Features and ways of forming a lexicon in preschoolers with ODD

Features and ways of forming a lexicon in preschoolers with ODD

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Content

• Introduction
• Chapter I. Theoretical foundations for the study of vocabulary and its disorders in preschoolers with ODD
• 1.1. Issues of studying vocabulary in linguistics and psycholinguistics
• 1.2. Patterns of development of the lexicon in ontogenesis
• 1.3. Peculiarities of mastering the vocabulary of preschoolers with SEN (according to literature data)
• 1.4. Analysis of methods for forming a lexicon in preschool children with SEN (according to literature data)
• Chapter II. Methodology for studying the characteristics of the lexicon in preschool children with ODD
• 2.1. Purpose, objectives, methods and organization of the study. Psychological and pedagogical characteristics of preschoolers with special needs development
• 2.2. Theoretical and methodological foundations of the method of ascertaining experiment
• 2.3. Directions and content of the method of ascertaining experiment for studying vocabulary in preschool children
• 2.4. Features of the lexicon of preschool children with SEN (analysis of the results of the ascertaining experiment)
• Chapter III. Ways to form a lexicon in preschoolers with ODD
• 3.1. Theoretical and methodological foundations of the methodology of speech therapy work
• 3.2. Goals and objectives of speech therapy work
• 3.3. Directions, content and organization of speech therapy work on the formation of the vocabulary of preschoolers with ODD
• Conclusion
• Bibliography

Introduction

Currently, the problem of diagnosing speech disorders is relevant. This is due to the fact that in recent years the number of preschool children with general speech underdevelopment has been rapidly increasing. Therefore, the formation of the vocabulary is very important. Firstly, the formation of vocabulary is of great importance for the development of a child’s cognitive activity, since the word and its meaning are a means of not only speech, but also thinking. Secondly, for children to master reading, writing and counting, a sufficient level of formation of the lexical system of the language is necessary, which is required for mastering the school curriculum. Thirdly, vocabulary has a significant impact on the development of language competence and speech communication of the child as a whole.

Preschool childhood is especially sensitive to speech acquisition: if a certain level of vocabulary development is not achieved by five to six years, then this path, as a rule, cannot be successfully completed at later age stages. Children with OHP have an insufficiently developed speech functional system and a poor vocabulary, which is characterized by an insufficiently developed vocabulary of nouns, verbs, and adjectives.

Preschoolers use well-known, most frequently used words and phrases in active speech. Features of vocabulary are manifested in ignorance of many words, in the inability to select from the lexicon and correctly use words in speech that most accurately express the meaning of the statement. Specific errors that arise in children in the form of various substitutions of the desired lexeme with another word indicate the unformation of an integral system of lexical meanings. From this point of view, the study of vocabulary becomes a priority area of ​​research in the field of formation of the vocabulary of preschoolers. An important place in the general system of speech therapy work with preschool children is occupied by vocabulary enrichment, consolidation and activation, which is one of the most important tasks of correctional work.

The relevance of this topic is associated with the growing number of preschoolers who do not master lexical systematicity at a practical level. This further complicates the acquisition of literacy and some programs in general.

It should be noted that at present, a differentiated approach that takes into account the mechanisms of disorders in the formation of the lexicon of preschoolers with SLD is of particular interest.

When carrying out speech therapy work on the development of the vocabulary of preschoolers with SLD, it is necessary to take into account modern linguistic psycholinguistic ideas about the word, the structure of the meaning of the word, the pattern of vocabulary in ontogenesis, and the peculiarities of preschoolers with speech pathology.

The above indicates that the study of vocabulary in preschool children with general speech underdevelopment, the selection of research methods, as well as methods for correcting this disorder in preschool children are currently urgent tasks for theoretical and practical speech therapy.

The subject of the study is the peculiarities of vocabulary in preschool children six to six and a half years old with general speech underdevelopment, level III of speech development.

Implementing a structural approach to the study, we assumed in hypothesis that preschoolers with ODD, III level of speech development, have underdevelopment of the semantic structure of words, difficulties in establishing syntagmatic and paradigmatic connections, and imperfections in the process of searching and updating words. The use of systematic, targeted and differentiated speech therapy work, the use of different types of modeling will optimize the assimilation of lexical systematicity.

Purpose of the work : to identify the level of vocabulary development in preschoolers with ODD (level III) and to determine the optimal ways of speech therapy work on the formation of vocabulary in children of this category.

