Examination of the oral speech of five-year-old children using a point-level assessment. Diagnostics of speech development of children Series V – Study of the formation of coherent speech
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Systemic organization of speech activity Speech is a specifically human function that arose in the process of evolution. There are communicative, regulating and programming functions of speech. The works of A.R. Luria showed that with brain lesions of different locations, the complex structure of speech activity is disrupted; the nature of the disturbances depends on the affected brain structure. Verbal activity was represented as a relationship between the centers of speech perception (Wernicke) and its reproduction (Broca) and was localized in right-handers in the left hemisphere.
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Understanding the meaning of words and holistic speech utterances (semantic analysis) is the responsibility of the deep parts of the left temporal lobe, responsible for auditory-speech memory, and the posterior associative areas, where elements of the speech structure are integrated into the semantic scheme. The frontal regions are associated with programming actions, active search for information, and analysis of the most essential elements of the content of complex, detailed statements. Various sections of the auditory cortex of the left hemisphere, which perceive and distinguish elementary codes of words - phonemes, without which it is impossible to understand the exact meaning of words.
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Naming objects and oral speech The implementation of oral speech occurs with the participation of the lower parts of the premotor area of the left hemisphere, where Broca's center is localized. Violations in this area lead to getting stuck on a syllable, rearranging letters, and repeating the previous articulation multiple times. Naming an object requires recoding the visual image into its sound equivalent.
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Naming an object is associated with the parieto-occipital regions of the brain. An important condition for adequate naming of an object is the preservation of the acoustic structure of the word. The need for the only correct naming of an object requires inhibition of all side alternatives, which includes the frontal cortex, which controls the entire activating system of the brain, as well as speech initiative.
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Speech rhythm and intonation The supplementary motor area, located anterior to the central (Rolandic) sulcus, as part of the frontal lobes, is responsible for the rhythm of speech and intonation, grammatical word order, the use of conjunctions, pronouns with verbs in both spoken and audible speech. The limbic system (Papets circle) is associated with vocal reactions and introduces an emotional component into spoken speech.
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The right hemisphere is responsible for non-linguistic components of speech - intonation, pitch parameters (pitch, volume), emotional coloring. For the visual-spatial analysis of verbal material. For the interaction of the frontal and occipital regions, the involvement of the visual projection zone associated with the visual presentation of letters.
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Age stages of speech development From the moment of birth, the child perceives phonemes (tones, sound clicks). The first sounds made by a child - humming - do not carry linguistic specificity. In the first year of life, babbling is different in children developing in different language environments. Based on the formation of sensory systems, especially visual, the naming (nominative) function of speech is formed - the child associates objects and their names.
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Development of speech function For the development of the communicative function of speech, speech contact is of utmost importance. The higher parts of the brain are responsible for the voluntary regulation of activity, the formation of the regulatory and programming functions of speech. Holistic verbal activity, abstract-logical and graphic forms (reading and writing) develop over a long period of time, throughout the entire period of schooling
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Systemic analysis of speech disorders Selective disorders of the speech functional system develop in connection with organic lesions of the brain of a focal nature due to trauma, inflammatory and vascular diseases, etc. and are always accompanied by functional neurodynamic disorders in structures adjacent or even quite distant from the lesion. Functional speech disorders are associated with pathological changes in the course of basic nervous processes (excitation and inhibition) and especially with disturbances in their mobility.
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In some cases, these disorders are a consequence of temporary inhibition of individual parts of the speech functional system and are easily recorded as incorrect speech skills. In other cases, speech disorders can be entirely determined only by functional disorders, as exemplified by many cases of stuttering, accelerated speech rate, incorrect sound pronunciation, and voice disorders.
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Stuttering is a speech disorder in which its smooth flow is interrupted by the repetition of individual sounds, syllables or a delay in their pronunciation due to clonic (tics) or tonic (increased tone) spasms of the speech muscles. Smooth pronunciation of phrases requires precise coordination of breathing control, sound pronunciation and articulation. This coordination occurs at the level of the brain stem.
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Age-related breathing characteristics Children's breathing is frequent and shallow. The respiratory volume and vital capacity of a preschooler are 3-5 times less than that of an adult, and at primary school age it is 2 times less. The respiratory rate in children is increased. With mental and physical stress, emotional outbursts, and increased body temperature, respiratory rate increases extremely easily. MOD gradually increases throughout preschool and primary school age. Due to the high respiratory rate in children, this indicator does not lag behind adult values.
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In adolescents (middle, high school age) With age, respiratory reactions to stress become more economical. Tidal volume and breathing depth increase and respiratory rate decreases. Respiratory rate at 12 years old is 19-23 per minute, at 14 years old it is 16-20 per minute, at 10 years old it is 4 l/min, at 14 years old it is 5 l/min. Respiratory functions become difficult during puberty. Delayed growth of the chest with significant extension of the body makes breathing difficult. There is irregular breathing and the process of dilating the airways has not been completed.
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Articulation perception Purpose: To determine the perception of articulatory form and mastery of articulatory patterns. Methodology: The child is asked to watch carefully as an adult, clearly articulating, sings the vowels of the first row (A, O, U, Y, E), then, silently articulating, is asked to guess what sound he is “singing.” Rating: 5 sounds - 10b For each incorrectly guessed sound - minus 1 b, for each unclearly articulated sound - minus 1 b
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Auditory perception. Game "What's Singing?" Goal: Determine the level of auditory perception Method: An adult will ask the child to listen carefully to how objects “sing” and knock on each of them with a stick. Then the child is asked to turn away and guess by knocking which object is “singing.” Material: 5 objects of different quality (glass, wood, metal, plastic, paper), metal stick. Rating: For each item guessed we put a “+”. Speechless and low-contact children can only show an object. For children over 5 years old, it may become more difficult when they take objects that sound similar.
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Visual-spatial perception Purpose: To determine the child’s ability to navigate in space, to identify an understanding of prepositions Methodology: An adult invites the child to place toys (or cards): on a chair, under a chair, to the right of the chair, to the left of the chair, in front of the chair, behind the chair. Then the child is asked to collect the toys, and he must say where he got each of them. For 3 years: on, under, next to, about, behind, in. For 4 years and older: on, under, left, right, in front, behind. Material: Chair, toys or cards. Score: He laid out all the objects correctly and correctly said where they are – 12 points (6 points for how he laid them out, 6 points for the correct use of prepositional case constructions). For each incorrect answer - minus 1b.
