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I level of speech development

“Lack of common speech” is characterized by a complete or almost complete inability to use ordinary speech means of communication. Children at this level communicate using babbling sounds and gestures.

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Basic provisions for the characteristics of the first level of speech development

1. Active vocabulary in its infancy. It consists of onomatopoeia, babbling words and only a small number of common words. The meanings of words are unstable and undifferentiated. 2. Passive vocabulary is wider than active, but understanding of speech outside the situation is very limited. Phrasal speech is almost completely absent. 3. The ability to reproduce the sound and syllabic structure of a word has not yet been formed.

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I I level of speech development

The beginnings of common speech At this level, communication is carried out not only with the help of gestures accompanied by undifferentiated sound complexes (snippets of words), but also through a fairly constant, although very distorted and limited stock of common words.

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Basic provisions for the characteristics of the I I level of speech development

1. The active vocabulary is expanded not only through nouns and verbs, but also through the use of some (qualitative) adjectives and adverbs. 2. There is some enrichment of speech through the use of certain forms of inflection. Children are observed trying to change words by gender, number and case, and verbs by tense. 3. At the second level of speech development, children begin to use the phrase. 4. Understanding of speech improves, passive and active vocabulary expands, and understanding of some simple grammatical forms arises. 5. The pronunciation of sounds and words is severely impaired. It is revealed that children are unprepared to master sound analysis and synthesis.

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I I I level of speech development

the presence of extensive phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics

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Basic provisions for the characteristics of the I I I level of speech development

1. Inaccurate knowledge and use of many everyday words. Children's active vocabulary is dominated by nouns and verbs. There are few words that characterize the qualities, signs, states of objects and actions, as well as methods of action. A large number of errors are observed in the use of simple prepositions and almost no more complex prepositions are used in speech. 2. Insufficient development of grammatical forms of the language - errors in case endings, confusion of tense and aspectual forms of verbs, errors in agreement and control. Children almost never use word formation methods. 3. In active speech, mainly simple sentences are used. There are great difficulties, and often a complete inability to extend sentences and construct complex sentences (composed and subordinate).

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4. Most children still have deficiencies in the pronunciation of sounds and violations of the structure of words, which creates great difficulties in mastering sound analysis and synthesis. 5. Understanding of everyday speech is sufficient, but sometimes ignorance of individual words and expressions, confusion of semantic meanings of words that are similar in sound, and unsteady mastery of many grammatical forms are revealed. This is especially evident when reading educational and literary texts. 6. In writing and reading, many errors of a specific nature arise, which are directly dependent on the level of speech development.

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IV level of speech development

Mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are identified during a detailed examination when performing specially selected tasks.

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Basic provisions for the characteristics of the IV level of speech development

Individual violations of the syllabic structure of words and sound filling: elision - in the reduction of sounds, omission of syllables; paraphasia, rearrangement of sounds, syllables; perseveration and addition of syllables and sounds. Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of overall blurred speech. The incompleteness of the formation of the sound structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes.

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Basic provisions for the characteristics of the IV level of speech development

Individual violations of semantic speech: there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, loach), people of various professions (photographer, telephone operator, librarian), parts of the body (chin, eyelids, feet); generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birch trees). when denoting the actions and characteristics of objects, they use typical names and names of approximate meaning: oval - round; rewrote - wrote; the nature of lexical errors is manifested in the replacement of words that are similar in situation (uncle paints a fence with a brush - instead of “uncle paints a fence with a brush; the cat rolls a ball - instead of “ball”), in a mixture of signs (high fence - long; brave boy - fast; old grandfather - adult).

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Errors when using: diminutive nouns (coat - coat; platenka - dress; skvorchik, birdhouse - skvorushka; strap - strap, etc.); nouns with singularity suffixes (pea, pea - pea; puff, cannon - fluff; raisin, raisin - raisin; sand, sand, sandbox - grain of sand, etc.); adjectives formed from nouns with different meanings of correlation (downy - downy; cran'ovy - cranberry; s'osny - pine); adjectives with suffixes characterizing the emotional-volitional and physical state of objects (boastful - boastful; ulybkiny - smiling); possessive adjectives (volkin - wolf; fox - fox).

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The originality of coherent speech: 1. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted. 2. When talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences. 3. Difficulties remain in planning your statements and selecting appropriate linguistic means.

