General speech underdevelopment: concept, classification, correction and prognosis

The diagnosis of GSD (general speech underdevelopment) is made with complex speech therapy disorders. Children with ODD, with healthy hearing and a sufficient level of intelligence, face problems of articulation, recognition of phonemes, comprehension of the syllabic composition of a word, and formation of vocabulary.

OHP is characterized by high comorbidity. A speech disorder occurs against the background of stuttering, alalia, dysarthria, or deterioration of phonemic hearing. Teachers and speech therapists encounter this clinical picture with preschool children, especially if parents did not engage in speech development until the age of 4-5.

What does OHP mean?

If a speech therapist writes in his conclusion about general speech underdevelopment, this means that the child will be sent to a speech therapy group in a kindergarten to correct the symptoms of the identified problem. In conclusion, after the abbreviation “ONR 1 (2, 3 or 4) degree,” a decoding must be given, which diagnosis was the cause of the general underdevelopment of the speech apparatus. For example, “ONR 1st degree (stuttering)” or “ONR 2nd level (alalia).” This decoding allows you to plan correction techniques to correct the identified defect.

Deputy Dean of the Department of Preschool Defectology at Moscow State Pedagogical University M. Lynskaya notes that making a diagnosis of OHP without specifying the reasons for speech immaturity is incorrect and indicates the illiteracy of the specialist who conducted the examination. This is analogous to a neurologist writing “history of headaches” in a stroke patient’s chart.

Also, according to Lynskaya, it is incorrect to make a diagnosis of OHP in case of organic lesions of the hearing organs, Down syndrome and mental retardation (mental retardation). Since these pathologies do not relate to speech therapy, they require consultation with specialized doctors and the prescription of medication.

General speech underdevelopment among preschoolers is the most common diagnosis. Almost half of all speech problems are caused by OHP.

Problems with articulation and phonetic understanding of spoken words provoke disorders in the formation of written speech (dyslexia, dysgraphia).

Who is a speech therapist? educational and methodological material on speech therapy (senior group) on the topic

Speech therapy intervention is carried out in stages:

• preparatory,
• sound production,
• automation of sound and, in cases of replacing one sound with another or mixing them,
• stage of differentiation.

I. Preparatory stage. The purpose of this stage is to prepare for the correct perception and reproduction of sound. At this stage, work proceeds simultaneously in several directions:

– formation of precise movements of the organs of the articulatory apparatus; – formation of a directed air stream; – development of fine motor skills of the hands; – development of phonemic hearing; – practicing reference sounds.

II. Sound production stage. The goal of this step is to get the isolated sound to sound right. In order to practice the pronunciation of an isolated sound, we need to combine the movements and positions of the organs of the articulatory apparatus worked out at the preparatory stage and create an articulatory base for this sound, add an air stream and voice (if necessary). They move on to the next stage - sound automation - only when the child can easily, without preliminary preparation, without searching for the necessary articulation, pronounce the given sound (but not onomatopoeia).

III. Sound automation stage. The goal of this stage is to achieve the correct pronunciation of sounds in phrasal speech, that is, in ordinary speech. At this stage, gradually, consistently delivered sound is introduced into syllables, words, sentences (poems, stories) and into the child’s independent speech.

VI. Stage of differentiation. Sometimes it turns out that in the process of automation, the child begins to freely include the delivered sound in spontaneous speech. And if he does not mix it with another sound (often with the one with which he replaced it before the start of correctional work), then there is no need for subsequent work on it. In speech therapy practice, there are often cases when further continuation of work on sound is required to differentiate it from other sounds, that is, differentiation.

Causes and types of speech disorders

Often during consultations, parents ask questions about the causes of speech pathology. So, the cause of a speech disorder can be:

• intrauterine pathology;
• hereditary predisposition, genetic abnormalities;
• adverse births and their consequences;
• diseases suffered by the child in the first years of life;
• the child communicates with people with speech impairments;
• the baby grows up in unfavorable social and living conditions;
• the child has suffered stress or fear.

Children with simple speech disorders are enrolled in the speech therapy center:

• phonetic-phonemic underdevelopment of speech (in children with dyslalia, dysarthria or an erased form of dysarthria) - FFND;
• violation of the pronunciation of individual sounds (in children with dyslalia, dysarthria or an erased form of dysarthria) - FNR.
• NVOSD is a mildly expressed general underdevelopment of speech or OSD of the fourth level (in children with dysarthria or an erased form of dysarthria).

