International Journal of Pedagogics
8
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue08 2025
PAGE NO.
8-12
10.37547/ijp/Volume05Issue08-02
Preparing Children with Speech Impairments to Learn to Read
Yusupova Munisa Sur’at qizi
Teacher of the Department of Special Pedagogy, Tashkent International University of Chemistry, Uzbekistan
Received:
09 June 2025;
Accepted:
05 July 2025;
Published:
07 August 2025
Abstract:
This article is aimed at studying special pedagogical approaches and methods of preparing children with
alalia speech deficiency for literacy. Alalia is a severe speech disorder resulting from organic damage to the speech
areas of the cerebral hemispheres, which sharply limits the development of oral speech in children and
subsequently leads to serious difficulties in mastering written speech (reading and writing) skills. The article
analyzes differential approaches used in preparing children with different forms of alalia for literacy. Problems
with articulation and phonemic perception in children with motor alalia, and speech comprehension and auditory
memory defects in children with sensory alalia complicate the process of learning to read. Therefore, traditional
literacy teaching methods need to be adapted for these children and special methods need to be developed.
Keywords:
Alalia, motor alalia, sensory alalia, literacy preparation, phonemic perception, phonemic analysis and
synthesis, special pedagogical methods, individual educational program, multidisciplinary approach.
Introduction:
From the moment a child is born, he is
surrounded by various sounds, for example: human
speech, music, rustling of leaves, chirping of birds, etc.
However, of all the sounds that a child's ear can
perceive, only speech sounds in words serve as the
main tool for him to communicate with adults,
exchange various information, and motivate him to
activity.
Everyone who communicates with children knows that
even a one-year-old child understands more words
than he can say, but despite the child's good
pronunciation and perception, his speech is not fully
formed. The full formation of all aspects of a child's
speech develops intensively and rapidly during
preschool and school age. Scientific and theoretical
approaches to clarifying and substantiating the
problem of speech development in children with
underdeveloped speech, which is of great importance,
are based on the integration of initial theoretical
positions, the position of philosophy, general and
special sciences, pedagogy and psychology. The
development of the research concept, its scientific and
theoretical understanding and justification, the
organization and testing of experimental work, the
analysis and discussion of existing materials, as well as
the drawing of conclusions are carried out to a certain
extent with constant reliance on the existing general
pedagogical and psychological laws, principles, and
effective pedagogical tools in general pedagogy,
psychology, and defectology. The development of a
child's speech depends not only on perception and
pronunciation, but also on the child's ability to
distinguish the sound composition of words in his own
speech and in the speech of others. Psycholinguists
have established that perception serves to distinguish
sounds outside of speech and sounds in speech. Sounds
in human speech carry meaning. The sound in speech
that carries meaning is called a phoneme. Phonemic
perception is the ability to hear a meaningful sound, a
phoneme, distinguish it from other sounds, and
determine its quality (vowel, consonant, sonorous,
voiceless, frontal, back, gliding, etc.). If a child's
phonemic hearing is not well developed, he will not be
able to correctly perceive the meaning of words,
because he will substitute similar sounds, for example,
boy-poy, tul-kul, bas-tas. As a result of the
underdevelopment of phonemic hearing, various
speech defects are observed in the development of
speech. Phonemic perception gradually improves
towards the formation of pronunciation.
A.R. Luria, having studied speech in all aspects, came to
the conclusion that expressive speech and impressive
speech are interconnected. Speech hearing disorders
certainly affect pronunciation and to some extent
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
negatively affect the formation of not only the
phonetic-phonemic component of the speech system,
but also the lexical and grammatical components.
Conversely, disorders of articulatory processes affect
speech perception and the ability to understand the
impressive, that is, the content of the word. In order to
understand speech, it is necessary to observe the
following conditions: a) the ability to distinguish the
subject; b) attentive observation of the object; c)
emotional state, etc. The issue of speech perception
has also been widely studied in methodological and
pedagogical literature. An analysis of this literature
shows that as a result of repeated repetition of speech
development exercises, what is being pronounced and
what is being shown become inextricably linked, and
this connection manifests itself in several stages. At
first, the adult's question does not affect the child in
any way, the child does not even look at the object. At
the second stage, the child develops a spontaneous
movement towards the question and looks in the
direction where the object is, directing his attention. At
the third stage of speech perception, the essence and
content of the object are not important for the child,
but the intonation, rhythm, tempo, logical emphasis of
the question being asked - the main criterion, the main
impetus. At the last stage of understanding the speech
of others, he manages to connect the object with the
word denoting the object, as a result, he tries to
creatively search to find this object in other places. The
last stage of speech perception and understanding is
called the initial form of understanding the speech of
others and the attempt to respond to it, in particular,
to perform one or another action in response to the
interlocutor.
