“Methods of studying speech. Psychosemantic techniques".

Speech development is a very important process in the formation of the human body. Children begin to pronounce their first words at 11-12 months, and by 3 years they can already write sentences and a short story.

During this period, it is very important to ensure that the child’s speech develops correctly without any delays or disturbances. For this purpose, medical specialists have developed methods for diagnosing speech in children.

Methodology for learning vocabulary in children

The purpose of this test is to check whether the child has sufficient knowledge of words for the age of the child. His ability to quickly select the exact word, as well as create simple grammatical structures.

To diagnose, you need to take a group of any pictures of 10-15 pieces with animals, plants, fruits and vegetables, toys and transport.

There should be no more than 30 cards in total. The adult tells the child one general word denoting the group of pictures that he is going to show. The child must say that he is part of this group and select pictures according to the diagram.

After completing the task, the person must count how many pictures the child chose correctly. For one card he will receive 1 point.

High level – 25-30 pcs.

Average level – 10-25 pcs.

Low level – up to 10 pcs.

It is important to select age-appropriate cards. Pictures of everyday things are best. For example, in the animals section there can be cats, dogs, birds, hares and mice. That is, what the child has already seen in his life.

“Modern methods for examining a child’s speech development”

«Modern methods of examining a child’s speech development"

«Modern methods of examining a child’s speech development"

In our country, in recent decades, E. Isenina, E.S. have been fruitfully studying child speech. Kubryakova, E.Yu.Protasova, V.K.Kharchenko, S.N.Tseytlin, A.M.Shakhnarovich. I.N. Gorelov and N.I. Lepskaya made a great contribution to the study of child speech. Works by L.S. Vygotsky, A.N. Gvozdev, A.R. Luria, E.M. Khvattsev, N.Kh. Shvachkin and others. To examine a child’s speech development, priority qualitative and quantitative methods appear, a reliable way to record speech production using a digital voice recorder, speaker system, or personal computer. An electronic speech card of a pupil with attached sound files with evidence-based objective examples of a primary examination of the state of speech, control and testing sessions helps speech therapy. This requires pre-prepared samples of speech production (poems, stories, fairy tales), recordings of accompaniment and commentary, spontaneous statements, unique products of both individual and collective independent children's creativity, recording on a voice recorder the results of a systematic methodology for studying reading skills, a test of operational reading units , the projective technique “Unfinished Sentences” and simply examples of children's reading and recitation.

At the lecture “Communication disorders of the voice and innovative technologies for overcoming them”, Professor, Doctor of Pedagogical Sciences, Head of the Department of Speech Therapy at Moscow State University for the Humanities. M.A. Sholokhova, Chief Researcher of the Federal State Institution “Scientific and Clinical Center of Otorhinolaryngology” (Moscow) O.S. Orlova expressed bewilderment that speech therapists rarely use this technical device in their work. Such support inspired, inspired and convinced of the need to use Information and Communication Technologies. All this is recorded on a digital voice recorder, then the recording is transferred in whole or in fragments to the child’s personal sound file. These recordings can then be easily demonstrated to parents and members of the educational institution’s psychological and pedagogical council. During the examination, pronunciation is checked step by step:

Vowel sounds (a, o, u, i) Consonant sounds of early genesis (p, k, x, m, n, f, v) in hard and soft sounds and a hard version of the consonant sound (t). Sounds (l), (j) and iotated vowels (ja), (jo), (je), (jу), vowel sound (s). Whistling sounds (s), (сь), (з), (зь), affricates ts (ts) and a soft version of the consonant sound (t). Words with voiced consonant sounds of early genesis (b), (b), (d), (d), (d), (g) hissing sounds (sh), (g) sonorant sounds (l), (p) soft hissing sound (ш) and affricates h (tsch).

To examine the pronunciation of various groups of sounds, pictures are selected where the desired sound is at the beginning, middle and end of the word. The position in the combination of other consonants is also required. The examination of sound pronunciation should always be playful, dialogical in nature. For example: “One-many” (blue bag-blue bags), “Big-small” (jug-jug), “He-she” (Zhenya fell-Zhenya fell).

The combination of pitch, strength and timbre, which determines the individuality of each person’s voice, is conveyed qualitatively by voice recordings. During the recording process, the child is asked to vary the pitch of his voice: raising and lowering the tone, moving from a high voice to a low one and vice versa. When the strength of the voice changes, the pronunciation of sounds is recorded at a certain volume: loud-normal-quiet. When listening to a sound file, the timbre (quality color) of the voice is revealed: ringing, dull, trembling, dull. The components that arise during the examination and identification of a complex complex include several means of sounding speech - intonation. Melody of speech

- a set of tonal means characteristic of a given language, a change in the frequency of the fundamental tone when pronouncing a phrase, giving speech various shades: melodiousness, softness, tenderness. It is this property that allows you to avoid monotony. The temporal characteristics of speech (tempo, pauses, semantic prolongation) and its intensity form the intonation of speech. The melody of a syllable, word and phrase differs. The melody of speech performs emotional and grammatical functions. Using special means, melody divides speech into individual phrases and syntagmas; in addition, it shows such types of statements in most languages ​​as affirmative, interrogative, exclamatory, incomplete, etc.

Pace

- acceleration and deceleration of speech depending on the content of the utterance, the formation of pauses between speech segments.
The rhythm of speech
is the orderliness of the sound, syllabic, verbal and syntactic composition of speech, determined by its semantic task, the uniform alternation of stressed and unstressed vowels forming syllables.
Stress
is the emphasis by one or another phonetic means (amplification of the voice, an increase in tone in combination with an increase in duration, intensity, volume) of one of the syllables in the composition or an entire phrase.
Phrase stress
- highlighting a group of words depending on the meaning of the statement with pauses, raising the voice, greater tension and length of pronunciation.
Logical stress
- highlighting with pauses, raising the voice, greater tension and length of pronunciation of individual words that are especially significant in statements. Work on examining the considered characteristics is carried out in preschool age through imitation. Following the adult, the child identifies the intonationally necessary word or group.

The final stage of the examination is to identify the structural features and mobility of the articulation organs using a Web camera built into the laptop. Such a video device helps to capture the position of the tongue, the degree of its elevation, the state of the hyoid ligament and other important features in the structure of the articulatory apparatus. There is an opportunity to show the child in front of a Web camera what and how he succeeds (or does not succeed), enlarge the image, view it several times, adjust his posture and range of motion. Thus, to achieve good results, speech therapy classes during the examination period in kindergarten and school must be emotionally charged, attractive, arouse the child’s keen interest and desire to come to the speech therapist’s office and work on speech at home. In the newest conditions, solving the problems of humanizing the process of education and training To protect and strengthen the mental and physical health of children, their full development, it is necessary to create a modern subject-development environment.

Speech therapy examination includes 2 independent sections:

“General diagnostics” (memory, attention, counting, thinking, emotions).
“Speech diagnostics” (oral speech, reading, writing, auditory-verbal memory). WHAT IS INCLUDED IN A SPEECH PEDIC EXAMINATION?
Diagnostics (about 1 hour) Consultation with parents Drawing up a speech therapy report Discussion with parents of an individual program for accompanying the child
Speech therapy diagnostics
An examination of the state of the child’s speech is carried out in the following areas: pronunciation side phonemic processes (hearing and perception, sound analysis and synthesis) dictionary grammatical structure of speech connected speech articulatory motor skills (mobility of the speech organs) fine motor skills of the hands Before diagnosing, it is proposed to fill out an anamnesis - a questionnaire in which parents describe the main points of the child’s development, starting from birth, and his living conditions. All the data obtained helps to understand the cause of the disorder and plan your work in such a way as to help the child as much as possible. After diagnosis, the child is recommended the necessary development program. Which takes into account his speech, age and individual psychophysiological characteristics.

A Speech Card is drawn up, which includes the following points:

First name, last name, age, date of birth, home address.
Parents' middle names, what they do, what are the names of other family members living with the child. Complaints from parents, characteristics of teachers. Early development data: a) general (briefly); b) speech (in detail, by period). The structure of the organs of articulation, their mobility. Speech: a) impressive (understanding of speech); b) expressive (mastery of one’s own speech) - from the point of view of phonetics, vocabulary, grammatical structure; story, retelling. State of verbal intelligence. SAMPLE TYPES OF Speech Therapy TASKS
When examining
the general development of a child,
it is necessary to find out: at what level is the knowledge of basic colors, geometric shapes, sizes of objects (For example, show from the highest to the lowest, etc.) the ability to navigate in space (front, back , above, below, side); in time (seasons, parts of the day) the state of constructive activity (put together a cut picture of two to four parts); knowledge of elementary mathematical concepts (one, many, none); the ability to classify objects (generalizing concepts, identifying the odd one out) When examining a child’s speech development, active and passive speech is checked. Here it is necessary to find out: whether the child understands the speech addressed to him; what speech means does he use in communication; whether he imitates the speech of an adult; how he answers questions (in monosyllables or in extended phrases); does he use facial expressions and gestures?

