Helping kids with phonics

How to Teach Phonics to Your Child

The answers to our kids' questions about letters, sounds, and words aren’t always as simple as they first appear. How do you explain that the O can be /o/ as in oval or /o/ as in otter, that nanna does not end with the letter R, or why you just can’t sound out the word "was"?

Taking a closer look at what’s involved with phonics, and the role it plays in learning to read can be a helpful place to start.

Why Phonics Is Trickier Than It Sounds

Phonics is the process of teaching children to correlate an individual sound with its corresponding letter or letter group. The more easily they can hear, identify, and manipulate sounds, the easier it will be for them to decode new words when they are ready to read.

Phonics is a fundamental building block of literacy, one that parents can help to develop. But many parents misunderstand phonics to be a program that can teach reading skills “fast” through fun sing-alongs, alphabet worksheets, and flashcards. In fact, it generally takes years to master — while there are 26 letters in our alphabet, there are 44 unique sounds, and most children will spend the better part of kindergarten, first, and second grade learning how those sounds relate to each other to form words.

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Where Parents Get Tripped Up

Any parent who has tried to sound out words with a pre-reader will quickly realize that they have forgotten what hard work it is. Short vowels like “a” and “e” may sound alike to a young ear. Letter combinations like “sh” and “th” are hard to explain to a child who is only recently comfortable with the alphabet. Kids encounter sight words like “the” and “said” that can’t even be sounded out thanks to their irregular spelling! Ask a 6-year-old to spell “kid” and they are just as likely to say, “c-i-d…” as “k-i-d,” leaving parents at a loss for how to explain.

So How Can You Help Your Child?

Kids simply need practice — countless opportunities to hear, grasp, and manipulate the sounds of words, so they can eventually “decode” words quickly for fluent reading. For parents, this might sound like lots and lots of repetition — and that’s okay. It may seem like your child is stuck, but think of phonics like learning a secret code — once your child breaks the code, she'll move forward through that unlocked door without looking back.

One of the most beneficial things parents can do is help their child learn to hear the individual sounds within words. Ideally, he'll receive a comprehensive reading program at school, which includes “spelling rules” and learning sight words. These nine simple phonics-based activities are an ideal way for parents to support literacy development at home.

Focus on the First Letter

1. Talk about the name of a letter and the sounds it makes: Try explaining to pre- and early readers that just like children letters have names, and that also just like children, letters can often say or make different sounds.

For example, you might say, “I can see a letter from your name. Can you see the letter A (say A as in apricot)? In this word it’s making an /a/ sound, a-pple. The letter’s name is A and it’s making an /a/ sound.”

2. Brainstorm words that begin with the same sound: Help your child to think of other words that begin with the /a/ sound. For example, “I can think of another word that starts with that /a/ sound — ant! Can you think of an /a/ word? /a/ /a/ (pause for your child to respond).” If they cannot think of an answer or are not interested, you might like to offer another suggestion or simply leave brainstorming for another time.

3. Have fun with silly sentences that begin with the same sound: If you and your child have brainstormed a verbal list of words you might like to try putting them together into a silly sentence, for example, “The angry ant attacked the apple with an ax!”

4. Play the classic game, I Spy: “I spy with my little eye something beginning with /b/.”

“Ball does begin with b but it’s not what I spy.”

“Bacon? You’re right, bacon begins with b. I spy bacon!”

(The I SPY Books are another way to practice simple words and their sounds, as well as build memory and observation skills.)

Get Them Rhyming

5. Read rhyming books together: There are many fabulous picture books that share their stories in simple rhyme. Once a story is familiar to your child try pausing before the rhyming word, waiting to see if your child offers the correct response.

(You can't go wrong utilizing the classic Chicka Chicka Boom Boom or Brown Bear, Brown Bear, What Do You See?. )

6. Play simple rhyming games: Rhyming games such as this First Learning Puzzles: Rhyming help your children to notice sounds within words and to learn that the same sound may be heard in many different words.

7. Play rhyming tennis: This one is great for kindergarteners who are familiar with rhyming. Choose a rhyming sound, say ‘-at’ as in ‘cat,’ and take turns back and forth each saying a new word that rhymes with the initial word. For example, player one says ‘cat,’ and player two ‘hat’, player one then says ‘rat,’ and player two, ‘mat.’ The round comes to an end when one player cannot think of a new rhyming word.