Phonetic-phonemic underdevelopment (PPND) is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes in children with normal hearing and intelligence

In children with FFND:

• one and the same sound can serve as a substitute for two or more sounds;
• complex sounds are replaced by simple ones;
• There is an unstable use of a number of sounds in various words.

When correcting FFND, speech therapy work is carried out in the following directions:

• Formation of pronunciation skills;
• Development of phonemic perception, sound analysis and synthesis skills;
• Development of attention to the morphological composition of words, changes in words and their combinations in a sentence;
• Developing the ability to correctly compose simple common and complex sentences;
• Development of coherent speech by working with a story, retelling;
• Development of vocabulary by drawing attention to word formation methods

Mild general underdevelopment of speech (GUSSD) is a speech disorder in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar).

NVONR is a combined violation. Inferior speech activity leaves an imprint on the development of higher mental functions. Children experience instability of attention, difficulties in its distribution, decreased memory and memorization productivity, and verbal and logical thinking lags behind in the development. Without special training, children have difficulty mastering analysis and synthesis, comparison and generalization. Disturbances in the motor sphere are also noted.

Recommendations for parents on correcting NVAD in a child:

• Systematically work with the child according to the instructions of the speech therapist and educational psychologist;
• Carry out neurologist's orders;
• Promote the development of the child’s motor sphere;
• Promote the development of fine motor skills of the hands;
• Promote all basic mental processes through children's board games, lotto.

Dysarthria is a disorder of the pronunciation side of speech that occurs as a result of organic damage to the central nervous system. The main distinguishing feature of dysarthria from other pronunciation disorders is that in this case it is not the pronunciation of individual sounds that suffers, but the entire pronunciation aspect of speech.

Dysarthric children have limited mobility of speech and facial muscles. The speech of such a child is characterized by unclear, blurred sound pronunciation; His voice is quiet, weak, and sometimes, on the contrary, harsh; the breathing rhythm is disturbed; speech loses its fluency, the pace of speech can be accelerated or slowed down. In kindergartens and general schools there may be children with mild degrees of dysarthria (other names: erased form, dysarthric component).

The child’s education is carried out in different areas: the development of motor skills (general, fine, articulation), correction of sound pronunciation, formation of the rhythmic and melodic side of speech and improvement of diction. In order for a child to develop strong skills in the entire motor sphere, it takes a long time and the use of a variety of forms and teaching methods. To achieve results as quickly as possible, the work should be carried out together with a speech therapist; consultations with a psychoneurologist and a specialist in physical therapy are also necessary.

Children with the following conclusions are not eligible for admission to the Logistics Center:

• “general speech underdevelopment”;
• "impaired mental function";
• "stuttering".

Therefore, to parents of children with complex speech disorders, the teacher-speech therapist gives recommendations about the child undergoing PMPK, which decides the issue of transferring the child to an institution where groups of a compensatory type function, in order to maximize the effect in the work on correcting speech disorders, in order to eliminate the occurrence of persistent specific difficulties when mastering writing and reading skills.

Practice shows that for the full speech development of preschoolers, close interaction with the parents of children attending kindergarten is necessary. The work of parents to overcome speech disorders in children is irreplaceable. To successfully correct children’s speech, parents need to:

• follow all recommendations of the speech therapist;
• carry out treatment prescribed by a neurologist;
• ensure that the child regularly attends speech therapy classes;
• do homework with your child (given once a week);
• exercise control over the child’s speech.

But if you “leave it to chance,” the child will have problems at school:

• errors in writing and reading;
• decreased self-esteem;
• conflicts with teachers, parents, classmates.

