concept of spelling literacy? What does it include?
2. What reasons for low spelling literacy can you identify?
3. How relevant is the problem of forming spelling self-control in primary school, in your opinion?
4. How do you rate the level of spelling self-control of your students?
5. What methods and techniques of work on the formation of spelling self-control do you use in your work?
6. What methods for the formation of spelling self-control do you know?
a) troubleshooting b) cards with spelling tasks; c) spelling tasks; d) testing with elements of self-control.
7. Which of them, in your opinion, give the most effective result?
8. Which of them do you most often use in your work? (Name no more than 2 options).
9. For what reasons do you rarely use methods of self-control that you have not named?
Tests for junior schoolchildren with FFNR
Test #1
1) Cross out the wrong letter
w t w d h
we..ka pli..ka but..ka zaga..ka ska..ka
f j t s
2) If in the word b the sign indicates the softness of the consonant, put a “+” sign in the cell under the word; if b is a separating sign, then the sign "-"
spruce trees blizzard leaves autumn
3) Write in order in the empty cells the letters missing in the words
(funny) siskin .., top ..on, ch..joy, ch..ynik, sch.. rush (in the sun), sch..vel
l ... juice - s ... blah - in ... yes - tr ... va - gr ... would -
artist(T,t) yubik
(T, t) a cube of paint
village (K, k) uznets
dexterous (K, k) knotters
(from) freezing one's nose
(from) frost;
hide
7) Write in order in the empty cells the letters missing in the words
b..cut, v..robey, z..water, m..tire, clothes
Dictation text for junior schoolchildren with FFNR
autumn
We often go to the nearby forest. Beautiful Russian forest in autumn. Bright colors are pleasing to the eye. Dry leaves are falling. The ground was covered with a motley carpet. Withered grass crunches underfoot. In the forest the songs of the birds have ceased. The water in the forest streams is clean. Good to breathe fresh air.
Ant and dove
The ant went down to the stream, wanted to get drunk. A wave swept over him and nearly drowned him. The dove carried a branch. She saw that the ant was drowning and threw a branch into the stream for him. An ant sat on a branch and escaped. Then the hunter set the net on the dove and wanted to slam it shut. An ant crawled along the path to the hunter and bit him on the leg. The hunter groaned and dropped the net. The dove fluttered and flew away.
Algorithm for determining the erroneous place
1. I identify an erroneous place
The next steps are selected from options A, B or C
Option A
Option B
option B
2. If I find an error, then I determine whether it is possible to check the spelling according to the basic law of the Russian letter (by a strong position);
2. If I did not find a word with an error, then I check each word in the dictionary.
2. If I can’t find a mistake myself, then I turn to a desk mate, a consultant, a teacher and through leading questions I find a mistake, then I turn to option A or B.
3. If spelling cannot be determined by a strong position, then I find a morpheme within which the spelling is located.
3. If an error is found, I turn to option A.
4. I remember the rule governing a specific spelling, and determine the type of spelling error.
5. I establish the possible cause of the error.
6. I establish a way to correct the error.
7. I memorize the correct spelling, fixing it in the table of accounting for the result of editing.
Cacographic exercises
1. At the word level.
The grandfather plucked the torch, the grandson of the kitten plucked.
Mother rinsed the clothes. Mashutka rinsed the cat.
The old man turned gray on the mound. From old age, the grandfather sat and hunched over.
Mother tried on fighters. Purchased shoes need to be reconciled.
Children, write to the cinema! Children, hurry this offer.
Petya sings the medicine with water. Valya sings a song.
A flag is flying on the balcony of the house. Folk crafts flutter.
Kolya licked off the tree. The dog peeled off a wound on its paw.
Prick the iron red hot. Fire up wood for the stove.
The bird has made a nest. The girl carried the baby down the stairs.
The puppy lived off the meat. The family lived in the village.
2. At the level of a phrase.
dropped the sun
golden beam,
rose dandelion
First, young.
Tsar Saltan marveled at the miracle.
"As long as I'm alive,
I will visit a wonderful island
And I’ll stay with the prince.”
Selective Answer Tasks
Task 1. Check the spelling of unstressed vowels at the root in these words. Write the correct answer along with the test words. Explain (verbally) why you think it is wrong and other answers
The words
Answers
saw off boiled butterdish
Jam
butter
to saw
brews
oil
nail file
cook butter
saw
Task number 2. Write down words with unchecked unstressed vowels in the root. Underline unstressed vowels. Make up and write sentences with these words
The words
Answers
barometer prove illustration drops little finger rush notebook
barometer illustration little finger notebook
prove
drops
pinky hurry barometer
barometer prove illustration little finger notebook
Tasks to test the assimilation of writing e - and in words with alternating vowels in the roots
To check the assimilation of the spelling e - and in words with alternating vowels in the roots, the following phrases are given:
1. Gather brushwood
2. Take ... take home
3. Blissful victory
4. Plant food
5. Pick up a quote
6. split ... cuts the skin
7. Brace your foot
8. Lean on your shoulder
9. Get ready for school
Lock the door
Post ... make a bed
Deputy ... roar with delight
Fucking ice
Approach ... to the little things
Bl ... slept away
Zabl ... stele river
Erase what is written
Back ... army nose
Melt ... army of paint
Zabl ... steer in the sun
Spacing ... pouring a carpet
Wipe your feet
Spread sheets
Press ... to wound the wound
Light ... gall light
Bl ... became in the exam
Fell ... fell into a stand
If the student correctly identified the choice of vowels in all words, then when checking, combining all the correct answers, a code will be obtained. In this case, the number 5:
Spelling exercises for words with unstressed vowels
fundamentally
1) Exercise-game "Score a goal".
On the board are written words with an unstressed vowel in two columns for two teams. Each team has a set of balls (a circle with a vowel written in it). On a signal, team members score goals. The team that scores the most goals wins.
2) Exercise-game "Magic apples".
A poster with words is posted on the board. On the other two posters, apples with apples are drawn (among the apples, 5 of them are those with letters, attached to the picture with buttons or inserted into slots).
The teacher tells the children: “This is not an ordinary apple tree, but a magical one. Not only ordinary apples grew on it, but also apples with the letters a, o, i, e, i. Only the one who chooses the right word for it on the poster can pick an apple with a letter.
Riddles and proverbs are used where we need
spelling
voiced and voiceless consonants.
Proverbs and sayings
1. In the winter cold, everyone is young.
2. Toys for a cat, tears for a mouse.
3. What is a fisherman, such is a fish.
4. To whom pies and donuts, and to whom bruises and bumps.
5. Pulled out the nose - the tail got stuck, pulled out the tail - the nose got stuck.
6. Take care of your nose in severe frost.
Puzzles
1. A cart rides without wheels, leaves no ruts. (Boat.)
2. There was a lanky, stuck in the ground. (Rain.)
3. Striped core, red inside,
The tail, like a pig, in the form of a curl. (Watermelon.)
4. Not snow, not ice, but silver will remove trees. (Frost.),
5. Lies between the beds is green and smooth. (Cucumber.)
6. One girlfriend crawled into the other's ear. (Needle and thread.)
Riddles with an unstressed vowel.
1. They drink me, they pour me. You need me. Who am I? (Water)
2. Sleeps during the day, flies at night, scares passers-by. (Owl).
3. Turns green in summer, turns yellow in autumn. (Grass).
4. She set to work, squealed and sang. Ate, ate oak, oak, broke a tooth, a tooth. (Saw).
5. Russian beauty stands in a clearing,
In a green blouse, in a white sundress. (Birch.)
