KIRISH: fonematik eshituv va idrokning yetarli shakllanmaganligi tovushlarni farqlash va to‘g‘ri talaffuz qilishda qiyinchiliklar keltirib chiqaradi. Bu holat o‘qish va yozish jarayonidagi muammolar bilan chambarchas bog‘liqdir. MAQSAD: FFNR mazmunini ilmiy asosda tahlil qilish va uni bartaraf etishga qaratilgan uch bosqichli korreksion tizimni tavsiflash. MATERIALLAR VA METODLAR: fonema, fonematik eshituv va idrok tushunchalari nazariy tahlil qilindi. Talaffuz nuqsonlari va ularning savod o‘rgatish jarayoniga ta’siri qiyosiy o‘rganildi. Logopedik amaliyotdagi bosqichma-bosqich yondashuv umumlashtirildi. MUHOKAMA VA NATIJALAR: FFNRda tovushlarni farqlamaslik va noto‘g‘ri talaffuz tovush tahlili-sintezini qiyinlashtirib, disleksiya va disgrafiyaga olib kelishi mumkin. Korreksiya uch bosqichda amalga oshiriladi: tayyorlov (artikulatsiya va eshituvni rivojlantirish), mustahkamlash (tovushlarni nutqda qo‘llash), yakuniy (erkin nutqqa ko‘chirish). XULOSA: tizimli logopedik ish tovush talaffuzi va fonematik differensiatsiyani barqarorlashtiradi. O‘z vaqtida yordam bolalarning savodxonlik va muloqot ko‘nikmalarini yaxshilaydi.
INTRODUCTION: insufficient phonemic hearing leads to pronunciation problems and literacy difficulties. AIM: to analyze phonetic-phonemic disorders and present a structured correction system. MATERIALS AND METHODS: core concepts and mechanisms of speech disorders were theoretically analyzed and systematized. DISCUSSION AND RESULTS: poor sound differentiation complicates phonological analysis and may result in dyslexia and dysgraphia. Correction includes preparatory, consolidation, and final stages. CONCLUSION: systematic speech therapy improves pronunciation and phonemic skills, reducing literacy difficulties.
ResearcherUz