SURVEY OF NOMINATIVE DICTIONARY

Subject dictionary: show and name objects (doll, car, watch, book, mirror);
show and name parts of the body (hand, nose, knee, elbow, forehead, fingers, neck); show and name parts of objects (house, car, plane, doll, watch); show and name the animals (cat, dog, hare, wolf, fox, horse, goat). Predicative dictionary: show and name what a specific person is doing (riding, walking, eating, sitting, swimming); show and name what the person in the picture is doing (sewing, knitting, ironing, cooking) Classification of objects: name the objects in one word (vegetables, fruits, toys, animals, birds, dishes, furniture, transport, tools); recognize objects by their characteristic features (which consists of a cabin, body, wheels, headlights, steering wheel, seat - a car). SURVEY OF GRAMMAR CATEGORIES
Singular and plural nouns (show the pencil/pencils; take the balls for yourself, and give me the ball); singular and plural verbs (show where it floats and where they float); present and past tense of verbs (show where the boy puts cubes and where he folded them; where he fishes and where he caught them); forms of the masculine and feminine verb (guess which picture I said about - I drew/drew a house, read/was reading a book); finding an object by the named attribute (masculine, feminine, neuter adjective): give me a picture with blue (ball), blue (sea), blue (hat); prepositions and prepositional case constructions (where is the subject?)

CONNECTED SPEECH EXAMINATION

What is your name?
How old are you? How is your mother's name? What name of your father? Do you have a brother, sister? Who is older (younger)? Who else lives with you? What's your favorite toy? Who did you become friends with in kindergarten? Making sentences based on pictures. Making sentences based on supporting words
.
COMPILATION OF A STORY FROM A PLOT PICTURE, OR A SERIES OF PICTURES. COMPILING a story based on the description of the toy.
Based on the diagnostic results,
a conclusion
about the state of the child’s speech. During the consultation, I familiarize parents with the results of the examination, answer questions and inform them about the need for speech therapy assistance. According to indications, I offer to accompany the child according to an individual program that takes into account his speech, age and individual psychophysiological characteristics and is compiled on the basis of developed speech therapy programs.

A thorough examination of children with various disabilities is carried out in children's city clinics by both medical workers and teachers. In some medical institutions, the staff includes psychologists, speech therapists and speech pathologists. Currently, there is no uniform standard for child development. The clinic uses the methodological developments of the State Health Institution of the Moscow City Executive Committee of the Center for the Formation of a Healthy Lifestyle for Mothers and Children of the Moscow State Health Center. They use the standards set out in the “Program of Education and Training in Kindergarten”, developed by specialists from the Research Institute of Preschool Education. The examination was carried out in the form of a three-stage individual consultation in the presence of parents:

1) establishing positive emotional contact between the specialist conducting the research, the child and his parents. 2) determination of the age, personal psychological characteristics of the child, his abilities and skills, level of development; during the conversation, the history of the child’s development and problems arising from the parents were recorded. 3) receiving recommendations from parents on the further development of the child. The duration of the examination was 20-30 minutes + consultation with parents. During the examination, types of activities alternate; the child’s attention was attracted by bright, interesting toys.

Speech therapy examination of preschool children in a clinic

Recommendations for examining children's speech

In the complex structure of speech activity, there are distinguished manifestations that make up the sound, i.e., pronunciation form of speech, phonemic processes, vocabulary and grammatical structure.
Speech disorders can affect each of these components or their system. Thus, some deficiencies relate only to pronunciation processes and are expressed in violations of speech intelligibility without any other accompanying manifestations; others in insufficient mastery of the sound composition of a word, which subsequently leads to reading and writing disorders. At the same time, there is a group of violations that covers both the phonetic-phonemic and lexical-grammatical phonemic system of the language and manifests itself not only in pronunciation defects, but also in a system that is expressed in a general underdevelopment of all aspects of speech. Application of the principle of systemic analysis of speech disorders allows timely identification of complications in the formation of certain aspects of speech. Early recognition of possible deviations in both oral and later written speech allows them to be corrected using pedagogical (speech therapy) techniques. During medical examination
, the speech therapist should first divide the children into several subgroups consisting of 3-5 people and conduct a conversation with them on a free topic, during which it will be revealed how the children understand the questions and tasks of the speech therapist, and how they answer these questions.
For children whose speech has demonstrated certain deviations, the speech therapist, using methodological aids, checks the state of sound pronunciation, vocabulary, grammatical format of speech, as well as its rhythm and tempo. During a medical examination,
the speech therapist must have the necessary picture material that corresponds to the objectives of the brief examination.

At the initial appointment

not only the component of speech that the parents paid attention to is examined, but also the state of the child’s speech as a whole. Most often, parents hear incorrect pronunciation of individual sounds and do not pay attention to the child’s understanding of spoken speech, the ability to use grammatical categories and forms, and construct contextual speech. To fully diagnose speech pathology and provide optimal assistance, it is necessary to examine the child’s speech function in detail. The study of understanding the addressed speech and the level of formation of one’s own speech consists of several stages. 1. Understanding logical-grammatical connections in contextual speech You should read or tell the child a text using a story picture or a series of sequential pictures, and then ask questions that require an oral answer (for speaking children) or showing an answer based on the picture (for non-speaking children). Texts or pictures must be selected taking into account age requirements. 2. Understanding question forms Using pictures with actions, identify an understanding of the simplest questions (who is this? or what is he doing?) and question forms of indirect cases (whom? to whom? what? by whom or what? About what?). 3. Understanding prepositions To determine the ability to use prepositions in your own speech, ask the question where this or that object lies. Using pictures or objects at hand, the speech therapist gives the task: “Put the pencils on the notebook, in the notebook, under the notebook, near the notebook.” To determine the understanding of prepositions, the request is used: “Show the pencil that lies on the book, under the book, in front of the book.”

For violations of the rhythm and tempo of speech

Since stuttering is one of the most complex forms of speech pathology, in which various changes in the activity of the central nervous system and specific features of general and speech behavior are possible, as well as originality in the formation of personality, the examination of a stuttering child requires the participation of not only a speech therapist, but also a psychologist, a doctor, neurologist or psychiatrist. The conditions of a modern children's clinic in most cases allow such a comprehensive examination. When examining a child’s speech, a speech therapist must determine:

— the formation of all components of speech, its compliance with age requirements; - features of the child’s behavior (speech contact, features of entering speech, highlighting the most difficult speech situation, desire to correct the defect); - traits of general behavior (contact, activity, excitability). The following scheme of examination by a speech therapist of a stuttering child in a clinic is proposed. 1. Last name, first name. 2. Date of birth. 3. Visited child care facility. 4. Anamnestic information: - when the first words appeared; - when phrasal speech appeared; — time of occurrence of stuttering; — how the stuttering manifested itself at the time of its onset: abruptly or gradually; — whether drug treatment was carried out and with what effect; — whether the child has previously received speech therapy help and with what effect. 5. Features of verbal communication: - does he experience difficulties when starting speech in a new environment; — degree of freedom of speech communication; — variability in the manifestation of stuttering in various forms of speech; - highlighting the easiest and most difficult speech situations. 6. Characteristics of stuttering: - degree of severity (mild, moderate, severe); — the place of occurrence of speech convulsions (in the respiratory apparatus, articulatory apparatus); - breathing characteristics (short, shallow, of sufficient duration, speech while inhaling); - accompanying movements (voluntary and involuntary); - presence of speech emboli.

For defects of the articulatory apparatus

Violations in the anatomical and physiological mechanisms of speech lead to varying degrees of severity of disorders of the sound side of speech. At the same time, when the formation of the phonetic side of speech is delayed, in most cases difficulties arise in the development of phonemic hearing, grammatical design and mastery of coherent contextual speech. In this regard, in addition to studying the structure of the articulatory apparatus, it is necessary to identify the level of understanding of addressed speech and the formation of all components of one’s own speech (see “Methodological recommendations for examining the speech of children at the initial appointment in the clinic”). It should be remembered that one of the forms of rhinolalia is functional, in which there are no anatomical defects of the articulatory apparatus. A sign of functional open rhinolalia is a more pronounced violation of the pronunciation of vowel sounds. When pronouncing consonants, velopharyngeal closure is good. A feature of the examination of the speech of children with disorders of the structure of the articulatory apparatus is the study and description of the nature of these disorders: - examination of the soft palate (is it formed, does it phonate when pronouncing the vowel sound [a], are there any traces of uranoplasty); — the condition of the hard palate (is there a visible cleft, traces of previous uranoplasty, is there a visible submucosal cleft); — condition of the upper lip, presence of traces of previous cheiloplasty, lip mobility. Disorders can be acquired or congenital. Acquired open rhinolalia is formed with perforation of the hard and soft palate, with cicatricial changes, paresis and paralysis of the soft palate. The most common cause of open rhinolalia is congenital cleft of the soft or hard palate, shortening of the soft palate.