Progress to Hearing a Short Sequence of Sounds

8. Encourage your child to hear a sequence of sounds: This might sound scarier than it actually is! Look for everyday opportunities to break a short word (start with words with just two or three sounds, for example, hat, dog, car) into its individual sounds for your child to zip back together or blend orally. For example, as you are getting ready to go out to play you might say, “I need to put on my h-a-t. Do you have a h-a-t? What do we need to put on?” The answer, obviously, being ‘hat.’

9. Practice with a Phonics book set. Peppa Pig Phonics, for example, provides parents ample opportunities to sound out short words (and point out the differences between short and long vowels), while your child is sure to delight in the colorful illiustrations and silly antics of Peppa and her friends.

Shop the best phonics sets below! You can find all books and activities at The Scholastic Store.

A Complete Guide for Parents and Teachers

An Introduction to Phonics and learning to read

Throughout this article, I aim to provide you with a clear understanding of teaching phonics effectively in the classroom and offer a variety of strategies and proven ideas to teach phonics.

WHAT IS PHONICS? A DEFINITION FOR TEACHERS AND PARENTS.

Phonics can be defined as a body of knowledge and skills regarding how the alphabet works.

In the context of this article, phonics refers to the method of teaching a student to read by developing their phonemic awareness and an understanding of the links between these sounds and how we use the letters of the alphabet to represent them.

This understanding is essential not only to read well but to bridge the gap between reading and writing.

With a good foundation of phonics knowledge, students can quickly become confident readers and independent solid writers.

PHONEMIC AWARENESS IMPROVES READING FLUENCY

When students develop phonemic awareness, it dramatically enhances their reading fluency which is a reading “superpower”, allowing students to read with speed, accuracy and expression. Reading fluency dramatically enhances students’ ability to read with intonation and energy that translates into expressive writing skills.

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How To Teach Reading Using PhonicsPhonics is a research-based solution to improving reading

The use of phonics, or synthetic phonics as this method is technically known, is an effective and efficient means of teaching young students how to read. For this reason, phonics is the primary methodology for teaching reading in the school systems of many English-speaking countries.

In English, there are around 44 sounds or phonemes. Given that there are only 26 letters used in the language and that many sounds have more than one possible spelling, it is helpful that students learn the relationships between the letters and sounds in a straightforward and explicit manner.

To achieve this, phonics centers on the relationship between sounds and how they can be spelled.

It focuses on the letter and sound correspondences to enable students to break written words down into their component sounds before later recombining them to read the whole word. This process is known as segmenting and blending.

SEGMENTING AND BLENDING

Rather than allowing students to struggle to recognize complete words, as in the whole word method, or to look for contextual clues to figure out what is being said in a text, phonics teaches students to look at the letters of a word and segment it into its component sounds, before blending these sounds back together to read the entire word.

For example, when faced with the word cat, a student might run their finger under the first letter and make the initial /k/ sound, then /a/, and, finally, /t/.

Once they have successfully segmented these individual sounds, they then blend them together to say the word /kat/.

With practice, the speed with which students can look at a word, segment the sounds, and then blend these sounds together to read the word rapidly increases. This makes learning to read through the phonics method the most efficient way for most children to learn not just to read but to write too.

DECODING AND ENCODING: THE BRIDGE BETWEEN READING AND WRITING

Initially, phonics reaps rich rewards for students in terms of the passive skill of reading. This is also known as decoding.

Later, the student’s knowledge of phonics can help them develop the active skill of writing or encoding.

For this reason, teachers will often weave emergent writing skills, such as letter formation, into their phonics lessons to take advantage of the opportunity to bridge this gap between reading and writing skills.

WHAT ABOUT SIGHT WORDS?

As effective as synthetic phonics are in teaching students to read, they won’t be enough on their own to unravel all the opaque mysteries of English orthography.

English is something of a mongrel language. Over the centuries, it has been influenced by the German, Latin, French, Greek, and Celtic languages, among others.

This fact has led to many inconsistencies in spelling surviving in the modern language. Sometimes phonics won’t be enough to decode these words. That’s why students need to learn to read some words by sight alone.

Sight words, or high-frequency words as they are also known, are those extremely common words used time and again in most texts. Many of them are phonetically irregular and follow no conventional spelling rules. For children’s reading books, sight words can account for up to 75% of the words in the text.

