Consultation for teachers “Expressive speech”consultation on speech therapy

For every person, speech is the most important means of communication. The formation of oral speech begins from the earliest periods of a child’s development and includes several stages: from screams and babble to conscious self-expression using various linguistic techniques.

There are such concepts as oral, written, impressive and expressive speech. They characterize the processes of understanding, perceiving and reproducing speech sounds, the formation of phrases that will be spoken or written in the future, as well as the correct arrangement of words in sentences.

Oral and written forms of speech: concept and meaning

Oral expressive speech actively involves the organs of articulation (tongue, palate, teeth, lips). But, by and large, the physical reproduction of sounds is only a consequence of brain activity. Any word, sentence or phrase first represents an idea or image. After their complete formation occurs, the brain sends a signal (order) to the speech apparatus.

Written speech and its types directly depend on how developed the oral form of speech is, since, in essence, it is a visualization of the same signals that the brain dictates. However, the peculiarities of written speech allow a person to more carefully and accurately select words, improve a sentence and correct what was written earlier.

Thanks to this, written speech becomes more literate and correct compared to oral speech. While for oral speech the important indicators are voice timbre, speed of conversation, clarity of sound, intelligibility, written speech is characterized by the clarity of handwriting, its legibility, as well as the arrangement of letters and words in relation to each other.

By studying the processes of oral and written speech, specialists form a general understanding of a person’s condition, possible disorders of his health, as well as their causes. Speech function disorders can be detected both in children with a speech apparatus that has not yet fully formed, and in adults who have suffered a stroke or suffer from other diseases. In the latter case, speech may be fully or partially restored.

Speech development in young children from birth to two years

How speech and communication develop at an early age, when and how to practice - this is a question that all parents ask.

Let's try to briefly answer these questions. You can find more detailed answers and recommendations in the books published by our organization. A study of the development data of children with Down syndrome shows that the majority of children have a violation of speech function, especially its expressive side*. In other words, it is known in advance that the child’s own speech will be impaired. This gives us the opportunity, by starting classes on time, to prevent or at least minimize these violations. Experience shows that the optimal age for starting classes to stimulate speech development is the first months of a baby’s life.

What are early childhood activities like?

First of all, this is interaction and communication with the child, which occurs while caring for him and playing with the baby. Closer to the year, short, specially organized classes are added, which are conducted in the form of a game.

Who will conduct the classes?

Whether you have a family educator or not, classes are taught by parents and other family members.

What does the development of young children depend on?

The development of a young child, including speech, is based on “three pillars”

First of all, let's call social-emotional development, namely, warm relationships with loved ones. Primary attachment not only affects the child’s subsequent relationships with the world of people, but also its entire development.

Next, we note sensory development - all types of sensation and perception, that is, sensory knowledge of the surrounding world

And finally, motor development - the child’s ability to reach and take objects, turn towards an object of interest, moving in space, explore it, set and realize goals, understand cause-and-effect relationships and much, much more.

Thus, we have the right to say that the socio-emotional and sensorimotor development of a young child are basic for his subsequent development, including speech development. All this makes it possible to assume that the approach to speech development should be based on emotional, sensory and motor stimulation of the child. *Note:

Expressive speech – own speech Impressive speech – understanding of addressed speech

Let's consider the sequence of development of a child's expressive speech:

Screams, grunting, short guttural sounds - hooting - arise independently from birth. Humming is a drawn-out pronunciation of vowels and syllables with guttural consonants (gu, agu, gee). Babbling - repeated repetition of chains of syllables, with labial and frontal consonants (ma-ma-ma, boo-bu-bu) Words - the transition to babbling words (mom, dad, bobo, bang, am, dai) occurs against the background of babbling. A word is any sound, syllable, or onomatopoeia that carries a semantic load. For example, repeating the syllables ma-ma-ma is babbling, but the same combination of syllables addressed to mom is already a word.

Expressive Vocabulary Growth

At the age of one year, a child can have from 3-5 to 7-9 words. After the appearance of the first words, vocabulary development may stop for 4-6 months. During this time, children learn to use their existing vocabulary by combining words with gestures and movements. After one and a half years, the number of words increases, and closer to two years, words from the adult lexicon appear: ba or baka (dog), mami (take), maka, may (small), bo (big). Children's first words are characterized by polysemanticism: the same sound combination in different cases expresses different meanings, and these meanings become understandable only thanks to the situation and intonation. For example, “ka-ka” can mean a swing (kach-kach), a crow (kar-kar), rain (drip-drip). In addition, a child can use the same sound combination to name any bird (by association with a crow), or an umbrella (by association with an umbrella). Grammatical structure. Later, phrases of two lexical units appear: “Lala bang” - the girl fell, “daddy u” - dad is sawing, “uncle drr” - uncle is driving a car. Children also use a combination of words and gestures, for example, to indicate the absence of a car, a child can say “drr” and show a “no” gesture

Step-by-step development of a child’s expressive speech

Newborn baby. Hooting period

• Carry the baby in your arms. Don't be afraid to spoil your baby.
• While caring for your child, attract his attention, talk to him, sing songs, smile. Remember that at this stage the child is attracted to smooth, melodious speech.
• Feeding time is a time for mother and baby to interact. Look at the baby, and when he looks at you, smile at him, say something kind. Breastfeeding on demand is ideal, but bottle feeding, if done correctly, will bring you many wonderful moments of complete closeness with your baby.

By the end of the first month, the baby is already reacting to the appeal to him: he stops crying and focuses on the adult.

From 2 to 3-4 months. Hooing, humming

• Draw your child's attention to your face. Call him, blow, cluck at the baby, waiting for his gaze, and, having waited, smile at the baby.
• Talk to your baby, conducting a kind of dialogue with him. When making different sounds, pause to give your baby the opportunity to respond to you.
• Be attentive to your child's signals; perhaps he also wants to communicate with you. This is evidenced by his look, smile, cooing sounds.
• While talking to the baby, tickle him and stroke him. Your speech and your smile, combined with tactile-motor stimulation, will help your baby smile at you.
• At this age, children enjoy smooth, melodious speech. They listen carefully to the intonation, not yet understanding the meaning of the speech.

If the child looks away or even turns away, this is a signal that he is tired and you need to take a break from communication. At this age, proper organization of feeding is very important.

