Syllables of 4 letters. How to explain to a child how to combine two letters into a syllable? Types of syllables in Russian

Words are divided into syllables. Syllable- this is one sound or several sounds uttered by one expiratory push of air.

Wed: wow, wow.

1. In Russian, there are sounds that are different in audibility: vowels are more sonorous compared to consonants.

Exactly vowel sounds form syllables, are syllable-forming.

Consonants are non-syllable. When pronouncing a word, consonants "stretch" to vowels, forming a syllable together with vowels.

2. A syllable can consist of one sound (and then it is necessarily a vowel!) or several sounds (in this case, in addition to the vowel, the syllable has a consonant or a group of consonants).

Rim - o-bo-dock; country - country; night light - night light; miniature - mi-ni-a-tu-ra.

3. Syllables are open and closed.

open syllable ends in a vowel sound.

Yes, country.

Closed syllable ends in a consonant.

Sleep, liner.

There are more open syllables in Russian. Closed syllables are usually seen at the end of a word.

Wed: night-timer(the first syllable is open, the second is closed), oh-bo-doc(the first two syllables are open, the third is closed).

In the middle of a word, a syllable usually ends in a vowel, and a consonant or group of consonants after a vowel usually goes to the next syllable!

Night-timer, tell me, announcer.

Note!

Sometimes two consonants can be written in a word, and one sound, for example: get rid of[izh: yt ']. Therefore, in this case, two syllables are distinguished: and-live.
Division into parts out-live complies with the rules of word hyphenation, not division into syllables!

The same can be seen in the example of the verb leave, in which the combination of consonants zzh sounds like one sound [zh:]; so the division into syllables will be - leave, and division into parts for transfer - leave.

Especially often errors are observed when syllables are distinguished from verb forms ending in -tsya, -tsya.

• Division twist-sya, presses-sya is a division into parts for transfer, and not a division into syllables, since in such forms the combination of letters ts, ts sounds like one sound [ts].


• When dividing into syllables, combinations of the letters ts, ts go entirely to the next syllable: see, wait.

In the middle of a word, closed syllables can form only unpaired voiced consonants: [j], [p], [p '], [l], [l '], [m], [m '], [n], [n ' ].

May-ka, Sonya-ka, co-scrap-ka.

Note!

When combining several consonants in the middle of a word:

1) Two identical consonants necessarily go to the next syllable.

Oh-tt go, yes-nn.

2) Two or more consonants usually go to the next syllable.

Sha-pk a, ra-vn th.

Exception make up combinations of consonants in which the first is an unpaired voiced (letters p, p, l, l, m, m, n, n, d).

Mar-ka, dawn-ka, bul-ka, stel-ka, lady-ka, ban-ka, ban-ka, lay-ka.

4. The division into syllables often does not coincide with the division into parts of the word (prefix, root, suffix, ending) and with the division of the word into parts during transfer.

For example, the word calculated is divided into morphemes calculated (races- console, counts- root; a, n- suffixes; th- ending).
The same word, when transferred, is divided as follows: calculated.
The word is divided into syllables as follows: calculated.

A year or two before school, we think about teaching our child to read. After all, we know that the sooner our preschooler learns to read, the more useful information he can get even before he becomes a first-grader. Once your child learns, you can move on to learning syllables. It is these syllables for reading that can be downloaded from this page.

Syllable cards are the key to reading. Download, print and cut the sheet into cards, on which there will be bundles of syllables consisting of a vowel and a consonant. In just a few weeks, after the child learns to read each syllable, he will be able to make out whole words in children's books.

Syllables by letter: download or print immediately

Do not load the child with reading all the syllables at once. For example, during the week, teach your child syllables that begin with the same beech.

For the second week, study the syllables that begin with a different letter, and the learned syllables, just repeat.

There is an opinion that letters of different colors, in syllables for reading, only distract the child, and do not contribute to rapid learning.

If you want to resolve cards with syllables quickly, then use a ruler and a wallpaper knife.

To make the cards last for a long time, and not just one child, laminate them.

After the preschooler learns to read all the cards with syllables correctly, you can move on to reading books in which the words are broken into syllables.

A syllable is the smallest phonetic-phonological unit intermediate between sound and speech tact. The “sphere of habitation of the syllable” is the speech tact. Wed: on-fight-boo with-sti-hi-she would-whether bro-she-we all-strength. In terms of articulation, the syllable is indivisible and therefore it is considered the minimum pronunciation unit. There are different points of view on defining the essence of a syllable and establishing the principles of syllable division. Different approaches to the definition of a syllable depend on which side of speech is taken into account - articulatory or acoustic.

