Classification of speech disorders. Causes of speech disorders.

Normal speech development is one of the important components of the harmonious development of a child’s personality and successful learning. But there is a category of children who have speech disorders. Such disorders include lexico-grammatical speech underdevelopment (LGSD).

This violation belongs to the psychological and pedagogical classification. Children with LGND are distinguished by preserved sound pronunciation and relatively developed phonemic processes (sometimes as a result of speech therapy assistance). But there is a lag in the level of vocabulary from the norm and the presence of agrammatisms in speech. Most often, this disorder is observed with general speech underdevelopment (GSD).

Forms of manifestation of LGNR

Often this disorder accompanies more serious speech disorders and is one of their symptoms:

• Exit from motor alalia. With this form of pathology, the process of language acquisition occurs. This is why LGNR occurs with this type of alalia.
• OHP of any degree.
• Speech development delay (SDD).
• Mental retardation (MDD).
• Dysarthria.

Underdevelopment of the lexico-grammatical aspect of speech is one of the main signs of these disorders. As a rule, its first symptoms appear at 3 years old, when the child begins to communicate in sentences and more actively explore the world around him.

Classification of speech disorders. Causes of speech disorders.

Based on materials from speech therapy literature, it was prepared by speech therapist V.N. Rychkova.

A child, when born, does not have an innate knowledge of the laws of the language he will speak. At a certain period of his development, he learns the norms and rules of the language spoken by the people around him. If for some reason language-speech-mental activity is not formed on time, then in the future this leads to disturbances in the child’s speech to one degree or another.

Classification of speech disorders

Psychological and pedagogical classification of speech disorders:

*Phonetic speech disorder or disorder of the pronunciation of individual sounds (NPOS). In this type, the phonetic side of speech (sound pronunciation, sound-syllabic structure of a word, prosody) as a whole or any individual components of the phonetic structure of speech (for example, only sound pronunciation or sound pronunciation and sound-syllabic structure of a word) are impaired.

*Phonological speech disorder (PSI ). This is the underdevelopment of phonemic processes (sound discrimination): phonemic perception, sound analysis and synthesis with normal sound pronunciation and the absence of agrammatisms.

*Phonetic-phonemic speech disorder (FFSD).

With FFND, along with a violation of the phonetic aspect of speech, there is also an underdevelopment of phonemic processes: phonemic perception (auditory differentiation of sounds), phonemic analysis and synthesis, phonemic representations.

*Lexico-grammatical speech underdevelopment (LGSD). With LGNR, children have normal sound pronunciation, phonemic processes are relatively preserved (most often as a result of speech therapy), but there is a limited vocabulary and a violation of the grammatical structure of speech (agrammatism).

*General speech underdevelopment (GSD I , II and III ). With OHP in children, all components of the language (speech) system are impaired: the phonetic-phonemic side of speech (sound pronunciation and sound discrimination), vocabulary (limited vocabulary), grammatical structure.

Clinical and pedagogical classification —

reveals the mechanisms, forms and types of speech disorders. The following forms of speech disorders are taken into account: dyslalia, dysarthria or an erased form of dysarthria, rhinolalia, voice disorders; motor and sensory alalia; aphasia, delayed speech development (SDD), stuttering and others.

* Dislali I - a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

*Dysarthria is a disorder of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus (damage to the speech motor mechanisms of the central nervous system).

*Alalia (motor and sensory) – absence or underdevelopment of speech due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of a child’s development.

*Aphasia is a complete or partial loss of speech caused by local brain lesions.

*Speech development delay (SDD) is a slower than normal acquisition of the native language (sound pronunciation, vocabulary, grammatical structure) .

Causes of speech disorders.

Adverse internal factors affecting the brain during the period of its intensive development lead to a delay in the development of the child as a whole. These include: intrauterine pathology (intoxication, infectious diseases of the mother, toxicosis of pregnancy); injuries during childbirth (birth injuries, asphyxia, intracranial hemorrhage); hereditary factors (chromosomal disorders and genetic changes); compatibility of mother and fetus (Rh factor).

They lead to minimal organic brain damage in the infant, which is characterized by lack of attention, weakened memory, lag in motor development, disinhibition and, as a consequence, lag in speech development.

The use of alcohol, nicotine and drugs during pregnancy is especially harmful. This leads to disturbances in the physical and neuropsychic development of the fetus. Women who smoke, drink and use drugs give birth to children with low body weight and lagging behind in physical and mental development.

Unfavorable external factors : lack of an emotionally positive environment; individual characteristics of the mother (suspiciousness, anxiety, emotional coldness), insufficient attention to the child from adults, or, conversely, overprotection; raising a child in two houses, when the child alternately lives with divorced parents.

Etiology

The causes of LGNR can be divided into two large groups - biological and social. The first category includes:

• adverse effects on the fetus during pregnancy (especially on the brain);
• difficult course of pregnancy;
• trauma during childbirth;
• asphyxia;
• severe infectious diseases in the first year of a baby’s life.

Social ones include:

• unfavorable social conditions and speech environment in which the child grows up;
• prolonged stress;
• lack of emotional communication with family;
• overprotection;
• bilingualism.

The genetic predisposition of children to speech disorders causes controversy among experts. Some believe that this feature is passed on genetically. Another group believes that a child can simply imitate an adult who has a speech impediment.

Description of symptoms

LGNR is expressed not in a violation of sound pronunciation, but in underdevelopment of vocabulary and difficulties in mastering grammatical categories. The impressive vocabulary is sharply behind the norm; the child uses words in speech with the wrong meaning. He has difficulty classifying objects; he cannot find generalizing words. Due to delayed vocabulary, children with LGND have difficulties in understanding speech.

His phrases and sentences are ungrammatical. The norms of agreement in gender, number and case are violated. In the speech of children with LGND, nouns predominate rather than adjectives and verbs. A preschooler has difficulty or does not form possessive pronouns and adjectives at all. Numerals, adverbs, and participles are practically not used in speech.

Most often, such children communicate through phrases and uncommon sentences. They do not use prepositions or conjunctions. Their answers to questions are not extensive; they are usually monosyllabic. Also, children with LGNR have difficulties in word formation, especially in the prefix-suffix way.

LGNR also affects the quality of coherent speech. A preschooler cannot independently compose a story or retell a story. Children with such features of speech development do not write descriptive stories because it is difficult for them to select words that are similar in meaning. All this affects the child’s need for communication. If this defect is not corrected in time, it may cause a violation of written speech. Successful exit from LGNR depends on how early correctional work was started.