From 3/4 to 7/8 months humming, babbling

• Play with your baby while sitting face to face; for this you can use a special chair with an inclined back (baby lounger, car seat). Sitting comfortably, the child will be happy to play and communicate with you.
• Massage the face and organs of articulation (see books for parents “Baby with Down syndrome” “Formation of communication and speech skills in children with Down syndrome”
• Use a combination of chains of movements with chains of syllables: when pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, jump with the child. To do this, you can sit the child on a large ball, another springy surface, or simply on your lap.
• Shake the baby, this usually makes him laugh and shout loudly.
• Imitate the babble of a baby. When pronouncing labial sounds and syllables, draw the child's attention to your mouth.

The time has come when you must help your child connect the word with the content - developing speech understanding (you can read about this in the article about speech understanding/impressive speech)

From 9/10 to 12/14 months Babbling, first babbling words

• Motor development. At this age, the baby should spend most of his waking time on the floor. Encourage him to move around the room with interesting toys.
• Speech understanding. When talking to your baby, try to be laconic. Emphasize the key word with intonation. Sing songs and nursery rhymes, accompanying them with gestures.
• Inducing active babble. Draw the child's attention to your face, pronounce syllables with labial sounds: ba-ba-ba, ma-ma-ma. Pause, giving your baby the opportunity to repeat after you.

Until recently, parents were advised to use recordings of the babbling speech of another child or the baby himself. Recent research has shown that the real effect is listening to babble in the presence of a “carrier”, in other words, the child must see the person who pronounces these sounds. This is why Toddler groups have become so widespread, where kids have the opportunity to imitate the movements, actions and speech of their peers.

• Massage of the face and organs of speech. To activate the muscles of the face and mouth, we suggest you do a massage.
• Shake the child, throw him up, swing him on the ball, while simultaneously pronouncing babbling chains.
• Hand stimulation. Introduce finger games with your child. This will also stimulate his speech activity
• Organization of feeding. The organs of speech and the organs we use for eating are the same, so proper organization of feeding is important for the development of speech Development of imitation of movements. A child learns to speak by imitating the speech of an adult, including movements of the lips and tongue. This is especially noticeable if you watch how the baby carefully looks at the mother’s face.

The development of imitation of movements helps to develop the baby’s imitation abilities. Use alternating games for this - roll the ball to each other, alternately hit the drum. A combination of verbal cues, gestures and movements. Play nursery rhymes with movements, for example, “okay”. Use gestures, sounds, babbling words, onomatopoeia to indicate what is happening, for example, This is a car: drrrrr, / bibi. The car drives drrr + “steering wheel” gesture. Thus, the adult uses the full word, gesture, “children's word.”

From 12/14 to 18/20 months Babbling words. First simple words

Development of gross motor skills. Development of quality of movements. Walking, changing positions.

Speech development. Lists and tables are compiled that record the child’s speech development. List 1. Expressive vocabulary. The list includes all sounds, syllables and onomatopoeias that act as words. For example, if a child uses the lexeme “ka-ka” with different meanings (swing, swing - kach-kach, rain - drip-drip, crow - kar-kar) then this is recorded as three different words. List 2. Received the code name “babble” This list records all speech signals that do not carry a lexical load. For example, vavawa, tatata, etc. Based on lists 1 and 2, list 3 is compiled, which includes those sound combinations and words that are accessible to the child in terms of articulation. In this way, we can expand the child’s vocabulary by moving from babble to words. Analysis of the second and third lists help us take into account the articulatory capabilities of children.

An example of work on developing expressive speech

1 step. We encourage the child to use the words he already has.

Make a list of the words your child has and encourage their use in play and everyday life. List example #1:

Child's words/Meaning of words

• Mother
• Dad
• Woman
• Uncle
• Pampa
• A-a-a/dog
• Drrr/car
• Sniffles/hedgehog
• A_a_a/sleepTalk to your child using words from this list

Bring a specific meaning to the child’s babble: if the child says “mama,” the mother’s positive reaction should follow. React emotionally and positively to your child's spoken words. When your baby says a word, try to understand what he means and respond to his message. It is better if you turn to the child, look into his face and in one way or another confirm that you hear and understand him. For example, a child brings a car and says “beep.” You answer: Yes, this is a car, it buzzes “beep.” Children often ask adults to name this or that object. They point a finger at him, accompanying this with some kind of sound (mmm, uh, etc.). Name the subject that interests the child and your dialogue will take place.

Ask questions that encourage the use of first words. For example, someone rang the doorbell, or you heard the sound of a door opening, ask “Who came, who is it?” If the baby doesn’t answer, name it yourself (dad, grandma, etc.) Another example. The kid is rolling the car, you say: the car is going drrr, how is the car going? Step 2.

Make list No. 2. It will include syllables and syllable chains that do not make sense. As you remember, we called them “babies”. This could be, for example, a list like this:

• Vavava, dadada, nanny, uuuu, uh

Step 3.

Consider lists No. 1 and No. 2.

Write down what syllables your child can say. Based on these syllables, make list No. 3, which will include words new to the child. List #3 might look like this:

How does an adult pronounce / How does a child say

• Drum bam-bam-bam bam/ ba-ba-ba
• Fell bang bang/bang
• Swing, swing swing - swing swing
• Rain drip-drip-ka-ka
• Goose gagaga ha-ga
• Frog qua-qua wa-wa
• Give me, give me? yes/na
• Dog aw-aw aww, a-a
• Crow caw caw caw
• Sleep ah-ah, bye=bye bye, ahh

An adult must use full words in speech, accompanying them with onomatopoeias from lists No. 1 and No. 3, for example: “if you want to swing on a swing - swing-pitch”, “The baby is sleeping - bye-bye / a-a-a Step 4.

After some time, the child will begin to develop truncated and simplified words from the adult vocabulary, for example ba/baka/babaka, which means dog. In order for these words to become entrenched in your child’s vocabulary, you must not miss their appearance and actively include them in your communication with your baby. At the same time, a halophrase appears, when a child replaces an entire message with one word, for example, seeing a hammer, he says “dad.” This does not mean at all that the child has mixed up something, he is simply trying to say: “Dad banged with this hammer,” which means that you must decipher his message and then the baby will feel that he is understood. Encourage your child to use two-word constructions in play and everyday life: yaya bang (Lala fell), as well as statements consisting of two words or a word and a gesture.