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The content of correctional work is aimed at ensuring the correction of the general underdevelopment of pupils’ speech. The main goal of direct educational activities in groups for children with general speech underdevelopment is the correction and compensation of psycho-speech deficiencies, the integration of children with speech disorders into the environment of normally developing peers.

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The content of correctional work in preschool educational institutions is ensured by the following activities: Identification of the special educational needs of children with general speech underdevelopment, caused by deficiencies in speech and mental development. A comprehensive examination of speech and non-speech processes, sensorimotor sphere, intellectual development, personality characteristics and social environment. This examination is carried out by a speech therapist, psychologist, music director, physical education instructor, and teacher. The information obtained from collecting anamnestic data and questioning parents is also analyzed. Implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission).

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During the examination, the volume of speech skills in children with speech disorders is revealed, compared with age standards, with the level of mental development, the ratio of the speech defect and the compensatory background, speech and communication activity is determined. The interaction between the process of mastering the sound side of speech, the development of vocabulary and grammatical structure is analyzed. Speech therapy examinations are carried out in September, January and May. The data from the speech therapy examination are entered into speech cards. Based on the primary diagnosis, the following were built: planning educational and correctional work with children; setting corrective goals and objectives for the academic year; creating a correctional and developmental environment in the group; organization of subgroup and individual work in a group; recruitment of subgroups; determination of the temporary load for each child.

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At the mixed preschool educational institution there are five speech therapy groups for children with general speech underdevelopment. Correctional work includes time allocated for direct educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, productive, musical-artistic, etc.) with qualified correction of general speech underdevelopment. Educational activities with qualified correction of general speech underdevelopment of children are carried out: - during routine moments; - independent activities of children; - during interaction with children’s families on the implementation of the basic educational program.

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Educational correctional work is based on the following programs: “Program of education and training in kindergarten”, edited by M.A. Vasilyeva. Information about correctional programs used in working with children with speech disorders Name of the program Author Purpose Age of children Program of correctional and developmental work in the junior speech therapy group of kindergarten. – SPb.: DETSVO-PRESS: 2006. N.V. Nishcheva Alignment of speech and psycho-physiological development of children with general speech underdevelopment. Junior group (3-4 years old) Program for the education and training of preschool children with speech underdevelopment (3-5 years old) M.P. 1984 T.B. Filicheva G.V. Chirkina Elimination and compensation of defects and secondary manifestations caused by speech underdevelopment. Middle group (4-5 years old) Training of children with special needs in a special kindergarten M. 1993 Alpha T.B. Filicheva G.V. Chirkina Education, development, correction and compensation of speech disorders, preparation of children with special needs for school Senior group (5-6 years old) Preparation of children with special needs in a special kindergarten M. 1993 Alpha T.B. Filicheva G.V. Chirkina Education, development, correction and compensation of speech disorders, preparing ONR children for school Preparatory group for school (6-7 years old)

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Based on the results of the examination, the speech therapist fills out individual plans for correctional work, and in the presence of secondary mental retardation caused by underdevelopment of speech, individual programs that are filled out jointly by the speech therapist, psychologist, educators, physical education instructor and head nurse in accordance with the recommendations of the psychological and medical pedagogical commission.

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The correctional work of speech therapists, educators, music directors and physical education instructors is based on the following principles: - etiopathogenetic principle, taking into account the etiology and mechanisms of speech disorders; - the principle of consistency and taking into account the structure of speech disorders, - the principle of complexity; - early impact on speech activity in order to prevent secondary deviations; - development and reliance on ontogenesis (taking into account the patterns of normal development of children's speech) - interconnected formation of phonetic-phonemic and lexical-grammatical components of the language; - a differentiated approach in speech therapy work to children with ODD who have a different structure of speech defect; - the principle of the relationship between sensory, mental and speech development of children; - the principle of a communicative-active approach to speech development; - the principle of forming elementary awareness of language phenomena; - the principle of enriching the motivation of speech activity.