To achieve the goal, we set tasks :

1. To analyze and characterize modern approaches to solving the problem of studying and correcting the lexical side of speech in preschool children with ODD;
2. Select a diagnostic technique aimed at assessing the state of nouns, verbs, adjectives, and semantics of words in preschoolers with ODD;
3. In the process of the study, identify the features of vocabulary acquisition in preschoolers with SLD and compare them with preschoolers with normal speech development;
4. To determine the symptoms and mechanisms of deficiencies in vocabulary acquisition in preschoolers with ODD;
5. Conduct speech therapy work to form the vocabulary of children in the experimental group.

When solving the tasks and summarizing the results of the study, the following methods : organizational (comparative complex), biographical (analysis of anemistic information, study of documentation), experimental (ascertaining experiment), interpretive (qualitative and quantitative analysis of experimental data).

Provisions for defense:

1. The use of a psycholinguistic approach to the study of vocabulary in children with speech pathology allows us to identify the qualitative features of the lexicon, the main difficulties of children in differentiating meanings and updating words, which allows for more effective correctional and speech therapy work on the formation of the lexicon.

2. Preschoolers with ODD were found to have underdevelopment of vocabulary, which is characteristic of children with ODD.

3. Vocabulary impairment in preschoolers with ODD manifests itself in both quantitative and qualitative features of vocabulary; the most significant and pronounced signs of underdevelopment of vocabulary in these children are the insufficient formation of the structure of the meaning of the word, the low level of organization of semantic fields, and the imperfection of the word search process.

4. The effectiveness of speech therapy work on the formation of vocabulary in preschoolers with ODD is achieved provided that it is multidimensional in nature and carried out in the following areas:

• enrichment of vocabulary based on expanding ideas about the surrounding reality and developing cognitive activity;
• clarification of the structure of the meaning of the word with an emphasis on the significative component of the meaning of the word;
• the formation of lexical-semantic fields in close connection with the development of logical operations of classification, seriation, generalization, comparison;
• consolidation and expansion of paradigmatic and syntagmatic connections of the word in the lexicon;
• differentiation of word meanings into various categories in order to improve the accuracy of understanding and correct use of words in speech.

5. Purposeful multifaceted speech therapy work on the formation of vocabulary contributes not only to the enrichment of the vocabulary, but also to the development of speech in general, as well as the formation of children’s cognitive activity.

Chapter I. Theoretical foundations for learning vocabulary and its features in preschoolers with OHP

1.1. Issues of studying vocabulary in linguistics and psycholinguistics

The term vocabulary (Greek lexikos - verbal, dictionary) serves to designate the vocabulary of a language. The vocabulary of the Russian language, like any other, is not a simple set of words, but a system of interconnected and interdependent units of the same level. The study of the lexical system of a language reveals an interesting and multifaceted picture of the life of words, connected to each other by various relationships and representing “molecules” of a large, complex whole - the lexical-phraseological system of a language. The concept of lexicon is narrower. It refers to the vocabulary of a particular person.

In the lexical system of a language, groups of words are distinguished that are related by a common (or opposite) meaning, similar (opposite) in stylistic properties, united by a common type of word formation; related by common origin, peculiarity of functioning in speech, belonging to the active and passive reserve, etc.

The word is the basic element of language. The word denotes things, highlights signs, actions, relationships. The word unites objects into known systems, otherwise it encodes our experience. The minimum unit of speech is the word. A word is a complex of sounds or one sound that has a certain meaning fixed by the linguistic practice of society and functions as an independent whole. Along with the lexical meaning, each word also has a grammatical meaning.

The main function of a word is nominative or nominative. The meaning of a word (or semantics) is the correlation of a word with a certain concept. The meaning of a word is a historical phenomenon. It is not given once and for all, but can change during the functioning of the word in speech. Some words gradually acquire new meanings, some meanings may be forgotten, and the meaning of the word narrows. L.S. Vygotsky pointed out that “a word devoid of meaning is not a word, it is an empty sound.” Consequently, meaning is a necessary identifying feature of the word itself. But meaning, from a psychological point of view, is nothing more than a generalization or concept. According to L. S. Vygotsky, meaning is the internal structure of a sign operation. “This is what lies between thought and word.” The psychological structure of meaning is determined by the system of correlation and opposition of words in the process of their use in activity, and not in the process of their comparison as units of the lexicon.