Some patterns of speech development in young children

An indicator of the development of a child’s speech after the appearance of the first words is not correct sound pronunciation, as parents for some reason think, but the timely development in the child of the ability to use the words of his vocabulary in various combinations with each other, i.e. developing the ability to connect words into sentences.

A characteristic feature of children's speech up to 3 years of age is that many sounds of the native language are omitted or replaced by ones that are similar in sound or articulation. This happens because the articulation of sounds is not developed immediately, but gradually, and the perception of speech is far from perfect.

Children speak words consisting of available sounds:

• early ontogenesis of speech: vowels a, o, y, i, consonants m, p (b), t (d), v (f), n', k, g, x, s(z), -yot;
• middle ontogenesis of speech: vowel ы, differentiation by softness, hardness, voicing of all consonants, l';
• late ontogenesis of speech: p, p', w, g, h, sch (requiring elevation of the front part of the tongue), l, c.

Children's first words are characterized by polysemanticism: the same sound combination in different cases expresses different meanings, and these meanings become understandable only thanks to the situation and intonation.

The fewer words in a child’s vocabulary, the greater the percentage of words that are pronounced correctly. The more words in a child’s vocabulary, the greater the percentage of words that are contoured and distorted, which can be explained by the physiological unpreparedness of the child’s speech apparatus to reproduce the difficult words he has newly acquired.

After the appearance of 5-6 words, vocabulary development may stop for 4-6 months.

The sound pronunciation of a child raises many questions and worries for parents.

At first the baby spoke 10-20 words and everything was clear. Baba, mom, bibi - bang - all these words were clear to others. And so, with the expansion of the vocabulary, speech became blurred and incomprehensible. What does “tutite mutiti” mean?

"Dati lyapaka." It’s not at all easy to guess that a child asks to turn on music or wants an apple. What especially confuses parents is that one of the neighboring children began to speak immediately and correctly.

Let me remind you again that all children are different. A rapid increase in vocabulary (lexical explosion) prevents the child from coping with correct pronunciation. Someone pronounces sounds clearly, but their syllable structure is disturbed, for example, instead of dog baka, someone maintains the number of syllables, but pronounces babaka, sometimes already being able to say the sound “s”, the child can say “basaka”

What to do about it? First of all, take it calmly. Secondly, try not to speak too quickly. There is no need to correct the child; it is better to correctly repeat his request and fulfill it. For example, a child asks for macaco, you say: “milk? I'll give it to you now"

Let me remind you that there are sounds that are simple and complex in terms of articulation. I have already written about the sounds of early, middle and late ontogenesis. But this does not mean at all that the baby’s sound “C” must appear before the age of two. Hissing (sh, zh) whistling (s and z) africates/double consonants (ts, ch, sch), sonorants (p, l) are not immediately acquired by many children. For example, at 2.5-3 years old, instead of the sound s, a child can first pronounce the sounds th, t (there, tyam instead of sam), at 3-4 years old - the sound sya (syam), by 4-5 years old he can learn this sound and pronounce it correctly. The same thing happens when learning other sounds that are difficult to pronounce.

Thus, the acquisition of correct sound pronunciation can take quite a long time to develop and differ for all children. If one child can correctly pronounce all sounds by the age of 3-4 years, then another can learn them by the age of 5-6 years.

At the same time, we can help children expand their sound capabilities.

If the child does not have sounds related to early ontogenesis (group 1): vowels a, o, y, i, consonants m, p (b), t (d), n', k, g, x, s, -yot ; start stimulating their pronunciation in games, exercises, using cards and pictures. For example, if the child does not have the sound B, then play the drum ba-ba-ba! look at the picture on which a drum is drawn and written: “drum”. You yourself, while showing the picture, say “drum - ba-ba-ba.” This can become your daily activity, which should last no more than 5-7 minutes, but will help your baby learn to pronounce new sounds and, as a result, new words.

Impressive and expressive speech: what is it?

Impressive speech is a mental process that accompanies the understanding of various types of speech (written and oral). Recognition of speech sounds and their perception is a complex mechanism. The most actively involved in it are:

• sensory speech area in the cerebral cortex, also called Wernicke's area;
• auditory analyzer.

Impaired functioning of the latter provokes changes in impressive speech. An example is the impressive speech of deaf people, which is based on recognizing spoken words by lip movements. At the same time, the basis of their written impressive speech is the tactile perception of three-dimensional symbols (dots).

Schematically, Wernicke's area can be described as a kind of card index containing sound images of all words acquired by a person. Throughout his life, a person refers to this data, replenishes and corrects it. As a result of damage to the zone, the sound images of words stored there are destroyed. The result of this process is the inability to recognize the meaning of spoken or written words. Even with excellent hearing, a person does not understand what is being said (or written) to him.

Expressive speech and its types are the process of pronouncing sounds, which can be contrasted with impressive speech (their perception).

Delayed development

Expressive and impressive speech in speech therapy can develop in children with delay due to:

• existing perinatal damage to the brain centers (pathologies that occur while the child is in the womb);
• birth as a result of premature birth;
• disturbances in the functioning of the organs of articulation;
• underdevelopment of the hearing aid or serious diseases of its main organs;
• existing general mental retardation of a particular child;
• genetic predispositions (can be transmitted through several generations);
• lack of sufficient communication with close relatives (psychologists have proven the need for daily communication with children from the first day of their life. Despite the lack of response on their part to addresses and words, during the perception of the mother’s speech, the brain center responsible for impressive speech is actively formed);
• lack of proper education (relevant for children under the care of municipal orphanages or infant homes);
• existing delay in physical development;
• the presence of serious diseases affecting the nervous system and brain that the child suffers in early childhood;
• lack of a complete balanced diet in the first years of life;
• autism;

• deficiency of stimulating factors of speech development.

Expressive and impressive speech, which develops with a delay, are recognized in speech therapy by a number of signs:

• incorrect pronunciation of words (rearrangement of letters, distortion of sounds, etc.);
• inappropriate use of prepositions and conjunctions;
• absence of interrogative sentences in the child’s speech;
• pauses between words longer than 2 seconds;
• stuttering;
• not saying parts of a word.

The process of forming expressive speech

Starting from the first months of life, the child learns to perceive words addressed to him. Directly expressive speech, that is, the formation of a plan, inner speech and pronunciation of sounds, develops as follows:

1. Screams.
2. Booming.
3. The first syllables are like a type of humming.
4. Babble.
5. Simple words.
6. Words related to the adult vocabulary.

