Speech card for examination of children 4 - 7 years old; material on speech therapy (middle, senior, preparatory group) on the topic

Simplified speech map from 4-6 years

Speech card

Child's name______________________________________________________________

Date of birth, age________________________________________________

Home address _____________________________________________________

Contact number_________________________________________________

Anatomical structure of the articulatory apparatus

Lips (thick, thin, cleft, scars) _________________________________________ _________________________________________________________________________

Teeth (sparse, crooked, small, outside the jaw arch, missing teeth, double row of teeth) ________________________________________________________________________________

Bite (prognathia, progenia, open lateral, open anterior, crossbite) _______________________________________________________________________________

Hard palate (high narrow, gothic, flat, shortened) ________________________________________________________________________________

Soft palate (absent, shortened, bifurcated, lack of a small uvula) ________________________________________________________________________________

Tongue (massive, small, short, long, “geographical” hypertrophy of the tongue root) _____________________________________________________________________ _____________________________________________________________________________________

Sublingual ligament (short, shortened, normal, presence of adhesion to the tissues of the sublingual area) ________________________________________________________________

The state of articulatory motor skills (tone, volume, ability to switch, substitutions, synkinesis, tremor, abundant salivation, deviation of the tip of the tongue, etc. - filled in after test exercises).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pronunciation state

1 – isolated; 2 – in words; 3 – in spontaneous speech Norm – N

Violations: absence (–), replacement (→), confusion (↔), distortion - interdental (m/z); paradental (p/z), labiodental (g/z), labiolabial (g/g), lateral (b.), uvular (uv.), velar (vel.), sibilant (spike.), etc. .

State of phonemic perception, phonemic analysis and synthesis

Repetition of syllables with opposition sounds:

4
years
ba-pa__________________ ba-ba__________________________________________________________

ga-ka __________________ ka-ha__________________________________________________________

da-ta __________________ ta-da__________________________________________________________

ma-ba__________________ ba-ma________________________________________________________

va-ka __________________ ka-va__________________________________________________________

nya-na_________________ na-nya_________________________________________________________

5 years

ba-ba-ba _______________ pa-ba-pa_________________________________________________

da-ta-da ______________ ta-da-ta_________________________________________________

ga-ka-ha ________________ ka-ha-ka_________________________________________________

for-sa-for ________________ sa-for-sa__________________________________________________

ta-ta-ta________________ ta-ta-ta_________________________________________________

6 years

Isolation of initial stress from words 5 years

Astra ________________ arch_______________________________________________________________

Autumn_________________ lake__________________________________________________________

Beehive__________________ ears______________________________________________________________

Needles _________________ sparks __________ ________________________________________

Isolating the final consonant from words 6 years old

Cat______soup______catfish______lemon_____moss______juice_______

Isolating the initial consonant from words 6 years old

Bridge __________________ bank_________________________________________________________

Floor ___________________ slippers_________________________________________________________

House__________________nose_________________________________________________

Water_________________ apron__________________________________________________________

Cat ___________________ year___________________________bread___________________________

Determining the sequence of sounds in a word 6 years old

Cat ___________________ cotton _____________________________________________________

House ___________________ oaks_______________________________________________________________

Determining the number of sounds in words 6 years

Bull______ cotton______ house_____ banana_________________

Study of the sound-syllable structure of words

Repeat the words (one at a time):

4-5 years Knock, bridge, candy wrapper, step, bulldozer, aquarium, motorcyclist.

5-6 years old Excavator, medicine, architect, parachutist, plumber, airport.

6-7 years old Aerodrome, escalator, barrier; repair radio, typewriter, laughing boy.

Vocabulary: (sufficient, corresponds to the age norm, insufficient) Grammatical structure: (without violations, impaired, some deficiencies)

Coherent speech: (formed by age, not formed enough)

Speech therapy conclusion:

_____________________________________________________________________

________________________________________________________________________________

Date of examination _______________ teacher-speech therapist _________________________

Map of individual work of a speech therapist teacher with preschoolers with special needs development

Previously, I posted a speech card for a speech center on the Speech Therapy Portal website.

Later, a map of the individual work of a speech therapist with preschoolers with ODD was developed, which I would like to present here.

I would be glad if it helps young professionals in their work.

Sample of filling out an individual work card

speech therapist teacher with a child

Ustinenko Alla Vasilievna, teacher-speech therapist, MBDOU No. 19 “Ivushka”, Salsk

1. Speech therapist documentation - Long-term plan for individual correctional and developmental work
2. Long-term plan for the work of a preschool teacher-speech therapist with teachers
3. Work plan of a speech therapist teacher with a young specialist
4. The use of computer technologies in the work of a speech therapist with preschool children with mental retardation
5. Planning the work of a speech therapist teacher in a secondary school

( 9 liked, average score: 5.00 out of 5)

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