Tests for younger students with FFNR
Test #1
1) Cross out the wrong letter
z z p f w w
no .. ko bli .. ko re .. ka carrot .. ka top .. ka boil .. ka
s s b c f w
2) If in the word b the sign indicates the softness of the consonant, put a “+” sign in the cell under the word; if b is a separating sign, then the sign "-" bird orange stone flakes nightingale
3) Write in order in the empty cells the letters missing in the words
really ... sh ... ka h ... yka sh ... on the grove ... h ... a treasure
4) Write in order in the empty cells the letters missing in the words, select the test word
Sn ... jock - b ... regah - s ... ma - p ... left - s ... mlyanika
5) If the word is spelled with capital letter, put a "+" sign
kayak "(V, v) eter"
(B, c) wind from the sea
cake "(S, s) fairy tale"
funny (S, s) fairy tale
6) Put a "+" sign next to the preposition
(from) freezing one's nose
(from) frost;
hide
7) Write in order in the empty cells the letters missing in the words.
F ... milia, s ... pogi, sp ... sibo, p ... lto, s ... tank
Speech therapy tests to check phonemes. hearing in elementary school students
Introduction.
Oral analysis of sentences by words.
Syllabic analysis and synthesis.
Sound analysis.
3.3.Isolation and differentiation of consonants.
3.5. Transformation of words by replacing, building up and subtracting
sounds and letters.
3.6. Sound and letter Y.
Introduction.
AT recent decades The number of children with not sharply expressed deviations in development is constantly growing. These deviations are observed, including in the speech development of children. Speech disorders become a brake on the development of the child. In cases where speech therapy assistance is not provided to children, the general underdevelopment of speech contributes to the formation of specific disorders in writing.
The inability of a younger child school age to master writing and reading for a long time is known as dysgraphia (writing disorder) and dyslexia (reading disorder).
This category of students is characterized not by the ability to merge letters and syllables, but by syllables into words, that is, they do not represent the sound composition of the word, which leaves the basis of reading and writing. To achieve an increase in the quality of student achievement, it is necessary, first of all, to develop phonemic hearing.
Practical work with this category of children shows that work on the development of phonemic hearing should be simultaneously carried out on the pronunciation side of speech. In addition, for children with OHP, systematic special classes are needed to develop memory and attention.
We believe that full-fledged correctional work is impossible without the help of the student's parents. The speech therapist teacher selects the most effective exercises for homework that contribute to the development of phonemic hearing in children. It is important that parents, in the course of the child's performance of the speech therapist's tasks, stimulate his will and activity, encourage him to explain his actions, guide and prompt if he has any difficulties. In addition, it is necessary to simply monitor the child's performance of the speech therapist's tasks. For this purpose, speech therapy tests are the best suited. Efficiency in work is achieved by the active help of family members of a child with speech disorders. modern school competent parents are needed. The speech therapist needs to set up and draw their attention to the problem of the child, teach parents, together with the speech therapist teacher, to present the same requirements to children for successful correction speech disorder. Pedagogical support of the family is an integral part of the corrective speech therapy process. The success of speech therapy work is largely determined by how clearly the work of a speech therapist and parents is organized. They should become colleagues, assistants to each other, decisive general tasks. It is important to correctly understand the cause of the difficulties and work purposefully to overcome them. Pedagogical support of the family of a child of elementary grades with speech underdevelopment is an important factor in improving student achievement. On the present stage state of education pedagogical support of the family is relevant.
Main c spruce this collection speech therapy tests to prevent the underachievement of students with general underdevelopment of speech.
Purposeful work to overcome educational difficulties in children with impaired phonemic hearing, by improving the pedagogical literacy of parents, makes it possible to solve the following tasks: develop phonemic hearing and prevent specific errors in writing; to develop the ability to control attention, the pace of activity, to form self-control skills; to increase motivation for learning, to teach how to overcome learning difficulties.
To solve the tasks, it is necessary to rely on the main support principles:"always on the side of the child"; continuity and integrated approach; on general didactic principles; on the basic principles of speech therapy: consistency, complexity of development; consideration of speech disorders in relation to other parties mental development; active approach; search for workarounds and reliance on safe.
This collection of speech therapy tests is a systematization of the experience of purposeful work to eliminate the shortcomings in the development of phonemic hearing. The tests are compiled in accordance with the latest regulatory documents for the speech therapy service. (Regulations on speech therapy centers, draft new Regulations of the Ministry of Education of the Russian Federation, letters from the Ministry of Education Russian Federation December 14, 2000, No. 2. "On the organization of the work of a speech therapy center of a general educational institution."
This material can be used by teachers - speech therapists, primary school teachers, parents.
Development of phonemic hearing.
1. Oral analysis of sentences by words.
1.1. How many words in a sentence. (Write in numbers.)
Flowers are growing. (2) The boy is fishing. (3) The student is reading a book. (3) The butterfly flies. (2) Masha catches a butterfly. (3) Masha catches a butterfly with a net (4) Masha catches a butterfly in a clearing. (5)
1.2. Indicate where in the sentence the word “waters” stands.
The girl is watering the flowers. (2). My grandmother is watering flowers. (3).
Grandmother waters the garden early in the morning, (4). Heavy rain
waters the earth. (3).
1.3. Enter the first word in the sentence. (write it down).
1.4. Enter the first word in the sentence. (say the word orally)
Mom is silent. Misha writes. Katya draws. Flowers are growing.
1.5. Indicate the third (fourth, fifth) word in the sentence. (name
verbal word).
The teacher tells funny story. Little Misha
read a lot of stories. Beautiful flowers bloom in the meadow. On the
black birds perched on the tree.
1.6. Add a sentence in one word and write it down.
The mouse runs away from .... (cat). The boat floats on ... .. (river).
The plane flies over ... (city). Masha goes to .... (school).
1.7. Come up with a sentence of two, three, four words.
1.8. Come up with a sentence of four, five, six words, so that
there was a small word (preposition) in the sentence.
1.9. Come up with a proposal for this scheme.
__ __. __ __ __. __ __ __ __. __ __ __ __ __.
1.10. Think of a sentence in which the third word is the word
"beautiful".
2. Syllabic analysis and synthesis.
2.1. How many syllables are there in words.
Ma-ma, la-pa, ru-ka, catfish, fish, poppy, nose, but-sy, Da-sha.
2.2. How many syllables in words
Oh-la, table, i-gra, bow, o-sy, forest, Yu-ra, son, u-ho, I-ra, poppy.
2.3. How many syllables in words.
In-ro-na, in-mi-do-ry, do-ro-ha, co-ro-wa, I-ri-na, rush-ka.
2.4. How many syllables in words.
Ab-ri-ko-sy, boat-ka, goo-sak, za-mok, cabbage-ta, push-ka, sush-ka.
2.5. Listen to the word and name it first (second, third, fourth)
Mom, winter, sky, houses, people, hands;
skin, toad, hand, flowers, earth, soap, thoughts;
magpie, shovel, zimushka, nuts, paper, pencil, mouse;
notebook, tomatoes, meadow, dining room, vitamins, shirt.
2.6. Add one syllable and get a word.
Ra (ma), but (ra), gu (si), zhu (ki), ru (ka), books (ga), one hundred (ly)
2.7. Add two syllables and get a word.
Bu (maga), ko (rova), mo (loco), in (rona), so (roca), lo (shadka);
2.8. Add three syllables and get a word.
Ko (rovushka), in (ronushka), one hundred (ronushka), one hundred (lova), lo (patochka).