Therefore, it’s best to combine the study of phonics with the learning of these sight words for maximum effectiveness. This is something to consider when engaged in your long-term planning.

The most effective strategy for learning these sight words is for discussion another day; for the remainder of this article, we will focus exclusively on the teaching of phonics.

DOWNLOAD THE 100 & 200 MOST COMMON SIGHT WORDS FREE HERE

THE STAGES OF PHONICS TEACHING

Before beginning to teach phonics, it is helpful to have a broad overview of the various stages that comprise a comprehensive synthetic phonics program. The following outline can serve as a practical general guide.

1. THE PRE-PHONICS STAGE

Before beginning to learn phonics in earnest (e.g. sound/letter correspondences), certain prerequisite skills need to be developed, including:

●

LISTENING SKILLS:

Children must be able to listen carefully to the sounds of speech. They must learn to filter speech sounds from other unrelated environmental sounds. This is usually best achieved by playing various listening games. When children have developed good aural comprehension, the game Simon Says is a fun way to further develop listening skills.

●

SOUND REPRODUCTION SKILLS:

Once the children have learned to discriminate between various sounds, they should learn to reproduce these themselves. This is usually achieved by modelling the sounds carefully for the children and encouraging them to copy these with particular attention paid to the shape of the mouth when making each sound. The popular fun game Telephone is excellent for this.

●

SEQUENCING SKILLS:

It is essential for children learning to read to be able to sequence not only the events of a story but the individual sounds of the words they hear. They must be able to recognize which sound comes before or after another. They should also be familiar with sequencing language such as first, second, before, after, then etc.

We have a complete guide to sequencing for teachers and students here.

2. SOUNDS AND ACTIONS

With our younger kids, it can be challenging to give them an anchor to ‘hold on to the sounds of language.

To help build such an anchor to these sounds, which will later help link sounds to written letters, actions are often connected to each sound to aid in memorizing them. This is especially useful in the early stages as it works well for the most basic of sounds.

For example, when making the /m/ sound, children could be taught to rub their tummies as if they have eaten something delicious while saying “mmmmm”.

Or, they could open their mouths wide as if they were eating an apple while saying the /a/ sound.

It is easy to devise customized actions to go along with the various sounds of English and then teach these to your class. Ensure you consistently use the same actions every time for a specific sound to avoid confusion.

Later, when students come to segment words into their individual sounds, they can use these actions to help recall them.

3. THE LETTER AND SOUNDS CORRESPONDENCES

Explicitly teaching the letter and sound correspondences lie at the heart of good phonics teaching.

It is essential to understand a little of the theory of synthetic phonics to be effective here. Here are a few important points to consider:

● Letter Names vs. Letter Sounds

It is crucial that children understand the difference between the names of the letters of the English alphabet and the sounds, as these are two very different things. For example, the letter c is called /see/ but the letter itself usually denotes either a /k/ or /s/ sound. It may seem obvious, but many teachers not trained in the teaching of phonics overlook this distinction and unwittingly make learning to read much more difficult for their students as a result.

● Letters Don’t Make The Sounds

As the limited letters used in English are needed to represent many different sounds, it’s important to point out to students that letters don’t make the sounds; they are simply an option for showing the sound. Often there will be more than one way to show the same sound; for example, the sound /s/ can be encoded in several different ways, including as s, c, and ps. When you are asking your students to write something, you can make the sound and ask them what letter they could use to show this sound. This type of phrasing reinforces the correct relationship between the letters and sounds.

● Avoid The Lazy Vowels

It is also important to remember that when teaching the letters and sounds to avoid making the lazy vowel or schwa sound at the end of a sound. For example, when pronouncing the /k/ sound, make it crisp and short, rather than adding in an extra -uh sound at the end. This will make it much easier for the students to blend sounds together later.

HOW TO PLAN A PHONICS LESSON FOR YOUR CLASS

The detail and delivery of your phonics lessons will depend greatly on the specific situation of your students. However, some general points will be helpful to consider when planning a phonics lesson for your class.

● Keep Phonics Lessons Short and Sweet

To avoid getting bogged down and boring your kids, keep phonics lessons short. In and around 10 to 15 minutes is ideal and no more than 20 minutes. Remember, we want our kids to be lifelong readers, and that means they need to enjoy it!