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The fulfillment of tasks for the correction of speech disorders, hearing impairments and the formation of correct speech in preschool children, which fully performs the communicative function, is ensured thanks to an integrated approach to the correction of developmental deficiencies, and the close relationship of specialists in pedagogical and medical profiles. The head of the kindergarten enrolls children in speech therapy groups and sends students from speech therapy groups to the City Psychological, Medical and Pedagogical Center. The senior teacher ensures the organization of the educational process in the MBDOU, ensures the organization of specialists accompanying the child with disabilities, ensures the improvement of the professional competence of specialists, and also organizes interaction with the family of the child with disabilities and various social partners. A speech therapist teacher works to correct speech deficiencies during direct educational activities (communicative, correctional and perception of fiction), joint activities of a teacher with a child with disabilities, and during the verbalization of routine moments. The teacher, physical education instructor and music director plan their classes in accordance with the recommendations received from the speech therapist or speech pathologist and based on general thematic planning.

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The teacher develops fine motor skills of pupils during construction, drawing, sculpting and appliqué, and general motor skills during walks; consolidates speech skills during routine moments, when performing speech therapist tasks in the afternoon. A physical education instructor works to develop gross and fine motor skills, establish proper breathing, and develop coordination of speech and movement. The musical director ensures the development of tempo, rhythm, melody of speech and non-speech sounds, the development of auditory perception, and the development of voice strength. A teacher-psychologist supervises the work on sensory development and the development of mental functions, promotes the adaptation and socialization of children with disabilities in a kindergarten. The head nurse provides medical support for the development of a child with disabilities, and also develops a set of health-improving and preventive measures. Parents of students interact with teachers on the implementation of the basic general education program and issues of correction of speech and hearing impairments.

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The teacher must remember: only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of the child’s speech; when correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means he must repeat the correct word or sentence after the teacher.

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Techniques for working with children The opportunity to enrich children’s vocabulary is provided by the teacher’s daily communication with children. It is necessary to ask children questions: what are you doing? What are you playing? What are you building? What do you put on the doll? What dress did they buy you? What do you wash your hands with? What do you wipe with? Etc. The teacher instructs one of the children to explain to the child where in the group he can get toys, pencils, books, board games, and tell him about the rules for using them.

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Role-playing games are always accompanied by speech: children agree on the terms of the game, argue, conduct dialogues on behalf of the characters; The teacher must introduce active games into children’s everyday life, which are accompanied by nursery rhymes, dialogues, and onomatopoeia; in classes on the formation of coherent speech, it is good to use various graphic diagrams to help build phrases (a similar gaming technique can be used in didactic games)

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Game "Shop". Its goal is to reinforce the names of items of clothing and teach them to use a simple sentence with a direct object in speech. The teacher plays the role of a seller, the children play the role of buyers. Cards are used depicting children and actions Girl Boy Buy Children choose a purchase, approach the teacher and compose a phrase based on symbolic images I am buying a shirt I am buying a skirt At the end of the game, the teacher invites the children to consider each purchase, laying out the children’s “records” on a flannelgraph.

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An approximate daily routine for a middle group, combined with speech development tasks that the teacher solves.

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Reception of children. The teacher meets the children, talks with parents (depending on weather conditions, children may be received outside), organizes undressing and washing, conducts morning exercises, and monitors the work of the canteen attendants.

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Undressing, dressing During the day, children take off and put on outerwear at least five times (this takes a lot of time in winter). Indoors, children change clothes for music and physical education classes, as well as getting ready for bed. Part of this time can be devoted to clarifying and expanding vocabulary on the topic “Clothing”: the teacher attracts children’s attention to the names of items of clothing, enriching the vocabulary with adjectives and verbs.

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Vocabulary Nouns: jacket, coat, dress, trousers, sweater, T-shirt, panties, tights, socks, leggings, apron, skirt, blouse, shirt, shorts, fur coat, scarf, mittens, hat, gloves, sleeves, belt, buttons, collar , pockets. Verbs: put on, take off, hang, tie, tuck in, unbutton, untie, clean, wash, iron, rinse, dry, put away, knit, sew on. Adjectives: beautiful, comfortable, warm, light, soft, new, clean, old, elegant, festive, cold, leather, knitted, wool, fur.

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Preparation for breakfast, breakfast (for lunch, lunch; for afternoon tea, afternoon tea; for dinner, dinner) The teacher invites children to the table, teaches them how to sit at the table correctly, use cutlery, and improves self-service skills. During meals, he clarifies the names of dishes, draws children's attention to the aroma and taste of food, to the methods of its preparation.