From an articulatory point of view, a syllable is a sound or a combination of sounds that is pronounced with one expiratory push.

From these positions, the syllable is determined in school textbooks. This is not entirely true, because the phonetic side of speech, its sound is not taken into account. From an acoustic point of view, the division of words into syllables is related to the degree of sonority of adjacent sounds.

Theories of the syllable

There are 4 syllable theories.

1) expiratory theory: a syllable is created by one moment of exhalation, by a push of exhaled air. How many syllables are in a word, so many times the candle flame will flicker when pronouncing the word. But often the flame behaves contrary to the laws of this theory (for example, with a two-syllable "ay" it flickers once). Thus, a syllable is one expiratory push (Thompson, young Vasily Alekseevich Bogoroditsky).

2) Dynamic theory: syllabic sound - the strongest, most intense. This is the theory of muscular tension (Grammont, France; L.V. Shcherba, Russia). A syllable is an impulse of muscular tension. The rules of syllable division are associated with the place of stress: PRAZ - DNIK.

3) Sonor theory: in a syllable, the most sonorous sound is syllabic. Therefore, in order of decreasing sonority, syllabic sounds are most often vowels, sonorous voiced consonants, noisy voiced consonants, and sometimes voiceless consonants (shh). Thus, a syllable is a combination of a more sonorous element with a less sonorous one (Otto Espersen, Denmark). He developed a sonority scale of 10 steps. The well-known linguist R.I. Avanesov (MFS) created a scale of 3 steps:

1. least sonorous (noisy)
2. more sonorous (sonorous)
3. maximally sonorous vowels.

The syllable is built on the principle of a wave of ascending sonority.

4) open syllable theory(L.V. Bondarko, PFSh) – the connection in the “consonant + vowel” group is closer than in the “vowel + consonant” group. G/SSG. All syllables are open; must end in vowels. Exceptions are final syllables - the syllable can be closed with J.

In Soviet times, Shcherba's dynamical theory dominated. In modern Russian linguistics, the most recognized is the sonoristic theory of the syllable, based on acoustic criteria. As applied to the Russian language, it was developed by R.I. Avanesov.

Syllabic formation according to Avanesov's sonor theory

Speech sounds are characterized by varying degrees of sonority (sonority). The most sonorant in any language are vowels, then on the descending scale are actually sonorant consonants, followed by noisy voiced and, finally, noisy deaf. A syllable, according to this understanding, is a combination of a more sonorous element with a less sonorous one. In the most typical case, this is a combination of a vowel that forms the top (the core of a syllable), with consonants adjacent to it on the periphery, for example, head-lo-va, verse-chi, country, art-tist, o-ze-ro, ra - evil.

Based on this, a syllable is defined as a combination of sounds with varying degrees of sonority.

Sonority is the audibility of sounds at a distance. A syllable has one most sonorous sound. It is syllabic or syllabic. Less sonorous, non-syllabic, or non-syllabic ones are grouped around the syllabic sound.

The most sonorous in Russian are vowels, they are syllable-forming. Syllabics can also be sonorants, but in Russian speech this is rare and only in fluent speech: [ru–bl"], [zhy–zn"], [r"i–tm], [ka-zn"]. This is because for the formation of a syllable, it is not the absolute sonority of the syllabic form that is important, but only its sonority in relation to other nearby sounds.

Sonority can be conditionally indicated by numbers: vowels - 4, sonorants - 3, noisy voiced -2, noisy deaf - 1.

[l "and e sa] ́, [^ d" in]
3 4 14 4 2 43

Types of syllables in Russian

According to their structure, syllables are:
1) open if they end in vowels;
2) closed if they end in consonants;
3) covered if they begin with consonants;
4) undisguised if they start with vowels.

Syllables are divided into open and closed depending on the position of the syllabic sound in them.

open a syllable ending in a syllable-forming sound is called: va-ta.
Closed a syllable ending in a non-syllable sound is called: there, barking.
naked called a syllable that begins with a vowel sound: a-orta.
Covered a syllable that starts with a consonant sound is called: ba-tone.
A syllable can consist of one vowel, being naked and open (o-ze-ro, o-rel, o-ho-ta, u-li-tka).

The study of the problem of syllable in the languages ​​of the phonemic system, which includes the Russian language, presents particular difficulties due to the fact that the syllable does not correspond here with any significant units, it is revealed only on the basis of phonetic characteristics (cf. the mismatch of syllabic and morphological boundaries in examples like no-ga and legs-a, yellow and yellow, come-du and come-y).

Basic rules of the syllable division

Syllable- the minimum unit of pronunciation of speech sounds into which you can divide your speech with pauses. The word in speech is divided not into sounds, but into syllables. In speech, it is syllables that are recognized and pronounced.

