Speech card for examining the speech of preschool children.
Individual map of speech development.
Last name, first name, age of the child_________________________________
Date of enrollment at the speech therapy center
______________________
Date of graduation from the speech therapy center ___________________________________
Condition of hearing
_____________________________________________
Condition of the articulatory apparatus:
a) lips
(normal, thick, thin, sedentary, mobile, postoperative scars)
b) teeth
(normal, large, small, rare, frequent, presence of extra teeth,
dentition disorders, dentures)
c)
bite (normal, progenia, prognathia, open: anterior, lateral; deep decussation)
d) tongue
(normal, massive, small, tip deviation to the left/right, long/short, wide/narrow, flaccid, tense, paresis)
e) sublingual ligament
(normal, massive, shortened, fused, operated)
f) hard palate
(normal, high, narrow, shortened, cleft, submucous cleft)
g) soft palate
(normal, shortened, sagging: right, left; clefts)
1. Sound pronunciation.
| WITH | With' | 3 | z' | C | Sh | AND | SCH | H | L | l' | R | R' | j | T | T' | D | d' |
| Isolated | |||||||||||||||||
| in words | |||||||||||||||||
| in speech |
| TO | To' | G | G' | IN | V' | F | f' | M | m' | N | n' | X | X' | B | b' | P | P' |
| Isolated | |||||||||||||||||
| in words | |||||||||||||||||
| in speech |
2. Syllable structure of the word
(hereinafter:
N – norm; in other cases, the child’s speech is recorded)
| 4 years | button | 5 years | medicine |
| bridge | birdhouse | ||
| cabbage | pan | ||
| friendship | bike | ||
| whistle | draft | ||
| 6 years | serum | 6 years | hairdresser |
| dried fruits | overalls | ||
| curdled milk | tools |
4 years
The guys made a snowman. ______________________________________________________________
Veronica eats tomatoes. ______________________________________________________________
A motorcyclist rides a motorcycle. _________________________________________________
5 years
A plumber fixes a water pipe. ___________________________________________________
Vsevolod is riding a bicycle. ______________________________________________________________
Hair being cut in a barbershop. _____________________________________________
6 years
The traffic controller is standing at the intersection. ________________________________________________
The hairdresser has a comb and scissors. _________________________________________________
The guide conducts the excursion. ___________________________________________________
3. Phonemic processes.
4 years
Is there an R sound in the word? Beans, peas, cabbage, tomato. ________________________________________
5 years
Name the first sound in the word: Anya, Olya, ear, Ira. ______________________________________________
6 years
Name all the sounds in the word MAC. _____________ How many sounds are in the word SOUP? _______________ Make a word from the sounds: D, O, M. ____________________
Show in the pictures :
crayfish-varnish, bear-bowl, Marina-raspberry, goat-braid, chew-yawn, chick-bangs, evening-wind, smears-waves.
4. The grammatical structure of speech.
WORD CHANGE
A. Converting singular to plural
(pictures)
| 4 years | 5 years | 6 years |
| Table - tables | Home - home | Lamp - lamps |
| A cap - | Mole - | Deer - |
| Ring - | Window - | Stump - |
| Bug - | Leaf - | Sparrow - |
| Woodpecker - | Wheel - |
B. Agreement with numerals (pictures)
| 4 years | ||
| 1 house | 2 ____________________ | 5 _____________________ |
| 1 duck | 2 ____________________ | 5 _____________________ |
| 5 years | ||
| 1 horse | 2 ____________________ | 5 _____________________ |
| 1 goat | 2 ____________________ | 5 _____________________ |
| 6 years | ||
| 1 snake | 2 ____________________ | 5 _____________________ |
| 1 sparrow | 2 ____________________ | 5 _____________________ |
B. Coordination of case endings
(pictures)
| 4 years | 5 years | 6 years | ||||||
| fox | hedgehog | lynx | fox | hedgehog | lynx | fox | hedgehog | lynx |
| AND. | Do you have (who?) | |||||||
| R. | They don't have (who?) | |||||||
| D. | I give food (to whom?) | |||||||
| IN. | Do you love (who?) | |||||||
| T. | Satisfied (with whom?) | |||||||
| P. | Story (about whom?) | |||||||
WORD FORMATION
A. Formation of diminutive forms (pictures)
| 4 years | 5 years | 6 years |
| Table - table | Wardrobe – locker | Chair - high chair |
| House - | Ring - | Mug - |
| Doll - | Carpet - | Dress - |
| Book - | Blanket - | Nest - |
| Ball - | Boot - | Tree - |
B. Agreement with prepositions (pictures)
4 years
(in, on, over, under)
5 years
(for, with, to, from)
6 years
(before, about, because of, from under)
B. Formation of adjectives (from 6 years old) (pictures)
| Made of glass - glass | The wolf's tail is wolfish |
| From the snow - | Wolf ear - |
| From paper - | Wolf paw - |
| From wood - |
D. Prefixal word formation (from 6 years old) (pictures)
In-, you-, for-, re-, sub-, oto (SHEL) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Vocabulary
A. Level of classifications
Say it in one word:
| 4 years | 5 years | 6 years |
| Dove, crow, sparrow - | Sweater, skirt, trousers - | Boots, shoes, sneakers - |
| Pear, apple, lemon - | Milk, bread, sausage - |
Name:
| 4 years | 5 years | 6 years |
| Name the animals: | Name the birds: | Name the fruit: |
| Name the toys: | Name the dishes: | Name the furniture: |
B. Nominative dictionary
(Name the cubs)
| 4 years | 5 years | 6 years |
| At the cat's | At the goat | At the chicken's |
| At the duck's | At the wolf's | At the cow's |
| At the fox's | In a dog | At the pig's |
| At the sheep | ||
| At the horse |
B. Antonyms
(Say it the other way around)
| 4 years | 5 years | 6 years |
| Good - | Wide - | Funny - |
| Big - | Light - | Kindness - |
| Thin - | Get up - | Greet - |
| Far - | Clean - | |
| High - | Dry - | |
| Smart - | Lose - |
G. Verb dictionary
(Who does what?)