2.9. Hear the word "you" in the word and raise your hand.
2.10. Hear the syllable "you" in the word and indicate the number in which place it is ..
Flowers, rocket, shovels, rockets, stamen, whales, pumpkin, rear.
3.Sound analysis.
3.1.Isolation of vowels in words.
Where does the vowel sound (A) stand in the words.
Garden, hail, hand, fat, cancer, Masha, soot, mother.
Where does the vowel sound (O) stand in words.
Moss, house, Olya, village, sea, mole, radio, sun.
Where does the vowel sound (U) stand in words.
Fly, ear, noise, trumpet, bag, hoop, lessons.
Where does the vowel sound (ы) stand in words.
Smoke, bull, oaks, hole, bayonet, roof, jump.
Where is the vowel sound (I) in the words.
Mila, Ira, sleigh, drops, battle, cry, trousers.
3.2.Isolation of consonants in words.
Where does the consonant sound (C) stand in the words.
Salt, nose. braid. leaf, dog, pump, seedling board.
Where does the consonant sound (Ш) stand in the words.
Shawl, porridge, fly, kids, checkers, hut, pencils.
Where does the consonant (Z) stand in the words.
Zina, goat, Zoya, basket, narrow, nails, frost, smartass.
Where does the consonant (Ж) stand in the words.
Beetle, skis, important, yeast, friendly, buzzing.
Where does the consonant sound (CH) stand in the words.
Tea, kidney, student, strongman, melon, grasshopper, leaflet, daughter.
Where is the consonant sound (C) in the words.
Circus, sheep, water, cucumber, cunning, beauty, contemplate.
Where does the consonant sound (Sch) stand in the words.
Cabbage soup, grove, bream, tick, drag, disunite, protect.
3.3.Isolation and differentiation of consonants and letters.
Listen to the word and determine where the sounds are
S or S. (Write in numbers.)
Jug (Sh-4), plum (S-1), galoshes (Sh-5), hair (S-5), car
(Sh-3), shepherd (S-3, S-6), fluffy (Sh-3, S-5).
Insert the missing letters C, W.
Arik, before. ka, we. ka, ko. ka, ka. ka, . ala., .u. face, . me. Noah
Listen to the word and determine where the sounds Z are located.
or J. (Write in numbers).
Teeth (Z-1), Liza (Z-3), camelina (Zh-3), fever (Zh-1), scissors (Zh-3).
Serezha (Zh-5), shop (Z-5), rust (Z-1, Zh-4), irritation (Z-3,
Fill in the missing letters Z-Zh.
Fla. ok, co. points, cor. ina, sea. and, . avtra, pr. ok wah. s,
Barely. about, . a. it.
or Sh. (Write in numbers.)
Mask (S-3), snake (S-1), fox (S-3), rose (S-3), garden (S-1), oil (S-3),
lake (Z-2), freeze (Z-1, Z-6), buzz (Zh-1, Zh-3, Zh-4).
Insert the missing letters C, Z.
Cloth, lo. a, . hell, co. a, . avtra, . ano. a, . uk, co. a, ro. a,
ra. . ka. bye bye bye.
Listen to the word and determine where the sounds are located
or J. (Write in numbers.)
Porridge (Sh-3), fire (F-3), friend (F-4), cat (Sh-3), toad (F-1),
dinner (F-2), ground beetle (F-1, F-2), rustle (W-1, W-4).
Insert the missing letters W, W.
Crewe. it, cool. it, . a. give, paw.a, . ala. , . macaw. enie,
Umi. b, .duck, break. live.
Listen to the word and determine where the sounds C are located.
or Ch. (Write in numbers.)
Chicken (R-3), daughter (Ch-3), face (C-3), water (Ch-5),
end (C-5), student (Ch-2, C-6), teacher (Ch-2, C-9),
chicken (C-1, Ch-8).
Insert missing letters C, H.
Cloths. e, . hey, wow. a, co. ka, polo. ka, smoke. a,
sieve. , strength. , . erta.
Listen to the word and determine where the sounds C are located.
or C. (Write in numbers.)
Ring (C-4), pine tree (C-1, C-3), compass (C-6), wheel (C-6), titmouse
(C-1, C-5), knitting needle (C-1, C-4), starling (C-1, C-7).
Insert the missing letters C, C.
Letopi. his. tini. , . . ena, di. . Iplin, whether. and. a,
three. that, fingers, dust. a.
Listen to the word and determine where the sounds K are located.
or G. (Write in numbers.)
Stick (K-4), boots (G-5), circles (G-4), spoon (K-4),
dove (G-1, K-6), dove (G-1, K-7), wagon (G-3).
Insert the missing letters K, G.
Cup.a, but. a, . ah. a, white a, . neither. a, . fish, doro.a,
Lub.i, . oroch. a, . roch. a.
Listen to the word and determine where the sounds P are located.
or B. (Write in numbers.)
Drummer (B-1.5), balabolki (B-1.5), jump (P-1.3),
work (P-1, B-5), fraternize (P-1, B-3), kidney (p-1), barrel (1).
Insert the missing letters P, B.
Golu. and, . etukh, co. aka, . ara.an, . a. points, .departure,
from the ear, ka. mouth, . mail.
Listen to the word and determine where the sounds T are.
or D. (Write in numbers.)
Grandfather(D-1,3), picture(T-4), weather(D-5), dratva(D-1,T-4),
rainbow (D-3), toastmaster (T-1, D-5).
Isolation and differentiation of consonants sounds R, L.
Needle (L-3), dress (L-2), balalaika (L-3.5), clarinet (L-2, R-4),
hillock (R-2.6), orchestra (R-2.7).
Insert missing letters R, L
A. heb. a, p. avi. oh, be.o. mustache, . or. ant, o. de. ,
K.es. oh ha.acte.
Isolation and differentiation of consonants sounds Ch, Sch.
Kidney (Ch-3.5), cleared (Ch-3, Sch-5), monster (Ch-1, Sch-7),
mail (Ch-3), glazier (Sch-7).
Insert missing letters H,Sh.
For.in. box, for.i. ah, . epo. ka, . e. ka, ve. and. ka,
then.il.ik, vol.and. e.
3.4. Finding sounds with a confluence of consonants.
Find the first (second) syllable in the word and name the sounds in it.
List the sounds in each word in order.
How many sounds in words.
Roses, paw, moon, porridge, Dasha, beads, flour, frame, chickens, horses.
Anna, caviar, morning, harp, donkeys, sheep, game, window, ducks, glasses, eagles.
Listen and name the first and second sounds in these words.
Two, two, three, one hundred, bottom, table, hearing, light, laughter, scream, yard, kvass, pancake,
knock, elephant, ringing, thunder, brother, mushrooms, thunderstorms, rocks, labors, circles, pears.
Listen and name the third and fourth sounds in these words.
Bush, empty, fodder, bridge, growth, grade, horn, hill, squeak, thick, wolf, wax,
March, umbrella, peat, cake, tank, canvas, board, thick.
3.5Transformation of words by substitution, augmentation and subtraction
sounds and letters.
Match the word by inserting one letter of the given word at the beginning.
Sheep ---- , rose --- , laziness --- , games --- , dot --- , rum --- .
count--- , volume--- , wolf--- , kidney--- , stick--- , honor.
Choose a word by inserting one letter in the given word in its middle.
Com--- , dream--- , bitches--- , cat--- , block--- , cheeks--- .