From the point of view of sonority, from the acoustic side, a syllable is a sound segment of speech in which one sound is distinguished by the greatest sonority in comparison with neighboring ones - the previous and subsequent ones. Vowels, as the most sonorous, are usually syllabic, and consonants are non-syllabic, but sonorants (r, l, m, n), as the most sonorous of the consonants, can form a syllable.

syllable section- the boundary between syllables following one after another in the speech chain.

The existing definitions of the syllable give different grounds for determining the place of the syllable boundary. The most common are the two theories of the syllable division. Both of them are based on the fact that the Russian language is characterized by an inclination towards an open syllable, and the differences between them are due to an understanding of the factors that govern the syllable division.

The first theory is Avanesov's theory is based on the understanding of the syllable as a wave of sonority and can be formulated as a series of rules: with the sequence SGSGSG (C - consonant, G - vowel), the syllable division passes between the vowel and the next consonant (mo-lo-ko, mo-gu, etc.). d.).

When there is a combination of two or more consonants between vowels - SGSSG, SGSSSG, etc., then with the general tendency to form an open syllable, the law of ascending sonority should be taken into account, according to which in Russian. in a language in any non-initial syllable of a word, sonority (sonority) necessarily increases from the beginning of the syllable to its top - the vowel.

According to its own sonority, Avanesov distinguishes three large groups - vowels, sonants and noisy consonants, so that in the non-initial syllable the sequences “sonant + noisy consonant” are forbidden: division into syllables su + mka is impossible (in the second syllable, the law of ascending sonority is violated, because m is more sonorant than k), you need to divide the bag, but the ko-shka (both consonants are noisy and do not differ in sonority, so their combination in one syllable does not prevent the tendency to form open syllables).

The rules of R.I. Avanesov are simple, but some initial provisions are controversial: firstly, the opposition of initial syllables to non-initial ones is not very justified, because It is traditionally believed that combinations that are possible at the beginning of a word are also possible at the beginning of a syllable within a word. In the initial syllables, combinations of sonants with noisy ones are found - ice floe, rusty, mercury, etc. The very division of sounds into three groups by sonority does not take into account real sonority - in the “allowed syllable” -shka (ko-shka) is actually a consonant [ w] is more sonorous than [k], so here the law of ascending sonority is also violated.

The second theory of syllable division, formulated by L. V. Shcherba, takes into account the influence of stress on syllable division. Understanding the syllable as a unit characterized by a single impulse of muscular tension, Shcherba believes that the syllable division takes place at the place of the least muscular tension, and in the SGSSG sequence it depends on the place of the stressed vowel: if the first vowel is stressed, then the consonant following it is strongly initial and adjoins this vowel, forming a closed syllable (cap, cat); if the second vowel is stressed, then both consonants go to it due to the action of the tendency to form open syllables (ka-pkan, ko-shmar). Sonants, however, adjoin the preceding vowel, even if it is unstressed (and this also brings together the theories of Avanesov and Shcher6a).

However, to date, there are no sufficiently clear definitions of the phonetic essence of the "impulse of muscular tension", which underlies Shcherbov's theory of syllable division.

The law of ascending sonority

The division into syllables as a whole obeys the law of ascending sonority common to the modern Russian language, or the law of an open syllable, according to which sounds in a syllable are arranged from less sonorous to more sonorous. Therefore, the boundary between syllables most often passes after the vowel before the consonant.

The law of ascending sonority is always observed in non-initial words. In this regard, the following patterns are observed in the distribution of consonants between vowels:

1. A consonant between vowels is always included in the next syllable: [p^-k "e-́tъ], [хъ-р^-sho]́, [tsv"ie–you]́, [с^-ro-́къ].

2. Combinations of noisy consonants between vowels refer to the next syllable: [b "i-tv", [sv" and e -zda] ́, [r "e-ch" kъ].

3. Combinations of noisy consonants with sonorants also go to the next syllable: [r "i-fm], [tra-vm], [brave-brea], [wa-fl" and], [greedy].

4. Combinations of sonorant consonants between vowels refer to the next syllable: [v ^-lna] ́, [po-mn "y], [k ^-rman]. In this case, variants of the syllable section are possible: one sonorant consonant can go to the previous syllable : [in ^ l - on] ́, [pom-n "y].

5. When combining sonorous consonants with noisy between vowels, sonorous
departs to the previous syllable: [^r-ba] ́, [floor-kj], [n" iel "-z" a] ́, [k ^ n-tsy] ́.