For reading and writing disorders

The development of oral and written speech are closely related aspects of the single process of speech development. When examining a child suffering from reading impairment (dyslexia), it is necessary first of all to examine the state of his oral speech. When identifying a reading disorder, a speech therapist can use the classification of dyslexia by O. A. Tokareva, as well as any other currently accepted classification: - acoustic, in which there is undifferentiation of auditory perception, insufficient development of auditory analysis; - optical, in which there is instability of visual perception or ideas, individual letters are poorly absorbed, there is no clear visual image of the letter, there is a mixture of letters that are similar in outline, and visual recognition of words when reading is impaired; - motor, in which there are difficulties in eye movement when reading, narrowing of the visual field, frequent loss of a line or individual words in a line, and speech motor reproduction is disrupted. Dysgraphia is a partial specific disorder of writing processes, which is a complex form of speech activity in which speech-auditory, speech-motor, and visual analyzers take part. For a detailed study of writing, the speech therapist must carefully study the child’s school notebooks with independent work in the Russian language, dictate special texts aimed at identifying one or another form of dysgraphia. When examining written speech and determining the nature of its violation, one should not forget that not every erroneous writing is a manifestation of dysgraphia. There are frequent cases when a child does not master reading and writing well, not because of speech disorders, but because, due to his intellectual capabilities, he cannot master the program offered to him or the form of teaching writing does not correspond to his psychological state. All results of the speech examination are recorded in the child’s outpatient card (in brief form) or in an individual card if he is admitted to classes at the clinic (in detail). A description of speech during the initial examination is made when the child is referred to medical and pedagogical commissions.

Speech therapy examination of preschool children with phonetic-phonemic speech underdevelopment.

Taking into account the age characteristics of children, the examination is carried out using a variety of gaming techniques. Speech therapy card, Fig. see below, allows you to most effectively identify FFND in children, speeds up the process of examining speech and helps to outline ways to overcome this speech disorder. Speech card for examining children with FFDD

Name of the child______________________________________________________________ Date of birth, age___________________________________________ Name of parents, phone number__________________________________________ History (what kind of pregnancy, how pregnancy and childbirth proceeded)_____________________________________________________________________________________________________________________________________________
Structure of the articulatory apparatus
Lips_______________________________________________________________ Tongue, sublingual frenulum________________________________________________ Mobility, switchability___________________________________________ Tone___________________________________________________________ Salivation_______________________________________________________________ Palate__________________________________________________________________________ Bite, jaws __________________________________________________________ State of fine motor skills of hands_____________________________________________

State of sound pronunciation (isolated, syllables, words, phrases)

Phonemic awareness state

Differentiation of sounds at the syllable level ba-pa-ba _________ sa-sha-sa________ da-ta-da__________ sa-tsa-sa________ ga-ka-ga ________ cha-cha-cha________ for-sa-za ________ sha-cha-sha ________ zha -sha-zha ________ la-ra-la ________ Differentiation of sounds at the level of the word cat-year goat-goat house-tom bear-bowl varnish-crayfish kidney-barrel Differentiation of sounds at the level of the phrase s-c'- Sima has an airplane ________ z- z'- Zina has an umbrella ________ s-z- Sanya has a castle ________ s-c- In the garden near the porch there is a hen with chicks ________

Sound Analysis Status

Isolating the initial stressed vowel in a word

aster fishing rod autumn needles

Highlighting a vowel at the end of a word

cat bucket mushrooms kangaroo Emphasizing a vowel in the middle of a word

poppy soup house smoke

Isolating the final consonant in a word

cat mak catfish syrup

Isolating the initial consonant in a word

porridge jar slippers hand

Examination of the syllable structure of a word

door frying pan tablecloth trolleybus snowman cyclist Plumber fixes the water supply Gymnasts perform under the dome Motorcyclists ride a motorcycle Scuba diver swims with scuba gear Traffic controller regulates the traffic of cars Speech therapy conclusion ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Date of examination of the child ________ ________ ________ Signature of the parents ________ ________ ________ ________ Signature of the speech therapist ________ ________ ________

Bibliography:

1. Kumarina, G. F. Correctional pedagogy in primary education. M.: Academy, 2003, - 320 p.

2. Vygotsky, L. S. Questions of child psychology. St. Petersburg : UNION, 1997, - 224 p.

3. Vinarskaya, E. N. Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition. M.: Education, 1987, - 159 p.

4. Mastyukova, E. M. Therapeutic pedagogy (early preschool age): Advice for teachers and parents on preparing to teach children with special developmental problems. M.: VLADOS, 1997, - 304 p.

5. Zhukova, N. S., Mastyukova, S. M. If your child is developmentally delayed. M.: Medicine, 1993, - 112 p.

6. Chirkina, G. V. On the problem of early recognition and correction of speech development deviations in children. M.: Poligrafservis, 1998, - 148 p.

7. Aksarina, N. M. Education of early children. M.: Medetsina, 1992, - 240 p.

8. Pantyukhina, G.V., Pechora, K.L., Frucht, E.L. Methods for diagnosing the neuropsychic development of young children. M.: VUNMTs, 1996, - 76 p.

9. Journal of speech therapy No. 1, 2014, - 16 p.

10. Journal of speech therapy No. 5, 2013, - 6 p.

11. Journal of speech therapy No. 7, 2013, -24 p.

Methodology for testing children's vocabulary, grammatical skills and vocabulary

The purpose of the diagnosis is to determine whether the child pronounces sounds correctly. Uses words. Does he have the right associations with the presented word? Tests the child's vocabulary.

To check, the adult must ask the child questions on different topics. For example, “What does the word ball mean? (apple, car, toy) Do you have this item at home? What is he like? Where did you get it from? What are you doing with it?

High level – the child clearly answers questions. Names examples and actions with the subject. He comes up with a short story about the thing.

Intermediate level – names an object and describes it only superficially. Individual words or phrases.

Low level – Names 1-2 words.

Next, the adult names the objects or their signs, and the child must choose the correct word for them, the opposite in meaning. In this way, a person will understand whether the child correctly understands the essence of the word. For example, the word “long” is called. The answer should be “short”. Light dark. Fast - slow, etc.

Tall – correctly names opposite words.

Medium – selects words with a negative particle “not”. Not light, not long.

Low – does not always or incorrectly name words.

Impressive speech examination

The assessment of impressive speech begins with the child's understanding of prepositions, case endings of nouns, verb gender in the past tense, the number of verbs and nouns, the relationship between parts of a sentence, the meaning of verbs with prefixes, and story comprehension. Next is a diagram for examining impressive speech.

Understanding prepositions (before, about, in, from, on with, behind, because of, under, from under).

Equipment: familiar toys.

Examination technique: the child is asked to perform the following actions: “Hide the cube under (behind, in) the box.” “Take the cube out from under (behind, from) the box.” “Place the cube on the box, in front of the box, next to the box.” “Play with the bear”, etc.

Fixed: performing actions in accordance with verbal instructions.

2. Understanding case endings of nouns.

Examination technique: an adult asks the child to perform actions in accordance with the instructions: “Show the pen with a pencil.” “Show me a pencil with a pen.” “Show your mother’s daughter.” "Show your daughter's mother"

Recorded: understanding instructions, performing actions in accordance with verbal instructions.

Understanding the gender of verbs in the past tense.

Equipment: story pictures.

Examination technique: an adult invites the child to show the character in the picture in accordance with the instructions. - Show where Zhenya caught the fish: - Show where Zhenya caught the fish.

Fixed: understanding the gender of verbs in the past tense

Understanding the number of verbs and nouns.

Equipment: story pictures.

Examination technique: an adult invites the child to show pictures in accordance with the instructions. - Show where the stork sits. - Show where the storks sit.

Fixed: understanding the number of verbs and nouns.

Understanding the relationship between the members of a sentence.

Examination technique: an adult invites the child to show in the picture what the boy is fishing with, who is fishing, who the boy is catching, who the girl is catching, what she is using to catch a butterfly, who is catching a butterfly.

Fixed: understanding the relationship between the members of the sentence.

Understanding the meanings of verbs with prefixes.

Examination technique: an adult invites the child to listen to the words and explain the meaning of the words: flies out, flies up, flies in; played, won, lost; leaves, drives in, goes around, drives off.

It is recorded: children’s understanding of the semantic shades of the meanings of verbs depending on different prefixes

Understanding the story.

Examination technique: an adult invites the child to listen to the story and answer questions.

Thrifty hedgehog

A hedgehog lived in the forest. At night he came to the garden. The hedgehog found whole apples in the garden. He pricked apples on needles. The hedgehog took the apples to his hole. This is how he prepared food for the winter.

-Who lived in the forest? - What did he do with the apples? -Where did the hedgehog take the apples? —What did he prepare for the winter?