Each word has a meaning that exactly matches the situation. And each subsequent use of a word is not identical to the previous one, just as communicants whose psyche is subject to constant changes are not identical to themselves. According to L.S. Vygotsky, the meaning of the word is “non-constant”. It changes during the development of the child, it also changes with different ways of functioning of thought.

Each unit of language (linguistic category) is determined by its main function. The list of components of a number of linguistic units includes the phoneme (meaning-distinguishing function), word (nominative function, the basis of which is the mechanism of word selection), sentence (communicative function). In this series, the word occupies a special place, acting as the most important linguistic category. When they talk about language, they usually think, first of all, about words, since language consists of words and is formed in the process of their interaction. A sound and a morpheme by themselves do not mean anything, whereas a word always means something, names something, expresses something. It can create not only an information field, but also an expressive message.

Thus, it is hardly possible to limit oneself to a one-sided designation of the functional purpose of a word (meaning its so-called main function): in addition to the act of naming, the word has communicative potential, it is endowed with the ability to express the emotions of the speaker.

The connection between a word and a concept is established in the process of joint activity of people; the correlation of the sound envelope with a certain concept, i.e., the meaning of the word, must be generally recognized and mandatory for members of a given society, since only in this case is mutual understanding possible. However, not all words in the Russian language correspond to certain concepts, that is, they have a real meaning. Interjections and auxiliary parts of speech (prepositions, conjunctions, particles) have no lexical meaning. Proper names do not have logical-conceptual meaning. A word can not only name an object, phenomenon, etc., but also evaluate them. Consequently, along with the nominative, a word can have an expressive-evaluative (constative) meaning. When studying the semantic component of language ability, one of the most interesting among these processes is the process of formation and development of conceptual generalization. The problem of the formation and development of concepts at different ages (at different age stages) is traditional. The psychological aspects of this problem are partially illuminated and analyzed by L. S. Vygotsky in his work “Thinking and Speech.” Vygotsky identified and experimentally substantiated a number of stages in the development of conceptual generalization in a child and connected the development of concepts with mastery of the semantics of a word.

If there are different definitions of this linguistic category (unit), we will proceed from the approach to it of domestic psycholinguists, who consider the word as the main lexical and grammatical unit of the language: this is A.N. Gvozdev, A.A. Zalevskaya, A.R. Luria.

Psycholinguistic studies of the lexicon show that in the linguistic consciousness of a person, all linguistic units are strictly ordered and systematically organized both syntagmatically and paradigmatically (i.e. linearly and hierarchically). Uniting into a single extensive system of interconnected structures (“verbal network”, “semantic field”), they form a dynamic functional system with stable connections. Words of the same topic, arranged according to the degree of increasing meaning and the nature of generic relations, are combined into logical series. In this complex and diverse system, all its parts are connected both directly and indirectly. The closest interaction is observed among functional structures corresponding to words that are similar in meaning (doctor-doctor, kennel-booth; fur coat-cloak, glass-cup, mug, elk - deer - gazelle-doe).

Thus, the child actualizes a whole complex of associations around one word, i.e. a semantic field is formed.

The structure of the semantic field is as follows:

• nuclear word;
• words denoting the names of the actions of objects;
• words denoting the names of the characteristics of objects;
• related words;
• synonym words;
• antonym words;
• verbal logical tasks (Fig. 1).

Rice.
1. Model of organization of semantic fields The presence of a semantic field allows the child to more quickly select words in the process of communication. But the child is not able to immediately model a three-dimensional semantic field. The formation of semantic fields of words occurs gradually. First, a small field associated with certain situations is modeled, then it is expanded.

Psycholinguistic studies of the human lexicon are very closely intertwined with data from cognitive psychology, which studies and develops models of organization, reception, processing, storage and retrieval of information, including semantic information.

Thus, the model of long-term (semantic) memory, widespread in cognitive psychology, is very close to the psycholinguistic model of the organization of semantic fields.

Rice. 2. Model of semantic memory

It has been experimentally proven that information in permanent (long-term) storage is strictly ordered and distributed into categories. The search for the necessary information is carried out along lines of communication between concepts that are in both linear and hierarchical relationships. The higher up the hierarchy information is stored, the more generalized it is.