Characteristics of violations of the lexico-grammatical aspect of speech in OHP

Psychological and pedagogical characteristics of children with ODD (etiology, classification) Read more: Directions of work to eliminate violations of the lexico-grammatical structure of speech in children

1.3 Characteristics of violations of the lexico-grammatical aspect of speech in OHP

R.I. Lalaeva and N.V. Serebryakov describe in detail lexical disorders in children with ODD, noting the limited vocabulary, the discrepancy between the volume of active and passive dictionaries, inaccurate use of words, verbal paraphasia, unformed semantic fields, and difficulties in updating the dictionary. [11] One of the pronounced features of the speech of children with ODD is the discrepancy in the volume of passive and active vocabulary: children understand the meanings of many words, the volume of their passive is sufficient, but the use of words in speech is very difficult.

The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of berries, flowers, wild animals, birds, professions, parts of the body and face. The verb dictionary is dominated by words denoting daily everyday actions. Words that have a generalized meaning and words denoting the assessment, condition, quality and attribute of an object are difficult to assimilate. Words are understood and used inaccurately, their meaning is unevenly expanded, or, on the contrary, it is understood too narrowly.

With OHP, the formation of grammatical structure occurs with greater difficulties than mastering a dictionary: the meaning of grammatical forms is more abstract, the rules for the grammatical change of words are diverse. Mastery of grammatical forms of inflection, methods of word formation, and various types of sentences occurs in children with OSD in the same sequence as with normal speech development; insufficiency of the grammatical structure is manifested in a slower pace of assimilation of the laws of grammar, in the disharmony of the development of the morphological and syntactic systems of the language.

In the works of N.S. Zhukova, L.F. Spirova, T.B. Filicheva, S.N. Shakhovskaya identified the following disorders of the morphological system of language in children with ODD:

This is a misnomer:

– endings of nouns, pronouns, adjectives;

– case and generic endings of cardinal numerals;

– ending verbs in the past tense;

– prepositional case constructions.

Violation of the syntactic structure of a sentence is expressed in the omission of sentence members, incorrect word order, and the absence of complex constructions.

Characteristics of the lexical and grammatical aspects of speech in level III OHP:

An extensive vocabulary, the presence of correctly constructed sentences, and a smaller variety of phonetic defects make the oral speech of these children more complete. Such children do not have noticeable, crudely expressed lexical-grammatical and phonetic difficulties. They reveal only more subtle signs of still unformed speech (in the analysis, as a rule, there are indications of a late onset of speech and deviations in its development).

Speech cannot be called fully formed. This is evidenced by quite frequent examples of inaccurate use of words (put stew instead of “poured stew”, long jug instead of “tall jug”, etc.), ungrammatical construction of many phrases: omission of prepositions, incorrect agreement in gender, number (for example: flies bit, the crane came, they planted the fly, all over the plate, etc.).

Deviations in vocabulary and grammar are more noticeable in a situation of conditioned speech, when the free choice of words and grammatical forms is limited. In contrast, in free speech adaptive attempts are possible to “bypass” difficult words, notice them as more familiar and proven, supplement words with gestures, etc.

The limitations of vocabulary are revealed if children are asked to name objects that go beyond the boundaries of everyday life. At the same time, it turns out that children do not name many objects at all, for example: window sill, sieve, watering can, whatnot, etc. A number of objects are indicated incorrectly or using paraphrase, for example, the pronunciation is not conveyed: oar - rake, locomotive - train, cart - sleigh, gingerbread - steering wheel, etc.

At the level of “expanded speech”, children have a relatively large stock of verbs, but less common actions in the situation of conditioned speech are called incorrectly. For example, instead of cutting, he tears paper, forges - cousnes saws out a horseshoe, knits - sews, etc.

Word replacements occur both in meaning and in sound.

In the free speech of children at this level, simple, uncommon sentences predominate. Agrammatisms are common.

1. Incorrect gender agreement:

two berries - two berries, two chairs - two chairs, two ears - two ears, a red bucket - a red bucket, a dog leaves his house - a dog leaves his house.

2. Incorrect use of the verb:

let the princess cut me off (fall in love), she stopped crying (crying), the girl looks from the house (looks out from the house).

3. Violation of agreements including:

little red flags (red), mushrooms growing (growing), palta standing (standing),

4. Incorrect use of case endings:

from the nest - from the nest, along the road - along the road, a girl walks with a briefcase - a girl walks with a briefcase, many houses - many houses, many people - many people.

5. Incorrect use of prepositions and conjunctions:

The dog leaves his home - the dog leaves the kennel, the cow leaves the barn - the cow leaves the barn.

Lexico-grammatical difficulties are especially noticeable; at this level of speech development, in many cases they cannot pronounce the plural form of a word presented in the singular, and vice versa.

Grammatical forms are indistinguishable. For example, case endings that express the transitivity of an action (accusative case) and the instrumentality of an action (the instrumental case) are poorly understood.

The understanding of morphological elements expressing the number of nouns and adjectives is not fully formed. It is not always possible to understand the morphological elements that express the meaning of the gender of the noun (in the development of the neuter) and the gender of the verb. [13]

Thus, in the lexico-grammatical structure of the speech of children with level III SEN, the following features in vocabulary are distinguished:

1. The discrepancy between the volume of active and passive vocabulary; the active vocabulary is dominated by nouns and verbs.

2. Agrammatisms are noted.

In the grammatical structure of speech:

1. Omitting clause members in a sentence.

2. Incorrect word order.

3. Absence of complex structures.

2. Identification of violations of the lexico-grammatical structure of speech in children, their correction

2.1 Methodology for examining the lexico-grammatical structure of speech in children with special needs development

The examination of children of different age groups and different degrees of learning will be structured differently, Gribova O.E. when examining the lexico-grammatical structure of speech, he proposes the following principles:

1. The principle of an individual and differentiated approach assumes that the selection of tasks, their formulation and filling with verbal and non-verbal material should be correlated with the level of the child’s real psycho-speech development and take into account the specifics of his social environment and personal development.

2. It is rational to conduct research in the direction from the general to the specific. First, the specialist identifies problems in the child’s speech development, and then these problems are examined more closely and subjected to quantitative and qualitative analysis.

3. Within each type of testing, the presentation of material is given from complex to simple. This allows the child to complete each test successfully, which creates additional motivation and a positive emotional state, which, in turn, increases the productivity and duration of the examination.

4. From productive types of speech activity to receptive ones. Based on this principle, first of all, such types of speech activity as speaking and writing are examined. Written speech is examined only among schoolchildren who have completed training and have experience in writing similar works.

5. From expressive language competence to impressive one. Such an approach will reduce the time and effort spent on the examination and make the examination of the impressive language stock targeted.

The study of speech development can be carried out not only by the method of individual examination using visual material, but also in the process of observation (passive and active vocabulary) of the free communication of children in games, on walks, in classes with a teacher.