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Auditory attention Purpose: Determine the level of auditory attention Method: An adult offers the child a game: “Catch the cat”: “I will name the words, and you should clap your hands if you hear the word “cat.” A number of words, including the control word “cat” and the provocative word “whale”, “cat”, are pronounced at the same pace, with the same intonation. Suggested sets of words: - elephant, dog, cat, dress, whale, forest, cloud, cat, hare, cat, umbrella, leg, cat, wind, cat; - chair, nose, cat, window, whale, side, fox, cat, lamp, cat, frame, hat, cat, fur coat, cat. Evaluation: As a result, the number of correctly “caught” cats + 3b and the number of incorrectly “caught” provocative words is taken into account - minus 3b.
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Visual memory Purpose: Study of the level of visual memory, vocabulary, generalization, sound pronunciation, etc. Methodology: The child is presented with pictures according to the number of years of the child. Then the adult removes them and asks the child to name the ones he remembers. Material: Sets of cards with subject images - 30 pieces: - transport (plane, steamship, car, train, trolleybus); - clothing (dress, fur coat, skirt, jacket, trousers); - toys (spinning top, pyramid, doll, horse , ball); - furniture (chair, wardrobe, table, sofa, chair); - animals (hare, horse, hedgehog, squirrel, dog). Evaluation: Each group assembled is evaluated. 3b – the child identifies a group based on an essential characteristic and names it. 2b – the child identifies a group based on an essential feature, but does not name it. 1b – child, we select a group based on an unimportant characteristic. 0 b – does not complete the task. The maximum number is 15 points.
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“Sequential pictures” Purpose: To determine the level of development of analysis, elements of logical thinking and the ability to compose a story using pictures. Methodology: The child is presented with a series of pictures according to age. The task is formulated: “All the pictures are connected to each other. Lay them out so that you can see where the beginning is and where the end is. Make up a story based on them. Material: Sets of pictures selected according to the plot. 4 years – 3 pictures, 4-5 years – 4 pictures, 5-6 years – 4 pictures, 6-7 years – 5 pictures. Score: For each correctly located picture +1b. For correctly selected words to describe the picture + 1b. Composes simple sentences +1b. Composes a coherent story +1b. Refusal - 0 points.
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Study of fine motor skills of the hands. Goal: Determine the level of development of fine motor skills and auditory attention. Methodology: An adult reads a poem to the child, accompanying him with hand movements, and asks him to repeat it: “The hare (raise the “ears” - right hand up from the elbow, index and middle fingers raised, the rest tucked in) has a little hare (raise the “ears” - left hand up from the elbow, index and middle fingers raised, the rest tucked in). The goat (we raise the “horns” - the right one up from the elbow, the index finger and little finger are raised, the rest are tucked in) has a kid (we raise the “horns” - the left one is up from the elbow, the index and little finger are raised, the rest are tucked in).” Let's re-run it. Rating: Maximum rating – 5 points. Possible errors - minus 1b for each: the child completes the task with visual control; the child helps with the other hand; the child does not help with his hands, but the movements are not precise, he does not remember well; the presence of synchrony of movements (makes movements with both hands simultaneously); allows incorrect pronunciation (“The female goat has a kid”, “The female hare has a bunny”).
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Identifying a dictionary of nouns Purpose: To identify the level of development of active and passive everyday vocabulary, understanding the meaning of diminutive suffixes, the presence of expansion of concepts. Methodology: The child is presented with sets of cards with images of: - two objects identical in function, but different in size; - two identically named but differently functional objects; - objects that are denoted by words that are rarely found in the child’s dictionary; - objects that allow you to name their components; - two different objects that perform the same function. To test the child's active vocabulary, they are asked to name the objects depicted. In case of great difficulties, the passive dictionary is checked. To do this, the adult names the objects not in pairs, but in random order and asks to show pictures with their images. The child's attention is not fixed on mistakes.
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Identifying a vocabulary of nouns (continued) Sample sets: 1. Pillow - small pillow; Dining table - desk; Bench, teapot spout; Sofa - armchair; 2. Chair – high chair; Cupboard – bookcase; Pillowcase, chair seat; Glass - cup Rating: Possible errors: - misunderstanding of the meaning of the diminutive suffix; - misunderstanding the meaning of the adjective; small volume of vocabulary; - presence of expansion of concepts. For each mistake - minus 1b. If refused +0 points.
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Dictionary of verbs Purpose: To identify the level of development of the active and passive everyday vocabulary of verbs, understanding of words denoting action. Methodology: 1 Option: The child is asked to say, “What can mom do? (5-10 words) or “What can you do?” In case of difficulties, 2 guiding questions are possible (And in the evening? On weekends? On a walk?) Option 2: In case of difficulties and in children with little contact. Pictures are used that depict actions, and they are asked to name these actions. 3Option: Pictures depicting objects; Option 4: Pictures depicting actions; Score: For each correct word +1b.
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Word formation Goal: Identification of word formation skills using adjectives as an example. Methodology: The child is asked to say what kind of juice is obtained from this fruit or vegetable. In case of difficulty, the adult offers a sample: grapes - grapes. Complication - what kind of juice is obtained from two fruits or vegetables, sample: apple-grape. Material: Pictures depicting fruits and vegetables or their dummies (apple, orange, pear, garlic, beets, carrots, cucumber. Score: If the child copes with the task independently +1b, for each mistake - minus 1 point. Articulatory motor skills Level I Articulatory patterns are erased. The vowels sound like a "mid" vowel. Level II - The child reproduces clearly distinguishable articulomes according to the model. Level III - The child reproduces all articulatory patterns, but confuses close articulations. Level IV - Difficulties when performing exercises to change articulation patterns. Visual-spatial perception level I Does not remember the meaning of prepositions, does not follow or erroneously follows verbal instructions. Level II Knows 1-2 prepositions, confuses the rest. Level III Confuses more complex prepositions (to the left of, to the right of, between). Level IV - Gets confused when there are 2 prepositions (stand in front of this, behind that) Slide 33
Visual attention Games “Do as I do”, “If you like it, then do it this way” Stage 1 - work on gross motor skills Stage 2 - work on articulatory motor skills Level I The child does not perform Level II The child is late when changing movements (sometimes only sound signals help – claps, clicks) Level III 1. Exercises for gross motor skills are mostly successful 2. The child differentiates articulatory patterns with errors Level IV 1. Gross motor skills are close to normal 2. In articulatory patterns, the child makes mistakes when differentiating articulatory close sounds Auditory memory level I - The child does not know poetry. The child repeats a two-line poem after 3-5 presentations. Level II - The child finishes the poem after 2-3 repetitions. Level III - The child repeats, but some words fall out. Level IV - Memorizes quickly, but there may be minor errors, including grammatical ones. The materials presented below (for examining a 4-5 year old child) do not have to be used in full. Each child is examined individually. During an introductory conversation, the specialist identifies the level of speech and general development of the child, and depending on this, selects the material necessary for a particular child. The speech therapist makes sure that the child does not become overtired and alternates types of activities.