How to work with your child at home

Memo to parents for organizing classes on the instructions of a speech therapist

• To consolidate the results of speech therapy work, your children need constant home exercises. Class time (15-20 minutes) should be fixed in the daily routine. Regular study time disciplines the child and helps him master the educational material. It is advisable to inform your child about what tasks he will perform tomorrow.
• Classes can be conducted during walks and trips. But some types of activities require a calm business environment, as well as the absence of distractions.
• It is necessary to teach the child to complete tasks independently. You should not rush to show how to complete a task, even if the child is upset by the failure. Help for the child must be timely and reasonable.
• It is necessary to determine who exactly from the child’s adult environment will work with him according to the speech therapist’s instructions; it is necessary to develop uniform requirements that will be presented to the child.
• When receiving an assignment, carefully read its contents and make sure that you understand it. In cases of difficulties, consult with a teacher or speech therapist.
• Select visual or gaming material that you will need for your classes. Think about what material you can make together with your child.
• Be patient with your child and pay attention to him during classes. You must be friendly, sympathetic, but quite demanding. Stimulate him for further work, encourage success, teach him to overcome difficulties.

How to work with sound

• Say the sound together with your child.
• Find out how the lips, teeth, and tongue are positioned when pronouncing a given sound.
• Do you use your voice when pronouncing this sound?
• Together with your child, find words that begin with this sound, then come up with words where this sound occurs at the beginning of the word, in the middle and at the end.
• Draw a letter that represents this sound in a notebook, sculpt it from plasticine, cut it out of paper, construct it from counting sticks.
• Draw objects that begin with this sound.
• In your notebook, write the letter in the cells according to the model.
• Make up games with the sound you've been working on.
• Speak speech material for this sound.

Articulation gymnastics

In order for sound pronunciation to be clear, you need strong and mobile speech organs - tongue, lips, soft palate. Since all speech organs are made up of muscles, they can therefore be trained. The main goal of articulatory gymnastics is to strengthen the muscles of the lips and tongue and develop their mobility.

Breathing exercises

A necessary condition for proper development and good growth is the ability to breathe correctly. A child can easily be taught proper breathing.

Basic parameters of correct oral exhalation:

– exhalation is preceded by a strong inhalation through the nose – “we take a full chest of air”; – exhalation occurs smoothly, and not in jerks; – during exhalation, the lips form a tube; you should not purse your lips or puff out your cheeks; – during exhalation, the air comes out through the mouth, you should not allow the air to escape through the nose (if the child exhales through the nose, you can pinch his nostrils so that he feels how the air should come out); – you should exhale until the air runs out; – while singing or talking, you should not take in air with frequent short breaths.

Exercises for developing correct speech breathing: “Snowflake”, “Whistles”, “Soap Bubbles”, “Autumn Leaves”, “Twirler”, “Dandelion”.

Games and exercises for the development of phonemic awareness

Speech sounds are special complex formations unique to humans. They are produced in a child for several years after birth. The long journey of a child mastering the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. If a child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. When perceiving speech, a child is faced with a variety of sounds in its flow: phonemes in the flow of speech are changeable. He hears many variations of sounds, which, merging into syllable sequences, form continuous components.

Games that develop phonemic hearing: the game “Be Attentive!”, “Catch the Sound”, “Catch the Word”, “Correct Me”.

Games and exercises for the development of grammatical structure of speech

The child learns the grammatical structure of the language in the process of communicating with adults and peers. Children borrow words in different grammatical forms from the speech of those around them and gradually begin to independently use a variety of grammatical means. However, the process of mastering the grammatical structure of speech is complex and lengthy.

Games that need to be used to develop the grammatical structure of speech: “One is many”, “Count (from 1 to 5)”, “What’s missing?”, “Change the sentence”, “Call it affectionately”.

List of used and recommended literature:

1. Bolshakova S.E. Speech disorders and their overcoming. M., 2005.
2. Correctional pedagogical work in preschool institutions for children with speech disorders / Ed. Yu.F. Garkushi. M., 2000.
3. Lopatina L.V. Speech therapy work with preschool children with minimal dysarthric disorders. St. Petersburg, 2004.
4. Repina Z.A., Buyko V.I. Speech therapy lessons. Ekaterinburg, 2005.
5. Shashkina G.R., Zernova L.P., Zimina I.A. Speech therapy work with preschoolers. M., 2006

Reasons for OHP

The etiology of speech disorder in childhood includes the influence of exogenous - external and internal - endogenous causes.