As a result, it is possible to identify the level of verbal communication of children, noting the following features:

– verbal communication skills (does the child easily make contact, how does he make contact with young children, with peers, with adults, can he keep up a conversation, speaks a lot or is silent);

– ability to use the rules of speech etiquette (communication culture):

a) whether he greets and says goodbye without reminders;

b) thanks adults and children for their help;

c) uses different voice volumes depending on the situation;

d) knows how to compromise and come to an agreement in a conflict situation;

e) is he friendly in communication?

f) can he freely, without hesitation, respond to strangers, as well as to the teacher in class. [20]

It is recommended to conduct an examination of children’s speech using visual material.

Methodology for examining vocabulary.

When examining vocabulary (active and passive), the following techniques are used:

1) the child is asked to name pictures depicting:

– objects and their parts (watch – dial, hands, numbers; tree – trunk, branches, roots);

– professions and their attributes (painter – brushes, paints; photographer – camera;)

– animals, birds and their young (dog – puppy; cow – calf);

2) name:

– nouns that combine both specific and generic concepts;

– actions indicating vocal reactions of animals (caws, chirps, barks, moos);

– feelings, emotions (crying, laughing, sad), various natural phenomena;

– actions related to professional activities (listens to the lungs, prescribes medicine, gives injections, checks the throat, etc.), with the animal and plant world (flutters, flies, swims, crawls, etc.);

– semantically similar actions (washes – bathes, sleeps – lies, knits – sews, etc.);

– signs of objects indicating size, color, shape, temperature, weight, seasonality;

– signs indicating food products, the material from which the items are made;

– signs of a general nature;

3) add to the sentence the missing words necessary for the meaning (the dress is very long - mom is hemming the dress; the button came off - mom is sewing the button on...);

4) choose antonyms (evening - morning, day - night, noise - silence, etc.);

5) choose synonyms (the boy is brave, courageous, the river is running, flowing, making noise);

6) form complex words (lumberjack, toothpick, vegetable cutter);

7) select homogeneous members of the sentence to the words - stimuli (snow - falls, falls, sparkles, melts, glitters; ball - rubber, round, new, big, football; flies - butterfly, bumblebee, fly, beetle, airplane, ball);

explain the meaning of words (refrigerator, kennel, den, saucepan, etc.);

9) explain the figurative meaning of words (golden hands, golden heart).

When studying the dictionary, special attention is paid to the ability to form new words using suffix-prefix methods. To determine the degree of development of word formation skills, educational tasks are selected:

– masculine diminutive nouns (strap, rug, oak), feminine (shovel, puddle), neuter (window, window, coat, dress);

– nouns with the suffixes of the figure: – nik, – shchik, – tel, – ist (janitor, teacher, builder, pianist, football player);

– prefixed verbs with the meaning of completeness, direction, distance, duration of action (jumped, went around, ran away; lil - poured - poured - poured - poured - poured);

– adjectives: possessive with the suffixes “j” (fox, wolf), “-in” (mother’s, Vovin); with suffixes expressing characterological relevance: chiv-, liv – (silent, smiling, boastful).

At the same time, children were asked to explain the meaning of newly formed words, relying on their existing skills in morphological analysis.

During the examination, fragments of games that are interesting to the child are used. Situations are created in such a way as to increase the child’s speech activity, relieve his shyness, and create a desire to respond better. The speech therapist comments on the situation, prompts the children to react to what is happening (surprised, happy), and offers various manipulations with objects.

Methodology for examining the grammatical structure of a language.

To examine this component of the language, the goal is to find out:

– how the child understands and uses prepositions in speech: in, on, from, under, from under, because of, between, about, above;

– how to use plural genitive nouns (loops, apples, saucers);

– how to form the comparative degree of adjectives:

a) in a simple (synthetic) way using suffixes (ee - her), especially with alternating consonants (tall - higher, expensive - more expensive, simple - simpler, dry - drier);

b) in a suppletive way (better, worse);

– how to agree in gender, number, case, adjectives with nouns;

– how to form the plural of nouns with non-productive endings (leaves, foals);

– how to use verb forms:

a) differently conjugated verbs (to run, to want);

b) conjugated verbs with special endings in personal forms (eat, eat, give, give);

c) present, past tense, imperative mood with alternating sounds (ride, burn, cut);

– how to form participles (read – reading);

– what types of sentences does he use in independent speech?

– can the broken word order in a sentence be restored?

– can he make up sentences from words given in any order and in their original form, correctly matching the words and their order in the sentence.

The following tasks are used during the examination:

– adding words used in the required grammatical form to sentences;

– drawing up proposals on issues; drawing up proposals for demonstrating actions;

– drawing up proposals for a painting, a series of paintings;

– drawing up proposals based on supporting words;

– making sentences based on a word in a given case form. [13]

Technology for examining the lexico-grammatical structure of speech proposed by O.E. Gribova.

Speech examination of preschool children.

Lexicon.

In accordance with the formulated principles, the examination begins with the study of active vocabulary.

Taking into account the normative features of the lexicon, as well as the difficulties of establishing verbal contact with children of early and early preschool age, the presence of persistent speech negativism in a number of children, it is necessary to conduct a survey using real objects, their toy analogues and a limited number of realistic three-dimensional images of a number of objects. In this case, the examination is carried out during manipulation with objects or in the process of organizing simple games with minimal restriction on the child’s freedom of movement. Therefore, the “space” of the examination can move to the floor, to the closet with toys, and possibly extend to the entire area of ​​the office. When working with children 3–3.5 years old, along with toys, you can use colorful illustrations for well-known fairy tales with a simple plot: “Turnip”, “Kolobok”, “Teremok”, “Ryaba Hen”, etc.

Children of middle and senior preschool age should be encouraged to work with objects and story pictures that can be selected from any set of teaching aids. However, preference should be given to pictures whose images can be interpreted unambiguously. The child is asked to complete tasks presented in a playful form, such as “Guess what the artist forgot to draw in the pictures,” “Add…”, “Correct…”, “Compare two objects,” etc.

For children over 5.5 years old, general concepts are introduced into the examination. However, the speech therapist must clearly and consciously distinguish between everyday and scientific generalizing concepts. In addition, for children of different ages and conditions of upbringing, it is important to consider differently the presence in the child’s active or passive vocabulary of those concepts that are formed in the process of life (food, clothing, toys) and those that are formed in the learning process (domestic and wild animals). , fruits, vegetables, furniture, transport, etc.).

Study of the state of the passive dictionary, i.e. finding out how much the child understands vocabulary that he does not speak.

A number of words can be used correctly in a child’s speech, but may cause difficulties in the child’s perception, especially if there are problems with phonemic perception. In this case, words are presented that are similar in sound, but differ in the number of sounds and their sequence (belt - train, stamps - frames, crow - gate). Such a test can be carried out based on pictures or orally. Difficulties in differentiating words that are similar in sound composition may be due to insufficient phonemic perception. This requires in-depth research in this direction.