As a rule, the development of expressive speech is closely related to how and how much time parents spend communicating with their child.

Children's vocabulary size, correct sentence production, and formulation of their own thoughts are influenced by everything they hear and see around them. The formation of expressive speech occurs as a result of imitation of the actions of others and the desire to actively communicate with them. Attachment to parents and loved ones becomes the best motivation for a child, stimulating him to expand his vocabulary and emotionally charged verbal communication.

Expressive language impairment is a direct consequence of developmental disabilities, injury or illness. But most deviations from normal speech development can be corrected and regulated.

Development is normal

Expressive and impressive speech in speech therapy are one of the key indicators of the general development and health of the child. Depending on the age of the young patient, the doctor, according to basic standards, identifies the need for correctional classes or consultations with specialized specialists (neurologist, psychiatrist, psychologist, neurosurgeon, and so on).

According to the generally accepted norm, by the age of 7-8 years, a child must master a number of expressive speech skills, including:

• hooting;
• bumming;
• laughter;
• cry;
• babble;
• imitation of sounds produced by parents;
• the ability to describe one’s thoughts descriptively, which appears at the age of 8-9 months. – 1.2 years (for example, instead of the specific word “dog”, children say “woof-woof”);
• vocabulary of at least 200 words (up to 2 years);
• the ability to formulate sentences consisting of at least 3 words (at 1.5 – 2 years);
• expansion of vocabulary at the age of 4-5 years (at this stage, the child’s active vocabulary should consist of no less than 1500-2000 words);
• active use of all parts of speech when expressing your thoughts;
• the ability to compose complex and complex sentences without lexical errors;
• mastering, understanding and using the grammatical rules of the native language in speech;
• mastering ethnic skills (accent, dialect).

Speech therapists manage to understand at what stage of development the impressive component of a particular child’s speech is by correlating the actual skills of the little patient with generally accepted norms.

Such as:

• response to speech addressed to them (occurs when the child reaches 6 months);

• the ability to relate what is heard to a specific image (for example, on a card or in the environment around the child);
• the ability to correlate an action shown by an adult with a related image (for example, if a parent imitates hitting nails with a hammer, the child must take out from a box with different tools exactly the working tool shown to the adult);
• understanding of vocabulary related to the description of actions and the quality of household items (colors, material, texture, size, etc.);
• the ability to implement instructions consisting of 2 or more stages;
• understanding the meaning of prepositions and conjunctions used in speech (for example, normally a child should not confuse “and” with “or” and so on);
• the ability to perceive fairy tales with the help of the organs of vision (up to 4 years), and later only with the help of the organs of hearing (from 4-5 years).

How are speech development disorders identified?

Speech therapists examine the speech function of children, conduct tests and analyze the information received. The study of expressive speech is carried out in order to identify the child’s formed grammatical structure of speech, to study vocabulary and sound pronunciation. It is for the study of sound pronunciation, its pathologies and their causes, as well as for the development of a procedure for correcting violations, that the following indicators are studied:

• Pronunciation of sounds.
• The syllabic structure of words.
• Level of phonetic perception.

When starting an examination, a qualified speech therapist clearly understands what exactly the goal is, that is, what kind of expressive speech disorder he should identify. The work of a professional includes specific knowledge about how the examination is carried out, what type of materials should be used, as well as how to formalize the results and form conclusions.

Taking into account the psychological characteristics of children whose age is preschool (up to seven years), the process of examining them often includes several stages. At each of them, special bright and attractive visual materials for the named age are used.

Technology for studying the state of impressive speech in preschool children with ODD

1. During the examination, features and accuracy of understanding words, sentences, and understanding of coherent text are noted.

For children 3 years old and 4 years old: Show, according to verbal instructions, furnishings, personal items, objects of one shape or another, color and size. Follow the instructions given by voice. Answer questions about the content of the short story.

For children 4 years old and 5 years old: Show toys, dolls, fairy tale characters, household items, objects of different sizes, shapes or colors according to the speech therapist’s speech instructions. Answer questions about the content of program fairy tales or stories.

For children 5 years old and 7 years old: All previous tasks + showing the seasons, wild and domestic animals based on the plot pictures.

For children 6 years old and 7 years old: Show understanding and knowledge of words denoting the size, shape and color of an object, understanding and knowledge of the seasons, using plot pictures. Show understanding and knowledge of holidays and main professions in story pictures. Answer questions about the content of program stories.

2. Differentiation of grammatical forms of inflection in impressive speech

· Differentiation of singular and plural nouns, offered to children from 4 years old (Show where the chair is and where the chair is);

· Differentiation of prepositional-case constructions, for children from 4 years of age: with prepositions in, on, under, over, before, behind, about. Children from 5 years old: in, from, on, with, under, from under, for, because of. (Show me where..., put... the box).

· Differentiation of singular and plural numbers and genders of adjectives, for children from 5 years of age (Show what you can say blue about, what blue is about, etc.).

· Differentiation of singular and plural verbs, for children from 5 years old, (Show where they stand, where they stand...).

· Differentiation of verbs by tense and aspect. (Show where she washes and where she washed).

· Differentiation of past tense verbs by gender, for children from 5 years old (Show where Sasha drew a picture, and where Sasha drew a picture).

· Differentiation of numerals, for children from 6 years old (Show where there is one, where there are two, where there are five dolls).

3. Differentiation of grammatical forms of inflection in impressive speech

· Differentiation of diminutive nouns, from 5 years old.

· Differentiation of verbs with different prefixes, from 5 years old.

· Differentiation of possessive adjectives, from 6 years old.

17. Technology for studying the state of expressive speech (level of development of phrasal, dialogic and connected speech) in preschool children with ODD.

During the examination the following is noted:

¾ Volumes and types of sentences (complete and incomplete, common and non-common, simple and complex);

¾ The state of coherent speech (conversation with and without support for clarity, retelling with and without support for clarity, telling a familiar fairy tale).

Speech activity, communication skills, and the transmission of cause-and-effect relationships and the time sequence of events in statements are assessed. The prevalence of statements, their coherence, logic, expressiveness.