Match the word by inserting one letter of the given word at the end of it.
Hall--- , steam--- , sconce--- , ox--- , dispute--- , table--- .
Started.
Blood--- , beads--- , gap--- , prick--- , gloom--- , marriage--- .
Choose a word by removing one letter from the given word from its
Saddle--- , task--- , crumb--- , crater--- , collapse--- , wind--- .
Choose a word by removing one letter from the given word from its
Bank--- , grade--- , bison--- , fisherman--- , regiment--- , workbench--- .
Choose a word by replacing one letter in the given word with its
Count --- , volume --- , wolf --- , kidney --- , stick --- , honor.
Choose a word by replacing one letter in the given word in its middle.
Varnish---, dew---, tower---, bowl---, file, duck--- .
Choose a word by replacing one letter in the given word at its end.
Ball--- , cat--- , ditch--- , cat--- , pond--- , raft--- .
Insert vowels to make new words.
L. in, l. in, . l. in, l. in. , l. in. ,With. r, s. r, s. R. , With. R. .
3.6. Sound and letter Y.
Indicate how many syllables are in each word. (Write in numbers.)
My(2), mine(1), fights(2), fight(1), barns(3), barn(2), snakes(2), snakes(1).
Insert missing letters I, Y.
Klee. , snake. , both , ma. , own , own , bo. tsy, p. t, book. ha.
Highlighting in words vowels I, E, Yu, E and their designation of softness of consonants.
4.1 Isolation in words of vowels I, E, Yu.
Indicate where the letters Y. E, Y.
Zoya (I-3), Lena (E-2), pit (I-1), Lyuba (Yu-2), box (I-1
cranberry (Yu-3), box (I-1), Valyusha (Yu-4), Vera (E-2), walnut (E-2).
Insert the missing letters I, E, Y, E.
B. lka, Al. na, goat. nok, Cat. , Cat. sha, pr. tki, p. t,
Art. pa, pl. sch, bl. before, floor but, r. pa, cr. to, in. nick, n. n.
4.2 Designation of softness of consonants by vowels Ya.E.Yu,E.
Find in these words consonants that are at the beginning, at the end and in the middle of the word, which are read softly.
Luda, people, Nadia, Lena, boat, spots, gingerbread, buckets, glasses,
beets, saliva, raisins, Kolya, trousers, branch, knee.
Denoting the softness of consonants with a soft sign.
How many sounds and letters are in these words . . (Write in numbers.)
Dal (B.-3, Sound-3), distance (B-4, Sound-3), was, true story, con, horse, became, steel,
Pole, six, ate, spruce, sting, sorry, corner, coal, blow, hit, chalk, stranded.
Change the word so that the soft sign is in the middle of the word.
Horse - skates, sump -, pain -, spruce -, day -, coal -, stump -,
Fire -- , dust -- , steel -- .
Used Books.
Gorodilova V.I., Kudryavtseva M.Z. Reading and writing. "Delta",
St. Petersburg, 1995.
Kozyreva L.M. Riddles of sounds, letters and syllables. Development Academy. year 2001.
Kozyreva L.M. And whistling, and hissing, and the most sonorous.
Development Academy. 2003
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Speech therapy tests for teachers
If you are an educator, a teacher of elementary or even high school, you must mean some points from the speech therapy field. Each speech therapist teacher must correctly deliver the speech to the student so that he can competently and clearly express his thoughts. For several years, the future teacher has been studying how to teach a child the correct pronunciation of words, how to show love for knowledge, and so on. Our international pedagogical portal "Sunshine" provides an opportunity for any teacher, student Pedagogical University, and the educator to pass tests for their own assessment of their knowledge. Having learned that you are lacking, you can improve your knowledge, so you can both develop yourself, and competently teach, help your students. A speech therapist is an important person in the life of almost every child. AT primary school, each teacher should know the basics of speech therapy, in such a way as to correctly deliver the speech to the child, give him the correct baggage of words with which he will continue to work and develop even more. Tests for teachers - speech therapists, will definitely be able to help future teachers, and teachers with experience, it is possible to remember something, it is possible to gain experience, or to improve their knowledge. We invite everyone to take a free Olympiad in speech therapy.
Online Olympiads in speech therapy for 2018
Teachers with a speech pathology education can take a free test, upon completion of which you can receive your diploma. To participate in the competition, you need to select a test, answer 20 questions, find out the result, after which you can go to your personal account, create a diploma and download it. Online tests are provided in such a way that they can be taken several times, for which you can receive several diplomas. You can invest the received diplomas in your portfolio and use them in the future as materials for certification of a teacher or simply use them as personal awards. Participation in the tests is free, but obtaining a diploma is paid. You pay the registration fee, which in its value can reach up to 100 rubles for a diploma in electronic form. Payment is made through the online system, upon completion of the test. That is, after the test results, you can create your own diploma, if the result suits you, of course. Speaking about payment methods, it can be noted that you can pay the registration fee through: electronic money, bank card, through the terminal, and so on.
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Nowadays, it is much easier to create diplomas - you do not have to wait a day or two, a week or a month to receive your certificate, or a certificate of a speech therapy Olympiad passed. You can get a diploma after paying the registration fee. After payment, you can go to your personal account, create your personal diploma, after which it can be downloaded to your computer and printed. That is, everything is very simple and fast, and most importantly inexpensive, and you yourself create for yourself, your personal diploma, to your liking.
We invite all educators, teachers and students pedagogical universities take part in online speech therapy olympiads. Olympiads in speech therapy allow all teachers and educators who work with children and teach them to test their theoretical knowledge and skills. The practical tasks that are given in the tests make it possible to identify the level of knowledge of the teacher, and the literacy of the teacher's work in the work on the formation of a high-quality vocabulary in a child who suffers from general underdevelopment of speech. Everyone can pass the Olympiad in speech therapy, since the tests on our portal are completely free. To get an assessment of your knowledge, take the test right now.
speech therapy tests
1. What is the name of the period of speech when the child is not yet able to correctly learn the sound image of the word:
2. What is the name of the period of development of the child's speech, when the sound image of the word is learned, but the structural patterns of the organization of the statement are not learned:
a) semantic; b) phonemic; c) grammatical
3. What is the name of the period of development of a child’s speech, when the sound image of the word, the structural patterns of the organization of the utterance, the subject relatedness of words are learned, but the conceptual relatedness is not learned:
a) semantic; b) phonemic; c) grammatical
4. How many critical periods are distinguished in the development of a child's speech:
a) 2; b) 3; at 4
5. The first critical period in the development of a child's speech refers to:
a) 1-2 years of a child's life;
b) 3 years of a child's life;
c) 4 years of a child's life;
d) the 5th year of a child's life.
6. The second critical period in the development of a child's speech refers to:
a) 3 years of the child's life;
b) 4 years of the child's life;
c) the 5th year of a child's life;
d) 6 years of a child's life.
7. The third critical period in the development of a child's speech refers to:
a) 5 years of age;
b) 6-7 years of life;
c) 9 year old child.
8. In a child of the first year of life, the leading form of activity is:
a) playing with toys
b) emotionally positive relationship with adults;
9. In a child of the second year of life, the leading form of activity is:
a) playing with toys
c) subject-effective communication with adults.
10. In a child of the third year of life, the leading form of activity is:
a) subject-effective communication with adults;
b) emotionally positive communication with adults;
c) a game during which an intensive development of speech takes place.
11. Phonetic hearing carries out:
shell of a word.