During the diagnosis, the level of formation of the child’s phonetic system (sound pronunciation, sound-syllable structure, dynamic organization of speech), phonemic functions, lexico-grammatical structure of speech, speech motor skills, and coherent speech is determined. The data obtained helps to understand the cause of the disorder and plan correctional work in such a way as to help the child as much as possible.
Speech therapy examination of children 4-5 years old (explanatory note).
1. Examination of sound pronunciation (C 2-14).
2. Examination of the sound-syllable structure of the word (C 15).
The child names the objects shown in the pictures.
3. Examination of the state of phonemic perception (C 16-19).
Invite your child to play “parrot”. You speak, and the parrot repeats.
Repetition of syllables with opposition sounds:
pa - ba, na - ga, ba - na, ga - yes, ta - yes, ka - ga, ta - na, wa - ta, me - ma, ba - ma.
Differentiation of oppositional sounds that are not mixed in pronunciation(based on pictures). Show me where the bowl is? Where is the bear?
Pictures: bear - mouse, duck - fishing rod, crust - slide, barrel - kidney, grass - firewood.
Differentiation of oppositional sounds mixed in pronunciation(based on pictures). Show me where the cancer is? Where's the varnish?
Pictures: cancer - varnish, soup - tooth, cups - checkers, evening - wind, eyes - thunderstorm, goat - braid, garlic - puppy, bowl - bear, raspberry - Marina, flower - Svetik.
4. Survey of the state of phonemic analysis of synthesis (C 20).
Isolating a given sound from words.
Isolating [m] (“mooing of a calf”) or [r] (“motor”) from the words: mouse, mosquito, board, window, frame, house, fish, firewood, table, ball.
5. Study of vocabulary and grammatical structure of impressive speech (C 21 - 22).
We check the volume and accuracy of understanding the meaning of words.
Understanding different grammatical forms (from pictures):
- differentiation between singular and plural nouns
Pictures: cup - cups, mushroom - mushrooms, ball - balls. - differentiation of prepositional - case constructions with prepositions (on, in, under, for, above, before, about, by) Where is the caterpillar?
Understanding phrases and simple sentences.
Show me a pencil with a stick, a pencil with a stick.
Understanding simple common sentences, interrogative sentences.
6. Study of vocabulary and grammatical structure of expressive speech (C 23-37).
- Active dictionary.
Nouns. Name subject pictures on lexical topics and generalizing concepts. From 4 years old - toys, dishes, animals; from 5 years old - the same shoes, vegetables, fruits, family.
Name geometric shapes.
Verbs. What is he doing? (based on pictures)
(Bird - flies, fish - swims, snake - crawls, frog - jumps, plane - flies, boat - swims, car - drives, dog - barks, bites, eats, plays...)
Adjectives.
“Name the colors.”
Selection of definitions for the word: hedgehog - what?, sun - what?, candy - what? socks - what kind? etc.
- State of inflection.
in the nominative singular and plural. Game “One - many” (based on pictures).
Pictures: table - tables, ball - balls, ball - balls, hand - hands, doll - dolls, tree - trees, lion - lions, chair - chairs.
Use of nouns in indirect cases without a preposition.
I have a pencil. I don't have a pencil. I draw with a pencil.
- State of word formation
Formation of names of baby animals: duck, goose, fox, cat.
7. Examination of coherent speech (C 38-40).
Invite your child to look at a story picture (a series of story pictures) and tell what is drawn on it (them).
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Album Surveys of oral and written speech of children of primary school age. (grades 3-4) The presentation was prepared by speech therapist Ilyina Ekaterina Fedorovna Express diagnostics (according to T.A. Fotekova)
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State of oral praxis Instructions: Do as I say. If the child does not perform the movement according to the instructions, then a sample (demonstration) is offered. Instructions: Repeat the movements after me. For lips: Static: “Smile”; "Fence"; "Pipe". (keep the organs of articulation in these positions for a count of up to 10). Dynamic: 1. Alternately: “Hippopotamus” - “Pipe” - “Smile”; For the tongue: Static: Dynamic: “Spatula”; 1. “Spatula” - “Needle”; "Needle"; 2. “Swing”; "Cup"; 3. “Watch”; "Fungus"; 4.Click (clack) your tongue “Horse” “Delicious jam.” For the soft palate: Abrupt pronunciation of the sound “a” on a firm voice attack with the mouth wide open.
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Instructions: Repeat after me the words and sentences. S, S, Z, Z Bough, scythe, bus Umbrella, goat net, donkey, goose, strawberries, monkey 1. There is a cart of oats, 5. Zoya is the bunny’s mistress, Near the cart is a sheep. 6. The bunny sleeps in Zoya’s basin. 2. Sonya Sene asks a riddle. 3. Zina knows a fairy tale about a gray goat. 4. The neighbors started playing music. Ts Heron, ring, cucumber. 1. The fox is basking in the sun. 2. Tit, starling, chicken - birds. W, F Fur coat, cone, shower Beetle, hedgehogs 1. Live mouse, large beetle. 2. Masha has cats and a hedgehog. 3. There are a lot of books in the bookcase.
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Ch-Sh Kettle, barrel, key Brush, drawer, tick 1. Drawer, flying butterflies 2. I clean things with a brush. 3.The sharpener sharpens knives. Part 1.Petya bakes cookies. 2. You need to sing louder. 3.Ride on a swing. R, Ry, L, L Hand, harp, tiger Bow, wolf, table turnip, flu, lantern, ribbon, wallet, salt Royal, leopard, camel, hot water bottle, marmalade 1. The guys go to camp in the summer. 2. Yura flew in a helicopter. 3. Marina picked raspberries. L – V 1. Klava put the onion on the shelf.