The speech therapist should pay attention to the correlation of the volume of the vocabulary of nouns, verbs and adjectives. And also record in the examination protocol the child’s mistakes in using lexical means.

The procedure for examining vocabulary is tiring for a child, as it requires intensive recall and long-term concentration from him, so it is recommended to combine verbal tasks with small motor pauses, performing play actions with objects and other types of activities that allow the child to relax.

The grammatical structure of speech.

The examination begins with the level of development of the child’s syntactic skills.

If a child has the beginnings of phrasal speech, then the study of grammatical structures is carried out in the process of manipulating toys. It is determined whether the child speaks a phrase, what is the length of this phrase and its structure. In addition, it is checked whether the child understands the simplest instructions. In this case, prompting gestures, intonation, and pointing glances are strictly excluded.

If the child has formed phrasal speech, then you can begin the study with complex sentences that are accessible to children in structure, gradually moving on to simpler ones, until you determine the level that the child confidently speaks.

The tasks can be given in a wide variety of ways: “Tell me what you see...”, “Make a sentence with the words...”, “Answer my questions with complete answers,” etc.

Study of passive grammar, using pictures. These are a series of pictures that depict different objects that have the same color or object performing the same action. For example: blue pencil, blue bucket, blue book, blue cubes. The blanket fell to the floor, the fork fell, the spoon fell, the leaves fell.

The examination of active grammar is carried out on the material of spatial prepositions, conditionally divided into several groups, in accordance with the sequence of their formation in ontogenesis:

· in, on, under;

· with, from, over;

· to, from, because of, from under;

· behind, before, between, through, about.

It is very important to note that in some cases the same preposition, depending on its meaning, can be used with different case endings. For example, the preposition “in” in the meaning of the location of an object is combined with the prepositional case of the noun (in the table, in the box), and in the meaning of the direction of movement - with the accusative (in the table, in the box).

Therefore, during the examination, children are asked questions: “Where is it?”, “Where did they put it?”, “Where did they get it from?” etc. At the same time, attention is paid not only to the adequate use of prepositions, but also to the correct use of case endings.

Examinations of inflection and word formation can ask children to change and form words using analogies or patterns. The duration of the procedure for teaching grammatical actions by analogy is a fairly reliable indicator of the formation of language ability and the preservation of the basic mechanisms that ensure the grammatical design of language units, therefore, the absence (presence) of pathology of the grammatical structure of speech.

If a child has severe underdevelopment of speech, the range of grammatical means in active grammar is sharply limited, therefore, when examining these children, it is rational to use special didactic material designed to test the understanding of the simplest grammatical categories: number, gender, tense, some case forms and constructions. Instructions like “Show me where (and which picture) the pencil is, and where the pencils are...”, “Give me a cube” are used. Give me some cubes...” etc.

During the examination of the lexical and grammatical aspects of speech, an examination protocol should be kept, where data on the presented material, what material the child copes with successfully is entered, and the child’s mistakes are recorded. [5]

Psychological and pedagogical characteristics of children with ODD (etiology, classification) Read more: Directions of work to eliminate violations of the lexico-grammatical structure of speech in children

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Diagnostic features

The speech therapist selects visual material depending on the age of the child. When examining the lexical and grammatical aspects of speech, the specialist pays special attention to:

• state of vocabulary (impressive and active);
• mastery of word formation skills;
• the ability to coordinate words in phrases and sentences;
• which parts of speech the child uses more;
• development of coherent speech.

The child is asked to complete a task of generalization and comparison of objects. The speech therapist pays attention to how well the baby understands the speech addressed to him. He is also asked to form possessive adjectives and pronouns; make up new words. To assess coherent speech and mastery of grammatical categories, a speech therapist observes how the child communicates outside of educational activities.

For diagnosis, the child is asked to compose a story based on the picture. During this task, the specialist assesses how often the child uses common sentences; does the words agree? Do you need the help of an adult when compiling them? In addition, the list of tasks includes working with synonyms and antonyms.

Based on the results of the examination, the speech therapist selects special exercises that will most effectively correct this speech disorder.

How to write a term paper on speech therapy

07.09.2010 239485

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Features of working on improving vocabulary

With LGNR, the main attention is paid to correcting vocabulary, grammatical structure and coherent speech. Work on the lexical component is carried out in the following areas:

• expansion and activation of vocabulary;
• its clarification;
• developing the ability to use generalizing words:
• developing an understanding of complex grammatical structures.

It is best to start working on understanding speech in the context of objective activity. Thus, not only the vocabulary will be enriched, but also its clarification and use in active speech.

By completing tasks using generalizing words, the child learns a specific lexical topic. He learns to classify objects into categories; compare according to various criteria. To consolidate the acquired skills, the speech therapist asks what a certain word means, when it is used in speech, etc.

Work is being carried out not only on updating nouns, but also adjectives, verbs and other parts of speech. It is best to introduce them into active speech in combination with objective activities. For example, adjectives when examining objects, selecting synonyms. Verbs - directly when performing any action; numerals - during counting, etc.

The state of vocabulary affects both the acquisition of grammatical categories and the quality of coherent speech. But the correction of these important components must be carried out in combination for the classes to be effective.

Article:

General speech underdevelopment (GSD) is a variety of complex speech disorders 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). An analysis of the development of the lexico-grammatical structure of speech in impaired speech development is presented in the works of R.E. Levina, E.F. Sobotovich, N.S. Zhukova, O.S. Gribova, L.F. Spirova, T.P. Bessonova, K.V. Komarova, E.M. Mastyukova, T.B. Filicheva, R.I. Lalaeva, N.V. Serebryakova, T.A. Tkachenko et al. The authors describe in detail lexical disorders in children with ODD, noting limited vocabulary, discrepancies in the volume of active and passive dictionaries, inaccurate use of words, verbal paraphasias, immaturity of semantic fields, difficulties in updating the dictionary.

One of the pronounced features of the speech of children with ODD is the discrepancy in the volume of passive and active vocabulary: children understand the meaning of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult.

The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of berries, flowers, wild animals, birds, tools, professions, parts of the body and face. The verb dictionary is dominated by words denoting daily everyday actions. Words that have a generalized meaning and words denoting the assessment, condition, quality and attribute of an object are difficult to assimilate. Words are both understood and used inaccurately, their meaning is unduly expanded, or, on the contrary, it is understood too narrowly. There is a delay in the formation of semantic fields.

