How to conduct a speech examination of primary school children. formation of a diminutive form of a noun. and adj. Selection of related words

Methodological development

"EXPRESS - SPEECH DIAGNOSTICS

JUNIOR SCHOOLCHILDREN"

Teacher-speech therapist Gogichaeva A. T.

Explanatory note for the examination of the speech of children in grades 1–4

Increasing the efficiency and quality of education for students in general education schools requires timely identification, prevention and elimination of oral and written speech deficiencies that some of them have.

Target carrying out this technique is to identify the characteristics of the child’s oral and written speech, the nature of speech disorders, and give recommendations and a development prognosis.

During the examination process, it is necessary to maintain a positive attitude in contact with the child. Any comments or assessments from the speech therapist addressed not only to parents, but also to colleagues are strictly prohibited.

The examination of the level of speech development is carried out according to the following parameters:

state of the articulatory apparatus and sound pronunciation
state of vocabulary
state of grammatical structure of speech
state of coherent speech
formation of phonemic processes
formation of written speech.

The analysis of oral speech disorders should be considered from the standpoint of the systemic structure of speech activity and taking into account the principle of development

Establishing the level of formation during the examination linguistic means allows you to determine:

A) is the speech defect limited only to unformed pronunciation;

B) does it apply to the entire sound side of speech (sound pronunciation and phonemic processes);

C) whether the defect covers the main components of the speech system (sound aspect of speech and lexical-grammatical structure).

Comparing the nature of pronunciation defects with the level of development of phonemic processes, vocabulary, and grammatical structure makes it possible to clarify the role of pronunciation defects in the overall picture of oral speech disorders. Thus, if pronunciation deficiencies manifest themselves only in the form of distorted pronunciation of individual (or several) sounds, then in the overwhelming majority of cases this indicates an isolated phonetic defect. This means that by school age this child, for a number of reasons, has not had time to adapt his articulatory structure to the pronunciation of certain sounds in the phonetic system of the language of which he is a native speaker. The formation of phonemic processes is not delayed; on their basis, spontaneous prerequisites for mastering the analysis and synthesis of sound composition are developed in a timely manner. Subsequently, the child freely masters writing and reading and fully assimilates the educational program as a whole.

A different approach should be taken to diagnosing pronunciation deficiencies in cases where they manifest themselves primarily in the form of mixing and substitution of various oppositional sounds (according to acoustic and articulatory characteristics). Since this type of pronunciation disorder is an indicator of underdevelopment of phonemic processes, the level of their development must be identified in children. Such children slowly and with certain problems develop spontaneous prerequisites for the analysis and synthesis of the sound composition of a word, which seriously complicates learning to read and write, and then their native language as a whole.

The writing process is normally carried out on the basis of a sufficient level of formation of certain speech and non-speech functions: auditory differentiation of sounds, their correct pronunciation, linguistic analysis and synthesis, formation of the lexical and grammatical side of speech, visual analysis and synthesis, spatial representations. The lack of development of any of these functions can cause a disruption in the process of mastering writing, dysgraphia.

Dysgraphia (writing impairment) makes up a significant percentage of other speech disorders found among students in public schools. It is a serious obstacle to students’ mastery of literacy at the initial stages of education, and at later stages – to the mastery of grammar native language. During the examination, it is imperative to take into account not only what the child does not yet know, but also the capabilities available to him.

Some teachers consider dysgraphic errors to be ridiculous, caused by personal qualities students: inability to listen to the teacher’s explanation, inattention when writing, careless attitude to work, etc. In fact, such errors are based on more serious reasons: the immaturity of the phonetic-phonemic and lexical-grammatical aspects of speech. Thus, omissions of vowels and consonants - “trava”, “tawa” instead of grass; rearrangement of letters in a word - “tko” instead of who; “onko” instead of window; rearrangements and deletion of syllables - “kokrodil”, “krodil” instead of krokodil; the appearance of extra letters or syllables in a word - “tarawa” instead of grass, “mototsikil”, “mototsikil” instead of motorcycle; underwriting of letters or syllables in a word - “o” - instead of he, “krasny” instead of red, “mnogi” instead of many, etc. are caused by the immaturity of phonemic perception and the associated analysis and synthesis of words.