Tasks:

For children 3 years old and 4 years old: Name furnishings, personal items, quality of objects (color, shape, size, taste). Conversation with a child on a topic that is interesting for this age. A story based on a picture.

For children 4 years old and 5 years old: Conversation with the child about a toy, favorite fairy tale, etc. Retelling a fairy tale known to a child. The story of the poem. Game of lotto and dominoes with subject images.

For children 5 years old and 6 years old: Conversation with the child on lexical topics. Comparison of two objects, with answers to questions from a speech therapist. A story based on a picture.

For children 6 years old and 7 years old: Make up several sentences based on the plot picture. Show a scene from a fairy tale familiar to the child, using figures from the tabletop theater. Conversation with the child about children's programs, friends, family holidays.

Sequence of the examination process

Thanks to the correct formulation of the examination process, it is possible to identify various skills and abilities by studying one type of activity. This organization allows you to fill out more than one item on the speech card at one time over a short period of time. An example is a speech therapist’s request to tell a fairy tale. The objects of his attention are:

• pronunciation of sounds;
• diction;
• skills in using the vocal apparatus;
• the type and complexity of sentences used by the child.

The information received is analyzed, summarized and entered into certain graphs of speech cards. Such examinations can be individual or carried out for several children at the same time (two or three).

The expressive side of children's speech is studied as follows:

1. Studying the volume of vocabulary.
2. Observation of word formation.
3. Study of the pronunciation of sounds.

Also of great importance is the analysis of impressive speech, which includes the study of phonemic awareness, as well as monitoring the understanding of words, sentences and text.

3.1.2. Oral impressive speech. Speech understanding

The process of understanding, and in particular the understanding of speech, has long attracted the attention of researchers in various fields of knowledge, including psychology. However, the question of the psychological structure of these complex mental processes related to the pathology of understanding, its pathophysiological and physiological mechanisms still remains open.

The process of understanding speech is not a mirror image of a statement or a readable text, but is always a transformation of a given statement into abbreviated schemes at the level of internal speech, which can then again be expanded into a statement. The process of understanding speech is the selection of essential points or essential meaning from the flow of information. “...The process that is usually called understanding speech,” wrote L. S. Vygotsky, “is something more and something different than performing a reaction to an audio signal” (Vygotsky, 1960. P. 117). Understanding speech involves the active use of speech. L. S. Vygotsky believed that the semantic side of speech, understanding proceeds in its development from the whole to the part, from sentence to word, and the external side of speech, its pronunciation - from word to sentence.

According to the generally accepted view, understanding speech (statements) is ensured by understanding words and their connections, connections between sentences and paragraphs. A word consists of individual sounds that acquire meaning in the process of communication. To understand a word, first of all, it is necessary to analyze and synthesize the sounds that make up its composition, which consists of comparing the phonemic basis of perceived sound complexes and inhibiting unimportant sound features. Understanding the meaning of a word in a phrase depends on the logical-grammatical connections into which it enters in the phrase. This link in the structure of speech understanding ensures the recoding of logical-grammatical structures into units of meaning. Understanding logical-grammatical structures is a complex analytical-synthetic work, including the operations of comparing words in a phrase, highlighting the meanings of words and their combinations within a phrase, inhibiting unimportant impressions and highlighting a system of relations hidden behind certain grammatical constructions. All this is possible only if short-term and long-term memory is included in the process of understanding.

The practical implementation of this process occurs not at the level of individual words, but at the level of sentences and text. Understanding individual words is subordinated to a more general task - understanding the whole statement. Context plays a significant role in understanding both individual words and sentences. “A word acquires its meaning only in a phrase, but the phrase itself acquires meaning only in the context of a paragraph, a paragraph in the context of a book, a book in the context of the author’s entire work” (Vygotsky, 1956, p. 370).

A word in different contexts easily changes its meaning and meaning. Understanding a word included in a statement always involves a process of selection, highlighting some meanings and inhibiting others (Vygotsky, 1956); this is also what A. N. Sokolov means when he writes about the differentiation of the meanings of individual words under the influence of the general meaning of the text.

However, in addition to that side of the understanding of speech, which is expressed through the meanings of words and their combinations in a sentence, as well as through the meaning of the sentences that make up the whole utterance, there is another integral side of speech activity - this is the motivational sphere, which determines the attitude of the individual to the subject of the utterance or to the person to whom the speech is addressed, and giving one or another meaning to the generalized phenomenon. Understanding the meaning makes special demands on the subject who perceives the speech and occurs at a higher level.

Thus, the psychological structure of the process of understanding speech is complex, and its analysis cannot be limited to considering the interaction of only these three links. Full understanding of speech can be ensured through the close interaction of these two aspects of speech, one of which decodes direct information about the actual subject content of the presented message, and the other provides a deeper insight into the meaning of the message.

Some researchers have paid attention to the presence of two aspects (or levels) in the structure of the speech understanding process. The work of N. G. Morozova was devoted to this issue, which points out two different plans in the speech process, interconnected, but not identical. One plan is a speech message about facts or phenomena of life, requiring or not requiring further independent conclusion, but in both cases not going beyond the actual content of the oral or written message. This plan of speech, expressed in the meaning of words or their combinations, i.e. in linguistic categories, the author conventionally calls the “plan of messages.” Another level of speech, underlying this factual content, reflects a personal, one way or another motivated attitude towards what is being said or described, i.e. it reflects human motives, a person’s attitude towards facts as events that play one or another role in his life. This plane of speech - the “plane of meaning” - is expressed through a special stylistic structure of linguistic means and their special intonation and facial coloring, which is perceived when listening or mentally reproduced when reading. Thus, understanding can be very uneven. Understanding facts and even drawing conclusions from them is not yet complete understanding. This is just an understanding of the meaning plan. It may be sufficient in some cases (for example, educational text or simple information), but completely insufficient in others. Understanding the plane of meaning depends primarily on the level of linguistic development of the subject; understanding the plane of meaning depends on the level of personal development.

3.1.1. Aphasia and object image (continued) – previous | next – 3.1.2. Oral impressive speech. Speech understanding (continued)

Content. Neuropsychological rehabilitation of patients. Speech and intellectual activity.

Causes of expressive speech disorders

It should be noted that communication between parents and children who have an expressive language disorder cannot be the cause of the disorder. It affects exclusively the pace and general nature of the development of speech skills.