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Instructions: Name the pictures, repeat the sentences after me. Y Apple, T-shirt, Yula tram, leaves 1. May is a warm spring month. 2.A hunter with a husky walks through the taiga. J – L 1. Maya and Lyalya are walking in the forest. 2. Julia, fields tulips from a watering can. 3. The cunning hedgehog is an eccentric. He sewed a prickly jacket, covered in needles, without fasteners. The hedgehog will attach a plum to a needle, a pear, any fruit that he finds under the tree, and with a rich gift he will rush to his hedgehogs. [I]
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1. Differentiation of sounds - in syllables Instructions: Repeat after me the chains of syllables. Ba-pa-ba so-zo-tso cha-cha-cha Ta-cha-ta tsa-sa-tsa sha-cha-cha Ka-ha-ka shu-su-zhu sche-se-che - in the phrase Instructions: Correct the mistake in the sentence. Water was stored in the kidney. Dense wood grew in the meadow. The football players scored a goal. The dog was chewing the guests. - in words Instructions: Repeat after me the chain of words. Branch - net - baby Squirrel - beam - bun Butterfly - daddy - slipper - hat Instructions: Clap your hands when you hear a word that differs from the first: Korobok - bun - korobok Bangs - crack - bangs Dawn - blossoming - blossoming Sound [j ]: apple, T-shirt, skirt, dress, trolleybus, leaves
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2. Phonemic analysis of words (sequential, quantitative, positional) Instructions: Answer my questions. How many sounds are in the word “grandmother” (“friendship”, “tongs”)? How many vowels? How many consonants? Name them in order. What is the sound before the sound [sh]? What is the sound after the sound [sh]? 3. Phonemic synthesis of words Instructions: Compose a word from the named sounds. [Bag]; [t]-[p]-[o]-[p]-[k]-[a]; [cheesecake]; [cactus]; [l]-[s]-[f]-[n*]-[s]-[k]; [construction]
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How many words are there in a sentence? The day was warm. A tall birch tree grew near the house. What is the second word in this sentence? 4. Language analysis skills Instructions: Answer my questions. How many syllables are in a word? House Pencil What is the third syllable in the word “car”? Instructions: Answer my questions.
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2. Phonemic analysis (sequential, quantitative, positional) Instructions: Answer my questions. How many sounds are in the word “grandmother” (“friendship”, “tongs”)? How many vowels? How many consonants? Name them in order. What is the sound before the sound [sh]? What is the sound after the sound [sh]? 3. Phonemic synthesis of words Instructions: Compose a word from the named sounds. [Bag]; [t]-[p]-[o]-[p]-[k]-[a]; [cheesecake]; [cactus]; [l]-[s]-[f]-[n*]-[s]-[k]; [s]-[t]-[r]-[o]-[y]-[k]-[a] Examination of the formation of the sound-syllable structure of a word SERIES No. 2
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Instructions: Repeat the words after me. Sidewalk camera excavator cellist traffic controller policeman thermometer librarian poem tightrope walker Instructions: Repeat the sentences after me. 1. The traffic controller directs the traffic at the intersection. 2. The trainer trains the animals. 3. The guide conducts the excursion. 4. The cellist places the instrument in its case. 5.The photographer has a camera with a flash
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Checking the general level of language competence. Instructions: Repeat the sentences after me as accurately as possible. Anya took a book from the shelf. The squirrel jumped from branch to branch. Leaves fell from the sea buckthorn branches. The bear found a deep hole and made a den for himself. After summer, autumn comes and it gets colder every day. 2. Compiling sentences from words in initial form. Instructions: I will say the words, and you make a sentence out of them. Draw, pencil, girl. C, trees, fall, autumn, leaves. Old, laying, grandmother, baby, in, stroller. Petya, buy, ball, red, mom 3. Verification of offers. Instructions: I will read the sentences, if you notice a mistake, correct it. Mom is happy with the purchase. A sparrow carries food to its nest. All old people will be young someday. 1. Determine the number of sounds in words. Material for examination: cat, pike, chair, notes, lemon, crocodile.
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4.Adding prepositions to a sentence Instructions: I will read the sentences, and you insert the desired preposition. Lena pours tea... cups. A seagull flies... with water. The chick fell out... nest. The puppy hid... on the porch. The dog is sitting... in a kennel. 5.Use of plural nouns in the nominative and genitive cases. Instructions: Change the words according to the example: house, and if it’s a lot - houses, but nothing? - houses. Pencil – Forget-me-not – Bee – Bucket – Feather – Ear - 2. Determine the sequence of sounds in words. Verbal material: pike, hat, wardrobe, plate, ball, samovar.
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Nominative dictionary. Level of generalization. Instructions: Say it in one word. Panama hat, cap, beret, scarf, hat - Hoop, jump rope, skis, skates, sled - Tape recorder, TV, iron, refrigerator, hair dryer - Pharmacist, postman, librarian, carpenter, watchmaker - Instructions: Name the baby animals Instructions: Name them in their diminutive form the objects that I will list 1. The name of the baby animals The goat The dog The wolf The chicken The duck The pig The fox The cow The lion The sheep 2. The name of the baby animals The goat The dog The wolf The chicken The duck The pig The foxes In a cow In a lion In a sheep 3. Formation of nouns in the diminutive form Table Snow Chair Tree House Sparrow
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Instructions: If an object is made of paper, it is paper, and if... 4 b) Formation of qualitative adjectives Instructions: a fox is called cunning for its cunning, and... A wolf for greed - A hare for cowardice - A bear for strength - A lion for courage - 3 a) Education relative adjectives from nouns Straw hat Apple jam Cranberry jelly Plum jam Ice slide Strawberry jam Carrot salad Blueberry jam Cherry jam Oak leaf Mushroom soup Spruce cone 4a) Formation of relative adjectives from nouns Straw hat Jam from apples Cranberry jelly Plum jam Ice slide Strawberry jam Carrot salad Blueberry jam Cherry jam Oak leaf Mushroom soup Spruce cone Instructions: if it’s hot, then the day is hot, and if... Frost Rain Sun Wind Snow Cold
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4 c) Formation of possessive adjectives Instructions: If a dog has a dog’s paw, then a fox’s A cat’s A squirrel’s A bear’s A fox’s A lion’s A hare’s An eagle’s nest A bird’s beak A hunter’s gun
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a) Draw a circle under the cross b) A cross under the circle 2. Instructions: Tell me which is true: Spring comes before summer or summer comes before spring? The tree is taller than the bush. The bush is taller than the tree. The day was hot because the guys went swimming. The guys went swimming because the day was hot. 3 Instructions: Answer Vanya’s question above Petya. Who is shorter? Kolya was photographed by Petya. Who's in the photo? The hunter runs after the dog. Who's ahead? Dad read the newspaper after he had breakfast. What did dad do first? The mug was in front of the plate, and the glass was in front of the mug. What was in the middle? Instructions: Do what I ask.