Often, speech disorders are associated with the
inability of children to distinguish phonemes in their
native language through hearing. The inability to fully
perceive phonemes causes them to be unable to
pronounce them correctly. In addition, impaired
phonemic hearing does not allow children to acquire
the necessary amount of vocabulary and grammatical
structure. This, in turn, limits the full development of
connected speech. Severe speech disorders cannot be
eliminated without correcting phonemic perception.
The skills of analyzing and synthesizing sounds are
formed on the basis of the ability to clearly distinguish
phonemes in the native language through hearing and
prepare the ground for learning literacy. Therefore, in
order to learn to read and write, a child's phonemic
perception must be developed.
Thus, the development of phonemic hearing in children
with severe speech disorders is one of the important
problems of speech therapy.
It is recommended that speech therapy work on the
development of the ability to distinguish phonemes in
children be carried out conditionally in six stages:
• Understanding non
-speech sounds;
• Differentiating the same word, phrase, sound
combinations and sentences;
• Differentiating s
ounds that are similar in sound
composition;
• Separating syllables. That is, differentiation;
• Separating, differentiating phonemes;
• Analyzing sounds, forming elementary reading and
writing skills.
In the literacy system, the pronunciation of sounds
plays a key role in learning letters.
The content of the lesson is divided into periods.
1st period. Fulfillment of tasks for the formation of a
sound culture of speech in large groups to form
readiness for literacy;
2nd
period.
Alphabetic
period
of
literacy.
Familiarization with vowels (a, o, u, i); consonants m, p,
t, k, s); formation of syllables from the cut alphabet
(mu; su;); analysis and synthesis of sounds after words
(qor, par); retraining by adding additions to the word;
substitution; replacement of sounds; reading with
thought.
3rd period. Literacy. Expansion of the volume of letters
and sounds being studied (sh, r, l, z, s, ch); Analysis and
synthesis of 1-syllable words (table), 2-syllable words
(mouse), 3-syllable words (glasses), exercise on a
specific letter omitted in a word; reading syllables;
composing words from syllables; reading together;
dividing a sentence into words; determining the
number and order of words in a sentence.
N.A. Chevelyova recommends conducting speech
therapy work on the development of the ability to
distinguish phonemes in children conditionally in six
stages:
1. Understanding non-speech sounds;
2. Differentiating identical words, sentences, sound
combinations and sentences;
3. Differentiating sounds that are similar to each other
according to the composition of sounds;
4. Separating syllables, i.e. differentiation;
5. Separation, differentiation of phonemes;
6. Analysis of sounds, formation of elementary reading
and writing skills.
In schools, hearing and distinguishing sounds in speech
begins mainly in the pre-alphabet period. The newly
learned sound is isolated from other sounds familiar to
children, its pronunciation is taught. Then the graphic
International Journal of Pedagogics
10
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International Journal of Pedagogics (ISSN: 2771-2281)
symbol of this sound - a letter is shown and syllables
and words formed from newly learned letters are
taught to read (K. Abdullaeva).
It is necessary to develop reading skills in every child
from the moment they first learn to read. The child is
prepared for reading as follows:
a) Analyze and break down the sentence into sound
analysis;
o) Teach the child to be able to replace each single
letter with a sound, and to pronounce this sound
correctly;
z) Teach the child to quickly and correctly replace the
articulation of each letter with the articulation of the
second letter when pronouncing a letter combination
in a word or syllable;
g) Teach the child to reveal the meaning of the word
being read in the process of reading, to ensure that the
listeners understand it correctly.
An important condition for consistency in teaching
methods is to achieve conscious acquisition of
knowledge, skills and abilities by children, as well as to
develop their mental abilities and creative activity. The
methods used in the kindergarten educational process
are aimed at improving the mental, moral and
volitional development of children, at the same time
increasing their interest in acquiring new knowledge,
practical activity, and cognition, and helping them to
master more complex relationships that arise during
classes with the educator.