12. Phonemic hearing carries out:
a) reception and evaluation of someone else's speech and control over one's own speech;
b) tracking a continuous stream of words;
c) operations of distinguishing and recognizing the phonemes that make up the sound
shell of a word.
13. Speech hearing carries out:
a) reception and evaluation of someone else's speech and control over one's own speech;
b) tracking a continuous stream of words;
c) operations of distinguishing and recognizing the phonemes that make up the sound
shell of a word.
14. How many speech disorders are distinguished in the clinical and pedagogical classification?
a) 8; b) 10; at 11.
15. Broká Center participates:
a) in the formation of one's own oral speech;
b) in the process of perception of someone else's speech;
c) in the assimilation of written speech.
16. In which part of the cerebral hemispheres is the center of Broká located:
a) in the temporal lobe; b) in the frontal lobe; c) in the parietal lobe
17. Brok's center is:
a) the gnostic center of speech;
b) the center of perception and processing of visual information;
c) the motor center of speech.
18. Carries out the reception and evaluation of someone else's speech and control over their own speech:
a) phonetic hearing; b) phonemic hearing;
c) speech hearing
19. The Wernicke Center participates:
a) in the process of perception of someone else's speech;
b) in the formation of one's own oral speech;
c) in the assimilation of written speech
20. The Wernicke Center is:
a) the motor center of speech;
b) speech and hearing center;
c) visual-speech center
21. In which part of the cerebral hemispheres is the center of Vernicke located:
a) in the parietal lobes;
b) in the temporal lobes;
c) in the frontal lobe
22. Tracks a continuous stream of words:
a) phonetic hearing; b) phonemic hearing; c) speech hearing
23. The speech apparatus consists of departments:
b) central and peripheral;
c) central and articulatory
24. The peripheral part of the speech apparatus consists of:
a) respiratory and articulatory departments;
25. It is customary to include in the respiratory section of the speech apparatus:
a) lungs, bronchi, trachea;
b) bronchi, trachea, larynx;
c) bronchi, trachea, nasopharynx
26. In the psychological and pedagogical classification, which speech disorders belong to the group "violation of the means of communication":
a) a phonetic defect;
b) phonetic-phonemic underdevelopment;
c) stuttering;
d) ONR
27. In the psychological and pedagogical classification, which speech disorders belong to the group "disorders in the use of communication tools":
a) FFN; b) ONR; c) stuttering; d) manifestation of speech negativism
28. In the psychological and pedagogical classification of speech disorders, the group of "violations of language means of communication" does not include:
a) FFN; b) ONR; c) stuttering
29. In a neuro-psychological study, the features of speech are studied:
a) phonemic; b) syllabic; c) impressive;
d) expressive; e) rhythmic
a) longitudinal direction;
b) transverse direction;
c) both directions
c) exhalation force
33. Indicate what level speech development the child is described: speech means of communication are extremely limited; children's active vocabulary consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes
a) first level; b) second level; in) third level
34. Indicate what level of speech development of the child is described: communication is carried out through the use of a constant, but distorted and limited stock of commonly used words; names of objects, actions, individual signs are differentiated
a) first level; b) second level; in) third level
35. Indicate what level of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment:
a) first level; b) second level; in) third level
36. Specify which stages of a speech therapy examination of a child with speech underdevelopment are usually distinguished and in what order:
a) introductory;b) preparatory;
in) indicative;G) examination of speech components;
e) activity;e) dynamic observation in the learning process
and) final
a) T.B. Filicheva; b) M.A. Cheveleva;
in) S.A. Mironova G) E.F. Rau
38. Who is the author of the system of corrective work with stuttering preschoolers in the process of passing the program of middle, senior and preparatory groups kindergarten in the sections "Introduction to the surrounding nature", "Development of speech", "Development of elementary mathematical representations", "Drawing, modeling, application, construction".
a) T.B. Filicheva; b) M.A. Cheveleva;
in) S.A. Mironova G) E.F. Rau
a) G. Gutzman; b) A. Kussmaul; c) V. Oltushevsky
a) R.E. Levin; b) F.A. Rau; c) O.V. Pravdina
a) oral cavity; b) larynx;
c) nasopharynx and oral cavity
a) mutation; b) dysphonia; c) aphonia
43. What are the two main resonators of voice formation:
a) chest; b) nasopharyngeal; c) facial; * d) head
44. Impedance is:
b) resistance in the supraglottic cavities to portions of the subglottic
foot air;
c) a sharp increase in the amplitude of vibrations of the ligaments, which occurs
when the oscillation frequency of the external force coincides with the frequency
natural oscillations of the system
c) hard attack
a) soft attack b) inspiratory attack;
c) hard attack
a) soft attack b) inspiratory attack;
c) hard attack
48. The works of which scientist laid the foundation for a new section of speech therapy - children's speech therapy?
a) M.E. Khvattseva; b) F.A. Rau; c) R.E. Levina;
d) T.B. Filicheva
49. In the clinical and pedagogical classification of speech disorders, the leading place is given to:
a) clinical criteria;
b) psycho-linguistic criteria;
c) psychological and pedagogical criteria;
50. Who was the first to use a laryngoscope?
a) Spanish phoniatrist J . Perello ;
b) vocal teacher M. Garcia;
c) phoniatrist L. Frantzuzov
51. What technique is used to restore voice after removal of the larynx?
c) breathing
52. The first, unconditioned reflex stage of the pre-verbal period of a child with normal development lasts until:
a) 2 months; b) 3 months; c) 4 months
53. The second stage of the pre-verbal period of a child with normal development begins:
a) from 2 months; b) from 3 months; c) from 4 months; c) from 5 months
54. The third stage of the pre-verbal period of a child with normal development is called:
a) babbling; b) intoned cooing;
c) unconditioned reflex d) cooing.
55. The fourth stage of the pre-speech period of a child with normal development is called:
a) cooing; b) unconditioned reflex;
c) babbling; d) intoned cooing
56. The fourth stage of the pre-speech period of a child with normal development begins:
a) 6 months; b) 8 months; c) 1 year; c) 1.2 years
57. What is the name of the bite, in which the upper jaw is strongly pushed forward, as a result of which the lower front teeth do not close at all with the upper ones:
58. What is the name of the bite, in which the anterior teeth of the lower jaw protrude in front of the anterior teeth of the upper jaw:
a) progeny; b) prognathia; c) open anterior bite
59. Such a bite is considered normal when:
a) the lower teeth protrude 1.5-2 mm ahead of the upper teeth;
b) between the lateral upper and lower teeth when closing
there is a gap;
c) the lower teeth are covered by the upper ones by 0.5-1.5 mm;
d) between the front upper and lower teeth when they are closed
there is a gap.
60. The oral cavity and pharynx take part in pronouncing:
a) all sounds of the Russian language; b) only vowel sounds;
c) only consonants
61. The nasal resonator takes part in pronouncing the sounds of the Russian language:
a) vowels; b) all sounds; c) only "m" and "n"
62. What types of dyslalia are distinguished according to the etiological principle:
a) mechanical; b) motor;
c) sensory; d) functional
63. Articulatory program is not implemented:
a) in the peripheral part of the motor speech analyzer;
b) in the central part of the motor speech analyzer;
c) in the respiratory, phonatory and resonator systems
64. The articulatory program is implemented in:
a) the peripheral part of the motor speech analyzer;
b) the central part of the motor speech analyzer;
c) in the conductive nerve pathways of the motor speech analyzer
65. I.P. Pavlov called kinesthetic stimuli the “basal component” of the formation:
a) auditory attention; b) auditory memory;
c) phonemic perception.