Thus, emphasizing the priority position of the word in the system of conceptual and functionally effective linguistic categories, its versatile significance (regardless of the variable designations of the concept itself), we consider the development of the children’s vocabulary in accordance with the views of A.R. Luria, who said that “ any orientation in the surrounding reality for a normal adult, as well as for a normal schoolchild, is carried out with the closest participation of connections that have arisen on the basis of the word; these connections are intimately included in his practical activities; they allow him, by assimilating universal human experience, to systematize the phenomena of the surrounding world, abstracting their essential features and generalizing them into known systems. The distracting and generalizing function of the word also takes a direct part in organizing previous experience, which in a person acquires a systematized character mediated by the participation of the word.”

Having analyzed the literature on the problem of studying the lexicon in preschool age from the point of view of psycholinguistics, we can say that the problem of the development of the lexicon, the semantics of words, the lexico-grammatical structure of speech with antonyms and synonyms has been dealt with by many teachers, philologists, speech therapists, and psycholinguists.

The semantic structure is a complex formation that primarily performs the function of communication and generalization. Systemic relationships in vocabulary are based on the interaction of syntagmatic and paradigmatic connections between words. Semantic connections are the organizing link of semantic fields, as well as a necessary condition for the implementation of the mechanism for selecting lexemes at the linguistic stage of speech generation. All of the above indicates the need to study words from the point of view of the complex structure and hierarchy of the lexical system of the language.

1.2. Patterns of development of the lexicon in ontogenesis

The beginning of the child’s “real” language and the emergence of the first word is always associated with the child’s action and his communication with adults. The child's first words, unlike humming, do not express his state, but are addressed to an object and designate the object. Only at the next stage does the word begin to break away from reality and acquire independence.

Some time after the appearance of elementary words (at approximately 1 year 6 months - 1 year 8 months), the child begins to acquire the elementary morphology of a word for the first time. It is characteristic that it is precisely during this period, when the word begins to acquire morphologically differentiated forms, that a huge leap in the child’s vocabulary occurs. If until one and a half years old amorphous words prevailed, which could mean anything, and therefore the child during this period could get by with a small number of words, now the meaning of the word narrows and the vocabulary increases. This explains the leap in the development of a child’s vocabulary, which is observed by all authors at the age of 1 year 6 months - 1 year 8 months. Before this age (period), the number of words registered by the child was about 12 - 15; at this time it immediately reaches 50, 80, 150, 200.

This jump in vocabulary size has been studied in detail by a large number of authors and is explained by the transition to semantic speech. Thus, observations of ontogenesis provide additional facts that allow us to believe that the word gradually stands out from practice, becomes an independent sign denoting an object, action or quantity, and subsequently relationships. This moment marks the real birth of a differentiated word as an element of a complex system of language codes.

Features of the development of thinking and speech in preschool children were studied by L. S. Vygotsky. According to L. S. Vygotsky, at an early age there is a divergence between these two functions. The child's vocabulary is replenished through the communication function. First, by shouting, and then in separate words, the child expresses his desires and demands. In the future (by 3-4 years), vocabulary is accumulated, the grammatical side of speech develops, etc. From situational, it gradually turns into abstract and by 5-6 years it already becomes an instrument of thought, i.e. With the help of speech, the child begins to reason and draw conclusions.

At the same time, the development of thinking takes a different path - from aimless manipulation (up to a year) through the stage of mastering objective actions to the development of visual and effective thinking (at the age of 3 - 4 years). A well-known gap with the development of speech at this stage, according to Vygotsky, is that a child can have a perfectly formed ability to designate objects and the actions that he performs with them, without mastering speech skills. When performing one or another object action (using a spoon or fork), a child may not always know the names of the objects with which he is acting, but this does not interfere with the correct performance of the work. Further, thinking, as it develops, becomes visual and figurative, that is, the child can act correctly in one situation, analyzing not only this situation, but also analogies with his past actions, based on ideas about what he had previously seen and heard. And only then does a gradual convergence of mental activity with speech occur. By older preschool age, the child develops the ability to reason and make inferences, during which the word acts as a generalized concept about an object and phenomenon. Then speech acquires its second function - it becomes an instrument of thinking.