Endogenous conditions for the formation of speech disorders are associated with pathology of child development during pregnancy. These include:

• Maternal health problems: illnesses suffered during pregnancy, a tendency to allergies, toxicosis, gestosis, Rh conflict, drinking alcohol or smoking, emotional stress, difficult childbirth, too young or mature age.
• Genetic predisposition to diseases such as diabetes, mental illness.
• Oxygen starvation of the fetus (hypoxia) does not allow brain structures to form correctly.
• Trauma during childbirth, provoked by the use of special mechanisms of obstetrics, leading to brain damage.

Exogenous causes are determined by the characteristics of upbringing and the presence of a history of systemic ailments:

• Organic damage to internal organs, diseases of the central nervous system (central nervous system), rickets, slow metabolism, regular viral and bacterial infections.
• Features of home education: difficult psychological situation in the family, the presence of a traumatic situation, separation from a parent, diseases of neurological and psychological origin.
• Speech problems in relatives: stuttering, pathologically accelerated rate of conversation, slurred pronunciation (including lisp).
• Lack of verbal contact with family in the first 12 months of life: parents do not communicate with the baby, do not tell him about the world around him.

Types of violation

The clinical symptoms of OHP are varied, so its classification includes three categories:

• an uncomplicated form of the pathology is observed in children with insufficient motor skills of the fingers, weak muscle tone, problems with memory and attention;
• a complicated type is diagnosed in children with neurological problems;
• gross underdevelopment is detected with organic lesions of the brain responsible for speech.

Periodization: at each stage, characteristic secondary symptoms are added to the initial disorder; they indicate the severity of the disease. Typically, ONR occurs against the background of innervation of the speech apparatus, neurological disorders, articulation disorders, and, less commonly, stuttering and nasality.

In speech therapy, it is customary to classify four stages of speech development in preschoolers. The first or non-speech level is characterized by insufficient vocabulary. It usually includes several slurred common words and phonemes related to onomatopoeia. Such a child actively uses non-verbal elements - facial expressions and gestures. The concepts of actions and objects in such patients are inseparable. They say “crib” instead of “sleep”, “plane” instead of “fly”.

The passive vocabulary is greater than the used vocabulary. However, the child does not understand the grammatical changes in words, does not distinguish between singular and plural, verb tenses, and division by gender.

Phonemes are not pronounced clearly, which is explained by impaired articulation and poor listening comprehension skills. The number of incorrectly pronounced sounds is several times greater than the number of correct ones. Phonemic awareness is absent or weak.

At the first stage of speech development, there is a reduced ability to perceive and pronounce phonemes and syllabic parts of words.

At the second stage, speech skills are activated. Lexical and grammatical reserve is increasing, although it remains limited, and pronunciation is distorted. The child differentiates actions and objects. Can compose a story based on a picture, begins to use pronouns and conjunctions.

Speech disorder is expressed in the use of primitive sentences of 2, less often 3-4 words. Limited vocabulary is noticeable. The preschooler does not know the names of dishes, pieces of furniture, professions, colors, geometric shapes. Can replace a difficult-to-pronounce word with a simple synonym.

In contrast to the first stage, children distinguish between singular and plural numbers, gender (masculine, neuter or feminine), and tenses of verbs. But there is still no agreement between numerals or adjectives.

The articulation of phonemes is distorted. Many groups of sounds are pronounced incorrectly.

The child can correctly pronounce phonemes in isolation, but in spontaneous speech he replaces them with other sounds. The second level is characterized by rearranging syllables or replacing them with similar ones (“kakoshka” - “potato”, “kofenka” - “sweetie”, “morashka” - “chamomile”).

At the third level, children speak in extended phrases, but there is phonetic underdevelopment of articulation. The main characteristic of this stage is the undifferentiated pronunciation of phonemes. They are replaced by similar ones in sound. For example, “koska” is “cat”, “syar” is “king”, “syayka” is “seagull”. A child can pronounce the same phoneme differently in different words, pronounce phonemes correctly in isolation, replacing them with others in spontaneous conversation.

There may be a rhythm disorder: the child does not pronounce all syllables. For example, “pawn”, not “cockerel”, “novik”, not “snowman”. It is possible to rearrange syllables in a word, as in the second stage. There is a lack of vocabulary - the child uses a minimum of words denoting qualitative characteristics and states. The preschooler cannot find the same root word or the desired synonym.

In free-form conversation, primitive sentences are used. Agrammatism is recorded - inconsistency of numerals and adjectives with the noun, errors in gender, case or number. There are difficulties in using prepositions.