Immaturity phonemic hearing leads to the fact that students do not distinguish phonemes of their native language. In writing, this is expressed in the form of mixing and replacing letters, for example: “ozhik” instead of hedgehog, “troupochka” instead of a tube, “korky” instead of bitter, “shishki” instead of drying, “saplya” instead of heron, “pyaynik” instead of teapot and etc., as well as the inability to correctly apply certain grammatical rules when writing. Thus, some students do not feel a stressed vowel and therefore find it difficult to identify an unstressed vowel and select a test word, and make mistakes in selecting a test word for deafening consonants. Even having chosen the correct test word, the child makes a mistake: “pillars” instead of pillars, “young girl” instead of skirt. Knowing the rules doesn't help them. There are many errors in writing prepositions, prefixes and conjunctions.

A delay in the development of the lexico-grammatical aspect of speech leads to agrammatism. In writing, this is expressed in the form of incorrect coordination and control of various parts of speech. Students do not know how to coordinate adjectives with nouns in gender, number and case and nouns with numerals in number, for example: I don’t have a red dress, five porcini mushrooms; They incorrectly choose the case forms of nouns in verb + noun phrases, for example: let's go from the basket, go sledding. Children do not feel the intonation and semantic legitimacy of a sentence, therefore they cannot correctly indicate the boundary of a sentence in writing; as a result, they do not correctly use a period at the end of a sentence and write capital letter at the beginning.

Poor vocabulary, the inability to express one’s thoughts in the form of a common sentence, and a lack of understanding of cause-and-effect relationships lead to the fact that students at later stages of education do not know how to write summaries and essays.

One of the main tasks of a speech therapist is to correctly determine the reasons underlying the writing disorder, since the methods and duration of correctional work depend on this.

All identified errors in the letter must be carefully analyzed.

It is also necessary to separate true dysgraphia from incorrect writing, caused by a number of reasons, but not due to speech underdevelopment. These reasons include the following: insufficient mastery of the Russian language school curriculum, pedagogical neglect, and the influence of bilingualism.

It is necessary to study errors in various types of written work: copying, dictation, creative work.

Until now, there is no common understanding at what age or at what stage of schooling, as well as at what degree of manifestation of the disorder, dysgraphia can be diagnosed in a child. Therefore, the separation of the concepts of “difficulties in mastering writing” and “dysgraphia” is understood as a persistent violation in a child of the process of implementing writing at the stage of schooling, when mastery of the “technique” of writing is considered complete, is more correct.

Essential for the diagnosis of dysgraphia is its differentiation from the perspective of the development of the defect, proposed by S.F. Ivanenko (1984). The author identified the following four groups of writing impairments, taking into account the age of the children, the stage of literacy learning, the severity of the impairments and the specifics of their manifestations

1. Difficulties in mastering writing.

Indicators: unclear knowledge of the letters of the alphabet; difficulties when translating a sound into a letter and vice versa, when translating a printed grapheme into a written one; difficulties of sound-letter analysis and synthesis; reading individual syllables with clearly acquired printed signs; writing by dictation of individual letters. Diagnosed in the first half of the first year of study.

2. Disturbances in the formation of the writing process.

Indicators: mixing written and printed letters according to various characteristics;

Difficulties in retaining and reproducing semantic letter sequences; difficulty merging letters into syllables and merging syllables into words; copying in written letters from printed text is already being carried out, but independent writing is at the stage of formation. Typical mistakes in writing: writing words without vowels, merging several words or splitting them. Diagnosed in the second half of the first and beginning of the second year of study.

3.Dysgraphia.

Indicators : persistent errors of the same or different types. Diagnosed in the second half of the second year of study.