6. Two homogeneous consonants between vowels go to the next syllable: [va-n̅], [ka-sj̅], [dro-zh٬̅i].

7. When [ĵ] is combined with subsequent noisy and sonorous consonants, [ĵ] goes to the previous syllable: [h "aį́-kъ], [v ^į-on] ́,.

Thus, it can be seen from the examples that the final syllable in Russian turns out to be open in most cases; it is closed when it ends in sonorant.

The law of ascending sonority can be illustrated in the words below, if the sonority is conventionally denoted by numbers: 3 - vowels, 2 - sonorous consonants, 1 - noisy consonants.

Water:
1-3/1-3;
boat:
2-3/1-1-3;
oil:
2-3/1-2-3;
wave:
1-3-2/2-3.

In the examples given, the basic law of the syllable section is realized at the beginning of a non-initial syllable.

The initial and final syllables in Russian are built according to the same principle of increasing sonority. For example: le-to: 2-3/1-3; glass: 1-3/1-2-3.

The syllable section when combining significant words is usually preserved in the form that is characteristic of each word included in the phrase: us Turkey - us-Tur-tsi-i; nasturtiums (flowers) - on-stur-qi-i.

A particular pattern of the syllable division at the junction of morphemes is the impossibility of pronouncing, firstly, more than two identical consonants between vowels and, secondly, identical consonants before the third (other) consonant within one syllable. This is more often observed at the junction of a root and a suffix and less often at the junction of a prefix and a root or a preposition and a word. For example: Odessa [o/de/sit]; art [and/beauty/stvo]; part [ra / become / sya]; from the wall [ste / ny], therefore more often - [with / ste / ny].

A syllable usually has a top (core) and a periphery. As a core, i.e. the syllabic sound, as a rule, is a vowel, and the periphery consists of a non-syllabic (non-syllabic) sound or several such sounds, which are usually represented by consonants. Peripheral vowels are non-syllable. But syllables may not have a vowel, for example, in the patronymic Ivanovna or in the interjections “ks-ks”, “tsss”.

Consonants can be syllable-forming if they are sonants or if they are between two consonants. Such syllables are very common in Czech: prst "finger" (cf. Old Russian finger), trh "market" (cf. Russian bargaining).

Rules for syllable division in Russian

1) the combination of noisy consonants goes to the next syllable:
W + W O - OCTOBER

2) The combination of noisy and sonorous also goes to a non-initial syllable:
W + S RI - FMA

3) The combination of sonorants goes to the non-initial syllable:
C + C ON - LNY

4) The combination of sonorous and noisy is divided in half:
SH // WITH SHORE

5) The combination of J followed by a sonorant is divided in half:
J // FROM WOW TO

Word hyphenation rules

The question arises: does the division into syllables always coincide with the rule of word hyphenation in Russian?

It turns out not. The word hyphenation rules are as follows:

1. Words are transferred by syllables: city, then-va-risch, joy (impossible: joy).

2. It is impossible to leave on the line and transfer to another one letter: clear (impossible: i-clear), lightning (impossible: lightning-i).

3. With a confluence of consonants, the division into syllables is free: ve-sleep, weight-on; sister-stra, sister-tra, sister-ra.

4. The letters b, b, y cannot be separated from the previous letters: fighters, big, entrance.

5. When transferring words with prefixes, you cannot transfer the consonant at the end of the prefix, if the consonant follows: approach (it is impossible: to approach), untie (it is impossible: untie).

6. If after the prefix there is a letter Y on the consonant, you can’t transfer the part of the word starting with Y: search (you can’t: search).

7. You should not leave at the end of the line the initial part of the root, which does not make up a syllable: send (not: send), remove (not: remove), five-gram (not: five-gram).

8. You can’t leave at the end of the line or transfer to another two identical consonants standing between vowels: buzz-reap (not allowed: buzz-burn), mass-sa (impossible: ma-ss), horse-ny (not allowed: to-ny ).

* This rule does not apply to double consonants - initial roots: burnt, quarrel, new-introduction.

If the word can be transferred in different ways, one should prefer such a transfer in which significant parts of the word are not broken: classy is preferable to classy, ​​crazy is preferable to crazy.

9. When transferring words with a monosyllabic prefix to a consonant before a vowel (except for s), it is advisable not to break the prefix with a transfer; however, transference is also possible, in accordance with the rule just given, insane and insane; irresponsible and unresponsible; disenchanted and disappointed; failsafe and 6e failsafe.

Note. If the prefix is ​​followed by the letter s, then it is not allowed to transfer the part of the word beginning with s.

Teaching a child to read. We remember syllables. Learning to read a syllable. Merging letters into syllables. syllable. How to teach a child to read syllables. Transition from letter to syllable.