● Be Consistent

There is a lot of ground to cover here, and consistency is key. If your students are learning to read, they’ll need to practice and study their phonics every day – preferably at the same time each day too.

● Keep on Moving

While a lot of reinforcement will be required over the course of the year, research has shown that keeping a brisk pace through a phonics program achieves the best results. Don’t get bogged down waiting for everyone to get everything before moving on. You will be revisiting the material.

● Keep Things Fun!

Learning to read should be a positive experience, particularly as learning to read means acquiring one of the most empowering skills a child will ever have. To keep things fun, be sure to incorporate lots of enjoyable activities and games into your phonics lessons.

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Phonics Games and Activities

I Spy

This perennial classic is a fun way to get some phonics practice in. You can adapt it to say, “I spy with my little eye something beginning with…” and say a sound rather than a letter. If you wish to work on letter recognition rather than sound, simply hold up the letter itself quietly.

Sorting Activities

Sorting activities are a great way for students to practice their phonics knowledge and can take on an almost infinite number of variations. For example, younger kids may enjoy sorting objects into two hula hoops on the floor, which are labelled with their initial consonant sounds, while older kids might work on consonant blends.

Bingo

Bingo is another very versatile game that can be used to practice sound and letter recognition. Simply decide what you want to work on and place those into suitably sized grids (9×9 works well). These could be initial consonants, vowel digraphs, or pictures of nouns. If you set up some blank grids on laminated sheets, you can save yourself a lot of prep time too. Simply write a broad selection of sounds you are working on onto the whiteboard. Students can select 9 of them to fill in their laminated grid. Now each student will have their own unique bingo card!

Partner Reading

Partner reading is a great way to practice listening skills, as well as reading. Organize students into pairs and provide them each with a copy of the same text. One partner reads the text while the other follows closely with their own copy. The listening partner helps the reader decode difficult words when they have trouble. After a time, partners switch roles. This usually works best when partners are of a similar ability. You can further differentiate here by choosing different texts to suit the abilities of each pair.

Shared Writing

Shared writing is an effective means of introducing independent writing activities. For beginning students, it may take the form of simply spelling a basic CVC word together. For example, to work on the spelling of the word cat, you could draw three cradles on the whiteboard and say each sound; in turn, challenge the students to come up and write the corresponding letter in the cradle until they have written the word C – a – t.

As we can see, the teaching of phonics is a highly efficient and effective means of teaching our children to read and, ultimately, write. It works on training students to be able to hear the various sounds of English, identify these sounds, and link these sounds to the symbols we call letters.

While there are other methods of learning to read employed with emergent readers in the classroom, in two decades of teaching, I’ve never seen another methodology come anywhere close to phonics for overall effectiveness.

And, best of all, phonics can be a lot of fun to learn and teach too!

Violation of sound pronunciation and its correction - Kindergarten No. 2 "Ivushka"

We encounter incorrect pronunciation of sounds in children very early, already at the age of 2-3 years. However, there are most often observed temporary (physiological) violations of sound pronunciation, due to insufficient formation of speech (phonemic) hearing or articulatory apparatus. These violations are overcome if the whole range of measures to improve the health of children is carried out at home and in kindergarten; when adults, talking with the baby, give him the correct speech patterns; when systematic work is carried out to form the correct pronunciation, which contributes to the child's assimilation of the phonetic system of the language, the development of speech-motor and speech-auditory analyzers. nine0003

However, even at an early age there are cases of pathological disorders of sound pronunciation, characterized by persistent misuse of sounds. They can be caused both by impaired speech hearing, articulatory apparatus, and neurodynamic disorders (insufficient differentiation of excitatory and inhibitory processes in the cerebral cortex), unformed interanalyzer connections.
Violations of sound pronunciation are the most common speech defects in preschool children. The following groups of sounds are usually violated:

sibilants - C, CL, Z, ZL

sibilants - SH, W

affricates - C, CH, SC

sonorants - L, L, R, Pb Х, ХЬ

voiced consonants

soft consonants

In some children, only one group of sounds is disturbed, and such a violation of sound pronunciation is defined as simple (partial), or monomorphic.