4. Dysorphography.

Indicators : inability to apply in writing spelling rules according to the school curriculum for the corresponding period of study; a large number of spelling errors in written works. Diagnosed in the third year of study.

The examination is carried out individually, in a traditional form, taking into account program requirements.

The duration of the diagnosis is 20 – 30 minutes. The survey data is entered into a conclusion form, to which samples of written work are attached.

Speech therapy examination of oral and written speech

junior schoolchildren.

(grades 1 – 4)

1.Anatomical structure of the articulatory apparatus.

Note the presence and nature of anomalies in the structure.

Lips (thick, thin, cleft, scars)

Teeth (sparse, crooked, small, outside the jaw arch, missing teeth).

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

Hard palate (high narrow, flat, cleft, short)

Tongue (massive, small, with shortened hyoid ligament)

Deviations in the structure of the articulatory apparatus are detected visually, i.e. a speech therapist examines parts of the articulatory apparatus outside and inside.

II. Speech motor skills.

Condition of facial muscles.

Quests:

Raise your eyebrows (“surprise”)
Puff up your cheeks (“fat boy”)
Pull in your cheeks (“skinny”)

State of articulatory motility(performing movements by imitation)

Lips – “smile”, “tube”.

Tongue – wide, narrow, up – down, “pendulum”

Mark the following movement parameters:

Presence or absence of movements;

Tone (normal tension, lethargy, excessive tension).

Volume of movement (full, incomplete)

The ability to switch from one movement to another.

Movement substitutions

Additional and extra movements (syncenesis)

Presence of tremor, hypersalivation, deviations of the tip of the tongue.

Smoothness of non-speech and speech breathing, duration of speech exhalation.

Volume (normal, quiet, excessively loud)

Presence or absence of nasal tint

Gloss modulation (presence or absence of monotony)

IV. Features of the dynamic side of speech (in the presence of phrasal speech).

Tempo (normal, fast, slow)

Correct use of pauses.

Use of basic types of intonation (narrative, interrogative, incentive)

V. The state of sound pronunciation and syllabic structure of the word.

1. Determine the nature of the violation of the pronunciation of speech sounds: absence, replacement, confusion, deduction, articulation.

Examination technique:The child is asked to repeat words and phrases in response to the speech therapist.

An approximate list of words, phrases and sentences:

K – X: refrigerator, kitchen, hamster. Katya is in the kitchen.

L' – J: Ilya and Yulia are walking along the alley. Swans fly south. Julia waters the lily from a watering can.

S – W: Sasha has six pieces of glass. Sasha is walking along the highway. The driver stepped off the step.

The sun is on the window. Sasha dries the dryers.

Z – F: I'll spin, I deserve it, I'll tremble. Zoya has a yellow umbrella. Iron shovel. A useful animal.

S - S’ – H: Sonechka, net, part, bag, learning, spinning, swinging.

The mast swayed. Sonechka has sunflower seeds.

T’ – Ch: teacher, bird, first aid kit, leaking, silent, screaming.

H – C: student, teacher, swinging, turns out, chicken, hospital, ends.

Ch – Sh: thicket, cleaner, brush, watchmaker, student, bored, cheeks.

S – C: spoke, tit, ladder, stage, sugar bowl, caterpillar.

Ш – С: laughing, mustache, tail, sowing.

L – R: Lara, piano, ballerina, talkative, juggler, won, marmalade, mirror, folding bed.

R - R’: Roma paints the frame with paint. Rita is cooking rice.

It is recorded how correctly the child pronounces sounds.

2. Examination of the syllabic structure of the word.

Examination technique: The child is asked to repeat the following words after the speech therapist:

bear apricots aquarium

door avenue demonstration

tram tablecloth intersection

camel swallow TV

sugar bowl brushwood traffic controller

VI. Vocabulary research.

Active Dictionary

Target : identifying the volume of the active vocabulary.