Currently, the market for children's educational literature is filled with a variety of alphabets and primers for preschoolers. Unfortunately, many authors do not give guidelines on how to teach reading. The first pages of manuals introduce children to some letters, then parents are invited to complete tasks together with children such as "compose syllables with the letter A and read them", "compose, write down and read syllables", and sometimes they do not have such explanations, but simply on the pages syllables appear for reading. But how can a child read a syllable?

So, N. S. Zhukova in her "Primer" illustrates the fusion of a consonant and a vowel with the help of a "running little man". He proposes to show the first letter with a pencil (pointer), moving the pencil (pointer) to the second letter, connect them with a "path", while pulling the first letter until "you and the little man run along the path to the second letter." The second letter must be read so that "the track does not break."

We find another way to facilitate syllabication in the book by Yu. V. Tumalanova "Teaching children 5-6 years old to read." In the methodological part of the book, various options for accompanying the syllable are proposed:

An adult holds one letter in his hands, the child reads, at the same time another letter is brought up from afar, and the first "falls", the child proceeds to reading a new letter,

An adult holds letters in his hands, one high, the other lower, the child begins to read the upper letter, slowly approaching the lower one, and proceeds to reading the lower one,

An adult holds a card in his hands, where letters are written on both sides, the child reads the letter on one side, the adult turns the card over to the other side, the child continues to read.

On the pages intended for working with the child, we see the following original images of syllables:

The techniques outlined above relate to the sound analytical-synthetic method of teaching reading. "The letter I after the consonant denotes its softness, which means that in combination VI the letter B denotes a soft sound. It turns out VI." This is what the chain of inference looks like when reading a syllable through sound-letter analysis. And what will be the chain when reading, for example, the words CROCODILE? Can a child easily master reading in such a "long" way? Yes, there are children, even of younger preschool age, who, thanks to the high organization of analytical-synthetic thinking, are able to successfully master reading in this way. But for most children, this method is too difficult. It does not correspond to the age organization of cognitive activity. Even when using the auxiliary techniques outlined above, children still cannot master reading using the sound analytical-synthetic method, or the formation of reading skills is difficult, interest in classes is lost, psychological problems are formed (low self-esteem, protest reactions, slowdown in the development of cognitive processes). characteristic of this age).

Try to read any sentence and at the same time observe how words are made from letters. You simply reproduce different types of syllables from memory and comprehend their combinations! It is recall that helps us read quickly, bypassing the stage of building chains of inferences about the sound-letter composition of a word.

Based on this, it can be understood that it is easier for a child to learn to read by memorizing a system of reading units - syllable fusions. This method of teaching reading will be most successful for children of older preschool age. It is at this age that memory, all its types (auditory, visual, memory for movements, combined, semantic, etc.) and processes (remembering, storing and reproducing information) develop and improve most actively.

You need to memorize syllables according to the same scheme that is used when memorizing letters:

Repeated naming of a syllable by an adult;
- search for a syllable on the instructions of an adult with subsequent naming;
- independent naming - "reading" the syllable.

Of course, the child should be interested in learning. When introducing a child to syllables, you can use short tales composed according to the same principle: a consonant letter, traveling, meets vowels in its path, all in turn, they sing "songs" in pairs - syllables. A consonant letter can "go to the forest for mushrooms", can "ride an elevator", can "go to visit girlfriends - vowels" and much more, what your imagination is capable of. You can make large letters cut out of colored cardboard with faces and handles, then the vowel and consonant letters also "take the handles and sing a song together" (syllable). Don't think that you have to make up such fairy tales for every consonant. The child will soon be able to tell fairy tales about syllables himself, he will be able to name even new syllables by analogy with those whose reading he has already mastered.

The order of acquaintance with syllables is not fundamental, it will be determined by the alphabet that you choose to teach your child to read. Some alphabets set the sequence of study according to the frequency of the use of letters in the language, others in accordance with the sequence of formation of sounds in children, and others - according to the intention of the authors of the manuals.

After the initial acquaintance of the child with the syllables that can be composed with the help of a consonant, it is necessary to create situations where the child will look for the syllable given by the adult. Write the syllables on separate pieces of paper, lay them out in front of the child:

Ask to bring a "brick" of KA, or KO, or KU, etc., on a truck;

- "turn" leaflets with syllables into sweets, treat the doll with a "candy" KI, or KE, or KO, etc.;

Play "postman" - deliver "letters" - syllables to your family members, for example: "Take KU to your grandmother", "Take the letter to PE for dad", etc.;

Lay out the syllables on the floor, "turn" the child into an airplane, command which airfield to land on.