No specialist can say unequivocally about the reasons leading to the occurrence of child speech disorders. There are several factors, the combination of which increases the likelihood of detecting such deviations:

1. Genetic predisposition. The presence of expressive speech disorders in one of your close relatives.
2. The kinetic component is closely related to the neuropsychological mechanism of the disorder.
3. In the vast majority of cases, impaired expressive speech is associated with insufficient formation of spatial speech (namely, the area of ​​the parietal temporo-occipital junction). This becomes possible with the left hemisphere localization of speech centers, as well as with dysfunction in the left hemisphere.
4. Insufficient development of neural connections, accompanying organic damage to the areas of the cortex responsible for speech (usually in right-handed people).
5. Unfavorable social environment: people whose level of speech development is very low. Expressive speech in children who are in constant contact with such people may have deviations.

When establishing the probable causes of speech disorders, one should not exclude the possibility of abnormalities in the functioning of the hearing aid, various mental disorders, congenital malformations of the organs of articulation and other diseases.
As has already been proven, full-fledged expressive speech can be developed only in those children who are able to correctly imitate the sounds they hear. Therefore, timely examination of hearing and speech organs is extremely important. In addition to the above, the causes may be infectious diseases, insufficient development of the brain, brain trauma, tumor processes (pressure on brain structures), hemorrhage in the brain tissue.

Correction

Correcting delayed development of expressive and impressive speech requires an integrated approach.

The specific set of measures taken is determined by the speech therapist, taking into account the actual data of a particular small patient:

• nootropic drugs (stimulate the activity of cells in the cerebral cortex, which improves memory in children, enhances attention, the ability to concentrate, normalizes sleep and general mental state, and so on);
• physiotherapeutic procedures (for example, microcurrent therapy, which involves the active impact of minimal current discharges on biologically active areas of the cerebral cortex);
• developmental classes with a speech therapist and defectologist (specialists focus their efforts on improving the little person’s memory and general development of thinking);
• speech therapy massage (a complex effect on the facial muscles, promoting the development of speech in a small person);
• performing play-based exercises aimed at developing facial muscles (for example, “Clock”, in which a 2-3 year old child needs to stick out his tongue and move it from side to side; onomatopoeic exercises (imitation of rain, animal voices, etc.) or voicing poems (the adult shows - the child voices his actions, after which the roles change).

Expressive and impressive speech should normally be developed in children at a basic level by the age of 4-5 years. In speech therapy, there are a large number of ways to stimulate a child’s ability to correctly express his thoughts, which he can practice not only with a specialist, but also at home alone with his parents.

Despite the importance of the speech aspect in the overall development of a growing person, adults are not recommended to put moral pressure on the child and force him to study. Instead, you should talk to him as much as possible, take an interest in the child’s opinion and expand his horizons.

What types of expressive speech disorders occur?

Among expressive speech disorders, the most common is dysarthria - the inability to use the speech organs (tongue paralysis). Its frequent manifestations are chanted speech. Manifestations of aphasia, a disorder of speech function that has already formed, are also not uncommon. Its peculiarity is the preservation of the articulatory apparatus and full hearing, but the ability to actively use speech is lost.

There are three possible forms of expressive language disorder (motor aphasia):

• Afferent. It is observed if the postcentral parts of the dominant cerebral hemisphere become damaged. They provide the kinesthetic basis necessary for full movements of the articulation apparatus. Therefore, it becomes impossible to voice some sounds. Such a person cannot pronounce letters that are similar in their method of formation: for example, sibilant or prelingual. The consequence is a violation of all types of oral speech: automated, spontaneous, repeated, naming. In addition, there are difficulties with reading and writing.
• Efferent. Occurs when the lower parts of the premotor area are damaged. It is also called Broca's area. With this disorder, the articulation of specific sounds does not suffer (as with afferent aphasia). For such people, switching between different speech units (sounds and words) causes difficulty. While clearly pronouncing individual speech sounds, a person cannot pronounce a series of sounds or a phrase. Instead of productive speech, perseveration or (in some cases) speech embolus is observed.

It is worth mentioning separately such a feature of efferent aphasia as the telegraphic style of speech. Its manifestations are the exclusion of verbs from the dictionary and the predominance of nouns. Involuntary, automated speech and singing may be preserved. The functions of reading, writing and naming verbs are impaired.

• Dynamic. It is observed when the prefrontal regions, the areas in front of Broca's area, are affected. The main manifestation of such a disorder is a disorder affecting active voluntary productive speech. However, reproductive speech (repeated, automated) is preserved. For such a person, expressing thoughts and asking questions is difficult, but articulating sounds, repeating individual words and sentences, and answering questions correctly are not difficult.

A distinctive feature of all types of motor aphasia is the person’s understanding of the speech addressed to him, the completion of all tasks, but the impossibility of repetition or independent expression. Speech with obvious defects is also common.

Types of speech activity (expressive and impressive speech).

Speech is a specifically human mental function, which can be defined as the process of communication through language.

Speech is a product of long cultural and historical development. Forming in a child as he masters language, speech goes through several stages of development, turning into an expanded system of means of communication and mediation of various mental processes.

Highlight:

Expressive speech (the process of utterance using language) - begins with an idea (program of utterance), then goes through the stage of internal speech, which has a compressed character, and passes into the stage of an expanded external speech utterance (in the form of oral speech or writing).

Impressive speech (the process of understanding a speech utterance (oral or written)) - begins with the perception of a speech message (auditory or visual), then goes through the stage of decoding the message (i.e., highlighting informative moments) and ends with the formation of a general semantic scheme of the message in inner speech, its correlation with semantic semantic structures and inclusion in a certain semantic context (understanding itself). From the point of view of linguistics, the following units can be distinguished in speech:

a) phonemes (meaningful speech sounds);

b) lexemes (words or phraseological phrases denoting individual objects or phenomena);

c) semantic units (generalizations in the form of a system of words denoting concepts);

d) sentences (denoting a certain thought of a combination of words);

e) statements (complete messages).

Inner speech has a different psychological structure, characterized by greater condensation, predicativeness and inaccessibility to direct observation.

We can distinguish four independent forms of speech activity, two of which relate to expressive speech, namely: oral and written speech, and two to impressive speech: understanding oral speech and understanding written speech (reading). Each of the listed forms of speech activity includes several speech functions:

· oral speech can be: active (monologue or dialogic speech) or repeated;

· naming (of objects, actions, etc.) can also be identified as an independent speech function.