The leading mechanism for the formation of the grammatical structure of speech is the child’s mastery of the laws of language, language generalizations, which allows one to transform meaning into speech actions. The grammatical operations of the speech generation process are extremely complex and require a fairly high level of development of analytical-synthetic activity. In many forms of general speech underdevelopment, the combination of signs based on the rules of the language and the manipulation of signs in the process of generating speech are disrupted.

With general underdevelopment of speech, the formation of the grammatical structure of speech occurs with greater difficulties than mastering an active and passive vocabulary. This is due to the fact that grammatical meanings are always more abstract than lexical ones, and the grammatical system of a language is organized on the basis of a large number of language rules.

Grammatical forms of inflection, word formation, and types of sentences appear in children with general speech underdevelopment at the level of speech development, as a rule, in the same sequence as in normal children. The uniqueness of mastering the grammatical structure of speech by children with SLD is manifested in a slower pace of acquisition, in disharmony in the development of the morphological and syntactic systems of language, semantic and formal linguistic components, and in a distortion of the overall picture of speech development. An analysis of the speech of children with general speech underdevelopment reveals a violation in their mastery of both morphological and syntactic units. These children have difficulties both in choosing grammatical means for expressing thoughts and in combining them.

Violations of the grammatical structure of speech, with its general underdevelopment, are caused by the lack of formation of morphological and syntactic generalizations in children, the absence of those language operations during which grammatical construction occurs, the selection of certain linguistic units and elements from the paradigm fixed in the child’s mind and their combination into certain syntagmatic structures .

In the works of N.S. Zhukova, L.F. Spirova, T.B. Filicheva, S.N. Shakhovskaya identified the following violations of the morphological system of language in children with ODD. This is an incorrect use of: - endings of nouns, pronouns, adjectives; - case and generic endings of cardinal numerals; - personal endings of verbs; - endings of verbs in the past tense; — prepositional case constructions.

Mastering the morphological system of a language presupposes a diverse intellectual activity of the child: he must learn to compare words by meaning and sound, determine their differences, recognize changes in meaning, correlate changes in sound with changes in its meaning, identify elements due to which a change in meaning occurs, establish connections between shades of meaning or different grammatical meanings and word elements (morphemes).

The development of the morphological system of a language is closely related to the development of not only syntax, but also vocabulary and phonemic perception. Violation of the formation of grammatical operations leads to a large number of morphological agrammatisms in the speech of children with general speech underdevelopment. The main mechanism of morphological agrammatisms lies in the difficulties of isolating a morpheme and correlating the meaning of the morpheme with its sound image.

In the process of mastering practical grammar, various agrammatisms appear in children’s speech - the so-called occasional forms. The main speech mechanism of occasionalisms is “hypergeneralization”, i.e. excessive generalization of the most frequent forms, formation by analogy with productive forms. At the same time, the main trend that appears during inflection can be considered the unification of the basis in the inflection paradigm.

S.N. Tseitlin identifies the following types of occasionalisms in form formation: unification of the place of the stressed syllable, i.e. assigning stress to a specific syllable in a word; elimination of vowel fluency, i.e. alternating a vowel with a zero sound (levy, peni, hammer, pieces); ignoring alternations of final consonants (ears, flows, runs, neighbors); eliminating the build-up or change of suffixes (friend - others, lump - lumps, chair - chairs); absence of suppletivism in form formation (person - people, child - children, horse - horses).

In this case, the choice of occasional inflection comes from the paradigm of forms of the same grammatical meaning. Along with occasional forms, characteristic of both normal and disturbed ontogenesis, specific agrammatisms are also identified in children with OHP. If normally there is a mixture of formal sign means, mainly within one grammatical meaning, within one function, then in children with general speech underdevelopment there is a mixture of inflections of different meanings. Among the forms of inflection in six-year-old preschoolers with general speech underdevelopment, the greatest difficulties are caused by prepositional-case constructions of nouns, case endings of plural nouns, changes in past tense verbs by gender, agreement of an adjective with a noun in gender, number and case.

According to R.E. Levina, a characteristic feature of the speech of children with general speech underdevelopment is the simultaneous existence of two strategies for mastering the grammatical structure of speech: mastering words in their undivided, holistic form; mastering the process of dividing words into their constituent morphemes (based on the mechanisms of analysis and synthesis), which is carried out in children with general speech underdevelopment at a slower pace.

In children with general speech underdevelopment, there is also a violation of the formation of the syntactic structure of sentences. Violations of the syntactic structure of a sentence are expressed in the omission of sentence members, incorrect word order, and the absence of complex constructions.

Studying the features of the development of the lexico-grammatical structure of speech of children with speech underdevelopment, R.E. Levina, E.F. Sobotovich identified two groups. In group I children, there is a predominant violation of the morphological system of the language with relative preservation of the deep semantic structure of the sentence. Despite gross morphological agrammatisms, children in this group correctly reproduce the structure of a sentence of 2–3 words, semantic connections between words, and word order. In this group of children, there is a sharp disproportion between the development of the morphological and syntactic systems of the language. In group II, violations are observed not only of the morphological system of the language, but also of the syntactic structure of the sentence. Violation of the syntactic structure of a sentence is usually expressed in the omission of sentence members, most often predicates, in an unusual word order, which manifests itself even when repeating sentences.

Particularly difficult for children with general speech underdevelopment are inverted sentences, passive sentences, and complex sentences. Violation of syntax occurs at both deep and surface levels. At a deep level, syntax violations manifest themselves in difficulties in mastering semantic components (objects, locative, attributive), in difficulties in organizing the semantic structure of an utterance. On a superficial level - in the violation of grammatical connections between words, in the incorrect sequence of words in a sentence.

Thus, the uniqueness of mastering the lexico-grammatical structure of speech by children with SLD is manifested in a slower pace of mastery, in disharmony in the development of the morphological and syntactic systems of the language, semantic and formal linguistic components, in a distortion of the general picture of speech development, and there is a violation in the mastery of both morphological, and syntactic units. Children with ODD have difficulties both in choosing grammatical means for expressing thoughts and in combining them.

Features of working on grammatical structure and coherent speech

Classes are conducted in the following areas:

• formation of word formation skills;
• mastering the skill of coordinating not only nouns with adjectives, but also with other parts of speech;
• composing complex common sentences;
• compiling a descriptive story based on a plot picture.

The speech therapist works with the child on the use of various grammatical structures. Teaches the use of prepositions and conjunctions in speech. Tasks are offered for the declension of nouns, adjectives, and verbs. In addition to improving grammatical structure, work is being done in parallel to develop coherent speech.

The specialist’s task is not just to teach how to compose a story without the help of an adult, but so that the child can establish logical connections between sentences. At the beginning of the work, the speech therapist helps through leading questions and drawing up a hint plan. Then, gradually, the baby learns to independently give detailed answers and talk about familiar topics.