You can also search for a given syllable on the pages of the alphabet or primer. At the same time, the game situation may look like teaching your favorite toy to read ("Show Pinocchio the syllable PU!", And immediately after the show - "Tell him what syllable it is").

You can cut the syllables written on the leaves horizontally or diagonally (but not vertically, otherwise the syllable will be divided into letters). You give the child the top part of the syllable, name the syllable, ask them to find the bottom part, then make the halves and name the syllable.

If the child confidently holds a pencil in his hand and knows how to write or trace letters, write the syllables that you memorize with the child with a dotted line, offer to circle the syllable you named, you can circle different syllables with pencils of different colors.

Always after completing tasks to find a syllable, ask the child what syllable it is (but not "Read what is written!"). In these learning situations, the child only needs to remember the task with which syllable he performed, you yourself called this syllable when you gave the task. If the child cannot remember a syllable, offer him a choice of several answers: "Is this GO or GU?", "LE? BE? SE?". So you protect the child from the forced letter-by-letter analysis of the syllable ("G and O, will be ... Will be ... Will be ..."), which will cause him negative emotions, as it will complicate the reading process. Children who get used to "seeing" individual letters in a syllable and trying to "fold" them often cannot switch to syllabic reading and reading whole words for a long time, "folding" words from letters does not allow them to increase their reading speed.

Is it worth it to memorize all syllables with equal persistence? No! Pay attention to syllables that are rarely found in Russian (more often with vowels Yu, Ya, E), do not insist on confident reading of these syllables if the child has difficulty remembering them. The words RUSHA, RYASA, NETSUKE and the like are not often found in books!

A kind of screen of success in teaching a child to read can be the Syllabic House, which the child himself will "build" as he learns syllable fusions. To make it, you will need a large sheet of paper (drawing paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper, you need to depict the "frame" of the house: write vowels horizontally below (you can depict them in arches-entrances), write consonants vertically from bottom to top in the order that your alphabet or primer suggests (it will be more interesting if the consonants the letters will "stand on the balconies"). The frame is ready. Now, on separate pieces of paper - "bricks" - write the syllables currently being studied. Ask the child to find the syllables according to your task, determine the place of this "brick" in the house (horizontally - "floor", vertically - "entrance"), glue the syllable in its place. Now, after classes with a group of syllables, you can paste them into this house. So the house will grow floor by floor, and the child will see his progress in learning to read.

In fact, the Syllabic House is an analogue of the reading table according to Zaitsev's method. But in this version, before the eyes of the child there will be only those syllables that he has already begun to master, and you yourself determine the order of the syllables (at your own discretion or in the order in which the letters appear in the alphabet).

The spreadsheet doesn't end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

Reading chains of syllables - by vowel (MA - ON - RA - LA - PA -...), by consonant (PA-PO-PU-PY-...);

Reading syllables with agreement to the word (KA - porridge, KU - chicken, ...);

In the future, according to the table, you can make words to the child, showing them by syllables, or the child, according to his own plan or the task of an adult, will be able to compose words himself. In such a table, the child will see the absence of some "bricks" - ZhY, SHY, CHYA, SHCHYA, CHU, SHCHU. Perhaps this will be the first step in mastering Russian spelling.

Quite rarely, but still there are such assignments in notebook books. The child needs to color the picture, divided into parts. Each part is signed with a syllable. Each syllable is colored with its own color.

When performing such a task, a natural possibility arises of repeatedly naming a syllable, and hence remembering it. Work on the task in sequence: first one syllable, then the other... First, show and name the syllable yourself, determine the color to fill it in, then, when the child finds and paints over the corresponding detail of the picture, ask what syllable is written here.

Syllable + picture

At the stage of independent reading, the exercise "Syllable + picture" is used. These types of assignments are rarely found in textbooks, but they are very useful, as they contribute to the early formation of meaningful reading.

The child is invited to connect the picture with the syllable with which its name begins.

ATTENTION! We draw your attention to the fact that in this and subsequent exercises, words must be selected in which the pronunciation of the 1st syllable coincides with its spelling (for example, the word "cotton wool" is suitable, but "water" is not, because it is pronounced "vada ").

In another version of the task, various syllables are signed under each picture, the child needs to choose the correct first syllable of the name of the item shown in the picture.

You can make such tasks yourself: use the syllables you previously wrote and select the appropriate pictures from any board game or lotto for them.

The most difficult when teaching preschoolers to read are fusion syllables, which we talked about above, but in Russian, in addition to fusion syllables, there are other types of syllables - reverse syllable (AM, AN ...), closed syllable (SON, KOH .. .), a syllable with a confluence of consonants (SLO, RMS ...). Each of these types of syllables requires special attention when learning, it is necessary to train in their naming and reading to simplify the further transition to reading in words.