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Dictionary Nouns: soup, cabbage soup, borscht, salad, omelet, compote, jelly, puree, porridge, solyanka, tea, coffee, milk, juice. butter, sausage, egg, etc. Adjectives: appetizing, aromatic, tasty, hot, warm, salty, sweet, fragrant, juicy, vegetable, dairy, rice, buckwheat. Verbs: cook, fry, peel, cut, pour, spread, boil.

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Vocabulary work Nouns: deep plate, spoon, fork, knife, shallow plate, teaspoon, cup, saucer, glass, saucepan, frying pan, bowl, ladle. Verbs: wash, put, cut, break, serve, bring, put, hold, take care of, drop, dry, wipe. Adjectives: glass, plastic, wood, metal, clay, clean, dirty, shiny, fragile, shallow, deep, beautiful, painted, transparent.

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Games, preparation for classes, activities The teacher makes sure that the children who leave the table are busy with games that do not require a long time. Preparing for classes with children. Involves children in preparing equipment for the lesson (arrange jars for water, distribute paints, brushes, paper, etc.). They are conducted in subgroups, alternating with speech therapist classes.

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Preparing for a walk, a walk Selects toys for a walk with the children, organizing dressing, and continues to develop relevant skills. In groups for children with ODD, classes on familiarization with fiction in the warm season are recommended to be carried out during a walk. During the period of studying lexical topics, it is advisable to use the walking time to conduct excursions on similar topics: “Autumn”, “Plants”, “Insects”, “Transport”, etc. When preparing for a walk, the teacher selects games with speech accompaniment, in which children quickly memorize short poems and willingly recite them in chorus. When choosing an outdoor game, it is necessary to take into account the lexical topic being studied during this period - for example, when studying the topic “Pets”, the games “Shaggy Dog”, “Cat and Mice” are played; when studying the topic “Wild Animals” - the games “Bunny”, “Fox and Geese”, “At the Bear in the Forest”. While walking, he watches children play.

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Prepared by teacher Nevolina Ekaterina Igorevna

Features of the formation of coherent speech in children with ODD.

PREFACE... The first meaningful words appear in children by the end of the first year of life (10-12 words); at the end of the second year of life, the lexical composition is 300-400 words; by three years - 1500 words; by four - 1900; at five years - up to 2000 - 2500, at six seven years - up to 3500 - 4000 words.

Every child must learn to express their thoughts meaningfully, grammatically correct, coherently and consistently. At the same time, the child’s speech should be lively, spontaneous, and expressive. Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the child’s logic, thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech.

A different picture is observed with OHP. General underdevelopment of speech can be expressed to varying degrees: from the complete inability to combine words into phrases or from pronouncing individual onomatopoeic complexes instead of words to extensive speech with elements of phonetic-phonemic and lexical imperfection. Hence the name of the defect - general speech underdevelopment.

The relevance of this problem is that in children with general speech underdevelopment, coherent speech is always impaired. This is due to the deterioration of the environmental situation, an increase in mental trauma and the influence of various harmful factors.

General underdevelopment of speech is a systemic violation of the acquisition of all levels of language (sound side (phonetics) and semantic side (vocabulary, grammar), requiring long-term and systematic speech therapy intervention

The main signs of general speech underdevelopment: late onset of speech development; slow rate of speech development; limited, age-inappropriate vocabulary; violation of the formation of the grammatical structure of speech; violation of sound pronunciation and phonemic perception.

R. E. Levina, L. N. Efimenkova, T. A. Tkacheva studied the general underdevelopment of speech as a systemic disorder and identified the characteristics of coherent speech in children with ODD. Issues of the formation of coherent speech were studied by E. I. Tikheyeva, A. A. Leontiev, L. S. Vygotsky. The problem of the development of coherent speech in children with ODD is reflected in the works of V. P. Glukhov, T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.

Features of the grammatical structure in children with speech underdevelopment are presented in the works of V.K. Vorobyova, B.M. Grinshpuna, V.A. Kovshikova, R.E. Levina, V.K. Orfinskaya, E.F. Sobotovich, S.N Shakhovskoy, etc. Initially, the features of the grammatical structure of speech were analyzed from the standpoint of a psychological and pedagogical approach in order to identify, study and analyze existing violations. Morphological disorders were identified, manifested in violations of inflection and word formation. Agrammatisms in the speech of children with speech underdevelopment increase as their vocabulary expands. However, according to E.F. Sobotovich, the structure of grammatical errors is heterogeneous, while there are both morphological, manifested at the level of phrases and sentences in the inability to coordinate words, and syntactic violations, manifested in structural and semantic agrammatism. Children do not develop the operations of programming, selection, and synthesis of linguistic material in the process of generating a speech utterance.