The listed problems require immediate qualified help from a speech therapist. Otherwise, the child will have problems completing school assignments and mastering reading and writing skills.

At the fourth level, rudimentary, unsharp phonemic and lexico-grammatical pronunciation defects are observed. The occurrence of mildly expressed disorders is identified during specialized study and when performing speech therapy tasks.

Minor defects in the syllabic structure of the word are recorded. Usually the child shortens the sound, but does not skip syllables. Rearrangement of phonemes is possible. In exceptional cases, the addition of non-existent syllables is observed.

The fourth stage is characterized by sluggish articulation and insufficient clarity of diction. As a result, speech becomes “slurred.” This indicates that the process of phoneme formation is incomplete.

Children with severe speech impairments and some types of speech impairments:

Dysphonia (aphonia) is the absence or disorder of phonation due to pathological changes in the vocal apparatus. (voice impairment, phonation impairment, vocal impairment).

Bradylalia is a pathologically slow rate of speech.

Tahilalia is a pathologically accelerated rate of speech.

Logoneurosis is a violation of the tempo-rhythmic organization of speech, caused by a convulsive state of the speech apparatus.

Dyslalaya is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

Dysarthria is a violation of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus.

Alalaya is a complete or partial loss of speech caused by local lesions of the brain.

Depending on the degree of development of speech means in a child, general speech underdevelopment is divided into three levels:

General underdevelopment of level I;

General underdevelopment of level II;

General underdevelopment of level III.

Children with severe speech impairments - level I, II, III

Children with severe speech impairments of level I. Verbal means of communication are extremely limited. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used.

Children with severe speech impairments of level II. The child’s speech activity increases. Communication is carried out through a distorted and limited stock of commonly used words. At this level it is possible to use pronouns and simple prepositions. Children can answer questions related to family and familiar events in their surrounding life. Use simple sentences consisting of 3-4 words. Vocabulary significantly lags behind the age-specific norm. There are gross errors in the use of grammatical structures. (the book lies on the table - “kiga goes then”). The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. (“dupa” - hand, “pat nika” - five books, “strawberry” - kukika)

General speech underdevelopment of level III is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Characteristic is the undifferentiated pronunciation of sounds (“Syapogi”, “syuba”, “syaynik”, “syaplya”). In children with severe speech impairments, agrammatisms are observed: errors in the agreement of numerals with nouns, adjectives with nouns in gender, number, and case. A large number of errors are observed in the use of both simple and complex prepositions.

The impact on a child with a speech disorder is associated with the normalization of social contacts with surrounding people.

Correction of speech disorders is carried out taking into account leading activities. In preschool children, it is carried out in the process of play activity, which becomes a means of developing analytical-synthetic activity, motor skills, sensory sphere, enriching the vocabulary, mastering language patterns, and shaping the child’s personality.

Still have questions?

Diagnostic measures

The research begins with familiarization with the conclusion of doctors of a narrow specialization:

• pediatrician;
• otolaryngologist;
• psychiatrist;
• neurologist;
• ophthalmologist

An interview is conducted with parents to clarify the specifics of the development of speech skills at an early age. Articulation diagnostics consists of determining the level of formation of lexical, grammatical and phonetic elements of the language. Researched:

• degree of coherence of speech: the ability to create a description from a picture, retell what you heard, talk about yourself, your family;
• the degree of development of grammatical components: correct agreement of sentence parts, changes in cases, correct use of verb tenses, construction of a detailed sentence;
• the volume of the lexical vocabulary, the ability to differentiate words with the object or action that it means.

Further diagnostic measures include examination of the phonetic component of the language:

• structure and functioning of the speech apparatus;
• phoneme pronunciations;
• perception of syllables and their number;
• ability for sound analysis and sound pronunciation.

Auditory-verbal memory and the correct formation of mental processes are checked. Based on the results of the examination of verbal and nonverbal processes, a speech therapy report is drawn up, which indicates the stage of the child’s speech development, the clinical form of the identified disorder, and the concomitant disease.

It is important to differentiate OSD from SRD (speech development delay), when only the speed of speech formation decreases, but there are no problems with the use of phonetic and lexical elements of speech.