| 4 years | 5 years | 6 years |
| Bird | Snake | Doctor |
| Fish | Hare | Teacher |
| Horse | Cook | |
| Artist |
6. Examination of speech understanding (pictures)
| Where does the hare follow the cat, and where does the cat follow the hare? | Show me your mother's daughter; daughter's mother. | ||||
| 4 years | 5 years | 6 years | 4 years | 5 years | 6 years |
| Zhenya lost the teddy bear that she took from Valya. Whose was the bear? | The horse overtook the donkey. Who is ahead, who is behind? | ||||
| 4 years | 5 years | 6 years | 4 years | 5 years | 6 years |
7. Coherent speech
(pictures)
4 years:
making sentences based on an object picture.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5 years:
compiling a story based on a plot picture.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6 years:
compiling a story based on a series of plot pictures.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What did the artist draw wrong?
| 4 years | 5 years | 6 years |
Speech therapy conclusion
/Underline whatever applicable/
Sound pronunciation
(polymorphic/monomorphic defect; characteristics by groups of sounds: sigmatism of whistling, hissing, lambdacism, rotacism or other disorders; mixing or replacement of sounds, etc.).
Syllable structure
(violated in words, in sentences, in unfamiliar words).
Phonemic representations
(formed, not formed).
Vocabulary
(lexical reserve is not formed, below the age norm, according to age).
Grammatical structure
(errors in inflection, word formation).
Connected speech
(absent, at the initial level, with the help of an adult, with guiding questions, formed).
First year
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Date: _________________________ Speech therapist: _______________________/______________________
Second year
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Date: _________________________ Speech therapist: ______________________/______________________
- Manifestation of stuttering: ______________________________________________________________
A) the alleged cause, severity of stuttering, situations aggravating its manifestation (answers at the board) ___________________________________________________________________
B) development of linguistic means ________________________________________________
C) features of general and speech behavior (organization, sociability, isolation, impulsiveness) ___________________________________________________________________
d) adaptation to communication conditions______________________________________________________________
- Brief description of the child according to the psychologist and teacher (organization, independence, stability of attention, efficiency, observation, attitude towards the existing speech disorder)______________________________________________________________________________
__________________________________________________________________ __________________________________________________________________________________ ________________
- Conclusion of the speech therapist teacher______________________________________________________________
__________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ________________
- Results of speech correction (marked on the card at the time the student is expelled from the speech therapy center)____________________________________________________________
__________________________________________________________________ __________________________________________________________________________________ ________________
Teacher speech therapist:
11
Speech card for speech center of preschool educational institution
Date of admission to LP____________________
Group_________________________
Speech card
F.I. child______________________________________________________________________________
Date of birth, age______________________________________________________________
FULL NAME. parents_______________________________________________________________________________
________________________________________________________________________
History (questionnaire application for parents)
Examination of speech functions:
Articulatory apparatus: structure art. apparatus_______________________________________________
Range of motion_______________________ Switchability of movements______________________
Tone_________________________________ Salivation_________________________________
Tongue mobility_______________________________________________________________________________
General sound of speech: ___________________________________________________________________
_______________________________________________________________________________________
Manifestation of stuttering_________________________________________________________________________
Sound pronunciation: ___________________________________________________________________
Whistling__________________________________________hissing_________________________________
sonors______________________________other sounds______________________________
Phonemic hearing: _________________________________________________________________
_______________________________________________________________________________________
Language analysis and synthesis: ________________________________________________________________
Syllable structure of the word: ______________________________________________________________
_______________________________________________________________________________________
Dictionary: ______________________________________________________________________________
_______________________________________________________________________________________
Grammatical structure: _________________________________________________________________
Word formation________________________________________________________________________________________________________________________________________________________________
Word change________________________________________________________________________________________________________________________________________________________________
Connected speech: __________________________________________________________________________
_______________________________________________________________________________________
Speech therapist’s conclusion: ___________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Long-term work plan
For 201 - 201
Development and improvement of fine motor skills and non-speech mental processes.
Development and improvement of articulatory motor skills:
A complex of articulatory gymnastics for (check what applies):
Whistling sounds
Hissing sounds
Sonorous sounds
Other sounds
Development of the speech apparatus (improvement of the static and dynamic organization of movements of the articulatory, respiratory and vocal sections of the speech apparatus, coordination of their work)
Correction of sound pronunciation:
Staging sounds
Automation of delivered sounds in syllables, words, sentences and coherent speech.
Introduction of sounds into speech
Sound differentiation
Development of phonemic processes:
Perception and reproduction of sound and syllabic series, words with oppositional sounds.
Learning to distinguish, isolate sounds, syllables in speech; determining the place, number and sequence of sounds and syllables in a word
Development of coherent speech