66. What types of consonants are distinguished by the method of articulation:
a) protor; b) labial-labial; c) vibrants;
d) occlusive; e) labio-dental; f) affricates
67. Articulation of what sound is described:
lips assume the position of the next vowel, some distance is maintained between the upper and lower incisors; the tip of the tongue is lowered and significantly distant from the lower teeth; the front and middle parts of the back of the tongue are lowered, the back part closes with the palate; the lateral edges of the tongue are pressed against the back upper teeth; the soft palate is raised and closes the passage to the nasal cavity; Does the exhaled jet of air blow up the bond between the tongue and the palate, resulting in a characteristic noise?
a ) G; b) to; c) x
68. Articulation of what sound is described:
the position of the lips depends on the following vowels; some distance is maintained between the upper and lower incisors; the tip of the tongue is lowered and significantly distant from the lower teeth, and the back of the back of the tongue closes with the palate; the soft palate is raised and closes the passage to the nose; the exhaled stream of air explodes the bond between the tongue and the palate, resulting in the formation of a characteristic noise; Do your vocal cords vibrate?
a) d; b) to; c) x
69. Articulation of what sound is described:
the position of the lips depends on the following vowels; between the top
some distance is maintained by them and the lower incisors;
the tip of the tongue is lowered and significantly distant from the lower teeth,
and the back of the tongue does not completely close with the palate, leaving
midline gap, passing through which the exhalation jet
my air causes noise; soft palate raised and closed
a) G; b) to; in) X
70 . What is another word for fricatives?
a) occlusive; b) closure-passage;in) slotted
71. From what sound can you put the sound "p"?
a) from "ts"; b) from "l"; in) from "d"
72. Disadvantages of pronunciation of whistling and hissing sounds are called:
a) sigmatism; b) cappacism; in) lisp; G) mutism
73. What character is speech therapy work to eliminate various forms of speech impairment?
a) personal; b) systemic;
in) differential;G) mixed
74. What disorder is observed in violation of receptive writing activity?
a) reading; b) letter; in) writing and reading
75. In what group of disorders has takhilalia been included since the end of the 19th century?
a) dysgraphia; b) dyslalia; in) dysphrasia; G) dysphonia
76. In the occurrence of cerebral palsy and dysarthria, the following play the greatest role:
a) hereditary factors;
b) combination of intrauterine pathology with birth trauma;
in) meningoencephalitis
77. Violation of the pronunciation of speech due to insufficient innervation of the speech apparatus is:
a) dyslalia; b) dysarthria; in) alalia; G) aphasia
78. Absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of child development is:
a) dyslalia; b) dysarthria; in) alalia; G) aphasia
79. Complete or partial loss of speech due to local lesions of the brain is:
a) dyslalia; b) dysarthria; in) alalia; G) aphasia
80. Violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus is:
a) dyslalia; b) dysarthria; in) alalia; G) aphasia
81. Violation of the tempo-rhythmic organization of speech, due to the convulsive state of the muscles of the speech apparatus, is:
a) takhilalia; b) poltern; in) stuttering; G) battarism
a) rhinophonia; b) dysphonia; in) aphonia; G) rhinolalia
83. The main differentiating indicator for identifying children with open rhinolalia in speech therapy institutions is:
a) condition of postoperative sutures;
b) age;
in) development of speech processes
84. The main direction in correctional work with stuttering children is:
a) phased formation of all aspects of speech;
b) development of mobility of the articulatory apparatus;
in) fluent speech formation
85. Tahilalia is:
a)
b) violation of the tempo-rhythmic organization of speech;
in)
86. Indicate the type of dysgraphia, in which the child skips vowels, consonants, adds, rearranges syllables, writes words together in a sentence:
a) articulatory-acoustic;
b) dysgraphia, due to the lack of formation of language
analysis and synthesis;
in) agrammatical
87. Indicate the type of dysgraphia, in which a mirror spelling of letters appears in the written speech of a child:
a) articulatory-acoustic;
b) agrammatical;
in) optical
88. Determine the stage of speech therapy influence in dyslalia, if the tasks of establishing contact, developing the psychological base of speech, the ability to recognize and distinguish phonemes, and the formation of articulatory skills and abilities are solved:
a) preparatory stage;
b) the stage of formation of primary pronunciation skills and
skills;
in) stage of formation of communicative skills and abilities
89. Determine the type of speech disorder by the presence of the following clinical signs: impaired muscle tone in the speech muscles; the possibility of arbitrary articulatory movements is limited due to paralysis and cuts of the muscles of the articulatory apparatus; holo-conformity and breathing are disturbed:
a) dysarthria; b) alalia; in) aphasia
90. Principle systems approach speech therapy work involves:
a)
b)
that child;
in)
personal forms and functions of speech
91. The ontogenetic principle of logopedic work presupposes:
a) taking into account the structure of the defect, the ratio of primary and secondary;
b)
in) taking into account the patterns and sequence of the formation of
personal forms and functions of speech
92. The principle of a differentiated approach of speech therapy influence involves:
a) taking into account the age and personality characteristics of the child;
b) taking into account the etiology, mechanisms, symptoms of the disorder, structural
speech defect, age and individual characteristics
that child;
in) accounting for the etiology and mechanisms of speech disorders
93. The principle of the etiopathogenetic approach of speech therapy influence implies:
a) accounting for the etiology and mechanisms of speech disorders;
b) taking into account the etiology, mechanisms, symptoms of the disorder, structural
tours of speech defect, age and individual characteristics
child's nostrils;
in) taking into account the patterns and sequence of formation
various forms and functions of speech
a) G.Gutzman; b) A. Kussmaul; in) P. Broka
95. Features of the pronunciation of children with rhinolalia:
a) are an obstacle to mastering the correct letter;
b) do not affect the formation of a full-fledged letter;
96. The reason for the closed form of rhinolalia is :
a) incorrect way of language during sound pronunciation;
b) organic changes in the nasal space;
in) strong rise of the soft palate during phonation
97. Functional disorders of voice of central origin include:
a) psychogenic aphonia;b) rhinophonia;
in) phonasthenia; G) hypo- and hypertonic aphonia and dysphonia
98. Peripheral organic voice disorders include :
a) psychogenic aphonia;
b) dysphonia and aphonia in chronic laryngitis, paresis
and paralysis of the larynx;
in) hypo- and hypertonic aphonia and dysphonia;
G) phonasthenia
99. The expiratory form of respiratory failure in stuttering is:
a) convulsive inhalation and exhalation;
b) convulsive exhalation;
in) convulsive breath
100. Inspiratory form of respiratory failure in stuttering is:
a) convulsive inhalation and exhalation;
b) convulsive exhalation;
in) convulsive breath
101. Respiratory form of breathing in stuttering is:
a) convulsive inhalation and exhalation;
b) convulsive exhalation;
in) convulsive breath
102. Which of the following forms of convulsions in stuttering are related to respiratory:
a) vocal; b) connective; in) expiratory
103. Which of the following forms of convulsions in stuttering are articulatory:
a) vocal; b) connective; in) soft palate
104. Which of the following forms of convulsions in stuttering are vocal:
a) inspiratory; b) vocal; in) opening
105. Systemic speech disorders of cortical origin include:
a) rhinolalia; b) stuttering; in) alalia
106. Systemic speech disorders of cortical origin include:
a) dyslalia; b) dysarthria; in) alalia
107. Systemic speech disorders of cortical origin include:
a) rhinolalia; b) dysarthria; in) aphasia
108. Systemic speech disorders of cortical origin include:
a) dyslalia; b) dysarthria; in) aphasia
109. Systemic speech disorders of cortical origin include:
a) stuttering; b) aphasia; in) takhilalia
110. Systemic speech disorders of cortical origin include:
a) stuttering; b) alalia; in) bradilalia
111. Systemic speech disorders of cortical origin include:
a) dysarthria; b) dyslexia; in) aphasia
112. Systemic speech disorders of cortical origin include:
a) alalia; b) takhilalia; in) dysarthria
113. In violation of receptive activity, the following is noted:
a) agraphia; b) dyslexia; in) dysgraphia
114. In violation of receptive activity, the following is noted:
a) agraphia; b) dysphonia; in) dyslexia
115. Battarism is:
a) pathologically slow rate of speech;
b)
in)
116. Bradilalia is:
a) pathologically slow rate of speech;
b) pathologically accelerated rate of speech;