The child's further development and learning is already based on higher forms of thinking - verbal and logical. However, L. S. Vygotsky’s theory is controversial. Currently, leading domestic psychologists involved in the development of this problem express a different point of view. They believe that the development of speech occurs inseparably from the formation of thinking, and the development of so-called visual-effective thinking in young children occurs under the influence of speech on the basis of generalizations that are verbal in nature. With this approach to this issue, it seems natural to conclude that the absence or underdevelopment of speech leads to underdevelopment of thinking.

It is known that the external aspect of speech develops in a child from a word to a concatenation of words, then to a simple phrase and concatenation of phrases, and even later to a complex sentence and coherent speech, consisting of an expanded series of sentences of speech. The child progresses in mastering the physical side of speech from parts to the whole. But it is also known that in terms of its meaning, the child’s first word is a whole phrase - a one-word sentence. In the development of the semantic side of speech, the child begins with a whole sentence and only later moves on to mastering private semantic units, the meanings of individual words.

When starting to dissect sentences, the child first of all identifies more specific categories of words - nouns and verbs. Last of all, the most abstract ones are prepositions and conjunctions, which are devoid of objective correlation and express only relationships between objects. Each word has a complex semantic structure. On the one hand, the word denotes objects, actions or signs and has a subject correlation, and on the other hand, it generalizes objects, actions, relating them to a certain category. Words are connected to each other by many semantic connections. A complex system of semantic connections is the organizing link of “semantic fields”. The organization of semantic fields and lexical systematicity is closely related to the development of cognitive activity and reflects the process of concept formation.

The expansion of a child’s life relationships, the complication of his activities and communication with adults throughout preschool age lead to a gradual growth of vocabulary. Establishing average quantitative indicators, both in relation to the absolute composition of the vocabulary and in relation to its growth, is extremely difficult due to the fact that living conditions have an extremely large influence on the development of the vocabulary. The growth of vocabulary, as well as the acquisition of grammatical structure, is directly dependent on living conditions and upbringing, and individual variations here are greater than in any other area of ​​mental development. Based on these various studies, V. Stern gives the following average figures for the vocabulary of children aged 1 year 6 months to 6 years (Table 1).

According to V. Stern's periodization, the vocabulary of children aged 1.5 years is about 100 words, at the age of 2 years - 300 - 400 words, for children 3 years old the vocabulary is 1000 - 1100 words, at 4 years old - 1600 words, for children 5 years - 2200 words, at the age of 6 years they use about 2500 - 3000 words.

It should be noted that establishing the number of different words, regardless of their content in the language of adults, cannot characterize the development of vocabulary. A child’s acquisition of the vocabulary of his native language is not limited to its quantitative growth. In this process, the development of word meanings is essential. The vocabulary represents only building material, which only when words are combined in a sentence according to the laws of the grammar of the native language can serve the purposes of communication and knowledge of reality.

Thus, the ontogeny of the lexicon is a complex interaction, on the one hand, of the process of communication between adults and a child, and on the other, the process of development of objective and cognitive activity. Significant qualitative and quantitative changes are observed in the development of preschoolers' vocabulary. The child begins to actively use all parts of speech. In the process of vocabulary formation, the meaning of the vocabulary and the ways of its use are also clarified. As the child’s thinking and speech develop, his vocabulary is not only enriched, but also systematized. Words are grouped into semantic fields, and vocabulary is distributed within the semantic field.

1.3. Peculiarities of vocabulary acquisition by preschool children with special needs (according to literature data)

In children with ODD, lexical disorders manifest themselves in the diffuseness and inaccuracy of the structure of the word meaning, poverty of the dictionary, disruption of the process of organizing semantic fields, difficulties in updating words, etc. There are studies of the lexicon in preschool children with alalia (V.K. Vorobyova, V.A. Kovshikov, M. Bryla, etc.) and dysarthria with cerebral palsy (N.A. Khalilova, N.N. Malofeev, I.A. Smirnova, etc. .), in preschool children with an erased form of dysarthria (N.V. Serebryakova). The works of these authors emphasize that children with ODD of various origins have a limited vocabulary. A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, erased form of dysarthria, dysarthria, delayed speech development, etc.).

Let's consider what features of the lexicon are observed in preschoolers with erased dysarthria against the background of OHP:

1. Children with erased dysarthria have a delay in the development of the semantic structure of words, deviations in the ratio of denotative and lexical-semantic components of meaning, especially generalizing words.
2. In children 6-7 years old with erased dysarthria, there are no signs of differentiation of elements of the semantic field.