· written speech can be independent or under dictation - and then these are different speech functions that have different psychological structures.

The speech system is a whole set of speech functions combined into a single whole.

All these forms of speech represent a complex but unified functional system (or rather, a supersystem), which has many characteristics that distinguish it from other functional systems. The complexity of this system is primarily due to the fact that each of the four subsystems included in it has a certain autonomy and different periods of formation in ontogenesis.

The basic patterns of understanding oral speech and oral speech utterance are formed already at the earliest stages of ontogenesis (up to two or three years), the formation of other forms of speech activity - reading and writing associated with the acquisition of literacy - occurs later and is built according to other psychological laws.

28. Speech impairment due to local brain lesions. Classification of aphasias according to A.R. Luria.

Aphasia is a disorder of already formed speech that occurs due to local lesions of the cortex and “immediate subcortex” of the left hemisphere (in right-handed people) and represents systemic disorders of various forms of speech activity. Aphasia manifests itself in the form of violations of the phonemic, morphological and syntactic structure of one’s own speech and the understanding of addressed speech, while the movements of the speech apparatus, ensuring articulate pronunciation, and elementary forms of hearing are preserved. Aphasia should be distinguished from other speech disorders that occur with brain lesions:

dysarthria (pronunciation disorders without disturbances in the perception of oral speech, reading and writing);

anomia (difficulty naming stimuli of a certain modality due to disruption of interhemispheric interaction);

alalia (speech disorders in childhood in the form of underdevelopment of all forms of speech activity);

motor speech disorders associated with damage to subcortical motor mechanisms;

mutism (speech disorders associated with mental disorders), etc.

In accordance with the classification of A. R. Luria, based on the theory of systemic dynamic localization of higher mental functions, there are 7 forms of aphasia, each of them is associated with a violation of one of the factors on which the speech system is based, and is observed with a certain localization of the pathological process.

Agraphia as a separate manifestation of expressive language disorder

Agraphia is the loss of the ability to write correctly, which is accompanied by preservation of motor function of the hands. It occurs as a consequence of damage to the secondary associative fields of the cortex of the left hemisphere of the brain.

This disorder becomes concomitant with oral speech disorders and is extremely rarely observed as a separate disease. Agraphia is a sign of a certain type of aphasia. As an example, we can cite the connection between damage to the premotor area and a disorder of the unified kinetic structure of writing.

In the case of minor damage, a person suffering from agraphia may correctly write specific letters, but may misspell syllables and words. It is likely that there are inert stereotypes and a violation of the sound-letter analysis of the composition of words. Therefore, such people find it difficult to reproduce the required order of letters in words. They may repeat individual actions several times that disrupt the overall writing process.

Sensory (impressive alalia). Symptoms and classification by severity.

In more severe cases, the child does not understand the speech of others at all, treats it as noise devoid of meaning, does not even react to his own name, does not differentiate between speech sounds and non-speech noises, and is indifferent to any speech and non-speech sound stimuli.

In other cases, the child understands individual everyday words, but loses their understanding against the background of a detailed statement. Sometimes understanding isolated words makes it much more difficult for a child to understand the meaning of a phrase. Catching not all the words and their shades in the address to him, the child gives the wrong reaction.

There are children who perform the required simple task relatively easily, but at the same time do not understand the words of the instruction outside of a specific situation, i.e. the general meaning of a phrase is perceived more easily than isolated words. Gradually, the child begins to listen to sounds, including speech, but his attention remains unstable and exhausted for a long time. Phonemic perception develops slowly and remains unformed for a long time.

The situation plays a big role for children with AS. Children often understand the content of statements only in a certain context. It is difficult for them to understand the meaning of words when the forms and order of words change; they do not perceive the meaning of grammatical structures.

In a number of cases, children do not understand slightly complicated tasks and do not distinguish what was said in error from the correct option. Some people do not understand speech when the tempo of the statement changes, they confuse words with the same type of accent-syllable structure, and perceive words that sound similar in sound as identical. Sometimes children ask to repeat speech addressed to them and understand only what is spoken several times, since a one-time stimulus turns out to be insufficient for perception. When the auditory stimulus is reinforced, the perception process improves.

Difficulties in switching on, switching and distributing attention are noted. The child does not immediately perceive the sound or speech addressed to him. Distracted by external stimuli even without them. Noteworthy is the slowness of auditory perception.

Having not understood something, a child can figure it out if the same thing is repeated several times unchanged or retold in different words. Sometimes it is difficult to recognize familiar words. There are children who understand only what they can say themselves, and understand only after such pronunciation. Speaking at the moment of perception leads to improved understanding, apparently because it is reinforced by kinesthesia from one’s own utterance. Children often look at the speaker's face. In this case, understanding is improved by reinforcing the auditory impression from the visual analyzer - reading from a face; inclusion of a visual stimulus in perception enhances acoustic impressions.

Sometimes a child understands only one person—the mother, the teacher—and does not understand when someone else says the same thing. In this case, the reaction to sounds does not depend on the volume of the sound.

In children with AS, in the absence of understanding, their own speech becomes impossible or grossly distorted. In severe cases, a speechless, incomprehensible child experiences motor restlessness and severe behavioral difficulties: the child plays, jumps, screams, knocks, and is chaotic in activity. But sometimes such children are affectionate, shy, and to some extent aware of their defect.

Children use gestures and facial expressions to communicate. They listen to music and are selective about their motives. Silence calms children, but loud conversations and shouting irritate them. They react correctly to changes in intonation, without understanding the words of address. The game is accompanied by modulated babble. Gradually, babbling develops into an active vocabulary, but words are pronounced distorted in sound and structure, understanding the meaning of words is difficult.

Gradually, the child begins to listen to the surrounding sounds, comprehend some of them, and relate them to certain phenomena of the surrounding life. As a reaction to the speech environment, a child with sensory impairment appears in fragments of words, emotional exclamations that are not directly related to the situation, but indicate his speech activity. Then, in the course of development, a situational, more stable understanding and use of individual words and simple phrases gradually appears. In babbling, individual words or their fragments, interjections, which are produced out of connection with the situation, are distinguished. The meaning of words spoken by a child is unstable. The presence of words in the active dictionary exceeds the passive dictionary.