In addition, work is underway on intonation expressiveness. The child is introduced to the peculiarities of using interrogative and exclamatory intonation. It can be well practiced by staging theatrical performances, expressive reading and memorizing poems.

Correction forecast

The effectiveness of corrective work depends on how early LGNR was identified. The sooner, the better the result will be. With timely speech therapy assistance before entering first grade, it is possible to cope with this disorder. Or you can reduce the gap from the norm as much as possible.

The outcome is also influenced by the characteristics of the speech disorder. The more complex it is, the longer it will take to corrective work to develop the necessary skills. During schooling, LGNR can cause the development of dysgraphia and dyslexia. Therefore, correctional work should be carried out in preschool age.

LGND is usually part of a more complex speech disorder. Therefore, the speech therapist draws up a lesson plan to eliminate the cause of any defect. This disorder becomes more noticeable after 3 years, when the baby begins to interact more actively with the outside world.

To prevent the occurrence of LGNR, adults need to communicate more with the child and be interested in his opinion. While walking, practice some areas for developing lexical and grammatical structure. After all, parents also have an important influence on speech development. Therefore, the speech therapist and parents must interact together so that the child has beautiful and literate speech.

Features of the formation of the grammatical structure of speech in preschool children with general speech underdevelopment

Dear friends, we are pleased to introduce you to Natalya Igorevna Gaivoronskaya, a speech therapist at GBDOU kindergarten No. 53 in St. Petersburg. Today Natalya Igorevna in her article will tell us about the features of the formation of the grammatical structure of speech in preschoolers with general speech underdevelopment. This material is intended for preschool teachers, psychologists and parents.

A short commentary on the article from Natalya Igorevna:

“I believe that education and development through fairy tales is a very relevant topic. Wishes to all adults: read as many fairy tales to children as possible, invent, fantasize, and children will draw all the best!

Useful reading...

Features of the formation of the grammatical structure of speech in preschool children with general speech underdevelopment

A child’s pure, correct speech is one of the most important conditions for his comprehensive development. The richer a preschooler’s vocabulary, the easier it is for him to express his thoughts, to establish meaningful and meaningful relationships with peers and adults, and the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from generally accepted norms of language.

Relevance of the problem: the formation of the grammatical structure of speech is caused by an increase in the number of preschool children with general speech underdevelopment.

This form of speech anomaly is characterized by the fact that, despite normal hearing and intelligence, the formation of each of the components of language is delayed in children: phonetics, vocabulary, and grammar. Children with General Speech Underdevelopment (GSD) have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a lag in the formation of vocabulary and grammatical structure of speech.

With OHP, the formation of the grammatical structure of speech occurs with greater difficulties than mastering active and passive vocabulary. This is due to the fact that grammatical meanings are always more abstract than lexical ones, and the grammatical system of a language is based on a large number of language rules.

Grammatical forms of inflection and word formation appear in children with OSD, as a rule, in the same sequence as with normal speech development. But a characteristic feature of mastering the grammatical structure of a language in children with OSD is a slower pace of acquisition. These children experience difficulties both in choosing grammatical means of expressing thoughts and in combining them.

Violations of the grammatical structure of speech in OHP are caused by the underdevelopment of morphological and syntactic generalizations in these children.

Children with ODD are characterized by disturbances in the morphological system of language, which is closely related to the development of syntax, vocabulary, and phonemic perception. In order to master the morphological system of a language, a child must learn to compare words by sound and meaning, determine their differences, “recognize changes in meaning, in sound, identify elements due to which a change in meaning occurs, establish a connection between the shade of meaning ... and the elements of words (morphemes).

“Morphologically indivisible use of words is the main pattern of the early stages of speech dysontogenesis.” Children with impaired speech development for a long time do not notice the grammatical variability of words in their native language, do not use formal means of language (primarily the system of inflections), despite a sufficient vocabulary. Nouns are most often used in the nominative case, and verbs in the infinitive and imperative mood or without inflections in the indicative mood. This is explained by the fact that the lexical basis of a word is presented to the child as a constant verbal stimulus, which is associated with a specific designation of objects and actions. Prefixes, suffixes and endings are for children only a changing environment of the base, which do not have a specific meaning, and therefore are not perceived by children. Moreover, the use of words in a form not divided into morphological elements can be observed in the speech of such children for many years of life.

Normally, children begin to recognize and isolate the morphological elements of words when they accumulate a small vocabulary.

If a normally developing child has mastered the grammatical designation of a particular situation, then he grasps the similarities of situations and generalizes them; a child with impaired speech development does not grasp the similarities and can designate similar speech situations differently. It has been noted that with normal speech development, children form a large number of word forms by analogy; with impaired speech development, children are often not able to use a “prompting” example of words. This leads to the fact that the same word can be used by a child in the same syntactic structure in different ways. In children with impaired speech development, the emergence of correct word forms does not lead to the disappearance of the “old stereotype.”

A characteristic feature of the speech of children with ODD is the simultaneous existence of words in an undivided, holistic form, and mastery of the process of dividing words into their constituent morphemes, which is formed in them at a slower pace.

A specific feature of the speech of children with SLD is the dependence on lexical semantics, the degree of familiarity of the word, and the type of sentence.

One of the indicators of morphological disorders is incorrect agreement in gender and number. V.A. Kovshikov gives examples of incorrect agreements in the gender of adjectives with nouns in children with alalia: red bow, but red dress, red skirt; green grass, delicious soup. Examples of incorrect agreements include: children getting dressed, girls playing, cars honking; The balls are beautiful.

Very often, children incorrectly use the endings of plural nouns. For example: house-houses; eye-eyes; bucket-buckets; tree-tree; baby goat; calf-calfs.

Also, children with OHP show persistent grammatical errors in replacing the endings of oblique cases with endings of the nominative case. Interchanges of a number of endings are often noted. For example, the accusative case: washes (the floor) the floor, the floor; petting (a puppy) a puppy; took (the cube) the cube. Genitive case: afraid of (rooster) rooster, rooster; asks (for milk) milk, milk. Dative: the fox goes (to the fox), as a fox, to the fox; gives (to the rooster) a rooster, a rooster.

Most often, children make mistakes in the use of the instrumental and prepositional cases. For example, instrumental: wipes his nose (with a handkerchief) handkerchief, handkerchief; kicked the ball (foot) leg, leg, foot, legs; runs (after the fox) after the fox, after the fox, after the fox. Prepositional: lie (on the floor) floor, on the floor, on the field; water (in a bucket) bucket, in buckets, in a bucket.

Features of the use of endings of nouns by children with speech disorders... reflect the main patterns of earlier stages of normal speech development. However, these children have a number of features in the acquisition of the grammatical structure of the language. Thus, children with normal speech development in the early stages of mastering the language system usually replace endings only within one case, while children with speech disorders replace endings of one case with endings of different cases. Moreover, children with OHP are characterized by the inconstancy of these substitutions.