Dog Laika and her puppies

The hunter had a dog called Laika, a good hunting assistant. Her ears are long and her tail is short. Laika had four puppies. One puppy eats and sleeps all the time. He will turn out to be a lazy person. The other puppy is angry. He growls and tries to fight with everyone. The third puppy also climbs on everyone. Only he doesn’t fight, he licks. The last puppy loves to search for everything: sniffs, sniffs - and finds what is hidden. He will be a real hunter!

- Who is the story about? - What was Laika like? - How many puppies did Laika have? - Why was one puppy called lazy? - What was the other puppy like? - What did the third puppy like to do? - Why will the last puppy be a hunter?

It is recorded: children's understanding of the meaning of the story, the ability to answer questions about the content.

Levels of speech understanding:

• zero (a child with intact hearing does not perceive the speech of others; sometimes reacts to his name, less often to intonations of prohibition or encouragement);
• situational (understands requests related to the everyday objective world; knows the names of loved ones, the names of toys; can show parts of the body; but does not distinguish in the picture images of objects that are well known to him in everyday life);
• nominative (correctly names drawn objects, finds it difficult to name the actions depicted in the plot picture and does not understand the issues of indirect cases at all);
• predicative (knows many names of actions, easily navigates issues of indirect cases, distinguishes the meaning of several simple prepositions; does not distinguish between grammatical forms of words (gender, number, tense, verb type));
• dissected (distinguishes changes in meanings introduced by individual parts of the word (flew away - flew away, table - table - tables)).

Methodology for testing phonetic speech development

The goal is to identify the correct pronunciation of sounds. An adult needs to understand whether the child understands the differences in sounds and whether he can distinguish them from each other.

First, the adult checks to see if the child can pronounce each letter in the alphabet correctly. To do this, he can use a pre-prepared table. If the child does not yet know how to write letters, then you can tell him the words and ask him to repeat.

High – all sounds are pronounced correctly.

Medium – sounds are pronounced correctly, except for hissing or sonorant ones.

Low – there are errors in the pronunciation of many sounds.

Secondly, the person shows the child pictures of objects. These can be the simplest groups of words. The main thing is that the child knows them well. An adult should ask to select and pronounce cards that have a sound, for example, “l”. You need to do the same with other sounds. It is preferable to choose sonorous and sibilant ones, because Children most often have difficulty pronouncing them.

High y – correctly selects pictures for all named sounds.

Medium – selects only 2-3 cards.

Low – indicates only one picture or does not indicate at all.

The final step is to check whether the child distinguishes the intonation of pronunciation and whether he can speak with it.

The person asks the child to pronounce any phrase with different intonations. For example, I'm going to the zoo. It must be said in surprise, joyfully and questioningly.

High – correct pronunciation of the sentence

Medium – only 2 intonations are correctly conveyed.

Low – can only read in narrative

line or 1st of the proposed intonations.

Directions and methods of studying children's speech in domestic and foreign linguistics

Recently, there has been growing interest in the study of spoken speech. If previously the main material for linguistic research was written text, then with the advent of technical means of recording speech and all kinds of computer programs for analyzing speech production, it became possible to study spoken speech in all its manifestations. One of the current trends in the study of spoken speech is the study of the processes and features of language acquisition by children. “The fact that the overwhelming majority of children in a relatively short period of time is able to master their native language - at least to the extent that they need to express the communicative meanings necessary for them - is no longer in doubt, although the method , which they use in constructing their own language system, has not yet been studied in sufficient detail" [5, p. 24].

Children's speech as a material for research has long attracted specialists from various fields of scientific knowledge - psychologists, teachers, linguists, speech therapists, and speech pathologists. However, recently there has been a transition from the descriptive nature of research, which could not be dispensed with at earlier stages, to a focus on understanding the essence of phenomena [3, p.40].

American linguist D. Ingram [6, p.7] in relation to foreign studies of children's speech identified three periods in the history of their development:

1) period of diary entries (1876–1926)

2) cross-sectional studies (1926–1957)

3) longitudinal studies (1957 - present).

One of the “first classical works devoted exclusively to children’s language” [4, p. 8] was the work of Clara and Wilhelm Stern “Die Kindersprache” (1907). The method of diary entries was used by Thierry William Preyer (TW Preyer, 1882) and Granville Stanley Hall (G. Stanley Hall, 1894). The latter founded the magazine “Pedagogical Seminary”, which published diary entries of children’s speech: “Bateman (1916), Brandenburg (1915), Chamberlain and Chamberlain (1904, 1905, 1909), Pelsma (1910), Nice (1917, 1920)” [6, p.10].

The diary entries contained a large number of specific facts about the development of the language system of an individual child. At the same time, however, it was rarely possible to find any theoretical provisions in them, for example, the principles of the formation of a child’s language system. Diary entries were most often descriptive in nature.

The second period, according to D. Ingram, begins with the publication in 1926. experimental work by M. Smith (Madorah Smith). Her study contained a detailed analysis of several aspects of language in 124 children aged 2 to 5 years. Similar studies were made by McCarthy (1926). The new period was characterized by the fact that a fairly large number of children of the same age group were involved in the study and their speech samples were compared. Following Smith and McCarthy, a number of researchers analyzed the speech characteristics of twins (Day, 1932; Davis, 1937), gifted children (Fisher, 1934), as well as children from different social classes (Young, 1941; Templin, 1957). The cross-sectional research method, in contrast to diary entries, made it possible to collect a fairly large amount of linguistic material. The main disadvantage of the method was that it did not allow observations of the language development of an individual child.

Fundamentally different were longitudinal studies, which involved “visiting a child at predetermined intervals for a reasonable period of time in order to collect representative material” [6, p. 22]. Among the researchers are M. Brain (1963), W. Miller (1964), S. Ervin (1964), L. Bloom (1970) and R. Brown (R. Brown, 1973).

In Russian linguistics, the study of children's speech has its own long-standing traditions. Just as in foreign linguistics, the first works on children's speech, mainly descriptive, were based on observations of the development of the speech of one's own child. The most famous of them are “The Soul of a Child” by I. A. Sikorsky (1890), “Fundamentals of New Pedagogy” by V. P. Vakhterov (1913), “My Child” by A. F. Levonevsky (1914).

One of the first “large-scale experimental studies of children’s speech” [7] can be called long-term observations of speech innovations (“utterances”) of dozens of children by K. Chukovsky, published in the book “From Two to Five.” The book was published in 1928 and was republished during Chukovsky’s lifetime under different titles 20 times. The author was interested in children's language and children's consciousness. As Chukovsky noted in the afterword to his book, “its goal... is to seriously explore those areas of the mental and mental life of young children that have not yet been subjected to research” [8].

A striking example of scientific observations of the development of one’s own child’s speech is the diary of A. N. Gvozdev “From first words to first grade,” which has become widely known both in domestic and foreign linguistics. Gvozdev conducted observations for 7 years, starting at the age of 1;8. The material he collected formed the basis for several fundamental studies he subsequently conducted on the patterns of child acquisition of phonetics and grammar of the Russian language. For a long time, studies of children's speech in our country were based on the material of his diary entries.

Children's speech as an object of research was the focus of attention of domestic psychologists, in particular, L. S. Vygotsky, D. B. Elkonin, S. L. Rubinstein. Using speech material produced by children, they studied the problem of the relationship between thinking and speech. Swiss psychologist Jean Piaget, known primarily for his work on the study of children's speech, argued that the speech of a young child is egocentric and does not perform communicative functions: “This speech is egocentric primarily because the child speaks only about himself... The child speaks to himself, as if he was thinking out loud. He doesn’t address anyone” [4, p. 17]. L. S. Vygotsky, in contrast to Piaget, showed that egocentric speech performs a very important function, namely, it represents the basis for the child’s internal speech: “... apparently, egocentric speech, ... in addition to the fact that it simply accompanies child activity, very easily becomes thinking in the proper sense of the word, that is, it takes on the function of a planning operation, solving a new problem that arises in behavior” [2, p. 93].

According to Vygotsky, speech and thinking have different genetic roots. Thinking is directly interconnected with “instrumental activity”, speech - with “emotional infection through a sound signal” [2]. At the age of about one and a half years, the child’s thinking and speech are combined, the result of which is the appearance of verbal-logical thinking. This means that the child begins to comprehend the speech sounds used by adults. According to Vygotsky, the word in relation to thinking is a sign that turns thinking into a higher mental function. This function is the basis of his thinking.

N. I. Zhinkin, A. A. Leontyev, A. R. Luria, I. A. Zimnyaya studied the mechanisms of generating speech utterances.

For quite a long time, researchers were interested exclusively in the verbal period of speech ontogenesis. Thus, many periodizations of speech development were developed, which included as a “preparatory stage” the period before the first words independently produced by the child, within the framework of which all speech production of children up to about one year was included.