1. Subject dictionary.

A) Naming objects from pictures: “What is this?”;(pages 11 - 12)

Suggested material:

Cabbage, notebook, vegetables, pen, radish, book, ladle, saucer, glass, teapot, plate, pencil, ruler, bed, zucchini, plant.

Service, window sill, frame, window, elbow, glass, eyelashes, knee, eyebrows.

B) Say in one word:

Plane, bus, tram...

Raspberries, blueberries, cranberries...

Autumn, winter, spring, summer...

Artist, doctor, pilot...

C) Choose a suitable noun for these adjectives and verbs:

Dry... shining...

Narrow... writes...

Wet... send...

Joyful... crawling...

Straight... jumping...

Clever... bows...

2. Verb dictionary:

A) “Who does what?”

Door... postman...

Lightning... hairdresser...

Wind... seamstress...

Leaves... pilot...

Rain... cook...

Brook... artist...

B) “Who is screaming?”

Cat... chicken...

Cow... goose...

Dog... crow...

Horse... mosquito...

The level of vocabulary development is recorded.

3. “Say the opposite”

Exercise : Complete the sentences:

1 – 2 grade 3 – 4 grade

Plasticine is soft, but stone... Plasticine is soft, and stone...

The coal is black, and the snow... The pillow is soft, and the board...

Tanya draws well, and Zina... The porridge is boiled thick or...

The sofa is soft, and the bench... The forest can be dense or...

Volodya is polite, and Sasha... The strawberries are small, and the club

The findings note the child’s ability to select words with opposite meanings.

VII. The state of the grammatical structure of speech.

Target : study of the possibility of distinguishing meaning based on the grammatical meanings of words.

1. Word change.

a) the use of nouns in the nominative case singular and plural:

“One is a table, and if there are many, then we will say that they are tables.”

Suggested material:

Table - ...tables chair - ...chairs

Ear - ... ears tree - ... trees

Sleeve - ...sleeve window - ...window

Mouth - ...mouths forehead - ...foreheads

Eye - ...eyes lion - ...lions

Leaf - ...leaves stump - ...stumps

b) Use of the genitive plural form of nouns.

“A lot of what?”

House - ...houses kitten - ...kittens

Doll - ... dolls pine - ... pine

Beetle - ... beetle stump - ... stump

Tree - ...trees envelope - ...envelopes

Key - ...keys bucket - ...buckets

2. Word formation.

a) Formation of nouns with a diminutive - affectionate suffix.

"Say kindly"

Spoon - ...spoon apple tree - ...apple tree

Carpet - ...mat sheet - ...leaf

Bed - ...crib, crib sparrow - ...sparrow

Bucket - ...bucket, bucket blanket - ...blanket

b) ● Education relative adjectives from nouns.

“What is it made of?”

Down pillow – down pillow

A lump of snow -...

Plum juice -...

Carrot juice -...

Silk dress -…

Wool mittens -…

● Formation of possessive adjectives from nouns. "Whose? Whose? Whose?"

Mom's bag - mom's bag

Grandma's jacket - ...grandmother's jacket

Cow's head - ...cow's head

Fox hole - ...fox hole

Hare's tail - ...hare's tail

Dog hair - ...dog hair

Cat whiskers - ...cat whiskers

Bird's beak - ...bird's beak

The findings differ in the presence and nature of agrammatisms.

3. Understanding of logical-grammatical structures.

Answer the questions:

Masha is older than Yulia, which of the girls is younger?
Olya is lighter than Katya, which of the girls is darker?
The dishes were washed by mother's daughter. Who washed the dishes?
The boy is saved by the girl. Who saved whom?
Mom is wearing her daughter's sweater. Who's left without a sweater?
The guys went into the forest as soon as the rain stopped. Were they in the forest before or after the rain?

The accessibility of understanding such constructions is analyzed.

VIII. State of coherent speech.

It is proposed to compose a story based on a series of pictures united by a single plot.