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Compiling a story based on a series of plot pictures. Retelling the text you listened to. Jackdaw and pigeons. The jackdaw heard that the pigeons were well fed. She turned white and flew into the dovecote. The pigeons did not recognize her and accepted her. But the jackdaw couldn’t stand it and screamed like a jackdaw. The pigeons understood everything and kicked her out. Then she returned to her people, but they also did not recognize her and kicked her out. Survey of reading skills To track the dynamics of the reading process at the beginning and end of the school year, the same text is given, but written in a different font.
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3rd GRADE Dictation. At the beginning of the year. Friends. Yura Shchukin and Alyosha Morozov are great friends. They live in the village of Ilyinki. There are wide fields all around. Under the mountain there is the Klyazma river. In the summer the guys worked in the fields. They went to weed beets. Then they ran into a nearby forest. There are a lot of mushrooms and berries there. The boys know mushroom places. (46 words). At the end of the year. Summer rain. It was a hot day. Suddenly there was a breeze. A blue cloud came over. She blocked out the sun. It began to rain. The sun illuminated the surroundings. Raindrops hit the grass and flowers. They hung on leaves and blades of grass. A ray of sunshine played in every raindrop. Rain stopped. Look at the sky! Who built a beautiful bridge from the village to the meadows across the river? There is a light steam coming from the ground. The smell of wildflowers fills the air. (64 words). Independent writing. A story based on a series of plot paintings. (4) Examination of writing skills
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Examination of writing skills 4th GRADE Dictation. At the beginning of the year. Geese are flying. It's time to say goodbye. Migratory birds flocked to warmer regions. The leader trumpeted the muster. The geese gathered together and became quiet. The leader slowly spread his wings and rose sharply into the air. The herd took off after the leader. The strongest goose flew ahead. He cut the air with his wings. Old geese followed. The youth were at the back of the pack. After ten kilometers of travel, the leader was tired. He sank lower and let the flock forward. Another strong goose took the place of the leader. (68 words). At the end of the year. Animal coloring. Animals are protected by color. In winter, the white hare turned white instead of brown. A lump rolls along a snowy path. The fox does not see him in the white field. The hazel grouse is all pockmarked. There is a stripe on the back. Snuggled up to the land. You won't notice it in the foliage. Long stripes are painted on the tiger skin. In summer you will not see a predator in the reeds. The seahorse is difficult to see among the green grass. It changes color. If a ray of sun shines on the sea grass, the horse will turn green. The sun will set below the horizon. The water in the sea will darken. And the horse darkened. Got caught on a blade of grass. The waves rock him back and forth. (86 words) Independent writing. A story based on a series of plot paintings.(4)
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Name the pictures Appendix1 [C] For sound [C]: dog, mustache, nose, bag, bus, snowman.
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Sections: Working with preschoolers
The technique is intended to identify the characteristics of the speech development of preschool children. This technique is adapted for examining five-year-old children. A protocol for examining children's speech has been developed (Appendix 1). The proposed methodology is aimed at identifying the current level of speech development of the child, therefore most tasks do not provide assistance. The exception is tests in which assistance, as practice shows, is really effective. For example, when examining word formation processes, stimulating assistance ( “Wrong, think again..) often leads to updating the correct form of the word.
The maximum number of points awarded for successful completion of all tests of the method for five-year-old children is 282 points.
When processing the received data, the absolute value is converted into a percentage expression. If the above figures (corresponding to a given age) are taken as 100%, then the percentage of success in performing the technique by each subject can be calculated by multiplying the total score for the entire test by 100 and dividing the result by 282. The percentage expression of the quality of the technique implementation thus calculated is then correlated with one of four success levels, identified as a result of the experimental work of T.A. Fotekova.
IV - 100 - 80% speech development corresponds to the norm,
III - 79.9 – 65% ZPR, ONR
II - 64.9 – 50% ZPR, ONR, TNR
I - 49.9% and below TNR; speech pathology, aggravated by intellectual impairments.
In order to obtain an individual speech profile, it is necessary to calculate the success of each series of the technique in percentage terms (multiply the number of points awarded for the entire series by 100 and divide the result by the maximum possible point for this series). In the first series, it is advisable to use the same method to calculate the percentage of success for each task separately (Appendix 2). Then, using the obtained values, you should draw a speech profile (Appendix 3), plotting the success of completing the tasks of the methodology as a percentage on the ordinate axis, and the names of the tasks on the abscissa axis:
1 - articulatory motor skills
2 - sound pronunciation
3 - phonemic awareness
4 - syllable structure of the word
5 - skills of language analysis and synthesis (for 5-6 year old children) skills of phonemic analysis (for 4 year old children)
6 - vocabulary and word-formation processes (for 5-6 year old children) active dictionary (for 4 year old children)
7 - grammatical structure
8 - understanding of logical-grammatical relations (for 6-year-old children)
9 - coherent speech
Having received such a profile, you can immediately identify both the most unformed and the most prosperous components of the child’s speech system and, based on this, develop a correction program.
METHODOLOGY FOR SURVEYING ORAL SPEECH IN FIVE-YEAR-OLD CHILDREN
The technique uses speech tests proposed by R.I. Lalae-voy, T.B. Filicheva, G.V. Chirkina, S.G. Shevchenko, A.P. Nechaev, S.E. Bolshakova, N.V. Serebryakova, L.S. Solomakha, I.S. Krivovyaz. To assess the success of completing tasks, a point system developed by L.I. was used. Peresleni, T.A. Fotekova.
The technique includes five series combining a certain number of speech samples. Each test is assessed separately, then the sum of points is calculated for the entire task, for the series, and then from the total scores for each of the five series, the total score for completing all tasks of the method is calculated.
For each series, and in some series for each group of samples, their own evaluation criteria have been developed. The general rule when assessing tasks of all series is to take into account the degree of success of completion using four gradations, which makes it possible to obtain a more differentiated result.