The requirements for children in the preparatory group
for school are increasing for them to clearly, correctly
and independently fulfill the daily routine. Great
attention should be paid to the effective organization
of classes, the provision of sufficient daytime sleep and
walks. These qualities create the basis for the child's
successful study at school.
The educational and developmental nature of
education is a principle inherent in modern education.
This develops interest in knowledge and cognitive
processes in children. For this, the knowledge, skills,
and abilities given to children are constantly being
improved. As a result, children learn to perform actions
according to the instructions and example of adults, to
apply previously acquired knowledge in new activities,
and to control and correctly evaluate their own
behavior, work, and actions.
Children develop a conscious attitude to the task. The
ability to listen carefully to the teacher's explanations
and instructions, strive to achieve good results in their
work, work attentively at a certain speed and
consistency is formed, and working capacity increases.
During the lesson, the teacher should take into account
the specific characteristics of each child's attention,
thinking, memory, level of knowledge and skills.
An individual approach to the educational process
requires the gradual implementation of mental tasks
and methods of their implementation. Through an
individual approach, shy and sluggish children are
activated, and the tasks given to children who master
the material well are complicated.
The preparatory period of literacy training plays an
important role in the life of a child. The main task of this
period is to prepare the ground for the development of
children's oral speech and the introduction of letter
sounds. Children's speech, hearing, phonemic
perception, and understanding of surrounding events
are also developed from this period. Also, during this
period, information is provided about speech, words,
and sounds, and they are taught to memorize poems,
to recite correctly, consciously, and slowly, one by one,
according to the picture, and to regulate the strength
of their voice.
During the preparatory period for learning literacy,
Work is carried out to develop children's phonemic
perception.
When developing children's phonemic analysis skills, it
is first necessary to develop their phonemic perception.
In the initial sessions, children master various sounds
using sound-emitting toys. The educator teaches them
to listen to the sounds of pets, traffic signals, the
sounds of nature (rustling leaves, gurgling water,
chirping birds, etc.), as well as to pay attention to
people's speech.
The activities aimed at developing phonemic
perception in children of the preparatory group should
be carried out in a systematic sequence. Initially, the
activity is carried out using the fairy tale “How the Fox
Catches the Mouse”.
Children learn from the rustling sound that the fox has
determined where the mouse is and conclude that
sounds can only be heard with the ears.
Introducing the concept of "word".
At the initial stage of working on the concept of words,
it is important for children to learn to understand the
meaning of the word they pronounce or hear. For this,
various exercises are carried out on pictures. The
educator explains that words represent a certain
syllable and that the pronounced word cannot be seen
like a picture, but can only be heard. In this way, the
concept of “word” is mastered.
In the following lessons, preparation is made for
conducting sound analysis using conditional signs. For
this, the conditional sign of the word is introduced.
International Journal of Pedagogics
11
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International Journal of Pedagogics (ISSN: 2771-2281)
Introduction to the concept of “sentence”.
Working on a sentence is the main condition for
developing children's speech. During the lessons,
children must master the fact that a sentence is
composed of words arranged in a certain order.
Initially, children are introduced to a sentence in a
practical way. Therefore, dolls and toys, as well as
children's movements, are used.
For example: “The bear is sleeping”, “The ball is
jumping”, “The doll is crying”, “Gulnara is eating” are
formed. In the first lesson, children should be
introduced to the conditional sign of the sentence.
Mastering the concept of vowels
Providing an understanding of vowels is carried out
simultaneously with strengthening the concepts of
sentences and words. Children should learn that they
can not only hear sounds, but also pronounce them. It
is necessary to explain to children that during
pronunciation, our tongues, lips, and teeth are actively
involved in the speech apparatus. At the initial stage,
the sound is studied in connection with specific images.
For example, a - the girl is rocking the doll; o' - the wolf
is howling in the forest; i - the mare is calling her
mother; o - the girl has a toothache, u - she is groaning.
After that, the educator shows how to pronounce the
sound being studied. Attention is paid to the correct
and clear pronunciation of the sound by children.
Children should make sure that the lips, teeth and
tongue do not interfere with the pronunciation of the
sound being studied. In the lessons, children compare
the vowels a-u, o-i, i-u learned under the guidance of
the educator and distinguish the common and
distinctive features of these sounds.