Target: identifying the possibilities of compiling a coherent story from a series of pictures united by a single plot, and establishing connections between the events reflected in these pictures.

Examination technique: In front of the child, plot pictures are laid out mixed together, they are asked to look at them, put them in order and make up a story.

Equipment: a series of pictures with a sequential development of the plot.

1st grade – “Morning of a girl” (p. 14) 2nd grade – “Fire"; (page 16)

3rd - 4th grades – “Snowman”, “Corn”;(pp. 15-16)

In the conclusions, note the understanding of a complex line, the coherence and meaningfulness of composing a story, the possibility of choosing a name for a given plot, the presence and nature of agrammatisms, the level of development of coherent speech.

IX. State of phonemic processes(phonemic hearing, analysis, synthesis).

1. Phonemic hearing.

Target: testing auditory perception and the ability to reproduce syllable series in a given sequence.

Examination technique: The child is asked to repeat the following syllable series:

Pa-pa-ba

Pa-ba-pa-pa

Sa - sha - for - zha

Sa-za-tsa - for

The completion of the task is recorded in accordance with the instructions.

2. Language analysis, synthesis;(p.13)

Target : checking the level of development of phonemic hearing and the ability to perform sound analysis of a word.

a) phonemic analysis and synthesis.

Name the word based on the first sounds of the pictures

ship, window, hare, orange: [k] + [a] + [z] + [a]

snowman, bus, scissors, whale, needle: [ s ] + [ a ] + [ n ] + [ k ] + [ and ].

Name the last sound in the words:

poppy, pencil, finger

Name the 2nd sound in words:

stork, house, hand.

B) syllable analysis, synthesis.

Determine the number of syllables in words:

elephant, wall, hammer.

C) analysis of the composition of the proposal

Determine the number, sequence and place of words in a sentence.

Autumn has come.

It often rains in autumn.

An old man came out of the forest with a large basket.

The child’s ability to perform language analysis and synthesis is recorded.

X. Study of the writing process.

Analyzed written works in workbooks and test books.

If necessary, to clarify violations, a letter is given under dictation (auditory dictation).

2nd grade _ “Walk”.

Here is a big forest. There is a river behind the forest. There are many flowers near the river. A butterfly landed on a flower. Zoya catches her with a net. Zhenya is looking for mushrooms. Sasha and Yasha found a hedgehog. Grisha caught a pike.

3rd grade “Autumn”.

Autumn has come. A cold wind began to blow. It rains more often. There are large puddles on the porch. The flowers in the flowerbed have wilted. Leaves are falling from the trees. The water in the river darkened. Zoya and Sasha go into the forest. There they look for mushrooms.

4th grade “Autumn”.

Gray and cold autumn. It rains more often. The wind howls sadly in the field. Sensitive silence in the autumn forest. The leaves that fell to the ground faded. Only sometimes you can find a small flag on a bare branch. This is the last leaf. Gloomy clouds are floating above the ground. It's about to snow.

In the conclusions we note the nature of the writing process, i.e. whether the child can immediately write down a word phonetically correctly or pronounces it, whether he makes corrections (crosses out, rereads and corrects again) or whether he cannot and does not try to find errors at all.

We pay special attention to specific errors:

specific phonetic substitutions (insufficient differentiation of sounds belonging to the same or different groups that differ in subtle acoustic-articulatory features).
violation of the syllabic structure of a word (omission of individual letters and entire syllables, rearrangement of letters or syllables, separate spelling of parts of one word and continuous spelling of words).
grammatical errors (omission or incorrect use of prepositions, function words, case endings, incorrect word agreement, control errors).
graphic (optical). These are replacements of letters based on graphic similarity.

Based on the results of the examination, a speech therapy report is issued, which analyzes the state of the child’s oral and written speech. at this stage development, recommendations are given for the correction and development of the child’s speech.