In other children, two or more groups of sounds are disturbed at the same time. Such a violation of sound pronunciation is defined as complex (diffuse), or polymorphic. nine0003

In any of the above groups, three forms of sound disturbance are distinguished:

distorted pronunciation of a sound (for example, the throat sound R) )

In addition to the types and forms of sound pronunciation disorders, there are three levels of impairment:

Complete inability to pronounce the sound

Correct pronunciation of an isolated sound, but its distortion or omission in spontaneous speech, that is, insufficient automation of sound

Mixing of a sound in a speech stream with another, similar in articulation or sound, i.e. impaired differentiation of sounds

Distorted pronunciation of sounds is usually caused by insufficient formation or impaired articulatory motility. At the same time, children cannot correctly perform movements with their tongues and lips, as a result of which the sound is distorted. Sometimes the reason lies in the individual structure of the articulatory apparatus (malocclusion, shortened hyoid ligament). In these cases, the intervention of an orthodontist is necessary. Such violations are called phonemic, because. the phoneme (sound) sounds distorted, but this does not affect the meaning of the word. nine0003

The reason for the replacement of sounds usually lies in the insufficient formation of phonemic hearing or in its impairment, as a result of which children do not hear the difference between sounds that are close in articulation. Such violations are called phonemic, because. when replacing one phoneme with another, the meaning of the word is violated (cancer - varnish).

In cases where the child's sounds of one group are replaced, and the sounds of another group are distorted, the disturbances are called phonetic-phonemic.

Knowledge of the types, forms and level of sound pronunciation disorders helps the speech therapist to determine the methodology and nature of corrective work with children. nine0003

The task of the speech therapy group in the preschool educational institution is a comprehensive speech therapy impact and accompanying the child in kindergarten. For speech correction, children with phonetic speech underdevelopment (FNR) and phonetic-phonemic speech underdevelopment (FFNR) and general speech underdevelopment (ONR) are enrolled. The activity of the logo group involves a systemic impact, consisting of several interrelated stages: diagnostic, corrective and evaluation and control.

During the diagnostic stage, each child undergoes an individual speech therapy examination, where the speech therapist gets an idea about the state of the child's speech activity and draws up a long-term plan for corrective work. nine0003

The corrective stage includes the staging of disturbed sounds, their automation and differentiation. In parallel with this, tasks related to the formation and development of phonemic perception and the lexical and grammatical structure of speech are being solved. Classes are held both individually and in small subgroups of 3-4 children with similar structural defects in sound pronunciation. After setting the sound, the stage of its automation in words, phrases, verses and texts begins. The duration of the production of sounds and their automation can be different, and depends on the complexity of the violation. nine0003

At the end of the correctional stage, the child moves to the dynamic observation group, i.e. comes the evaluation and control stage, during which the speech therapist and educators monitor the process of automating sound in colloquial speech.

Despite the fact that most of the day a modern child is in kindergarten, the family still has a primary influence on his development. And the effectiveness of the correctional process largely depends on the position taken by the parents. Unfortunately, two extreme variants of attitude to the issue of sound pronunciation correction are more common:

1 - disregard for the quality of the child's speech, often bordering on ignoring the recommendations of a speech therapist;

2 - excessive requirements for the quality of the child's speech at the stage when the sound is still in the process of automation.

Both do not contribute to fixing the correct sound pronunciation and significantly slow down the entire correction process. To help parents, an individual speech therapy notebook is kept for each child, in which all the spent speech material and recommendations of the speech therapist to parents are recorded. The notebook is brought to kindergarten on the day of class, and then taken home to review the material. In cases of systematic disregard by parents of the requirements of a speech therapist, unmotivated absences from classes, it is possible to expel the child from classes in a speech therapy group. nine0003

Disorders of sound pronunciation require the provision of special assistance to the child, and the successful preparation of the child for schooling will depend on its timeliness and joint activities of the speech therapist, educators and parents.

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Lesson 1: Basic phonetic transcription

The Russian alphabet has 33 letters (graphemes) that can be divided into consonants and vowels . Each grapheme has its own sound form, called phoneme , which may have other variants (allophones).

The consonants are generated by a jet of air passing through the vocal cords, causing them to vibrate, which forms clear sound (tone). This tone is further modified in the oral and nasal cavities, in which there are obstructions and noise occurs. Consonants can be divided by voiced (in addition to noise, they also contain tone) and voiceless (contain only noise). Further, we divide the consonants into hard and soft . In Russian, there are 15 steam hard and soft consonants, 3 consonants are always hard - these are “sh”, “zh” and “c” and 3 consonants always soft "h", "u" and "y". In total, we distinguish 36 consonant phonemes.

