Speech therapy examination of the speech of junior schoolchildren

General anamnesis (to be completed by parents)

Child's full name_________________________________________________________________

Date of Birth______________________________Address_________________________________

Information about parents (full name, place of work, position, telephone)

Mother______________________________________________________________________________________________________________________________________________________

Father_________________________________________________________________________

_____________________________________________________________________________

1. From what pregnancy was the child born?______2. What are the birth dates?_____

3. Course of pregnancy (early toxicosis, late toxicosis, injuries, chronic or infectious diseases, hypo- or hypertension, threat of miscarriage, without pathologies, etc.)__________________________________________________________________________

4. How did the birth proceed (early, urgent, rapid, etc.)____________________

5. Apgar scores__________________6. When did you scream?______________________________

7. Was there asphyxia? (white, blue) _______8. Child's height and weight at birth_________

9. Feeding (breastfeeding, artificial, mixed)______________________________

10. When did the first teeth appear?_________11. Number of teeth per year_____________________

12. Past illnesses (infections, bruises, head injuries, convulsions at high temperatures). Up to a year:__________________________________________________________

_____________________________________________________________________________

After a year:__________________________________________________________________________

Vision______________________________Hearing_____________________________________________

Speech anamnesis

When did humming appear?_______________________babble?__________________________

When did the first words appear?_______________phrases?__________________________

Was speech development interrupted? (if interrupted, indicate age, reason, duration, consequences)_________________________________________________

Conditions for speech education in the family

Parents' speech________________________________________________________________

Is there bilingualism in the family?______________________________________________________________

The child’s attitude towards a speech defect__________________________________________________________

Have you contacted a speech therapist? _____________________________________________________

How long did the classes last, their effectiveness __________________________________________

Thank you for your help! Speech therapist teacher, 1st qualification category Aliya Finatovna Khamitova, phone: 89374849655, email: a l _ i _ ya [email protected] mail . ru

General characteristics of speech (recording of a conversation with a child

)

What is your name? How old are you?_______________

Who do you live with?______________________________________________________________

What is your mother's name?_______________________________________________________________

Do you have friends?__________________________________________________________

_____________________________________________________________________________

What games do you play with them?________________________________________________

_____________________________________________________________________________

General sound of speech

Rate of speech (fast, slow, moderate)______________________________________

Voice (quiet, loud)____________Expressiveness___________________________

Manifestation of stuttering___________________________________________________________

Supposed reason______________________________________________________________

Periods of exacerbation__________________________________________________________________________ Situations aggravating its manifestation___________________________________________

The structure of the articulatory apparatus

Lips (thick, thin, cleft)_______________________________________

Tongue (thick, massive, small, etc.)_______________________________________

Teeth (sparse, small, outside the jaw arch, large)________________________________

Bite (prognathia, progenia, open, lateral open)______________________________

Hyoid ligament (short, extended, shortened)__________________________

Articulatory motor skills

Grin____________Raising eyebrows______“Little tube smile”____________

“Swing”______________“Clock”_______________Click your tongue_______________

Mobility, accuracy, range of motion_______________________________________________

Ability to switch and maintain posture__________________________________________

Tremor of the tip of the tongue during repeated movements__________________________________________

Hyperkinesis at a slow pace of movement_____________________________________________

Fine motor skills

Which hand he eats with: right / left writes: right / left

Speech Comprehension Test

1. Follow instructions in 2-3 steps__________________________________________

2. Understanding the names of actions (from pictures)__________________________________________

3. Understanding the names of features (color, shape, size, etc.)______________________

_____________________________________________________________________________

4. Understanding the grammatical forms of words:

a) singular and plural: nouns (ball-balls, mushroom-mushrooms)_____

_____________________________________________________________________________

verbs (where sits, and where sits)__________________________________________________

adjectives (where is red, and where are red)_______________________________________

b) understanding the meaning of prepositions ________________________________________________

c) understanding the meanings of case endings (Show your notebook with a pencil)____________