So, it is necessary to prevent the incorrect reading of the reverse syllable: they consist, like the fusion, of a consonant and a vowel, and a preschooler can read the reverse syllable as a fusion, rearranging the letters when reading (TU instead of UT). It will be useful to compare and read pairs of syllables - fusion and open, consisting of the same letters (MA - AM, MU - UM, MI - IM, etc.).

When learning to read a closed syllable, invite your child to read pairs and chains of such syllables that are similar in their confluence (VAM - VAS - VAK - VAR - VAN, etc.) or according to the "recited" consonant (VAS - MAC - PAS, MOS - ICC, etc.). Similar work must be carried out when teaching the reading of syllables with a confluence of consonants (SKA - SKO - SMU - SPO, SKA - MKA - RKA - VKA - LKA, etc.) Exercises of this content, which are presented in the textbook of your choice, may be not enough, you can make such chains yourself. Sometimes children do not like this type of work because of some of its monotony, in this case, offer not only to read the syllable, but also to finish it to the word (COD - soon, MOS - bridge ...). Such an exercise is not only exciting, but also develops the child’s phonemic hearing, and will also further contribute to the meaningful reading of words.

So, when learning to read the syllable, remember!

A feature of preschool children is the physiological unpreparedness to learn the rules of syllables and their use when reading.

Before the child can name the fusion syllable himself, he needs to hear its name many times, practice searching for the syllable according to your assignment.

If the child finds it difficult to name a syllable, offer him several answers as a help, thereby preventing him from switching to a letter-by-letter reading of the syllable.

The most difficult to remember are the first groups of memorized syllables, then the child, by analogy, begins to name syllables similar in vowel or consonant.

The pace of mastering syllables should correspond to the capabilities of the child. It is better to master a smaller number of consonants and corresponding syllables, but it is automated to recognize and read syllables.

The ability to read syllables of different types contributes to the fastest learning of a child to read in whole words.

You will find online primer (alphabet), games with letters, games for learning to read syllables, games with words and whole sentences, texts for reading. Bright, colorful pictures, a playful presentation of the material will make classes on teaching reading to preschoolers not only useful, but also interesting.

It would seem that for any person who has learned to read, there is nothing easier than dividing words into syllables. In practice, it turns out that this is not such an easy task, moreover, in order to correctly complete this task, you need to know some of the nuances. If you think about it, not everyone can even give a clear answer to a simple question: “What is a syllable?”

So what is a syllable?

As you know, every word consists of syllables, which, in turn, consist of letters. However, for a combination of letters to be a syllable, it must necessarily contain one vowel, which in itself can constitute a syllable. It is generally accepted that a syllable is the smallest spoken unit of speech or, more simply, a sound / sound combination pronounced in one breath. For example, the word "I-blo-ko". To pronounce it, you need to exhale three times, which means that this word consists of three syllables.

In our language, one syllable cannot contain more than one vowel. Therefore, how many vowels in a word - so many syllables. Vowels are syllabic sounds (create a syllable), while consonants are non-syllabic (cannot form a syllable).

Theories of the syllable

There are as many as four theories trying to explain what a syllable is.

• exhalation theory. One of the most ancient. According to her, the number of syllables in a word is equal to the number of exhalations made during its pronunciation.
• acoustic theory. It implies that a syllable is a combination of sounds with high and low volume. The vowel is louder, so it is able to both independently form a syllable and attract consonants to itself, like less loud sounds.
• articulatory theory. In this theory, the syllable is presented as the result of muscle tension, which increases towards the vowel and falls towards the consonant.
• Dynamic theory. Explains the syllable as a complex phenomenon influenced by a number of factors listed in previous theories.

It is worth noting that each of the above theories has its drawbacks, however, as well as advantages, and none of them has been able to fully characterize the nature of the concept of "syllable".

Types of syllables

A word can consist of a different number of syllables - from one or more. It all depends on the vowels, for example: “sleep” is one syllable, “sno-vi-de-ni-e” is five. In this category, they are divided into monosyllabic and polysyllabic.

If there is more than one syllable in the composition of the word, then one of them is stressed, and it is called stressed (when pronounced, it is distinguished by the length and strength of the sound), and all the others are unstressed.

Depending on what sound the syllable ends with, they are open (vowel) and closed (consonant). For example, the word "for-water". In this case, the first syllable is open, as it ends in the vowel "a", while the second is closed because it ends in the consonant "d".

How to separate words into syllables?