For series I (except for sound pronunciation, sound identification), II; III; IY - 1; 0.5; 0.25; 0 points.
To identify sounds – 5,3,1,0 points
For sound pronunciation – 3; 1.5; 1; 0 points.
For Y series – 5; 2.5; 1; 0 points.
In different tasks, these gradations reflect the clarity and correctness of execution, the nature and severity of errors made, and the use of assistance.
If it is necessary to clarify the state of any aspect of speech, each of the series of techniques can be used independently
The maximum number of points awarded for successful completion of all tests of this technique is 282 points.
Series I - Study of the sensorimotor level of speech– includes four groups of tasks.
First group The test is aimed at studying the state of articulatory motor skills by performing 10 movements and chains of movements as shown by the speech therapist.
Instructions:“Watch how I do it and repeat the movements after me.”
In order to evaluate the performance of articulatory movements, you need to ask the child to hold the speech organs in the desired position for 3-5 seconds, the last three exercises must be performed 4-5 times
Grade: 1 point – correct execution of the movement with exact correspondence of all characteristics to those presented; 0.5 points – slow and tense execution; 0.25 points – execution with errors – long search for a pose, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis; 0 points – failure to perform the movement. The maximum number of points for the entire task is 10 points.
Second group assignments is aimed at studying sound pronunciation through reflected pronunciation of specially selected words.
In order to save time, phrases and texts with the sounds being tested are not presented at this stage, because the opportunity to clarify the pronunciation of sounds in different positions and with different degrees of independence of speech will arise during further examination. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.
Instructions:“Repeat the words after me.”
Grade: It is proposed to conditionally divide all sounds into five groups:
The first four are the most frequently violated consonants
(Group 1 – whistling S, S, Z, Z, C; 2 group– hissing Sh, Zh, Ch, Shch;
3 – L,L; 4 – P, Pb) and group 5 - other sounds, the defects of which are much less common (posterior palatal sounds G, K, X, and their soft variants, sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds.
3 points – perfect pronunciation of all sounds of the group in any speech situations; 1.5 points - one or more sounds of the group are correctly pronounced in isolation and reflected, but sometimes subject to substitutions or distortions in independent speech, i.e. are not sufficiently automated; 1 point – in any position only one sound of the group is distorted or replaced, for example, as often happens, a solid sound suffers R, while the soft version is pronounced correctly; 0 points – all or several sounds of the group are subject to distortion or substitution in all speech situations (for example, all whistling sounds are pronounced defectively, or sounds suffer Z, S, C, a S, Z saved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15 points.
Third group is aimed at studying the state of phonemic hearing: it contains 26 tests, providing for the identification of a vowel sound among a number of vowel sounds, the distinction of sounds by contrasts (voiced-dull, soft-hard, sonorous, hissing-whistle), repetition of a number of syllables (1, 10, 15 respectively).
a) recognition of a vowel sound among a number of vowel sounds
Instructions:"Raise your hand when you hear - ABOUT-»
Grade:
b) determining the ability to differentiate oppositional sounds
Instructions:"Show picture".
Grade: 1 point – correct answer on the first try; 0.5 points – correct answer on the second attempt; 0.25 points – correct answer on the third attempt; 0 points – incorrect answer on the third attempt. The maximum number of points for the entire task is 10 points.
c) repetition of a series of syllables consists of 15 trials, which are chains of syllables with phonetically similar sounds.
Instructions:“Listen carefully and repeat after me as accurately as possible.”
Presentation - reproduction - presentation - reproduction.
First, the first member of the pair (ba-pa) is presented, then the second (pa-ba). The reproduction of the test as a whole is assessed (ba-pa-pa-ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because The purpose of the examination is to measure the current level of speech development.
Grade: 1 point – accurate and correct reproduction at the pace of presentation; 0.5 points – the first term is reproduced correctly, the second is similar to the first (ba-pa-ba-pa); 0.25 points – inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement, omissions;
0 – points refusal to perform, complete impossibility of reproducing the test. The maximum number of points for the entire task is 15 points.
Fourth group The test is aimed at studying the formation of the sound-syllable structure of a word and includes 15 words with a gradual complication of the syllable structure.
Instructions:"Repeat after me".
Words are presented before the first playback.
Grade: 1 point – correct and accurate reproduction at the pace of presentation; 0.5 points – slow syllable-by-syllable reproduction;
0.25 points – distortion of the sound-syllable structure of a word (omissions and rearrangements of sounds and syllables within a word); 0 points – non-reproduction.
The maximum number of points for the entire task is 15 points.
Maximum score for the whole 1 episode – 70 points .
Series II – Study of Language Analysis and Synthesis Skills- includes two groups of tasks (determining the first vowel sound in a word, isolating a given sound from words).
First group consists of five samples.
Instructions:“Tell me what is the first sound you hear in the word...?”
Grade: 5 points – correct answer on the first try; 3 points – correct answer, but the answers show slowness and uncertainty; 1 point – one correctly guessed sound; 0 – refusal to execute.
The maximum number is 5 points.
Second group consists of ten tests that reveal the extent to which the child extracts a sound from a word.
Instructions:
"Do you hear the sound of the motor? rrrrr in words?"
"Can you hear the cow mooing? mmmm in words?"
The child is offered three attempts with stimulating assistance: “Think again.”
Grade: 1 point – correct answer on the first try; 0.5 points – correct answer on the second attempt; 0.25 points – correct answer on the third attempt; 0 points – incorrect answer on the third attempt.
The maximum number of points for a task is 10 points.
Maximum points for the whole II series – 15 points.
Series III – Exploring Vocabulary and Word Formation Skills- consists of three groups of tasks.
First group includes 45 tests to test active subject vocabulary; showing and naming parts of an object; naming general concepts: toys, dishes, clothes, animals, birds, furniture, vegetables, fruits; names of cubs, names of professions (8,14,8,8,7 respectively).
Second group includes 22 tests to check the dictionary of features (color, shape, quality of the object) - 12, 5, 5, respectively.
Third group includes 25 tests to check the verbal dictionary (naming actions from pictures, “Who moves how?”; “Who screams how?”) - 10, 5, 10, respectively.
Subject dictionary:
Instructions:
“Answer the question” is used for the 1st, 5th groups of samples.
“Show and name the parts. What is this?" used for the 2nd group of samples.