The lexical groups of words reflecting a specific topic are extremely poorly represented in the dictionary of children with special needs: material culture, modes of transport, living and flora. Understanding of words in their various subject assignments is much higher compared to active use in spontaneous speech. The groups of words denoting objects and actions, objects and tools are most fully represented in the active and passive dictionaries. The fact that children forget verbal designations, do not know them, do not understand leads to the replacement of the names of objects and actions, externally similar to each other, to the replacement of a word with a description of the situation with which the object is associated. The lexical groups that characterize the characteristics and qualities of objects are extremely united in the dictionary. With this, various types of adjectives are available to understanding: qualitative, possessive, relative, and children, based on the description of the characteristics, recreate the image of the object in a visual situation by making a choice. In active speech, when describing objects indicating their characteristics and qualities, as a rule, speech cliches are used, as well as names of the color of the object. Difficulties in expanding and updating the dictionary are caused by children’s weak understanding of the polysemy of a word, the abundance of semantic connections generated by a word with the generalization in one word of a group of objects, their characteristics and actions, with the mastery of a word as a concept.

Lexicon impairment also occurs in children with alalia. Alalia is one of the forms of OHP, but these concepts should not be identified. OSD are various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side is impaired in children, with normal hearing and intelligence. ONR occurs in alalia, childhood aphasia, and can be observed in other complex forms of speech disorders in children: rhinolalia, dysarthria. On the other hand, OHP acts as an independent speech disorder, when insufficiency of vocabulary, grammatical structure and phonetic-phonemic development are simultaneously revealed.

A complex form of childhood speech pathology is motor alalia. V.P. Glukhov writes that the leading speech symptom is a gross violation of the formation of expressive speech with relative preservation of impressive speech. The vocabulary of this category of children develops slowly, distortedly, and is used incorrectly in speech practice. The poverty of lexical-semantic means leads to various substitutions based on similarity, contiguity, and contrast. More often, replacements are identified based on the external characteristics of an object, less often - based on function (internal characteristics). Substitutions appear more often when using verbs than nouns. Children do not know how to use synonyms and antonyms, generalizing words. The stock of adjectives and adverbs is monotonous. Difficulties in updating the dictionary and the inability of children to select from the vocabulary stock and correctly use the words that are most appropriate and accurate for a given statement are revealed.

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Psychological and pedagogical characteristics of children with special needs development

General speech underdevelopment is considered to be a form of speech anomaly in which a child with normal hearing and intact intelligence finds all components of the language system unformed: phonetics, vocabulary and grammar.

All children with OHP always have a violation of sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure of speech.

OHP can manifest itself to varying degrees. Therefore, today there are four levels of speech development. V.P. Glukhov o(1).

Level 1 of speech development is characterized by a complete or almost complete absence of speech. Phrasal speech in such children is almost completely absent; when trying to talk about an event, they are able to name only a few words or one or two highly distorted sentences.

The 2nd level of children's speech development is characterized by the beginnings of common speech. Children use simple phrases, consisting of two or three, rarely four words, or distorted phrases in communication, and have a command of everyday vocabulary. They can answer questions, talk about the picture with the help of the teacher, and talk about the family.

The vocabulary of these children lags behind the age norm. This is manifested in ignorance of words denoting, for example, parts of the body (torso,

elbow, shoulders, neck, etc.), names of animals and their babies, various professions, pieces of furniture (folding bed, stool), etc.

Children do not know many colors, shapes, sizes of objects, etc. Children often replace words with others that are similar in meaning, for example, pours soup instead of pours.

Gross errors in grammar are noted: incorrect use of case forms, errors in the use of masculine and feminine nouns, lack of agreement of adjectives and numerals with nouns. Prepositions are omitted or replaced by others.

The syllabic structure of words and sound content are grossly disrupted: there is a reduction in the number of syllables (“pamika” - pyramid), rearrangement and addition of syllables (“yadygi” - berries, “calf” - calf), loss of sounds (“vok” - wolf, “kaf” - closet).

A speech therapy examination can detect insufficient phonemic hearing and perception in children.

The 3rd level of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Children can communicate relatively freely with others, but they need constant help from parents (educators) who introduce appropriate explanations into their speech.