5. Understanding the meanings of complex sentences:

a) Show the girl who catches a butterfly_____________________________________________

b) Lena lost the pencil that Vova had. Whose pencil is this?_________________

c) The children went into the forest after it rained. When did the children go to the forest: before or after the rain?_______________________________________________________________________

Vocabulary survey

1. Subject dictionary:

a) explanation of the meanings of words:

fridge__________________________________________________________________

vacuum cleaner______________________________________________________________________

b) naming objects from pictures__________________________________________________________

c) display and name of parts of objects:

kettle: bottom___________________________ chair: seat____________________

cover____________________ back____________________

handle______________________ legs__________________________

spout_____________________

d) baby animals:

in a goat___________________________ in a cow___________________________

in a pig__________________________ in a horse___________________________

in a sheep___________________________ in a chicken___________________________

2. Level of generalization:

Teddy bear, ball, pyramid, spinning top__________________________________________________________

Dress, trousers, skirt, socks____________________________________________________________

Boots, shoes, felt boots, slippers_________________________________________________

Wardrobe, bed, sofa__________________________________________________________________________

Bus, plane, train, motorcycle_______________________________________________

3. Dictionary of signs:

a) selection of adjectives for nouns:

lemon (what kind?)________________________________________________________________

fox (what?)________________________________________________________________________________

apple (what kind?)________________________________________________________________

b) selection of antonyms: synonyms:

large — ________________ doctor — ________________________________

tall -_________________ friend — ___________________________

dry - __________________ sad - ___________________

dirty — _________________ schoolboy — ___________________

c) formation of relative adjectives:

cube made of wood - ______________________glass glass -_________________________

rubber ball - _______________________ leather bag - __________________________

d) formation of possessive adjectives:

Whose tail?__________________________________________________________________________

4. Verb dictionary:

a) naming actions based on pictures_______________________________________________

b) Who does what?

Cook__________________________________________driver________________________________

Doctor__________________________________________janitor______________________________

c) Who moves how?

Fish_________________________________bird___________________________

hare_________________________________ dog_________________________________

d) who gives what voice?

Cat____________________ ______________ horse______________________________

Goat_______________________________________donkey________________________________

Dog__________________________________________ rooster ________________________________

5. Seasons and their signs_________________________________________________________

_____________________________________________________________________________

Examination of grammatical structure

1. Education plural. nouns from singular nouns:

Doll____________________chair______________________bucket____________________

Ear______________________ tree__________________

2. Formation of a diminutive form:

House_______________________ball__________________chair_________________________

Ball_______________________bucket__________________nose____________________

3. Agreement of adjectives with nouns:

Ball_________________ _____(red) car______________________(red)

dress_________________________________bucket_________________________________

4. The use of the case of nouns depending on the numerals:

I have one house, and you have _____________________________________________ (two houses)

1 ball ___________________________________1 chair________________________________

1 tomato________________________________1 ear________________________________

Examination of coherent speech

1. Making a proposal based on the picture________________________________________________

_____________________________________________________________________________

2. Compiling a descriptive story based on a plot picture_______________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Compiling a descriptive story based on a sequential series of paintings

4. Retelling the story (fairy tale)__________________________________________________________

Sound pronunciation

Vowels

A___________U_________O__________I____________E_____________Y______________

Consonants

[S] - ___________[S'] - ____________[Z] - __________[Z'] - ___________[C]_____________

[W] - ______________[F] - _____________[H] - _______________[SH] - ________________

[L] - ______________ [L'] - _____________[R] - _______________[R'] - _________________

[K,K'] - ____________[G,G'] - ____________[B,B'] - _____________[P,P'] - _______________ [D,D'] - ____________[T,T'] - ____________[B ,V'] - _____________[F,F'] - ______________

[M,M'] - ___________[N,N'] - ____________[X,X'] - _____________[Y] - ________________

Phonemic Awareness Test

and elements of sound analysis

1. Repetition of sound series:

pa-ba-pa________________________ma-na-ma_________________________________

vo-fo-fo___________________________be-be-ne_________________________________

tu-doo-tu______________________________sa-sa-za___________________________________