“How can all these objects be called in one word” - for the 3rd group of tests.
“Name the cubs of...” - for the 4th group of samples.
Dictionary of signs:
Instructions:
“Tell me what color of paint” - for the 1st group of samples
“Name the shape of the object” - for the 2nd group of words.
“Answer the question” - for the 3rd group of words
Verb dictionary:
Instructions:
“Tell me what it does?” - for the 1st group of samples.
“Answer me, how does ... move?” - for the 2nd group of samples.
“Answer the way he screams...?” - for the 3rd group of samples.
Grade: 1 point – correct answer; 0.5 points – correct answer after stimulating assistance: “Think again”; 0.25 points - inaccurate use of a word based on lexical paraphasias - sound similarity of words, substitution of the name of an object with an externally similar one, similar in meaning, situational connection with each other, designation of the entire situation instead of the object; 0 points - failure.
The maximum number of points for completing the first group of tasks is
45 points, second group – 22 points, third group – 25 points.
Maximum points III series – 92 points
Series IV – Study of grammatical structure- consists of five groups of tasks.
First group is aimed at studying the state of inflection: it contains 45 samples, providing for the formation of the nominative case form, the genitive plural case; singular and plural dative forms; accusative singular and plural forms; singular forms of the instrumental case of a noun; formation of a diminutive form of a noun (10,10,4, 4,4,4, 4,5 respectively)
Instructions:“I will talk about one subject, and you will talk about many. One is a table, and if there are many of them, they are tables...” - for the 1st group of samples.
“What’s missing?” - for the 2nd group of samples.
“Tell me, who do you give food to?” - for the 3rd, 4th groups of samples.
“Who do you see in the picture?” - for the 5th, 6th groups of samples.
“What do you do to chop wood, sweep the floor, sew, draw?” - for the 7th group of samples.
“Kindly name the objects that I will show. The big one is a hand, and the small one is a pen” - for the 8th group of words.
Second group includes 3 tests for agreement between nouns and adjectives, masculine and feminine singular.
Instructions:“Name the object by color.”
Third group includes 8 tests for agreeing a noun with a numeral.
Instructions:“Let’s count: one (one)..., two (two)..., five...”
Grade 1,2,3, task groups: 1 point – correct answer; 0.5 points – self-correction or correct answer after stimulating assistance “Wrong, think again”; 0.25 points – incorrectly formed form; 0 points – failure.
Fourth group includes 10 tests for the use of prepositional-case constructions and is associated with the need to insert a missing preposition into a sentence.
Instructions:“Now I’ll name a sentence that has a missing word, try to find it and insert it.”
Due to the difficulty of this task, two types of help are used:
1 – stimulating help (“Wrong, think again”) and 2 – in the form of a question to the missing preposition (“Pours tea where?”)
Grade: 1 point – correct answer; 0.5 points – correct answer after stimulating assistance; 0.25 points correct answer after the second type of help; 0 points – ineffective use of assistance, such as of the first and second types.
Fifth group tasks involve repetition of sentences of varying grammatical complexity. According to psycholinguists, the ability to perform such repetition is an indicator of the general level of linguistic competence. Children are able to reproduce sentences of the level of grammatical complexity that they have mastered in their own speech. The success of completing these tasks is also influenced by the volume of verbal material and the quality of the child’s auditory-verbal memory.
The sentence is repeated until the first time it is played (1-2 times).
Instructions:“Listen to the sentence and try to repeat it as accurately as possible.”
Grade: 1 point – correct and accurate reproduction; 0.5 points – omission of individual words without distorting the meaning and structure of the sentence; 0.25 points – omission of parts of a sentence, distortion of the meaning and structure of a sentence, the sentence is not completed; 0 points – non-reproduction.
There are 9 samples in total in the task.
The maximum score for each group of tasks coincides with the number of samples in it, and for the entire IV series is equal 75 points.
Series V – Study of the formation of coherent speech
Children are offered two tasks: composing a story based on a series of plot pictures and retelling.
In order to take into account both the semantic side and the quality of the lexical and grammatical design of a coherent statement, the completion of tasks is assessed according to three criteria proposed by R.I. Lalaeva, which are slightly modified.
1. Compiling a story based on a series of plot pictures (three pictures)
"Cat and Mouse"
Instructions:“Look at these pictures, try to put them in order and come up with a story.”
Grade:
1) criterion of semantic integrity: 5 points – the story corresponds to the situation, has all the semantic links located in the correct sequence; 2.5 points – a slight reduction of the situation, incorrect reproduction of cause-and-effect relationships, or lack of connecting links was made; 1 point – loss of semantic links, significant distortion of meaning, or the story is not completed; 0 points – no write-off of the situation.
5 points – the story is grammatically correct with adequate use of lexical means; 2.5 points – the story does not contain agrammatisms, but there are stereotypical grammatical formatting of statements, isolated cases of searching for words, isolated, or inaccurate word usage; 1 point – there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points – the story is not formalized.
5 points – independently laid out pictures and composed a story; 2.5 points – pictures are laid out with stimulating help, the story is composed independently; 1 point – laying out pictures and writing a story based on leading questions; 0 points – failure to complete the task even with help.
2. Retelling the text you listened to.
Retelling requires a sufficient level of development of auditory-verbal memory, and such characteristics as logic and the ability to convey cause-and-effect relationships are based on mental activity.
The story is presented no more than twice.
Instructions:“Now I’ll tell you a short story, listen to it carefully, remember it and get ready to tell it to me.”
HEDGEHOG.
The children went for a walk in the forest. They saw a hedgehog under a bush. The children wanted to take the hedgehog, but he curled up into a ball. Katya carefully took the hedgehog. The guys brought him home and gave him milk.
Grade:
1) criterion of semantic integrity: 5 points – all the main semantic links are reproduced; 2.5 points – semantic links are reproduced with minor abbreviations; 1 point – the retelling is incomplete, there are significant abbreviations, or distortions of meaning, or the inclusion of extraneous information; 0 points – failure to comply;
2) criterion of lexico-grammatical design: 5 points – the retelling was compiled without violating lexical and grammatical norms; 2.5 points – the retelling does not contain agrammatisms, but there is a stereotypic design of statements, a search for words, and some close verbal substitutions; 1 point – agrammatisms, repetitions, and inappropriate use of words are noted; 0 points – retelling is not available.