Children also make many ungrammatical errors in verb forms. Sometimes, instead of the definite person and number form, they use the indefinite form of the verb (mom, dad and daughter drink (drink) tea; boys throw (throw) the ball) or a verb stem (bunny jump (jumps); children kusha (eat)). The endings of verbs are mixed when changing in persons and numbers (they scream). Children often omit the return particle -sya (rolls and rolls; washes and washes). Also, children do not take into account the changes that occur in the word during conjugation (they draw; he walked and she walked (walked)). Transfers of the endings of one conjugation to another are allowed (cars hum (honk); Masha puts (puts) sticks). Children with alalia often have a poorly formed species category: children walked (went) to the forest; Dima doesn’t (doesn’t want to tell) a fairy tale; Petya climbed (climbed) a tree. The category of time is also poorly formed. Many children do not use forms of the past tense and especially the future tense, often replacing them with forms of the present.

A fairly common mistake is the incorrect use of case and generic endings of cardinal numerals, for example: no two buttons, two hands, five legs.

Often children incorrectly use prepositional case constructions, for example: under the table, in the house, from a glass.

In children with OSD, both general agrammatisms, characteristic of both normal speech development and impaired speech development, and specific (occasional forms) are identified.

The main mechanism for the occurrence of agrammatisms in the speech of preschoolers is excessive generalization of frequently occurring forms, education by analogy with productive forms.

One of these generalizations is assigning stress to a certain syllable in a word, i.e. when declension of nouns, the stress of the original word is preserved (there is no table, there are many trains). Errors of this type are common, but adults do not notice them because they do not consider them significant. Also eliminating the fluency of vowels, which, when declensions of nouns, remain at the base of the word, for example: levy, peni, pesovy, pieces, bonfire, many sisters.

Children eliminate the alternation of final consonants of the stem. In Russian it is more often combined with extension (klok - shreds). There are nouns in which these extensions are absent (ear - ears, devil - devils, neighbor - neighbors). In children's speech, the nominative case affects other forms (ears, neighbors).

Quite often in the speech of children, the addition of suffixes is eliminated or changed (friend - others, com - coms, table - tables, tree - trees, kitten - kittens).

In children's speech, there are cases of the formation of plural forms from a singular base, as well as cases of the opposite kind (person - people, child - children, people - people, children - children).

In the process of inflection in children with SLD, the process of identifying the rules and patterns of the morphological system of language and their generalization are not sufficiently effective.

Among the forms of inflection in preschoolers with OPD of six years of age, the greatest difficulties are caused by prepositional-case constructions of nouns, case endings of plural nouns, changes in past tense verbs by gender (especially agreement in the neuter gender), agreement of an adjective with a noun in gender, number and case.

Many authors note that, while mastering the correct grammatical form of a word, a child goes through options for combinations of lexical and grammatical language units. In this case, the chosen form of the word most often depends on the level of formation of the lexico-grammatical and syntactic structure of speech.

Preschoolers with SLD have limited knowledge of word formation and, as a rule, many errors occur in the process. The greatest difficulty for children is the formation of adjectives from nouns with different meanings of correlation: “klyuny” – cranberry (with food); “clay” - clay, “steklyashkin”, “steklyashkin” - glass (with various materials), “pine” - pine, “berezkin” - birch (with plants), “boastful” - boastful (with characteristics of emotional-volitional and physical object state). Children incorrectly choose the productive basis, which leads to the emergence of neologisms, for example: “a person who builds houses” - “a homemaker.” Often children use inadequate affixal elements: “moichik” instead of “washer”, “fox” instead of “fox”, “skvorchik” instead of skvorushka. Persistent difficulties are noted in the formation of unfamiliar complex words: scribe - book lover, beekeeper - beekeeper. Very often, a child’s attempts to carry out word-formation transformations lead to a violation of the sound-syllabic organization of the derived (i.e. newly formed) word, for example, instead of “drew” - “sayaval”, instead of “washer” - “mynchik”.

If a 6-year-old child says “on the table” instead of “on the table” or “at home” instead of “at home” and considers this correct, how will he write at school? After all, the presence of such “agrammatisms” indicates that his grammatical systems remained unformed. This may serve as a prerequisite for the emergence of agrammatic dysgraphia when studying at school. Therefore, in preschool age it is necessary to identify violations in the formation of the grammatical structure of speech and carry out work to eliminate these violations.

In this regard, we can highlight the main directions in the formation of the grammatical structure of speech in preschoolers with general speech underdevelopment.

1. Formation of the most productive and semantically simplest methods of word formation and forms of inflection.

2. Consolidation of the most productive methods of word formation and inflection.

3. Work on familiarization with less productive models of word formation and forms of inflection.

4. Consolidation of more complex in semantics and external design, less productive forms of inflection and methods of word formation.

In the course of correctional work on the formation of the grammatical structure of speech in children with general speech underdevelopment, it is necessary to solve the following tasks:

1. Help the child learn the basic meaning of each specific grammatical form.

2. Teach the child to independently form grammatical forms of frequent and unfamiliar words according to a given pattern (by analogy).

3. To develop in the child a strong skill in the correct use of grammatical forms through repeated repetitions.

When working on the formation of the grammatical structure of speech, it is necessary to focus on the following pedagogical principles:

• the principle of systematicity and taking into account the structure of speech disorders, which allows us to identify the mechanism of speech underdevelopment and diagnose a speech disorder based on its pathogenesis, as well as determine methods of pedagogical influence.
• principle of complexity - since violations of the grammatical structure are caused in most cases by the underdevelopment of linguistic generalizations, correctional work on the formation of a system of word formation and inflection is interconnected with the development of vocabulary, phonetic-phonemic system;
• ontogenetic principle - speech therapy intervention is carried out taking into account the general patterns of mastering grammatical categories with normal speech development;
• principle of activity - it is known that mastering the grammar of a language occurs in the process of a child’s activity, and since the leading activity of preschool children is play, work on the formation of the grammatical structure of speech is carried out using a large number of didactic games and exercises with grammatical content that contribute to the solid assimilation of the studied material ;
• the principle of taking into account the zone of “proximal development” (according to L.S. Vygotsky) - the process of development of a particular function should be carried out gradually, taking into account the immediate level of development of this function, i.e. the level at which completing tasks is possible with little help from the teacher.
• general didactic principles: systematicity and consistency, accessibility, gradual transition from simple to complex, taking into account the volume and variety of material.
• principle of visibility. In the work on developing the grammatical structure of speech in children with general underdevelopment, the use of visual aids (natural objects and their images) plays an important role. Visualization as a means of learning helps to arouse children’s interest in classes, helps to consolidate what has been learned, systematizes the material being studied, and improves the quality of learning. When working with children, various types of pictures are used: subject, plot, paired, which are used for comparison and contrast. In addition to pictures, material from the surrounding environment is used, accompanying the demonstrated actions with speech, and performing actions according to verbal instructions.