E. N. Vinarskaya was one of the first to pay special attention to the pre-verbal stage. She identified two periods in the pre-speech development of a child: the period of the so-called “phonetic universals” and the following “period of phonetic images and gestures” (paralinguistic means of emotional expressiveness). According to E. N. Vinarskaya, screaming is the primary negative emotion of a child. This is due to the fact that the basis of the body’s self-regulation is the defensive reflex. Over time, as communicative-cognitive development occurs, it is replaced by an indicative-exploratory reflex with corresponding emotional-positive reactions - humming and babbling. The author refers to the latter as signs of “paralinguistic means of emotional expressiveness.” E. N. Vinarskaya also described in detail deviations from normal speech development - alalia, oligophrenia, autism. An important feature in the concept of speech development by E. N. Vinarskaya was the consideration of the process of speech development from the position of the unity of biological and social factors. Thus, the importance of the mother’s emotional behavior, which is exerted “on the emerging system of value guidelines of the emerging personality,” was especially emphasized [1, p. 148].

The whole complex of problems and research conducted on the material of children's speech formed the basis of a new young science - ontolinguistics. Under the leadership of S. N. Tseitlin, the Laboratory of Children's Speech was created; scientific conferences are held annually at which modern researchers present the results of their work in this area. In addition to the study of mastery of the sound side of speech (E. A. Ofitserova, I. M. Rumyantseva), the formation of morphological, syntactic and lexical components of the language system (A. A. Bondarevich), issues of children's bilingualism are studied (O. V. Abakumova, N. V. . Gagarin), the formation of communicative and textual competencies in a child (M. A. Elivanova, N. A. Lemyaskina). Comparative studies of children's speech using the material of two or more languages ​​are very popular, allowing one to trace universal and nationally specific features of language acquisition (I. P. Amzarakova, A. A. Petrova, M. E. Shurova).

Literature:

1. Vinarskaya E. N. “Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition" (M; 1987 -160 pp.)

2. Vygotsky L. S. “Thinking and Speech”

3. Paramonova L. G. “The formation of sound pronunciation in ontogenesis: norm and pathology.” Materials of the international scientific conference “Problems of ontolinguistics-2013” ​​(St. Petersburg; 2013 -528 pp.)

4. Piaget J. “Speech and thinking of a child” (M; 1994–528 pp.)

5. Tseitlin S. N. “The individual language system of a child: some touches to the portrait.” Materials of the international scientific conference “Problems of ontolinguistics-2013” ​​(St. Petersburg; 2013 -528 pp.)

6. D. Ingram “First Language Acquisition: Method, Description and Explanation” (Cambridge University Press; 1989–588 pp.)

7. “Problems of ontolinguistics 2012.” Proceedings of the international scientific conference. https://libed.ru/konferencii-psihologiya/638633–1-problemi-ontolingvistiki-2012-materiali-mezhdunarodnoy-nauchnoy-konferencii-posvyaschennoy-130-letiyu-dnya-rozhdeniya.php

8. Korney Chukovsky. Collected works in 15 volumes. T. 2: - “From two to five.” https://www.chukfamily.ru/Kornei/Prosa/Ot2do5/Posleslovie

Method of testing coherent speech

The goal is to identify the ability to logically construct sentences. Build a small narrative.

The person offers to describe the object in the picture or choose from the surroundings. For example, your favorite toy, bear or table.

High – creates a correct description of objects. The story is divided into 3 logical parts with a beginning, middle and conclusion.

Medium - describes only some external features of the object.

Low – names individual words and small phrases.

Diagnostic study of speech understanding for non-speaking children 3–4 years old with OHP

Sinitsyna Natalia Alexandrovna

Diagnostic study of speech understanding for non-speaking children 3–4 years old with OHP

I. Explanatory note

Relevance. Currently, the Russian education system is in a state of modernization, which is due to general trends in global development, primarily the transition to a post-industrial, information society. (D. Bell “The Advent of Post-Industrial Society”). One of the directions of modernization of education is its informatization, which is understood the process of providing the education sector with the methodology and practice of developing computerization tools and information technologies and their optimal use by the teacher and his students.

The need to develop a set of diagnostic computer tasks to conduct diagnostic studies of speech understanding for children of the third and fourth year of life is due to the fact that an increasing number of so-called “speechless”

children.
Also, when conducting diagnostics , students quickly get tired and, as a rule, show worse results, which leads to unreliable diagnostic data . Also, the development of this presentation helps to increase motivation for completing tasks in younger preschoolers, mastering the basic level of working with a computer, optimizes the pedagogical process, individualizes the education of children with developmental disorders and significantly increases the effectiveness of any activity. Diagnostic material was selected in accordance with the speech map compiled by T. B. Filicheva, G. V. Chirkina, as well as in accordance with the method of test diagnostics of speech of children 3-4 years old with speech disorders, proposed by T. V. Kabanova and O. Domnina. B.
Goal: Preparation of diagnostic tasks using ICT for younger preschool children of OHP, taking into account their age and individual characteristics.

Tasks:

• Create conditions for the development and improvement of cognitive processes in younger preschoolers with special needs development disorders when conducting computer diagnostic tasks ;

to form an active and independent initiative position of students in mastering the educational areas of cognition and communication;

• through the implementation of diagnostic tasks, develop in students: research , reflective, self-esteem abilities;

•Expected results:

• Creating conditions for the mental and methodological readiness of specialists to work with preschool children in the field of computer education.

• The use of computer diagnostic tasks will encourage children to engage in exploratory research activities , develop the cognitive motivation of students, and contribute to the growth of their achievements and key competencies.

This electronic manual is the author's development and is intended for children with special needs of preschool age. It can be used by preschool teachers as part of diagnostics , direct educational activities, for individual work with the child, as well as by parents of preschoolers in the child’s independent activities at home, and used to teach and consolidate existing knowledge in children of this category .

Description of working with slides:

The algorithm for working with slides is as follows:

Show slides normally, in order from 1 to 14, by opening the Slide Show

.
This presentation presents diagnostic tasks for diagnosing speech understanding in non-speaking children of the third and fourth year of life. Including the following tasks in the diagnostics :
3 years

— Study of understanding of concrete nouns

— Research on the understanding of generalization words.

— Action Understanding Research

— Study of the ability to carry out instructions according to verbal instructions.

— Understanding the singular and plural forms of nouns.

— Study of the understanding of nouns with diminutive and affectionate suffixes.

4 years

— Study of understanding of generalizing words on lexical topics.

— Study of the differentiation of singular and plural nouns.

— Study of the distinction between prepositional and case constructions (with prepositions in, on, over, under, before, about)

.

— Study of the understanding of nouns with diminutive and affectionate suffixes.

— Study of understanding of two-step instructions.

— Study of distinguishing words that sound similar.

— Study of distinguishing words of opposite meaning.

Slide No. Actions and possible teacher explanations

No. 1 Title page.

No. 2 to 4 slides Providing diagnostic tasks from 1 to 3 for children 3 years old with instructions from the teacher. The teacher asks to show the pictures shown on the slide, sound control is done using mouse clicks

No. 5 Providing the 4th diagnostic task for children 3 years old with instructions from the teacher. The teacher asks to put the toys in their places, the child can check the correctness of the choice using the provided sample, control is done using mouse clicks

No. 6 to 11 slides Providing slides 6 to 11: diagnostic tasks for children 4 years old with instructions from the teacher The teacher asks to show the pictures shown on the slide, sound control is done using mouse clicks

Slides No. 12 to 14 The tasks are presented in the form of a game with the ability for the child to independently check the correctness of their completion.

No. 21 Providing a diagnostic task for children 4 years old with instructions from the teacher. The teacher asks to show the pictures shown on the slide, sound control is done using mouse clicks

No. 22 Thank you for your attention.

Internet resources:

https://www.mon.gov.ru – website of the Ministry of Education and Science of the Russian Federation

https://samregion.edu.ru - website of the Ministry of Education and Science of the Samara Region

https://menobr.ru/material/default.aspx? control=15&id=6081&catalogid=41

Scientific library of dissertations and abstracts disserCat https://www.dissercat.com/content/didakticheskie-osnovy-invariantnosti-preemstvennosti-i-perspektivnosti-informatsionnykh-tekh#ixzz2Ww2oirW0

https://festival.1september.ru/, websites of “Defectology”

,

https://shkolazhizni.ru/archive/0/n-27590/ Computer games.

Search engine Yandex pictures, animated pictures.

Methodology for general testing of speech development

In this diagnosis, a person checks whether the child can independently change the forms of words, whether he correctly understands their meaning, and whether he can construct various sentences. Does his association of objects with other things work correctly?

To do this, an adult thinks of a simple word. For example, a wolf, a fox, a doll, a car, etc. The child should ask leading questions. Asking for a description of the item. What does he look like? What size is it? Does he have it at home?

High – guesses all the words correctly.

Average - can guess only 1. Or all, but with more clues.