Vowels are also formed during the passage of a jet of air through the vocal cords, in this case a tone is formed, which is modified in the nasal and oral cavities, but in the absence of obstructions, so that a pure tone is maintained. There are 6 vowel phonemes in Russian: |a|, |e|, |u|, |s|, |o|, |y| , which have their own variants - allophones, depending on the position of the vowel in relation to the stress in the word. nine0003

Russian accent free, movable. It can be on any syllable in a word, it is not constant and in one word it can be on different syllables, for example. window - windows, city-cities.

Russian stress is strong, dynamic, the substressed vowel qualitatively and quantitatively is much stronger than the unstressed, which pronounced much weaker. The weakening of unstressed vowels is called reduction and 2 degrees of reduction are distinguished. nine0003

Russian vowels in relation to stress can be divided into:

3 - percussion (strong, dynamic, long)
2 - first pre-shock (1 reduction stage)
1 - more than the first pre-shock and post-shock (2nd degree of reduction).

Pronunciation table of Russian vowels and their recording in transcription

Vowels after consonants:

Grapheme	Phoneme	Options	vs.	positions in a word
		3	2 9] at the end of a word	['b]
e	\| 'e\|	['e']	['and]	['b]
e	\|' o\|	['ó]	–	–
e	\|e\|	[e']	[s]	[b]
at	\|y\|	[ý]	[y]	[y]
	\|'y\|	['ý]	['y]	['y]
and	\|'and\|	['and'], [s]	['s], [s]	[' and], [s]
s	\|s\|	[s]	[s]	[s]

"I", "e", "yo", "yu", "and" after vowels, at the beginning of a word or after a soft and hard sign: Grapheme Phoneme Variants according to in relation to positions in a word nine] at the end of a word [ṷь] e |j|+|e| [je] [ṷi] [ṷь] e |j|+|o| [jo] – – y |j|+|y| [ju] [ṷу] [ṷу] and |j|+|and| [ji] [ṷi] [ṷi]

Transcription of some consonants:

Exercise

Exercise 1.

Read and rewrite in transcriptions:

Moms, Bábushka, Milkó, Knight, Pine, Superments, Crocodes and L, Chocolate, Shark, Gogrod, Young, Divine and 77 , saying, mash and on, brownie, contract, school, frying pan, open s tka, stop, aroma, car and l.

Tree, knee, birch, girl, spring, business, timber truck, translation, phone, tele and zor, inspector, director, serial, furniture, attic, suitcase, man, d i ya, aunt, salary and nya.

Apple, Yantár, Yaponia, I on, Yaroslv, Yaz s K, I MA, I , Appeal, Janance, I Snaya, Evrena, éva, EG and and and pet, European, edem, food, hedgehog, herringbone, spruce, Yegor, éli, y bka, south zhny, yulá, south rmala, south burden, south , southwestern, Yugoslavia, yuvel and r.

Seven i , trees, mo i , green, Tat i on, comma, d i con, Dar i , Mar and i, i, summer, her, bad weather, happiness, health, move out, move in, go, yours , from and , I’m doing my own , Ra and sa, Zina and yes, my and , my and , operations, laboratories.

ride, work out, bathe, dress, study and wash, contract and he smiles, she is shy and is gone.

Key

Exercise 1.2

Rewrite in transcription:

Today after the lessons we will go to the park. nine0003

Mo and genus and tel hot i t go to the sea in Er and pet.

Boys play ice hockey in winter.

Father and son will go fishing together tomorrow.

Our aunt and d and from Prague will come to visit us.

What time do you have and on your watch?

I want to go boating on our lake.

Who did their homework without osh 9s':e ṷ n]

Key

Literature

The lesson was prepared using the following literature:

Theoretical part

[1]Oliverius, Z. Phonetics of the Russian language. Praha: SPN, 1978. 164 p.

[2] Bryzgunova, E. A. Sounds and intonations of Russian speech. Moscow: Russian language, 1977. 279 p.

Practical part

[1]Barkhudarova, E.L. – Pankov, F.I. In Russian with good pronunciation. Practical course of sounding speech. Moscow: Russian language, 2008.