It is explained to children that when pronouncing
vowels, the sound does not encounter any obstacles in
the oral cavity, that vowels form syllables, and that
there are as many syllables as there are vowels in a
word. Children should master these.
Then they are introduced to the conditional signs of
vowels and exercises are performed with the
participation of conditional signs. During the lesson,
children learn to analyze sounds based on sound
combinations and distinguish the number of vowels
from a pronounced word. Work on vowels is further
strengthened during the main period of teaching
literacy.
Acquaintance with syllables
Teaching children to divide a word into syllables is
carried out in the following order based on simple
vocabulary material: first, the word is pronounced
completely, as a whole, then syllables, after each
syllable is pronounced, a clap is made with the palm of
the hand. To master the division of a word into
syllables, children need to count the number of claps
and know that each clap represents a certain part of
the word being pronounced. When dividing words into
syllables, you can also use methods such as counting
the fingers with your fingers folded, or saying the word
with your palm resting on your chin.
When teaching the division of words into syllables,
monosyllable words (dog, non, flour, house, salt...)
pose the main difficulty. Often, children try to separate
the last consonant sound into a syllable (tu-z, no-n).
Therefore, when teaching the division of words into
syllables, it is advisable to first use open two-syllable
words (ol-ma, ol-cha, ruch-ka, ko-sa), and then use
closed two-syllable words (ki-tob, ku-yosh, os-mon).
Then work is carried out on three- and one-syllable
words.
Work on syllables continues in the main period of
literacy teaching, and strengthening work is carried out
on syllable analysis.
Mastering the concept of consonants
The concept of consonants is given in a certain
sequence in literacy classes.
It is shown that the lips, tongue, and uvula are directly
involved in the pronunciation of a sound.
There are 23 basic sounds: b, v, g, d, j, z, y, k, l, m, n, p,
r, s, t, f, x, q, ch, sh, g`, ng, h; the pronunciation of
consonants is different from that of vowels. When
pronouncing consonants, noise is produced by
encountering obstacles in the oral cavity; consonants
are divided into two: voiced and voiceless sounds,
which are taught to children during classes and children
should know.
When teaching children to read, they are taught only
basic sounds, because these sounds are the basis of our
speech.
Work on consonants is carried out according to the
following plan:
1. The connection of the sound with a certain image or
image.
2. Analysis of the articulation of the sound,
identification of the obstacle in the oral cavity.
3. Determine the participation and location of sound in
a word.
4. Introduce the conditional sign of a consonant.
5. Be able to distinguish words that are similar in sound
composition, but differ in one consonant.
6. Compare consonants that are close and far in
articulation, identify common and different signs in
their intonation and articulation.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Introducing children to the conditional sign of a sound
creates the opportunity to conduct a sound analysis of
a word.
In each lesson, the teacher first assigns tasks to all
children in the group, and then to each child
independently. Tasks are selected taking into account
the knowledge base and individual development of
children.
Introducing game elements into the lesson, motivating
children, etc., has a great impact on the effective
completion of work.
During the main period of literacy training (November,
December, January, March, April, May), the following
tasks are carried out:
1. Associating the given sound with the letter symbol.
2. Introducing letters in printed and written form.
3. Teaching to perform exercises on sound-letter
analysis and synthesis using hyphenated letters.
4. Building syllables and words using hyphenated
letters and learning to read them.
Reading without an alibis requires the use of cut letters,
various didactic materials and a group board. This
allows children to establish independent work,
increase their interest in the lesson. In addition, in such
teaching, there are no cases of reading the word by
heart.
In each lesson, work is carried out that develops
children's speech and thinking. Written words and
syllables play a large practical role in developing
children's speech and thinking.
In each lesson, it is necessary to draw children's
attention to more words, sounds and the structure of
consonants. Children are explained that sounds are
indicated by letters in writing, and that we need to
know the letter in order to learn to read and write. They
are taught to find the letter symbol of the sound being
studied among the cut letters, to carefully observe its
shape, structure and what it resembles. They make
letters from a counting stick, from plasticine.
Lessons on teaching children to read can be conducted
in the following order:
- a short conversation about pictures or stories they
have heard;
- separating a new syllable in a word, sound analysis of
syllables;
- composing and reading words from cut letters;
- independent word formation by children with a new
syllable and/or independent change of a letter;
- checking their ability to read the constructed word
aloud.
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М., 2004.
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