Low – cannot guess the word.

Many parents do not diagnose speech development in their children at home. Although the developed methods allow this to be done. A large number of diseases and abnormalities can be detected through diagnosis in the early stages and the child can be helped in time.

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“Methods of studying speech. Psychosemantic techniques".

Introduction.

The phenomena of speech and communication have not yet found a justified place in psychology textbooks. For many years, the topic “Speech” was presented in the system of cognitive processes following the topic “Thinking”. This logic made speech dependent on thinking, and the status of a “form of thought” was central to the interpretation of speech for a long time. In accordance with the current program, speech is analyzed as one of the means of communication. The topic precedes the analysis of cognitive activity and is therefore divorced from it. Difficulties in determining the place of speech in the system of psychology are not accidental. The phenomenon itself is extremely complex. The fundamental role of language in the existence of consciousness was emphasized by K. Marx and F. Engels: “Language is as ancient as consciousness; language is a practical consciousness that exists for other people and only thereby exists for myself, a real consciousness, and, like consciousness, language arises only from the need, from the urgent need to communicate with other people.”

For human mental activity, its relationship with language and speech is essential. This reveals one of the fundamental differences between the human psyche and the psyche of animals. The elementary, primitive thinking of animals always remains only visually effective; it cannot be abstract, mediated by knowledge. It is connected only with directly perceived objects that are currently in front of the animal’s eyes, and does not go beyond the visual-effective plane.

Methods for studying speech remain necessary in our time, because many questions remain open. Methods for studying children's speech attract special attention. Therefore, these questions are relevant to this day.

1. Study of speech in psychology.

Psychology is interested, first of all, in the position of speech in the system of higher mental functions of a person, its relationship with thinking, memory, emotions, will, etc.; in this case, the characteristics of speech behavior are especially important, reflecting the structure of personality and activity, individual and typological characteristics of the subject. The emergence of speech as a specifically human form of mental activity is associated with a qualitative leap in the evolution of the psyche - with the transition from the signaling function that determines the interaction and group behavior of individuals of highly organized biological species to the so-called signifying function (meaning function), characteristic of humans.

Most Russian psychologists consider speech as an independent form of conscious socially determined activity. In this case, they distinguish:

1. speech activity itself, as an integral system of speech acts (when it has a specific motivation that is not realized by other types of activity)
2. individual speech actions included in a more complex system of not only speech activity.

1. The problem of speech research.

The problem of speech belongs to the circle of those psychological problems in which the question of the relationship between various psychological functions and various types of activity of consciousness comes to the fore. The central point of this whole problem is, of course, the question of the relationship of thought to word. All other questions related to this problem are, as it were, secondary and logically subordinate to this first and main question, without the resolution of which even the correct formulation of each of the further and more specific questions is impossible. Meanwhile, it is precisely the problem of interfunctional connections and relationships, oddly enough, that is an almost completely undeveloped and new problem for modern psychology. The problem of speech is as ancient as the science of psychology itself [1].

1. Learning speech in children.

The appearance of the child’s first words immediately has an intra-individual effect. Even the most primitive early verbalizations of children rearrange their sensory experience and allow them to achieve higher and qualitatively specific levels of generalization, which, in turn, affects the further development of speech. The works of A. V. Zaporozhets (1960), as well as A. R. Luria (1956, 1958, 1959, 1975; A. R. Luria, F. Ya. Yudovich, 1956) show the influence of speech on the regulation of children’s behavior. At first, controlling verbal signals come from an adult; only gradually does the child learn to independently plan and regulate his activities [8. 260]. If we turn to the psychological literature, we have to admit that the first function of speech has still not been sufficiently studied, especially the prehistory and earliest forms of speech. Meanwhile, from what has been said it follows that it is precisely the first function of speech, as a means of communication between a child and adults with whom he directly interacts, that underlies all subsequent verbal development of the individual. The timely appearance of this function determines how quickly the child will master the highest levels of consciousness and volition, and in what time written monuments of the history and culture of mankind will become available to him [8].

The problem of learning speech in children is quite complex. Many psychologists have devoted their lives to creating methods for studying speech. Nowadays, we can count a great variety of techniques devoted to this problem, which capture different aspects and functions of this issue.

1. Methods for studying speech.

Speech is one of the main forms of mental activity, social in its formation and systemic in structure. Speech rearranges, organizes and connects all higher mental functions. It plays a huge role in the mental development of the child and is formed on the basis of the perception of the surrounding objective world. The growth of the vocabulary directly correlates with the formation of various connections between the object-image and the word.

Understanding speech is also associated with the formation of subject images, which are the sensory basis of speech. The methodology for studying speech includes tasks aimed at analyzing the communicative function of speech, its expressive and impressive forms.

1. 1. Methods for studying expressive speech.

The main form of oral expressive speech is dialogue, its question-and-answer side. They determine whether the child understands the speech addressed to him, analyze the state and volume of vocabulary, the ability to compose phrases and retell plot pictures. During diagnosis, the quality and level of formation of speech communication and the state of speech means (phonetic-phonemic and lexical-grammatical) are revealed. The material for conducting research—verbal and pictorial—must be familiar and high-frequency [3].

Test

1. “Spontaneous speech”. Represents a conversation with a child

topics close to him.

Instructions. I would like to know how things are going for you in kindergarten. Who are you friends with? What games do you play in a group and while walking? Errors can be considered one- and two-syllable answers using words contained in the question, or lack of answer, echolalia, perseveration, etc.

Test 2.

Dialogical speech. Consists of 10 short questions that

The experimenter asks the child. Moreover, the first five questions are three

there is a one-word answer. The next 5 questions require detailed

answer. Topics can be different, as close as possible to the child: With whom

did you come here? Where do you live (on what street)? What did you do yesterday evening

Rum? What toys do you have? etc. Schoolchildren’s goal orientation is checked

laziness, system of interests, etc.

The results are assessed as correct (2 points) and incorrect (0 points). The highest overall score is 20 points. Inappropriate responses and other similar speech reactions may indicate dysfunction of the posterior frontal and frontal regions. Slipping into side associations may indicate dysfunction of the frontal regions. Difficulties in selecting words and constructing a phrase may be associated with dysfunction of the parietotemporal regions [3.239].

1. 1. Methods for studying impressive speech.

The process of understanding oral speech (impressive speech) takes place on

psychological and linguistic levels with interaction and inter-

influence of other mental processes. In addition to the levels, its structure

has such links as sound discrimination, volume of perception, efficiency

memory, recoding logical-grammatical structures into units

meaning and meaning, etc. Understanding of speech can be unformed (or impaired) as a result of defects in any link and at any level. A qualitative analysis of deficiencies should answer a number of key questions: what are the causes and mechanisms of their occurrence, at what level and in what link of the damage. [3] The examination of impressive speech (understanding, perception) is aimed at assessing the development of phonemic hearing, understanding of the meaning of words, grammatical structure, and phrase volume.

Test 1.

"Instructions". Consists in performing a certain sequence

of verbal tasks.

Instructions. I will give you tasks, and you listen carefully and complete them. Get up, go to the door, come back here.

Test

2. “Understanding addressed speech.” Is a normal conversation

everyday topics. The task is carried out in parallel with the study of express

strong speech on the same dialogue material.

Instructions. I ask questions, and you answer. If you want, you can ask me a question, and I will answer you. Did you have breakfast today? What did you eat? What is the weather today? Do you like classes with me?

Depending on the child’s activity, his participation can be classified as proactive or passive, and verbal responses as detailed or brief, independent or based on the vocabulary of the question. It is best to ask questions that are different in content, out of context, and not related to the general topic, then a violation of understanding will immediately become apparent.

And this defect will most likely be associated with dysfunction of the temporal regions.

Test 3.

“Understanding subject words.” Consists in showing re-

a bank of objects named by the experimenter. Material for testing

testing can be subject pictures or surrounding

items.

INSTRUCTIONS. Show me the table, apple. Show a spoon and an apple, etc.

(first they name one item at a time, then two, three at a time).

The answer is considered correct if the meaning of the word is adequately conveyed, with sound substitutions or distortions of pronunciation, as well as cases when the word is not correctly formulated grammatically (open

instead
)
are not taken into account. Increasing the volume can lead to errors:

1) forgetting subsequent words;

2) replacing one picture with another;

3) refusal;

4) showing inappropriate pictures.

There is a possible connection between these defects and the pathology of the left temporal zone, its 2nd temporal gyrus.[3.242]

1. 1. Methods for studying phonemic hearing.

When studying phonemic hearing, they determine how well

the child hears and recognizes sounds.

Test 1.

“Recognition of individual sounds.” Includes repetition of disjunctive sounds (a-k, b-l, t-sh) and oppositional (b, p, t, d), finding the letter corresponding to the pronounced sound, and developing a conditioned reflex reaction to certain sounds. When conducting research, it is necessary to name sounds only one at a time.