3) criterion for independent execution: 5 points – independent retelling after the first presentation; 2.5 points – retelling after minimal help (1-2 questions) or after re-reading; 1 point – retelling the questions; 0 points – retelling is not available even for questions.
These are the most difficult tests of the technique, so the completion of each of them is estimated at 15 points, which is a total of series V amounts to 30 points.
1. Volkova G.A. Methods for examining speech disorders in children. - St. Petersburg, 1993.
2. Orphans: counseling and developmental diagnostics / Edited by E.A. Strebeleva. – M.: Polygraph service, 1998.
3. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: Sat. methodological recommendations. – St. Petersburg: CHILDHOOD – PRESS, 2000.
4. Correctional pedagogical work in preschool institutions for children with speech disorders / Edited by Yu.F. Garkushi. – M.: PE Sekachev V.Yu., 1999.
5. Levchenko I.Yu. Pathopsychology: theory and practice. – M.: Publishing Center “Academy”, 2000.
7. Methodological recommendations of the Office of Preschool Education of the State Education of the USSR for instructions on the admission of children and the formation of groups in preschool institutions for children with speech disorders. / Bulletin of the USSR State Committee for Public Education No. 2, 1989.
8. Trubnikova N.M. Structure and content of the speech map: Educational manual / Ural. state ped. univ. Ekaterinburg, 1998.
9. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. – M., 1991.
10. T.A. Test methodology for diagnosing oral speech of primary schoolchildren. – M.: ARKTI, 2000.
The importance of a diagnostic examination In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, and be able to analyze which components of speech they affect. In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, and be able to analyze which components of speech they affect.
Diagnostics includes examination of the following components of speech: the sound side of speech - the level of phonemic perception and the state of phonemic analysis and synthesis; the sound side of speech – the level of phonemic perception and the state of phonemic analysis and synthesis; lexicon; lexicon; grammatical structure of speech; grammatical structure of speech; state of coherent speech state of coherent speech
Phonemic awareness The examination can be carried out from 5 years of age. It concludes: The examination can be carried out starting from 5 years. It consists of: firstly, in the repetition of syllables with oppositional sounds (pa - ba, ta - na, firstly - in the repetition of syllables with oppositional sounds (pa - ba, ta - na, mya - ma, etc.) ; me – ma, etc.); secondly, differentiation by hearing of sounds mixed in pronunciation (bowl - bear, rat - roof, bangs - lye). secondly, differentiation by hearing of sounds mixed in pronunciation (bowl - bear, rat - roof, bangs - lye).
State of phonemic analysis and synthesis From 5 years old: highlighting the first stressed vowel at the beginning of a word (Anya, stork, wasp, duck); From 5 years: emphasis on the first stressed vowel at the beginning of a word (Anya, stork, wasp, duck); From 6 years: determination of the first consonant sound in a word, the last consonant sound in a word, determination of the sequence of sounds in a word. From 6 years: determination of the first consonant sound in a word, the last consonant sound in a word, determination of the sequence of sounds in a word.
Examination of the grammatical structure of speech, the use of nouns in the nominative case, singular and plural; the use of nouns in the Nominative case singular and plural; use of the Genitive plural form of nouns; use of the Genitive plural form of nouns; agreement of adjectives with nouns in number; agreement of adjectives with nouns in number; agreement of a numeral with a noun; agreement of a numeral with a noun; formation of nouns with diminutive suffixes; formation of nouns with diminutive suffixes; formation of names of cubs; formation of names of cubs; formation of adjectives from nouns (from 6 years old) - relative, possessive; formation of adjectives from nouns (from 6 years old) - relative, possessive; formation of prefixed verbs (from 6 years old) formation of prefixed verbs (from 6 years old)
State of coherent speech Suggested: Suggested: retelling the text; retelling the text; writing a descriptive story; writing a descriptive story; story based on a plot picture; story based on a plot picture; based on a series of plot pictures. based on a series of plot pictures.
Indicators of the development of coherent speech: disclosure of the topic; disclosure of the topic; independence; independence; lexical - grammatical design; lexical - grammatical design; volume of story; volume of story; semantic integrity; semantic integrity; means of communication; means of communication; smoothness of presentation; smoothness of presentation; expressiveness expressiveness
High level The retelling is compiled independently, fully conveys the content of the text, and the coherence and consistency of the presentation is observed. The retelling was compiled independently, fully conveys the content of the text, and the coherence and sequence of presentation are observed. A variety of linguistic means are used in accordance with the text of the work. A variety of linguistic means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are generally observed. When retelling, the grammatical norms of the native language are generally observed. Speech is smooth, pauses are rare. Speech is smooth, pauses are rare.
Intermediate level The retelling is composed using incentives, stimulating and leading questions. The retelling is composed using motivation, stimulating and leading questions. Individual violations of coherent text reproduction are noted. Individual violations of coherent text reproduction are noted. Single semantic inconsistencies, lack of artistic and stylistic elements; isolated violations of sentence structure, a large number of pauses. Single semantic inconsistencies, lack of artistic and stylistic elements; isolated violations of sentence structure, a large number of pauses.
Low level The retelling is based on leading questions. The retelling is based on leading questions. The coherence of the presentation is significantly impaired. The coherence of the presentation is significantly impaired. Omissions of parts of the text and semantic errors are noted. Omissions of parts of the text and semantic errors are noted. The sequence of presentation is broken. The sequence of presentation is broken. The poverty and monotony of the language used and violations of the structure of sentences are noted. The poverty and monotony of the language used and violations of the structure of sentences are noted.
The level of speech development influences successful adaptation and successful learning at school. This is explained by the fact that the process of any educational activity is impossible without the child’s speech activity (answering questions, reasoning when solving a problem, oral preparation of homework, etc.). The level of speech development affects successful adaptation and successful learning at school. This is explained by the fact that the process of any educational activity is impossible without the child’s speech activity (answering questions, reasoning when solving a problem, oral preparation of homework, etc.)
Literature Glukhov V.P. Formation of coherent speech in preschool children with special needs development. – M., Arti, V.P. Glukhov Formation of coherent speech in preschool children with special needs development. – M., Arti g. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. – M. Vlados, Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. – M. Vlados, Balobanova V.P. and others. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: collection of methods. recommendations. – St. Petersburg: Detstvo-press, 2000 Balobanova V.P. and others. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: collection of methods. recommendations. – St. Petersburg: Detstvo-press, 2000. Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. – M., Education, 1967. Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. – M., Education, 1967