in) violation of the tempo-rhythmic organization of speech
soft attack hard attack aspirated attack
soft attack hard attack aspirated attack
120. Tahilalia is:
pathologically slow pace of speech
violation of the tempo-rhythmic organization of speech
pathologically accelerated rate of speech
121. What are the characteristics of "anartria"?
a) pronunciation disorders are noticeable to everyone, but speech
understandable to others;
b) speech is understandable only to those close to the child and partially to the environment.
reaping;
in) speech is absent or speech is incomprehensible even to the relatives of the child
122. What type of dysarthria is next feature: voluntary and involuntary speech motility is impaired as a result of damageVII , IX , X , XII nuclei, roots or peripheral parts of the corresponding cranial nerves?
a) cortical; b) pseudobulbar;in) bulbar
123. What type of dysarthria does the following characteristic belong to: predominant disorders of voluntary speech motility caused by bilateral damage to the motor cortical-nuclear pathways?
a) cortical; b) pseudobulbar;in) bulbar
124. What type of dysarthria does the following characteristic belong to: a group of speech motor disorders of different pathogenesis associated with focal lesions of the cerebral cortex?
a) cortical; b) pseudobulbar;in) bulbar
125. What type of speech disorder corresponds to the following definition: violation of the timbre of voice and sound pronunciation, caused by anatomical and physiological defects of the speech apparatus?
a) rhinophonia; b) rhinolalia; in) dysphonia
126. The critical period for damage to the upper lip and palate of the fetus is:
a) 4th-5th week of embryogenesis;
b) 5th-6th week of embryogenesis;
in) 7th-8th week of embryogenesis
127. Insufficient rise of the soft palate during phonation in children with flaccid articulation is classified as:
a) organic open rhinolalia;
b) functional open rhinolalia;
in) closed rhinolalia
128. What is a submucosal fissure?
a) hidden slot;
b) open gap;
in) incomplete cleft lip
a) passive vibration of the vocal cords
air pressure;
b) there is an active oscillation of the vocal cords as a result of
tate nerve impulse;
in) closing of the walls of the esophagus
130. Neurochronaxic theory explains voice formation:
a) passive vibration of the vocal cords under pressure
air;
b) active vibration of the vocal cords as a result of nervous
momentum;
in) closure of the walls of the esophagus as a result of a nerve impulse
131. Pronunciation of what sounds can be disturbed when the hyoid ligament is shortened?
a) whistling; b) r and l in) k, g, x
132. What types of stuttering are distinguished?
a) constant; b) wavy; in) recurrent;
d) tonic; e) clonic
133. According to the place of predominance of convulsions in stuttering, there are:
a) clonic; b) tonic; c) mixed;
134. What forms of speech convulsions in stuttering are distinguished:
a) clonic; b) mixed; in) tonic;
d) respiratory; e) articulation; e) voice
135. What periods is divided into speech therapy work to correct stuttering:
a) preparatory;b) training;
in) accompanying;G) fixative;
e) independent;e) conjugate-reflected
136. The expiratory form of respiratory failure in stuttering is:
convulsive inhalation and exhalation
convulsive exhalation
Convulsive breath
137. Which of the following forms of convulsions in stuttering are related to respiratory:
vocal connective expiratory
138. Which of the following forms of convulsions in stuttering are articulatory:
vocal connective soft palate
139. Which of the following causes of stuttering belong to the group of "producing"?
anatomical and physiological
mental
social
all answers are correct
140. Incoherent speech flow as a manifestation of speech activity observed in sensory disorders is:
logorrhoea contamination tachilalia
141. Attracting attention to speech in a patient with takhilalia:
improves speech impairs speech does not affect speech rate
142. Drawing attention to the speech of a stutterer:
improves speech impairs speech does not affect speech spasms
143. Which of the listed causes of stuttering belong to the group of “predisposing”;
1. anatomical and physiological;
2. mental;
3. social 4. no right answer
144. What speech convulsions in stuttering are eliminated more successfully?
145. What forms of speech convulsions are eliminated more successfully?
tonic clonic
146. What criterion is fundamental for the recruitment of speech therapy groups of stutterers at a speech center, in a speech school / preschool educational institution?
age severity of speech defect
accounting for the etiology of stuttering accounting for the symptoms of stuttering
147. Specify the sequence of complication of the stages of educating correct speech skills in stutterers:
2. reflected speech
1. conjugated speech
4. retelling
3. answer-question form of speech
6. spontaneous speech
5. story
148. Specify the sequence of speech exercises for educating correct speech skills in stutterers:
3) mentally thought out; 1) memorized text; 2) rehearsed aloud; 4) unfamiliar text, impromptu.
149. Specify the sequence of speech exercises for educating the skills of free and loud speech in stutterers:
1. silently, 2. then in a whisper, 3. softly, 4. loudly, 5. in a normal voice
150. In what sequence is it recommended to bring up the fluency and rhythm of speech in stutterers?
1) singing; 2) singing with movements; 3) rhythmic speech (poetry, then prose) accompanied by movements; 4) rhythmic speech (poetry, prose) without movement; 5) reliance on vowel sounds; 6) multi-dimensional speech.
151. The manifestation or disappearance of speech spasms in stutterers is affected by:
a) limited vocabulary;
b) the degree of independence of speech;
in) the degree of speech practice, the ability to consciously use
knowledge of phonetics and grammar;
G) the degree of preparedness of speech;
e) the degree of complexity of the speech structure;
e) the degree of mastery of various modeling methods
speech operations
152. Free and loud speech in stutterers is achieved through successive speech exercises, uttered by them in a certain mode. Choose the correct modes from the suggested ones and arrange them in the correct sequence:
a) soundlessly; b) in a whisper; in) slowly;
G) conjugated-reflected;e) quiet
153. Speech exercises with stutterers with text to complicate the degree of readiness of speech are built in a certain sequence. Choose from the proposed exercises that correspond to the methodology and arrange in the correct sequence:
a) memorized text;b) text reading;
in) retelling of what was read;G) mentally thought out text;
e) rehearsed text;e) impromptu
154. Which of the listed causes of stuttering belong to the “predisposing” group;
a) anatomical and physiological;
b) mental;
in) neuropathic features of a stutterer;
G)
e)
e) brain damage;
and) social
155. Which of the following causes of stuttering belong to the group "producing"?
a) anatomical and physiological;
b) mental;
in) neuropathic features of stutterers;
G) hereditary burden;
e) constitutional predisposition;
e) brain damage;
and) social
156. In what sequence is the education of a free independent speech stutterers in speech classes? Choose the correct answers and put them in the correct order:
a) spontaneous speech;
b) retelling, story;
c) answer-question form of speech;
d) conjugate-reflected speech;
e) monologue speech;
f) dialogic speech
157. What term defines a pathologically slow rate of speech?
a) bradilalia; b) Battarism; in) takhilalia; G) poltern
158. Which of the following terms means a pathologically accelerated rate of speech:
a) bradilalia; b) Battarism; in) takhilalia;G) stuttering
159. The system of corrective work with stuttering preschoolers N.A. Cheveleva includes 5 periods:
a) accompanying speech;b) preface speech;
in) propaedeutic period;G) closing speech;
e) consolidation of skills
Specify the correct sequence.