The term “general speech underdevelopment” was first introduced by R.E. Levina in the 50-60s of the 20th century, level 1 - complete absence of speech, elements of speech. Level 2 – the rudiments of common speech, in addition to gestures and babbling words, although distorted, fairly constant common words appear. Level 3 – speech is more developed, there are no gross deviations in the development of phonetic-phonemic and lexical-grammatical aspects of speech

Children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention. Some of them have insufficient stability of attention and limited possibilities for its distribution.

Speech retardation also negatively affects memory development. With relatively intact semantic and logical memory, such children have a noticeable decrease in verbal memory and memorization productivity compared to their normally speaking peers. Children often forget complex instructions (three to four steps), omit some of their elements, and change the sequence of the proposed tasks. There are frequent duplication errors when describing objects and pictures.

Having complete prerequisites for mastering mental operations accessible to their age, children lag behind in the visual and figurative sphere of thinking, without special training they have difficulty mastering analysis, synthesis, and comparison.

Children with speech underdevelopment, along with general somatic weakness, also have some lag in the development of the motor sphere. In a significant proportion of children, motor impairment is expressed in the form of poor coordination of complex movements, uncertainty in reproducing precise movements, and a decrease in the speed and dexterity of their execution. The greatest difficulty is in performing movements following verbal and especially multi-step instructions.

The mental development of children with special needs development, as a rule, is ahead of their speech development. They are critical of their own speech insufficiency. Primary speech pathology, of course, inhibits the formation of initially intact mental abilities, however, as verbal speech is corrected, intellectual processes level out.

Currently, preschoolers with speech impairments constitute the largest group of children with developmental disorders. Based on studies of the patterns of speech development of children with various speech pathologies, ways to overcome speech insufficiency were developed, the content and methods of correctional training and education were determined.

ONR is a complex problem that requires the following methods for the formation of coherent speech in children. 1. Learning to retell. 2. Learning to tell stories from pictures. 3. Narration through a series of plot pictures that depict in sufficient detail the development of the plot action. 4. Teaching storytelling based on a separate plot picture with children inventing previous and subsequent events (on supporting issues). 5.Description of a landscape painting. 6. Learning to describe objects. 7. Teaching storytelling with elements of creativity.

And in conclusion: Having studied the theoretical literature on the problem raised, we became familiar with the state of the problem and studied the symptoms of general speech underdevelopment. Speech disorders complicate communication, negatively affect mental activity, lead to changes in the emotional sphere of the child, limit the acquisition of conceptual meanings and speech patterns, and interfere with the acquisition of literacy. Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.

The effectiveness of the process of forming coherent speech depends, first of all, on its timely start and the effectiveness of the chosen method of correctional influence, taking into account the identified disorders and characteristics of the child. Also, having studied the theoretical literature, we came to the conclusion: speech therapy work with children lagging behind in speech development should begin at an early age. Identifying deviations in speech development, their correct classification and overcoming them at an early age, when the child’s language development is far from complete, seems very difficult, but important.

Literature. 1. Speech therapy reference book by speech therapist N.N. Polushkin. – M.: AST:Astrel 2010. 2. Fundamentals of the theory and practice of speech therapy, edited by R. E. Levina Enlightenment – ​​M – 1968 3. Fundamentals of speech therapy T. B. Filicheva, A. N. Cheveleva, G. V. Chirkina, Enlightenment M - 1989. 4. Experience of linguistic analysis of the dictionary of children's speech A. V. Zakharova Novsibirsk -1975. 5. Overcoming general underdevelopment of speech in preschool children N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva Enlightenment M 1998. 6. Speech as a conductor of information N. I. Zhinkin -m -1982.

Filicheva T.B., Tumanova T.V. Children with general speech underdevelopment. Education and training. Educational and methodological manual. M.: Publishing House GNOM and D, 2000. 128 p. (Correctional work in special preschool institutions) The manual presents the psychological and pedagogical characteristics of children, the program of correctional education and upbringing of children, approximate lesson notes on the development of speech understanding, the formation of lexical and grammatical structure and the development of coherent speech in children with ODD in I, II and III periods of study. For classes with children with level 1 OHP Dateshidze T. A. System of correctional work with young children with delayed speech development. St. Petersburg: Speech, 2004 The book outlines a system of correctional work with children aged two to three years who suffer from delayed speech development of various origins, using all types of activities available to children of this age.