Formation of various ways of word formation.

In the process of forming word formation in preschoolers with special needs, the main attention should be paid to mastering the system of productive word-formation models. To consolidate and form productive models, it is necessary to clarify the connection between the meaning of a morpheme and its sign form (sound).

Speech therapy work on the formation of word formation of nouns, verbs, adjectives is carried out in parallel.

Corrective work on the formation of word formation of nouns includes:

• use of diminutive suffixes,
• suffix -nits- with the meaning of container (dishes);
• suffix -inc- (straw - straw);
• developing the ability to form names for baby animals and birds;
• developing the ability to form names of professions.

At the same time, children are offered only productive suffixes: for the masculine gender - -schik-, -chik- (watchmaker, pilot) and for the feminine gender - - nits-, - its- (teacher, singer).

When forming a suffixal method of forming nouns, speech material is offered in the following sequence:

- the formation of words in which the sound structure of the root of the derived word does not change (house - house, sofa - sofa, cow - cow);

- with alternating dull and voiced sounds at the root (garden - kindergarten);

- with a change in the sound structure of the derived word (sleeve - sleeve, tit - tit).

In the work on the formation of word formation of verbs, word formation models that are simple in semantics using the most productive affixes are offered to children with SLD for consolidation. Exercises on differentiating verb forms are offered in the following sequence:

• differentiation of perfect and imperfect forms,
• reflexive and non-reflexive verbs.
• verbs with the most productive prefixes.

Taking into account the peculiarities of the appearance of forms of adjectives in ontogenesis, material for developing the skill of forming adjectives is offered to children in the following sequence:

• formation of possessive adjectives;
• relative;
• quality.

The formation of inflection in preschool children with general speech underdevelopment is carried out taking into account the formation of this system in ontogenesis. At the same time, the connection with the vocabulary, morphological and syntactic system of the language is taken into account. Corrective work must be carried out with a gradual complication of speech forms, tasks and speech material. First, work on the formation of inflections is carried out at the level of phrases and sentences, and then - consolidation of inflections in coherent speech.

The formation of inflections is first fixed in phrases. Among the noun phrases for working with preschoolers with general speech underdevelopment, phrases are used that consist of:

- from a noun and an adjective (blue ball);

- from two nouns: with the meaning of belonging (bear's paw), with the meaning of compatibility (plate with spoon).

The formation of each grammatical form is carried out in a certain sequence: first, forms with productive inflections under stress are practiced, without changing the sound-syllable structure of the word stem during inflection, then unstressed inflections with no changes in the word stem, then stressed inflections with a change in the word stem and unstressed endings when the stem changes words.

The formation of inflection of nouns includes:

1. Differentiation of singular and plural forms of the nominative case.

2. Consolidation of non-prepositional constructions of singular nouns. This work is carried out taking into account the appearance of indirect cases in ontogenesis:

- accusative;

- Genitive;

- dative;

- instrumental case.

3. The formation of prepositional constructions of plural nouns is carried out in the following sequence:

- dative;

- instrumental case;

- Genitive;

- accusative.

To consolidate the genitive case forms of plural nouns, we suggest using various versions of the game “What’s gone?”

Work on the formation of inflections of adjectives includes:

- agreement of the adjective with the noun in the nominative case singular and plural;

- agreement of an adjective with a noun in indirect singular cases in prepositional constructions, and then in

prepositional;

- agreement of an adjective with a noun in indirect plural cases in non-prepositional and prepositional constructions.

Particular attention in working with preschoolers with general speech underdevelopment is paid to verb phrases. This is due to the fact that, firstly, the verb most often acts as a predicate, it is the organizing link in the sentence, and secondly, in children with general speech underdevelopment, it is the predicate that is omitted from the sentence.

Corrective work on the formation of inflection of verbs includes tasks:

• to differentiate present tense verbs of the 1st, 2nd, 3rd person;
• to agree on nouns and past tense verbs in person, number and gender.

Conclusion:

Among the various speech disorders in preschoolers, general speech underdevelopment is often encountered. It can be caused by various etiological factors of a biological and social nature and is observed in various forms of speech pathology (according to the clinical and pedagogical classification).

Characteristic signs of general underdevelopment of speech are a persistent lag in the formation of all components of the speech system: (sound aspect, phonemic processes, vocabulary and grammar).

Violations of grammatical structure are one of the important indicators of speech underdevelopment. In this regard, identifying the features of the formation of grammatical means in children with general speech underdevelopment is necessary in the analysis of speech disorders.

Analyzing the mistakes made by children with general speech underdevelopment when forming words, a large number of errors were identified, such as incorrect choice of the stem of the producing word, semantic substitutions, which are based on the immaturity of the lexical aspect of speech.

When examining the formation of the inflection system, errors were identified that are also characteristic of normal speech development, such as the use of the most productive endings, unification of stems, elimination of vowel fluency when changing nouns by number, mixing of case forms within a case, which are due to the fact that children have mastered only general patterns inflection systems.

The formation of grammatical structure in children with general speech underdevelopment has specific features: the presence of errors characteristic of both normal speech development and specific agrammatisms characteristic of children with speech disorders. So, a specific feature of children with ODD is that the success of completing a task depends on the degree of familiarity of the word. Children coped better with word-formation operations on familiar frequency nouns (diminutive forms) compared to forms that were more difficult to understand (or semantically) (names of people's professions).

In addition, in children with general speech underdevelopment (3 levels of speech development), the assimilation of word formation methods significantly lags behind the formation of an inflection system, which is associated with insufficient development of the lexical side of speech.

Children with general underdevelopment of speech, even by the age of 7, do not sufficiently master the grammatical means of the language, which can cause them difficulties in mastering the Russian language school curriculum and serve as a prerequisite for the emergence of agrammatic dysgraphia during education. In this regard, during speech therapy work with children with special needs, it is necessary to pay special attention to the formation of the grammatical structure of speech.

Corrective work on grammar with children with speech disorders should be carried out in all types of activities. Children should be offered various tasks that allow them to develop attention to the word, its shades and meanings.

Forming the grammatical structure of speech is a long, painstaking work.

Even if a child with a speech disorder does not acquire the so-called “sense of language” as a result of all this work, he will still be able to avoid the most serious mistakes when using the endings of words, as well as prefixes, suffixes, etc. And the acquired skills will help in the future when mastering the school curriculum.

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