160. In a neuropsychological study, the features of which speech are studied:
a) impressive;
b) phonemic;
in) syllabic;
G) expressive;
e) rhythmic.
161. Incoherent speech flow as a manifestation of speech activity observed in sensory disorders is:
a) logorrhoea;b) contamination;in) takhilalia
162. What form of dyslexia is described according to R.I. Lalayeva: dyslexia manifests itself in the difficulties of mastering all letters, in their undifferentiated substitutions?
a) phonemic;b) semantic;
in) agrammatical;G) mnestic;
e) optical;e) tactile
those who are in the act of reading;
4) R.I. Lalayeva d) violation of certain mental processes
164. Indicate the type of dysgraphia, which is manifested in writing in omissions and substitutions of letters corresponding to omissions and substitutions of sounds in oral speech:
optical
articulatory-acoustic
agrammatic dysgraphia
165. Indicate the type of dysgraphia, which in the written speech of a child is manifested in the mirror spelling of letters:
optical
articulatory-acoustic
agrammatic dysgraphia
166. In clinical and pedagogical classification, dyslexia is distinguished as :
1. violation of oral speech;
2. violation of written speech;
3. violations of the structural and semantic design of the statement.
167. What form of dyslexia is described by R.I.
a) phonemic;b) semantic;
in) agrammatical;G) mnestic;
e) optical;e) tactile
168. Correlate the authors of the classifications of dyslexia and the criteria on which they are based :
1) R. Becker; a) accounting for the operations of the reading process;
2) O.A. Tokareva; b) the degree of severity of reading disorders;
3) M.E. Khvattseva; c) violations of the activities of analyzers participating in
those who are in the act of reading;
169. Features of the pronunciation of children with rhinolalia:
1) are an obstacle to mastering the correct letter;
2) do not affect the formation of a full-fledged letter;
170. Insufficient rise of the soft palate during phonation in children with flaccid articulation is classified as:
1) organic open rhinolalia;
2) functional open rhinolalia;
3) closed rhinolalia
171 . The simplest method of differential diagnosis of open and closed rhinolalia is called:
1) Kusmaul test; 2) Gutzmann's test; 3) Ermakova's test.
172. The weakest palatopharyngeal closure is observed when pronouncing consonants:
1m; 2) in; 3) with.
173 About what day after uranoplasty can one start speech therapy?
1) 7 – 14; 2) 15 – 20; 3) 21 – 30.
174. When pronouncing which vowel, the root of the tongue is the least raised?
1 ) a; 2) e; 3) at; 4) about.
175. When examining a child with ONR, first of all, what should be found out:
1. from the conclusions of experts
a. state of physical hearing
b. state of mind
2. from a conversation with parents
a. speech development data
3. when examining vocabulary
a. identify the quantitative vocabulary of creatures, verbs, adjectives)
and
b. independent use of them in speech
4. when examining grammar. find out the correctness of speech
a. ability to coordinate adj., counts. from existences, to form, they will attach from existences, beings with a diminishing-caress value.
State budgetary professional educational institution
"Kurgan Pedagogical College"
Test on the discipline "Fundamentals of speech therapy with a workshop"
Topics: "Regularities of speech development"
"The structure of the speech apparatus"
Prepared by: teacher
correctional and special pedagogy
Dubrovskikh Elena Nikolaevna
Kurgan, 2015
1 option
Choose the correct answer
Babbling combinations
A) carry a semantic load
B) do not carry a semantic load
2. The syllabic structure of the word is laid
A) in the babbling phase
B) in the hum phase
C) at the stage of formation of phonemic hearing for someone else's speech
3. At 1.5 months, the child is able to convey the intonation of an adult's voice.
A) no
B) yes
By one year, a child should be able to pronounce about
A) 4-5 words
B) 10-12 words
C) 20-25 words
5. Words that the child knows, understands their meaning, but does not use in his own speech, make up
A) active vocabulary
B) passive vocabulary
6. The child can regulate his behavior according to the verbal instructions of an adult.
A) at 1 year
B) at 1.5 years
B) at 3 years old
7. At three years old, the child's phrase consists
A) 2 words
B) from 3 words
C) 5 words
8. To build a story for a child of 5 years old
A) need visual support
B) there is no need for visual support
9. The formation of the phonetic side of speech ends
A) by the age of 4
B) by the age of 5
B) by the age of 6
10. Peripheral speech apparatus otherwise called
A) regulating
B) executive
11. The Wernicke Center is
A) speech-auditory area
B) motor area
12. Broca's center is located
A) closed
B) open
B) half closed
15. Speech is formed
A) in the inspiratory phase
B) in the exhalation phase
Option 2
Choose the correct answer
The first phase of the pre-speech period is
A) babble
B) cooing
2. At 6 months of age, the child should have
A) cooing
B) babbling
B) phrasal speech
3. Babble phase in children with severe speech disorders
A) shows up on time
B) missing
B) delayed
A) cooing
B) babbling
5. The mechanism of the syllabic structure of a word is laid down in the phase
A) gossip
B) babbling
B) phrasal speech
6. Phrasal speech appears in a child
A) by 2 years
B) by 4 years
B) by the age of 6
7. At the age of 1-1.5 years, it is more important for a child
A) intonation
B) lexical meaning words
8. The words that the child knows, understands their meaning, uses in his own speech, make up
A) active vocabulary
B) passive vocabulary
9.At the age of 3, a child has developed phonemic hearing
A) only in his own speech
B) only in someone else's speech
c) both answers are correct
10. The central vocal apparatus is also called
A) regulating
B) executive
11. Broca's center is
A) speech-auditory area
B) motor area
12. Wernicke Center is located
A) in the frontal lobe of the cerebral cortex
B) in the parietal lobe of the cerebral cortex
B) in the temporal lobe of the cerebral cortex
13. Broca's center is
A) to the central speech apparatus
B) to the peripheral speech apparatus
14. Longer during speech
A) inhale
B) exhale
C) inhalation and exhalation are the same, as outside of speech)
15. What does NOT control speech
A) vision
B) hearing
B) kinesthetic sensations
Test key:
1 option
Option 2
List of sources used:
1. Speech therapy: textbook for students defectol. fak. ped. universities L.S. Volkova [and others]; ed. L.S. Volkova, S.N. Shakhovskaya. - 3rd ed., revised. and additional - M .: Humanitarian publishing center VLADOS, 1998.-680s.
2. Pravdina O.V. Speech therapy / O.V. Pravdin. - M: Education, 1969. - 310s, ill.
3. Filicheva, T.B. Fundamentals of speech therapy [Text]: textbook. allowance for students ped. in-tov / T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina. - M: Enlightenment, 1989. -223s, ill.