2. Repetition of rows of words:

elephant-catfish-dream__________________________teeth-soups-fur coats__________________________

house-tom-tooth__________________________beetle-jester-tooth______________________________

3. Isolating the first sound in a word:

Alik_______duck_______Ira______donkey_________echo________tank_______bow_______

4. Highlighting the last sound in a word:

Poppy_fluff________soup________sweat_______flour_______hands________balls______

5. How many sounds are in a word?

house___________hand_______________shelf_______________car_________________

Pronunciation of words with complex syllabic composition

thermometer________________bicycle________________aquarium__________________

frying pan_________________button__________________medicine_________________

Children made a snowman______________________________________________________________

Plumber fixes the water pipe________________________________________________

The teacher takes the children to take pictures________________________________________________

Reading

Level of mastery of reading technique (letter by letter, syllable by syllable, whole words)_______

____________________________________________________________________________

Reading errors_________________________________________________________________

____________________________________________________________________________

Reading Comprehension______________________________________________________________

Letter (written works are attached)

Presence and nature of errors______________________________________________________________

_____________________________________________________________________________

Brief description of the child based on pedagogical observations

__________________________________________________________________________________________________________________________________________________________

Speech therapy conclusion

After the first year of study:__________________________________________________________ _________________________________________________________________________ After the second year of study:_________________________________________________________ _________________________________________________________________________ After the first year of study:_________________________________________________________

_____________________________________________________________________________

Results of correctional work

After the first year of study:__________________________________________________________ __________________________________________________________________________

_____________________________________________________________________________After the second year of study:__________________________________________________________ ______________________________________________________________________________

_____________________________________________________________________________After the first year of study:__________________________________________________________

_____________________________________________________________________________

__________ /Khamitova A.F./

Protocol for examining the speech development of a 1st grade student

5 points – vocabulary, inflection:

all tasks were completed correctly, on the first try, independently, the volume of vocabulary corresponds to the age norm, a high level of generalization, the vocabulary is rich in generic concepts, correct and quick selection of words in all tasks;
word formation –
correct and independent completion of all tasks;

4 points – vocabulary, inflection:

When completing tasks, 1-5 mistakes are made, the vocabulary is appropriate for age, but there are inaccuracies in understanding the lexical meanings of words.
denoting various generic characteristics, some errors were made in the form of not quite accurately selected words, which are replaced with more suitable ones after indication, a correct and complete description of the lexical meaning of the words is given, but there are some difficulties in identifying the main and secondary qualities of objects, as well as their signs and actions , there are no difficulties in composing prepositional-case constructions; word formation –
correct completion of tasks or isolated errors when using unproductive forms of word formation;

3 points – vocabulary, inflection:

tasks are completed with 6-8 errors, 1-2 tasks are unavailable; additional instructions are required; the processes of classification and generalization are insufficiently developed.
difficulties in updating the necessary words, there is a dissociation between the volume of the active and passive vocabulary, the characteristics of the lexical meaning of words do not fully reflect their properties and quality, there are difficulties in identifying the main and secondary features of word forms, numerous errors in inflection, in mastering the compatibility of grammatically complex word forms, difficulty in constructing complex prepositional-case constructions; word formation –
systematic errors in unproductive forms of word formation, transformation of a given word into a neologism or another word that does not correspond to a given word formation type;

2 points - vocabulary, inflection:

most of the tasks are inaccessible, more than 8 errors are allowed, low level of generalization, separate generic concepts are formed, there are only individual words that accurately reflect the lexical meaning of given word forms, the student selects words by inflecting these word forms or characterizes objects only according to one attribute, there is a confusion of lexical meanings of words, significant difficulties in abstracting them in phrases and sentences, violation of the assimilation of morphological norms of language in most cases, persistent errors both when composing sentences and when using concepts with spatial meaning, does not select synonyms and antonyms, does not name homonym words;
word formation –
systematic errors in unproductive forms of word formation; the number of incorrectly completed tasks is more than half, the formation of non-existent words;

1 point - vocabulary, inflection:

most of the tasks are inaccessible, the volume of the active vocabulary is within the limits of everyday life, the processes of classification and generalization have not been formed