First of all, it is worth clarifying that the division of words into phonetic syllables does not always coincide with the division for transfer. So, according to the rules of transfer, one letter cannot be separated, even if it is a vowel and is a syllable. However, if the word is divided into syllables, according to the rules of division, then a vowel not surrounded by consonants will make up one full-fledged syllable. For example: in the word “yu-la” there are phonetically two syllables, but this word will not be separated during transfer.

As stated above, there are exactly as many syllables in a word as there are vowels. One vowel sound can act as a syllable, but if it has more than one sound, then such a syllable will necessarily begin with a consonant. The above example - the word "yu-la" - is divided in this way, and not "yul-a". This example demonstrates how the second vowel "a" attracts "l" to itself.

If there are several consonants in a row in the middle of a word, they belong to the next syllable. This rule applies to cases with the same consonants, and to cases with different non-syllabic sounds. The word "o-tcha-i-n" illustrates both options. The letter "a" in the second syllable attracted a combination of different consonants - "tch", and "s" - double "nn". There is one exception to this rule - for unpaired non-syllable sounds. If the voiced consonant (y, l, l, m, m, n, n, p, p) is the first in the letter combination, then it is separated along with the previous vowel. In the word "flask" the letter "n" refers to the first syllable, as it is an unpaired voiced consonant. And in the previous example - “o-tcha-ya-ny” - “n” went to the beginning of the next syllable, according to the general rule, since it was a paired sonorant.

Sometimes letter combinations of consonants in a letter mean several letters, but sound like one sound. In such cases, the division of the word into syllables and the division for hyphenation will be different. Since the combination means one sound, then these letters should not be separated when divided into syllables. However, when transferring such letter combinations are separated. For example, the word “i-zjo-ga” has three syllables, but when transferred, this word will be divided as “izzho-ga”. In addition to the letter combination “zzh”, pronounced as one long sound [zh:], this rule also applies to combinations “ts” / “ts”, in which “ts” / “ts” sound like [ts]. For example, it is correct to divide “u-chi-tsya” without breaking “ts”, but when transferring, it will be “learn-sya”.

As noted in the previous section, the syllable is open and closed. There are much fewer closed syllables in Russian. As a rule, they are only at the end of the word: "hacker". In rare cases, closed syllables may be in the middle of a word, provided that the syllable ends in an unpaired sonorant: “bag”, but “bu-dka”.

How to separate words for hyphenation

Having dealt with the question of what a syllable is, what types of them are, and how to divide them into them, it is worth paying attention to the rules of word hyphenation. After all, with external similarity, these two processes do not always lead to the same result.

When dividing a word for transfer, the same principles are used as in the usual division into syllables, but it is worth paying attention to a number of nuances.

It is strictly forbidden to tear off one letter from a word, even if it is a syllable-forming vowel. This prohibition also applies to the transfer of a group of consonants without a vowel, with a soft sign or y. For example, “a-ni-me” is divided into syllables like this, but it can only be transferred in this way: “ani-me”. As a result, when transferring, two syllables come out, although in reality there are three.

If two or more consonants are nearby, they can be divided at your discretion: “te-kstu-ra” or “tek-stu-ra”.

With paired consonants between vowels, they are separated, except when these letters are part of the root at the junction with a suffix or prefix: “classes”, but “classy”. The same principle applies to the consonant at the end of the word root before the suffix - of course, it is possible to tear off letters from the root during transfer, but it is undesirable: "Kyiv-sky". Similarly, with regard to the prefix: the last consonant included in its composition cannot be torn off: “under-creep”. If the root begins with a vowel, you can either still separate the prefix itself, or transfer two syllables of the root together with it: “accident-free”, “accident-free”.

Abbreviations cannot be transferred, but compound words can, but only in terms of components.

ABC by syllables

The syllable is of great practical importance in teaching children to read. From the very beginning, students learn letters and syllables, which of them can be combined. And later, from syllables, children learn to gradually build words. At first, children are taught to read words from simple open syllables - “ma”, “mo”, “mu” and the like, and soon the task is complicated. Most primers and manuals devoted to this issue are built according to this technique.

Moreover, especially for the development of the ability to read in syllables, some children's books are published with texts divided into syllables. This facilitates the process of reading and contributes to bringing the ability to recognize syllables to automatism.

In itself, the concept of "syllable" is not yet fully studied subject of linguistics. However, its practical importance is difficult to overestimate. After all, this small part of the word helps not only to learn reading and writing rules, but also helps to understand many grammatical rules. We should also not forget that, thanks to the syllable, there is poetry. After all, the main systems for creating rhymes are based precisely on the properties of this tiny phonetic-phonological unit. And although there are a lot of theories and studies devoted to it, the question of what a syllable is remains open.