Depending on the severity of the diagnosed disorder, the speech therapist gives recommendations on how to correct it. It is recommended to send:

• Children with SSD levels 1 and 2 are sent to specialized preschool institutions for patients with SSD (severe speech disorders), which involve the addition of diagnoses such as aphasia, alalia, stuttering, and dysarthria.
• With OHP levels 3-4 in speech therapy groups aimed at correcting speech disorders in regular kindergartens.
• If you have level 3 ODD and stuttering, go to a specialized kindergarten with THP or to a speech therapy group for stuttering correction.

Today, due to the shortage of places in specialized preschool institutions for speech and language development, combined speech therapy groups are being created in ordinary kindergartens, to which children with speech and language development disorders, alalia, stuttering, dysarthria, autism and various degrees of speech impairment are sent. However, correctional work with various speech disorders requires the use of specialized techniques, exercises and techniques. Therefore, general group work in such groups turns out to be ineffective.

Peculiarities of speech development of children with NDD.

Gaifullina Aigul Damirovna

[email protected]

MBOU Secondary School No. Surgut

Teacher speech therapist

This article introduces the features of speech development in children with mildly expressed general speech underdevelopment.

Addressed to speech therapists, speech pathologists, primary school teachers, and parents.

Peculiarities of speech development of children with NDD.

The level of speech development is one of the most important indicators of general (mental) development of both a child and an adult. Favorable periods of speech development are preschool and primary school age. Therefore, the primary school program provides special work to enrich the vocabulary and develop coherent speech. In the course of this work, there is an increase in passive and active vocabulary, mastery of the grammatical structure of speech, and the formation of oral and conversational speech skills (dialogue, monologue).

For the first time, the theoretical basis for general speech underdevelopment was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age, conducted by R. E. Levina and the team of the Research Institute of Defectology (L. S. Volkova, G. A. Kashe, T B. Filicheva and others) back in the 50-60s. Deviations in the formation of speech began to be considered as developmental disorders that occur according to the laws of the structure of higher mental functions.

General underdevelopment of speech can be observed in the most complex forms of childhood pathology: aphasia, alalia, as well as rhinolalia, dysarthria - in cases where insufficient grammatical vocabulary and gaps in phonetic-phonemic development are simultaneously detected.

Despite the different nature of the defects, these children have typical manifestations indicating a systemic disorder of speech activity.

One of the leading signs is the late onset of speech; the first words appeared by the age of 3-4, and sometimes by 5. Speech is ungrammatical and insufficiently phonetically designed. Also, it should be noted that despite a relatively good, at first glance, understanding of addressed speech, there is a lag in expressive speech.

The problem of developing coherent speech in primary school students is relevant because it clearly shows the connection between speech and mental education. F. Sokhin accurately reflected this relationship in the statement: “A child learns to think by learning to speak, he also improves speech by learning to think.” Inferior speech activity leaves an imprint on the formation of the educational and cognitive sphere in children. There is insufficient stability of attention, limited possibilities for its distribution, reduced verbal memory, and an unstable level of memorization. All this generally leads to a decrease in the level of cognitive activity of the child. Analysis of children's statements confirms that their speech often does not correspond to age norms. Even those sounds that they know how to pronounce correctly do not sound clear enough in independent speech. There are few generalizing concepts in the children's vocabulary; There are almost no antonyms, few synonyms. For example, when characterizing the size of an object, children use only two concepts: large and small. Moreover, these concepts mean long, short, high, low, thick, thin, wide, narrow. This causes frequent cases of violation of lexical compatibility.

The everyday vocabulary of students with general speech underdevelopment is quantitatively much poorer than that of their peers with normal speech. This is especially noticeable when studying active vocabulary. Children cannot name a number of words from pictures. A descriptive story is inaccessible to students, since they are usually limited to listing individual objects and their parts. Some children are only able to answer questions.

Unlike children with delayed speech development, children with mildly expressed general underdevelopment of speech develop an understanding of everyday conversational speech and interest in playful and objective activities within normal periods. Mental development proceeds more successfully than speech development. It should be taken into account that as verbal speech develops and speech difficulties themselves are eliminated, the intellectual development of children with NDD approaches the norm.