When the sound and syllabic structure of words are distorted, numerous searches are noted; the child is not confident in his speech production, looking for adequate kinesthesia: elephant - “sleep”, “vylon”, “sylon”, “salon”, etc. Diffuse undifferentiated perception of sounds leads to undifferentiated pronunciation. Gradually, the child develops an awareness of mistakes: “No, I didn’t say that.”

Sometimes there is an incoherent reproduction of all the words known to the child - a kind of logorrhea, perseverations of heard or spoken words and phrases are noted; words that are perceived at a given time or perceived earlier are repeated - echolalia. Without catching the meaning, the child pronounces words and phrases like an echo. What is spoken echolally is not comprehended and is not consolidated.

The words contain numerous errors in stress, slippages from sounds, various sound substitutions, and distortions in the structure of words. In most cases, distortions and substitutions are not fixed in nature; with each new reproduction, the child allows a new variant of distortion. \…\

If they have their own speech, children with AS speak easily, smoothly, without tension, do not think about the exact expression of thoughts and the construction of sentences when choosing words, and do not notice the mistakes they have made. The speech production of children remains beyond their own control, inadequacy of what is expressed is encountered, words and phrases are pronounced that are not related to the situation, devoid of meaning. Fragmentation of speech is noted, but this is not due to the child’s motor difficulties, but to a small volume of perception, with difficulties in finding the correct version of the statement.

The child’s statements are inaccurate in content and erroneous in form; it is often difficult to understand what he is talking about so passionately and intonatedly. Pronunciation is characterized by approximateness; an abundance of paraphasias (substitutions), elision (omission of sounds, parts of words), perseverations, contaminations (part of one word is combined with part of another word) is revealed. In general, the speech of a child with AS can be characterized as increased speech activity against the background of decreased attention to the speech of others and lack of control over one’s own speech.

Grossly distorted speech in AS cannot be used by a child as a means of communication. Regardless of the degree of impairment in understanding and own speech, a child with AS has personality disorders; various behavioral difficulties, features of the emotional-volitional sphere, secondary mental retardation. Speech is not a regulator or self-regulator of the behavior and activities of such a child. Children with AS have limited abilities to organize role-playing play; it is often accompanied by incoherent pronunciation of undifferentiated sound complexes and inappropriately used words and phrases.

Children cannot listen for a long time when they are read or told. Without understanding the content, they lose interest and stop listening. The child learns new words and structures slowly. He is not critical of his speech, his behavior is chaotic, he acts impulsively.”

(“Speech therapy” edited by Volkova L.S., 2006; chapter 11 “Alalia” - B.M. Grinshpun, S.N. Shakhovskaya)

Alternative interpretation of the term

The term “expressive speech” refers not only to the types of speech and the features of its formation from the point of view of neurolinguistics. It is the definition of the category of styles in the Russian language.

Expressive styles of speech exist in parallel with functional ones. The latter include bookish and conversational. Written forms of speech are journalistic style, official business and scientific. They belong to book functional styles. Conversational is represented by the oral form of speech.

Means of expressive speech increase its expressiveness and are designed to enhance the impact on the listener or reader.

The word “expression” itself means “expressiveness”. The elements of such vocabulary are words designed to increase the degree of expressiveness of oral or written speech. Often, several expressive synonyms can be selected for one neutral word. They may vary depending on the degree of emotional stress. There are also often cases when for one neutral word there is a whole set of synonyms that have exactly the opposite connotation.

The expressive coloring of speech can have a rich range of different stylistic shades. Dictionaries include special symbols and notes to identify such synonyms:

• solemn, high;
• rhetorical;
• poetic;
• humorous;
• ironic;
• familiar;
• disapproving;
• dismissive;
• contemptuous;
• derogatory;
• sulgaric;
• abusive.

The use of expressively colored words must be appropriate and competent. Otherwise, the meaning of the statement may be distorted or take on a comical sound.

Disorders

Expressive and impressive speech in speech therapy, namely the level of its development in a particular young patient, determines the direction of additional classes designed to adapt the child to age-related psychological and physiological changes. For the convenience of providing assistance to children, speech therapists decided to classify speech disorders into subtypes.

Having different views on the course of therapy, specialists have so far failed to come to a common decision. Despite the presence of many options, the most popular of them is the classification of L. O. Badalyan.

Associated with serious disturbances in the functioning of the central nervous system

According to Badalyan, it is advisable to classify lesions of the child’s nervous system at the stage of intrauterine development or after the birth of a child into several forms.

For example:

Associated with minor changes in the functioning of the central nervous system

Forms of speech disorder arising due to functional deformations of the central nervous system are:

• stuttering (when voicing one word, the child repeats the same compound syllable several times);
• mutism (the child does not respond to requests from other people and does not react to what is happening);
• surdomutism (the child is unable not only to perceive information by ear, but also to reproduce it independently).

Associated with deviations in the structure of the organs of the articulatory apparatus

The forms of speech disorders provoked by the imperfect structure of the organs of articulation are considered to be:

• mechanical dyslalia (the child does not pronounce sounds or deliberately distorts them due to the lack of physical ability to pronounce them correctly, for example, in the presence of a short frenulum of the tongue);

• rhinolalia (the child does not pronounce nasal sounds due to the incorrect structure of the ENT organs).

Various origins

Speech therapists include speech disorders of various origins as delays in the development of a child’s speech for non-physiological reasons:

• birth as a result of premature birth;
• the presence of serious diseases of the internal systems of the body;
• incorrect form of education and general development.

Expressive speech styles

Representatives of modern science of language classify the following styles as:

1. Solemn.
2. Familiar.
3. Official.
4. Jocular.
5. Intimately affectionate.
6. Mocking.

The contrast to all these styles is neutral, which is completely devoid of any expression.

Emotionally expressive speech actively uses three types of evaluative vocabulary as an effective means of helping to achieve the desired expressive coloring:

1. The use of words that have a clear evaluative meaning. This should include words that characterize someone. Also in this category are words that evaluate facts, phenomena, signs and actions.
2. Words with significant meaning. Their main meaning is often neutral, however, when used in a metaphorical sense, they acquire a rather bright emotional connotation.
3. Suffixes, the use of which with neutral words allows you to convey a variety of shades of emotions and feelings.

In addition, the generally accepted meaning of words and the associations attached to them have a direct impact on their emotional and expressive coloring.