Speech therapy. Overcoming general speech underdevelopment in preschool children: Book. for a speech therapist / Zhukova N.S., Mastyukova E.M., Filicheva, 1999. The work on overcoming OHP from levels 1 to 3 is described here in detail. In comparative terms, the process of a child’s acquisition of the Russian language in normal and pathological conditions is considered. Efimenkova L.N. Formation of speech in preschoolers: (Children with general speech underdevelopment). Book for a speech therapist. 2nd ed., revised. M.: Education, 1985 Descriptions of game techniques for the development of the lexical and grammatical structure of speech are given. Tkachenko T.A. We learn to speak correctly. System for correction of general speech underdevelopment in children 5 years old., Moscow, 2002. Tkachenko T.A. We learn to speak correctly. A system for correcting general speech underdevelopment in 6-year-old children. Moscow, 2002. The manual is part of an educational and methodological set widely used by modern practicing speech therapists. It presents the planning of correctional speech therapy work in specialized groups for children with special needs development disorders, and provides the most interesting lesson notes and game techniques.

Nishcheva N.V. System of correctional work in a speech therapy group for children with general speech underdevelopment. SPb.:, 2004 The manual includes three sections devoted to speech therapy work in different age groups - middle (1st year of study), senior (2nd year of study) and preparatory school (3rd year of study) Each section consists of long-term work plan for the speech therapy group for the year and applications. Long-term plans are drawn up based on the standard program of preschool institutions and include elements of the “Childhood” program (the special development of children with speech impairments is taken into account). The appendix contains extensive didactic material for speech therapy classes (poems, outdoor games, finger gymnastics exercises, etc.)

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OHP levels. Level 1 there is no speech at all; Level 2: phrasal speech is formed, the child speaks simple words; Level 3 of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Level 4 is characterized by mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Characteristics of children OHP level 3. A good dictionary of everyday words, but abstract concepts are poorly absorbed: the names of the seasons, generalizing concepts (cucumber, tomato, cabbage - the child points and names, but cannot name “vegetables” in one word), the replacement of words with nearby words is typical: he calls a baby dog ​​a little dog. - The grammar is characterized by simplification of prepositions, in the diminutive form - incorrect use of suffixes, and when counting - errors in the endings of words. - The conversational phrase is detailed, but composing a story based on a series of plot pictures and retelling due to a lack of speech planning causes difficulty. Some children also experience a violation of the sound design of speech; in such cases, it is important to clarify the integrity or impairment of phonemic perception during diagnosis. Underdevelopment of speech also affects the development of cognitive processes: children with ODD experience unstable attention, decreased memory, and weak verbal and logical thinking.

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Speech therapist

"Speech therapy" - Maslenitsa. Application of health-saving technologies in speech therapy classes. Exercises with su-jok. Directions of work of a speech therapist. Preparation for the holiday. Official documents. Interaction between the speech therapist and school staff, parents and students. Speech therapy. Goals and objectives. "Autumn". Speech therapy reports for children enrolled in a speech therapy group.

“Speech therapy work with children” - Speech therapy support. Speech therapy support (results of speech therapy examination of the student). Psychological - pedagogical study of the child. Organization of independent work. The results of the speech therapy examination of the student. Tracking the dynamics of child development. The second direction is correctional and developmental.

“Speech therapist work” - Work on correcting sound pronunciation. The task of a speech therapist: the formation of primary speech skills in speech-language pathologist children. The impossibility of mutual attendance at classes of speech therapist and teachers in speech groups of different ages. The task of the teacher is to consolidate already formed speech skills to a certain extent.

“Speech therapy programs for children” - Program for children 3-6 years old. Sustained interest in classes. Imagination. Perception. Basic games and exercises of the program courses. Parting. Providing comprehensive psychological and speech therapy assistance. Higher mental functions. Program structure. Play. Main part. Algorithm of educational activities.

“Speech therapy examination” - Vocabulary examination. Mobility examination. Checking your hearing status. Reading survey. Speech anamnesis. Fine motor skills assessment. Study of the sound composition of a word. Phonemic Awareness Survey. Examination of the letter. Personal data. Examination of the syllabic structure of a word.