The main task of speech therapy for children with general speech underdevelopment is to teach them to express their thoughts coherently and consistently, grammatically and phonetically correctly, and talk about events from the surrounding life. The ability of children to use correct speech in communication with others, to clearly express their thoughts, to speak their native language clearly and expressively is one of the necessary conditions for the full development of the child’s personality. All this prepares the necessary basis for their successful learning at school, and also prevents the possibility of specific errors in writing and reading.

In the process of correctional and developmental classes, it is necessary to create a favorable speech environment and a good emotional mood. One of the necessary conditions for the further speech development of a child is the creation of motivation for communication, the formation of the desire to talk about oneself, about observations from life. Speech development classes are varied: they include a thoughtfully structured conversation, and stories about toys, objects, paintings, series of paintings, and retellings.

A child’s speech develops primarily in the process of communicating with others. Therefore, the clear speech of those with whom he directly communicates is very important.

It must be remembered that normal development is possible if classes with children with special needs are both general developmental and speech therapy. Since the development of children with speech disorders should also occur in regular classes, lessons where children gain knowledge about the world around them, acquire a variety of skills and abilities, which undoubtedly contributes to the most successful overcoming of speech disorders.

Thus, to correct general speech underdevelopment in children, an integrated approach is required: appropriate organization of training; coordination of educational and training activities of teachers, resolving issues of methodological support, including educational, thematic and long-term plans; development and systematization of practical material that could be used by teachers of different directions in the implementation of correctional pedagogical work.

Literature:

1. Speech therapy. / Ed. L.S. Volkova. Book I. – M., 1995.
2. Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure in children with general speech underdevelopment. – St. Petersburg, 2000.
3. Volkova L.S. Speech therapy - M., 1989.
4. Vlasova T.A., Pevzner M.S. About children with developmental disabilities - M., 1973.
5. Filicheva T.B., Tumanova T.V. Children with general speech underdevelopment. Education and training. – M., 2000.
6. Sazonova S. N. Speech development of preschool children with general speech underdevelopment. - M.: Publishing House, 2007.

Correction of speech disorder

Corrective work of a speech therapist and teacher to correct OHP is carried out differentially, depending on the level of speech development in the child. When working with children diagnosed with level 1 ODD, the following is required:

• development of oral speech understanding skills;
• stimulation of independent spontaneous conversation;
• increasing concentration, memory ability, and imaginative thinking.

When correcting OHP of the 1st degree, it is not necessary to teach a preschooler the correct articulation, grammatical and lexical components of oral speech.

Corrective classes for level 2 OHP are designed to:

• activate spontaneous speech;
• improve understanding of what you hear;
• clarify the pronunciation of phonemes;
• add missing sounds and syllables;
• enrich vocabulary and grammar;
• teach phrasal pronunciation.

At meetings with a speech therapist, preschoolers diagnosed with stage 3 ODD learn to construct coherent sentences, improve articulation skills, enrich their vocabulary, and consolidate correct understanding and pronunciation of phonemes. Such classes are aimed at preparing for writing.

The goal of speech therapy intervention for stage 4 OPD is to restore normal pronunciation indicators for the specified age group and prepare for school assignments. To do this, correct articulation skills are consolidated, phonemic processes are improved, and vocabulary is developed. The child is ready to learn to write and read.

Children with pronounced signs of ODD (degree 1-2) are sent to study in schools with ODD, where the efforts of teachers are aimed at restoring speech skills. Schoolchildren with stage 3 OHP are taught in specialized classes in secondary schools, and with stage 4 - in regular schools.

The acquisition of language skills, the strengthening of spontaneous speech, the improvement of motivational and semantic content, and vocabulary indicate a transition from one stage of development to another. The speed of correction depends on the complexity of the initial diagnosis, its specifics and the child’s abilities.

Prevention and prognosis

The success of speech therapy work to correct speech disorders depends on its timeliness. It is recommended to start treating OHP as early as possible - from 3-4 years. Today, many preschool institutions have experienced specialists who successfully use music, art therapy, speech therapy and play techniques for teaching speech skills.

Prevention of general speech underdevelopment is aimed at preventing the progression of clinical symptoms of the diseases against which it appears - alalia, rhinolalia, dysarthria, aphasia. Parents must create a favorable speech environment for raising their child and stimulate the early development of verbal and nonverbal processes.