INSTRUCTIONS. Close your eyes and repeat after me (presentation of the sti-

mule material).

Okay, now I’ll name the sound, and you find the corresponding letter (out of three or four: B, P, G, D or A, K, O, R). Well done. Now, if I say B, you raise your hand, but if I say P, don't raise it.

Substitutions of oppositional sounds indicate the immaturity of the system of sound oppositions; in persistent and severe cases, the presence of sensory aphasia (dysfunction of the superior temporal gyrus - 22nd field).

Test 2.

“Syllable recognition”. Consists in the child highlighting the task

one word out of several named.

Instructions. When you hear the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA. After the child gives an answer, the researcher continues: Now raise your hand if you hear the syllable SY. Listen to the syllables: ZYA, SYA, SA, SYA, TYA. [3.245]

1. 1. Understanding of logical-grammatical structures.

Test 1.

“Creative case”. Carried out with the help of objects, ho-

well known to the child. The material for carrying out can be kar-

dash, notebook, key.

Instructions. Show me your notebook. Show me your pencil and notebook. Show me

notebook pencil, pencil key, notebook key. And so on.

A task is given to understand the grammatical structure: illustrate

Streamline the meaning of the phrases: “The cat is caught by the boy” and “The carpet is being knocked out”

father≫ with the help of toys.

Test 2.

“Comparative constructions”. It consists in choosing the right

of several proposals presented.

Instructions. Listen to the sentences: “A fly is bigger than an elephant.” “An elephant is bigger than a fly.” Which one is correct? [3.246]

Difficulties in conveying the construction of a phrase include the omission of subjects

ta, predicate, prepositions, violation of word order, etc. The presence of agram-

tism indicates that the child has not formed dynamic stereotypes that control the process of grammatical formation of higher

evidence, about the insufficiency of the level of speech at which it occurs

grammatical structuring of a statement. In severe cases, mistakes

In understanding, they may indicate the pathology of the tertiary zone of SRW (vic-

juicy-parieto-occipital) of the left hemisphere.

1. 1. Methods for studying speech intelligibility

Methods for studying speech intelligibility are used for people over 10 years of age.

To determine speech intelligibility, sounds, syllabics, and words are used.

spring and phrase test tables. When processing the material, calculate

the percentage of correct reproduction of them and at the same time talk about sound, syllabic, verbal or phrasal articulation. It is necessary to pay attention to the fact that the term “articulation” is used by acoustic engineers when studying speech with the meaning of assessing clarity (intelligibility). When perceiving speech, the semantic information contained in words and phrases leads to an increase in their intelligibility, therefore N.B. Pokrovsky’s tables of nonsense syllables are more often used. Each table has 50 syllables. Nonsense syllables in their structure represent mainly closed combinations of the consonant-vowel-consonant type. This method provides an objective quantitative assessment of the quality of speech of children and adolescents based on the main feature - intelligibility. Each of them pronounces (the mouth is shielded) 100 test syllables, and a group of auditors (articulation team) writes them down on protocol forms. Pronunciation speed: one syllable every 3 seconds. The intelligibility coefficient is a value defined as the ratio of the number of correctly perceived sounds to the total number. Syllabic intelligibility of 80% or higher corresponds to 90% or higher phrasal intelligibility and is classified as excellent. [3]

1. 1. Reading Study Methods

Reading is a complex mental two-level process associated

associated with both speech and different forms of perception (acoustic,

visual, optical-spatial, spatial). This is purposeful

active activity that provides a person with knowledge, recreates

experience stimulates the development of intellectual activity, influences behavior

activity, organizes it, can change and improve the personality.

The psychological content of reading is the process of semantic perception.

speaking and understanding written language. This requires the participation of such

higher mental functions such as attention, memory, thinking.[3]

The psychological structure of reading includes the following links: sound-letter analysis and synthesis; semantic guesses; information retention; By-

attention; process of control or comparison. To complete the reading process

there must be motives, needs and appropriate organization

behavior. The sensorimotor level of reading provides the reading technique to

which includes speed of perception and accuracy. Semantic level

Reading provides an understanding of the meaning and meaning of information.

Tasks to determine the level of formation and development

operations of reading and understanding the meaning of what is being read are presented in the form of a table

faces with written letters, syllables, words, phrases. Instructions for

are given verbally, and the child’s answer can be in two forms: loud reading

or “internal” reading, in which it is necessary to show a given letter

wu (syllable, word, phrase) in the series presented.

Test 1.

“Technique and reading fluency.” Serves for studying syllable,

holistic, synthetic reading. To present this test you need the following tables:

faces with words and syllables (tasks are given using a primer or reading book)

tions taking into account the stage of learning), words with simple and complex structure; with pro-

omitted syllables, with rearrangement of word elements, table with text

story (the number of characters read by the child in 1 minute is recorded).[3. 249]

Thus, these methods for studying speech make it possible to correct and help in the formation of correct speech in children who need it.

1. Psychosemantic techniques.

Psychosemantic methods are methods of studying mental phenomena based on the establishment of semantic (semantic) connections and analysis of individual systems of meanings and meanings.

These categories and the mental phenomena they denote are the subject of research into the rapidly developing branch of psychological science called psychosemantics in recent decades.[10]

1. 1. Semantic differential method.

The method of semantic differential (SD) (from the Greek semanticos - 'denoting' plates, differentia - 'difference') was proposed in 1957 by the American cognitive psychologist, author of the famous theory of congruence, Charles Osgood, and is a combination of the method of controlled associations and scaling procedures. The method makes it possible to build subjective semantic spaces, on the basis of which one can judge a person’s emotional attitude to various objects (objects, events, people, phenomena, etc.), his social attitudes, personal meanings, value orientations, and self-esteem.

The SD procedure consists of assessing measured objects (concepts, characters, symbols) using a number of bipolar scales. Each scale represents a continuum of some attribute, defined by assigning its opposite expressions to the poles.

One is considered extremely positive, and the other is considered extremely negative. Most often this is done with the help of adjectives: bad - good, small - big, beautiful - ugly, bright - dull, pleasant - unpleasant, etc. But the poles can also be set non-verbally through graphic oppositions, photographs, artistic images and even physical objects . The center of the scale corresponds to the absence (or balance) of the expression of the trait in both positive and negative directions (neither this nor that) and is assigned a zero value. Both branches of the scale are graduated. Typically, 3-, 5-, or 7-point scales are used.

When evaluating a stimulus object, the subject demonstrates, firstly, his understanding of this object, i.e., his interpretation of its meaning: and this is the meaning of this object for this subject. Secondly, it demonstrates the degree of attitude towards a given object. It is believed that the more significant the object is for the subject, the more biased it is and the higher (in absolute value) its assessment.

The more scales used, the more multifaceted the subjective reflection of the object. For clarity, these scales are placed one below the other, and the subject’s ratings on each of them are combined by straight segments, which together usually gives a certain broken line called a “semantic profile.” Each scale can be considered as an axis of subjective semantic space (SP), and the ratings given to the test subject can be considered as points of his SP.

The position of each point is determined by two indicators: qualitative - direction (positive or negative) and quantitative - intensity (absolute value of the point).

Comparison of individual assessments or semantic profiles obtained from one subject, but for different objects, provides grounds for establishing the semantic proximity or distance of these objects in the subject’s SP. In other words, we get an idea of ​​the subjective perception of similarity or difference between objects - concepts.

Thus, it is possible to compare data from different subjects, but for the same object, or to trace the dynamics of the subject’s relationship to the same object depending on the influence of various factors (for example, time, social conditions, health, etc.). In this case, both individuals and groups of people can act as subjects.[10, 281]

1. 1. Semantic radical method.