Independent communication continues to be difficult and limited to familiar situations. The shortcomings are most clearly manifested in different types of monologue speech - description, retelling, stories based on a series of paintings, etc. V.P. Glukhov writes: “Children’s independent monologue statements are characterized by the use of predominantly short phrases, errors in the construction of detailed sentences, difficulties in choosing the necessary lexemes, violations of the semantic organization of statements, and a lack of connection between the elements of the message.

A number of children experience significant difficulties when composing individual sentences based on visual support, which may be due to the inability to establish predicative relationships, as well as difficulties in the lexical and grammatical formatting of statements. Lack of independence in composing stories, violations of the logical sequence of presentation, semantic omissions, incompleteness of fragments-microthemes, long pauses at the boundaries of phrases or their parts may indicate difficulties in programming the content of detailed monologue statements.”

A limited vocabulary and repeated use of identical-sounding words with different meanings make children’s speech poor and stereotypical. Among the lexical errors there are the following: replacing the name of a part of an object with the name of the whole object (the dial is “watch”, the bottom is “teapot”); substitution of names of professions with names of actions (ballerina - “aunt is dancing”, singer - “uncle is singing”); replacing specific concepts with generic ones and vice versa (sparrow - “bird”, trees - “Christmas trees”), etc.

Features of speech development in children with special needs development

The time of appearance of the first words in children with developmental disorders does not differ sharply from the norm. However, the period during which children continue to use individual words without combining them into a two-word amorphous sentence is purely individual. A complete absence of phrasal speech can occur at the age of 2-3 years, and at 4-6 years. Regardless of whether the child began to pronounce the first words entirely or only individual parts of them, it is necessary to distinguish between “speechless” children according to their levels of understanding of someone else’s speech.

N.S. Zhukova, E.M. Mastyukova, T.B. Filichev wrote: “When speech imitation appears, the reproduction of words is carried out not within the framework of the primary reproduction of the prosody of the whole word, as is normal, but only of its part. This part, as a rule, is the stressed syllable of the word in its open version. An interesting feature of abnormal child speech during this period of its development is the child’s desire to use open syllables. The desire to “open a syllable” manifests itself most clearly in the addition of vowel sounds to the ends of words in cases where the word ends in a consonant: “matika” (boy), “kotika” (cat).” (5).

Shortening the length of a word due to the omission of syllables or one syllable is one of the characteristic symptoms that accompanies children with speech development disorders for many years of life. As speech develops, this defect can gradually disappear, but it always reveals itself as soon as the child encounters a new complex sound-syllable and morphological structure of a word, for example, in words with foreign morphemes: “mataney” (policeman), “vesipednik” ( cyclist), etc.

There comes a time in the life of children with speech underdevelopment when they begin to connect already acquired words with each other. A characteristic feature of the verbal combinations used is that the words combined into sentences do not have any grammatical connection with each other. Chaotic combinations of words, which are either their contours or their parts (fragments), together with onomatopoeic words, are used by the child in only one form, and are not changed by cases, numbers, persons, tenses, etc.

Nouns and their fragments are used mainly in the nominative case, and verbs and their fragments in the infinitive and imperative mood or without inflections in the indicative mood. Children with impaired speech development for a long time and persistently do not notice the grammatical changeability of words in their native language. Their verbal vocabulary is negligible in relation to the rather extensive subject vocabulary. The child’s subject vocabulary appears to be over-enriched in relation to the stage of his speech development. At the same time, this vocabulary is always insufficient for the calendar age of children.

The age at which children begin to notice the “technique” of forming words in sentences, which is associated with the processes of analyzing words in the child’s linguistic consciousness, can be very different: at 3, at 5 years old, and at a later period.

“Despite the fact that in some conditions of syntactic construction, children form the ends of words grammatically correctly and they can change them, in other, similar syntactic constructions, instead of the correct form of the word that should be expected, the child produces incorrect forms of words or their fragments: “ katatya aizyakh and skates” (skiing and skating).

A grammatical element does not immediately become a carrier of a certain meaning for a child, and situations of the same type are not associated with similar grammatical elements, as is normally observed: “dai ban-u” (give a jar), “dai son-u” (give an elephant),” write N.S. Zhukova and others (5). In underdeveloped child speech, agrammatism indicates that some elements are associated with certain meanings in the child, for example, the element “-s” is associated with the meaning of a set: “many balls,” “many mushrooms,” etc.