The method of semantic radical (from the Greek semanticos - denoting and the Latin radicalis - radical) is an objective method of experimental semantics, developed by A. R. Luria and O. S. Vinogradova (1959); consists of analyzing the individual meanings of words by identifying their associative fields. It is one of the conditioned reflex techniques that use, as a criterion for the semantic proximity of objects, the transfer of a conditioned reflex reaction from one object to another, semantically associated with it. Thus, when presented with a number of words (for example, violin, mandolin) of a certain semantic class (musical instruments), accompanied by negative reinforcement - electric shock, further presentation of words semantically related to the reinforced ones causes a defensive reaction, and more indirectly related to the reinforced ones (sonata ,concert) is an indicative reaction. Based on the recording of reactions, a semantic field of words associated with those being reinforced is constructed, and according to the strength and nature of the reaction (defensive or indicative), the center and periphery of the semantic field can be distinguished. Generalization of a conditioned reflex reaction is normally carried out according to semantic connections (violin - cello), and for mentally retarded people - according to phonetic connections (violin - paper clip). M. s. R. applicable for studying unconscious processes during categorization, for studying the development of individual meanings in ontogenesis, for studying the dynamics of concept formation, in general, neuro- and pathopsychology. [1]

1. Methodology "Repertory grids". J. Kelly.

Social-psychological modification of M. Yu. Kondratiev. In its classic version, J. Kelly’s “repertory grid” technique is used to solve general psychology. tasks. But at the same time, this technique is modifiable and can be used to solve socio-psychological problems. The modification proposed by M. Yu. Kondratiev makes it possible to use J. Kelly’s “repertory grids” technique for an in-depth analysis of the process of mutual perception in actually functioning groups, including in groups of teenagers - students of secondary schools, pupils of various types. closed institutions, etc. In this case, the process of mutual perception can be considered in a very broad context: the communication skills of group members, communication techniques, the influence of the intragroup power structure on the characteristics of relationships among community members, the influence of the real status of interaction partners and communication on mutual assessment and etc. Just as in the classical version, the analysis of any situation by the subject of perception is carried out by comparing this specific situation (phenomenon) with already known ones. The technique can be used for both individual and group examinations. During an individual survey, the experimenter prepares in advance a set of numbered cards that corresponds to the roster of the group. Only one surname is recorded on each card. Each respondent is presented with 3 cards. The respondent must choose from 3 cards offered to him 2 with the names of people who are similar in some quality and at the same time different from the third. After the respondent has made his choices, the quality “similarity” and the quality “difference” are recorded. Next, we consider the following in a similar way. triads. To avoid fatigue of respondents, the number of triads should not exceed 20. During an individual survey, the experimenter is in constant contact with the respondent. Therefore, this procedure is one of the interview options. Information obtained through observation may have independent value. In the case of a group survey, instead of cards, the experimenter gives each respondent a “Classification Grid” form, on which triads are highlighted and there are columns for “similarity” and “difference.” In this case, the list of respondents is included in the experiment. form, in which the vertical column on the left side of the form is the surname of a specific group member. On each horizontal line, the experimenter marks triads with circles. The principle of filling out the form is the same. Consistently examining each row, the respondent fills out the entire matrix. A special issue when using this technique is the criteria themselves, according to which the experimenter makes triads. Those. why this particular triad includes these particular people and not others. It is impossible to give a definite answer. In research practice, different principles of triad acquisition are used. However, the choice in each specific case of one or another criterion is dictated by the specifics of the research problem. The nature of the empirical material will largely depend on what criterion was used as the basis for the formation of triads. The results can be processed using traditional and special methods.[10, 382]

Conclusion.

Thus, you can understand for yourself that the problem of speech development has always been, and remains open to this day. Naturally, in order for problems to be “eliminated,” they need to be solved at a very young age, which is why the techniques are carried out with children. With their help, children can improve their abilities, and researchers can identify weaknesses in speech development. It also became known that there are methods for studying speech, aimed at different aspects, such as: expressive speech, impressive speech, phonemic awareness, logical-grammatical structures, speech intelligibility and reading learning. All these aspects are directly related to each other and represent the overall picture of speech learning.

Also, psychosemantic methods, which have become “popular” in the last decade, occupy a significant place in psychology. They are also very important, since they are engaged in the study of mental phenomena based on the establishment of semantic (notional) connections and the analysis of individual systems of meanings and meanings. Such methods include: the method of repertory lattices, the method of semantic radical and the method of semantic differential. This once again proves that psychology does not stand still and over time, various methods of studying and eliminating problems and phenomena in our lives arise.

METHODS OF SPEECH DIAGNOSTICS

“Name the words” technique. Nemov R.S.

Goal: determining the vocabulary that is stored in the child’s active memory.

Description: An adult names a child a word from the corresponding group and asks him to independently list other words related to the same group.

20 seconds are allotted for naming each of the groups of words listed below, and in total 160 seconds are allocated for completing the entire task.

1. Animals.2. Plants.3. Colors of objects.4. Shapes of objects.5. Other characteristics of objects other than shape and color.6. Human actions.7. Ways a person performs actions.8. The quality of human actions.

If the child himself finds it difficult to begin listing the necessary words, then the adult helps him by naming the first word from this group and asks the child to continue the listing.

Evaluation of results:

10 points - the child named 40 or more different words belonging to all groups. 8 - 9 points - the child named from 35 to 39 different words belonging to different groups. 6 - 7 points - the child named from 30 to 34 different words associated with different groups. 4 - 5 points - the child named from 25 to 29 different words from different groups. 2 - 3 points - the child named from 20 to 24 different words associated with different groups. 0 - 1 point - the child named no more than 19 words throughout the entire period.

Conclusions about the level of development: 10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

STUDYING THE COGNITIVE SPHERE OF PRESCHOOL CHILDREN (MEMORY)

Goal: developing the ability to select a diagnostic and developmental study of the cognitive sphere of preschool children and developing the ability to give a psychological interpretation of the results obtained.

MEMORY DIAGNOSTICS METHODS

Methodology “Learning 10 words” by A.R. Luria

The technique of learning ten words allows you to study memory processes: memorization, storage and reproduction.

Material. A protocol with nine short one- and two-syllable words that have no connection with each other.

Stimulus material. Words are one-syllable or two-syllable, nouns in the singular nominative case, not related to each other. You can come up with words yourself.

Here are some word options to present:

1. Table, water, cat, forest, bread, brother, mushroom, window, honey, house.

2. Smoke, sleep, ball, fluff, ringing, bush, hour, ice, night, stump.

3. Forest, bread, chair, brother, horse, mushroom, honey, house, ball, bush.

4. Number, chorus, stone, mushroom, cinema, umbrella, sea, bumblebee, lamp, lynx

Processing the results

Based on counting the total number of words reproduced after each presentation, a graph can be constructed: the number of repetitions is plotted horizontally, and the number of correctly reproduced words is plotted vertically. First of all, a qualitative assessment of the research results is essential: by the nature of the technique, one can judge the characteristics of memorization, reproduction and preservation, as well as the fatigue of patients.

Evaluation of results

Normally, on the first presentation, 3-5 words are reproduced, on the fifth - 8-10. Delayed playback - 7 - 9 words. 4 points - High level - remembered 9 - 10 words after the 5th presentation, 8-9 words during delayed recall. 3 points - Average level - remembered 6 - 8 words after the 5th presentation, 5 - 7 words during delayed recall. 2 points - Below average - remembered 3 - 5 words after the 5th presentation, 3 - 4 words during delayed recall. 1 point - Low level - remembered 0 - 2 words after the 5th presentation, 0 - 2 words during delayed reproduction, or at the age of 6-7 years does not make contact, or cannot organize himself to perform this activity.

The “yes and no” technique. N. I. Gutkina

Goal: Determine the randomness of memory.

Description: The child receives instructions with approximately the following content: “Now we will play a game in which you cannot say the word “yes” and the word “no.” Repeat which words cannot be pronounced (the child must repeat these words). Now be careful, I will ask you questions, answering which you cannot say the word “yes” and the word “no”.

A list of questions:

1. Do you want to go to school? 2. Do you like it when people read fairy tales to you? 3. Do you like watching cartoons? 4. Do you want to stay in kindergarten for another year? 5. Do you like to walk? 6. Do you want to study? 7. Do you like to get sick? 8. Do you like to play? 9. Are you sleeping now? 10.Does the sun shine at night? 11.Do you like going to the doctor? 12.Does the doctor cut children’s hair? 13.Can cows fly? 14.Is your name Grisha (or not)? 15.Is it hot in winter? 16.Do you go to work? 17. Are candies bitter? 18. Is the grass white?

Evaluation of results : “Mooing” is not considered an error, but if it is prolonged, then it is necessary to stop the child and remind him of this. The words “yes” and “no” are considered errors, for which 1 point is awarded (for each).

Conclusions about the level of development:

0 - 2 points - high level of arbitrariness.

3 - 4 points - average level of arbitrariness.

5 or more - low level of randomness.

STUDYING THE COGNITIVE SPHERE OF PRESCHOOL CHILDREN (THINKING)

Goal: developing the ability to select a diagnostic study of the cognitive sphere of preschoolers and developing the ability to give a psychological interpretation of the results obtained.

METHODS OF DIAGNOSTICS OF THINKING

Methodology “Elimination of the fourth odd one out” Belopolskaya

Purpose: To study the processes of figurative-logical thinking, mental operations of analysis and generalization in a child.

Description: The child is presented with a series of pictures showing different objects, accompanied by the following instructions: “In each of these pictures, one of the four objects depicted in it is redundant. Look carefully at the pictures and determine which item and why is superfluous.” 3 minutes are allotted to solve the problem.

Evaluation of results:

10 points − The child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra (Very high).

8-9 points - The child correctly solved the problem in a time of 1 to 1.5 minutes (High).

6-7 points - The child completed the task in 1.5 to 2 minutes (Average).

4-5 points - The child solved the problem in 2 to 2.5 minutes.

2-3 points - The child solved the problem in 2.5 to 3 minutes (Low).

0-1 point - The child did not complete the task in 3 minutes (Very low).