REFERENCES

1. Bessonova T.P., Gribova O.E. Didactic material on examining children's speech. - “Arkti”, 1997

2. Volkova G.A. Methodology of psychological speech therapy examination children with speech disorders. - St. Petersburg, 2003

3. Voronova A.P. Writing disorders in children ( methodological recommendations) .- St. Petersburg, 1994

4. Voronova A.P. Diagnosis, prevention and correction of writing in children with speech disorders // scientific and methodological journal Speech Therapy No. 1, 2004

5. Efimenkova L.N. Correction of students' oral and written speech primary classes. M., 2003

6. Kornev A.N. Reading and writing disorders in children. - St. Petersburg, 1997

7. Lalaeva R.I., Venediktova L.V. Reading and writing disorders in younger schoolchildren. - St. Petersburg, 2004

8. Loginova E.V. Writing disorders. Features of their manifestation and correction in younger schoolchildren with mental retardation.-SPb., 2004

9. Speech therapy. Textbook for students defectol. fact-tov ped. universities / Ed. Volkova L.S. Shakhovskoy S.N. –M., 1998

10. Milostivenko L.G. Methodological recommendations for preventing reading and writing errors in children; from work experience, textbook.-SPb., 1995

11. Psychological, medical and pedagogical examination of the child. / Set slave. mats, ed. Semago M.M.

12. Semago N.Ya., Semago M.M. Theory and practice of assessing a child’s mental development. Preschool and primary school age. - St. Petersburg, Speech, 2005

13. Semago N.Ya., Semago M.M. Problem children. Fundamentals of diagnostic and correctional work of a psychologist. M., 2003

14. Spirova L.F., Yastrebova A.V. To the teacher about children with speech disorders. M., 1985

15. Spirova L.F., Yastrebova A.V. Differential approach to manifestations of writing and reading disorders in students of secondary schools // scientific and methodological journal Defectology No. 5, 1988

16. Uzorova O.V., Nefedova E.A. Practical guide on children's speech development for primary and high school. M., 2001

17. Usanova O.N. Children with mental development problems. - M., 1995

19. Shevchenko S.G. Integrated approach to the diagnosis and correction of children with learning difficulties // scientific and methodological journal Defectology No. 1, 1995

INDEPENDENT LETTER

The developed methodology for examining independent written speech combines techniques traditional for speech therapy practice with some techniques developed by I.N. Sadovnikova, A.N. Korneva and the use of tasks from a speech map developed by N.M. Trubnikova.

Object of the survey is the independent written speech of children studying in grades 2-3 of general educational school.

Survey objective identifying the level of development of students’ independent written speech.

Theoretical significance allows you to clearly present a picture of the formation of independent written speech, the severity of violations, and is also convenient for tracking the dynamics of the development of a child’s written speech and the effectiveness of corrective action.

Practical significance lies in the possibility of using the survey results in planning correctional work on the development of independent written speech.

The technique is of a test nature, the procedure for its implementation and the assessment system are standardized for the child’s speech and the effectiveness of the corrective intervention.

List of tasks:

Write capital vowels.

Write 10 capital consonants.

Write 3 words consisting of one syllable, 3 words consisting of two syllables, 3 words consisting of three syllables, 1 word consisting of 4 syllables.

Write the names of the pictures offered in the application. (Given pictures: pear, apple, scissors, candle, hare, tomato, cucumber, plate, bush, tractor.)

Come up with a sentence for each picture and write it down.

Write captions for the pictures. Test “You are the author of the work, give a title to your painting.”

Make a sentence from these words and write it down.

Compose and write down a story based on a series of plot pictures .

4. WRITE THE NAMES OF THE PICTURES

COME UP WITH SENTENCES FOR EACH PICTURE.

MAKE A SENTENCE FROM THE GIVEN WORDS.

UNDER, LIES, BUNNY, BUSH.

RAIN, AFTER, PUDDLES.

THE LEAVES ON THE BIRCH ARE YELLOWED.

COMPOSE AND RECORD A STORY.

FORM FOR CHILDREN.

1.Vowels: _____________________________________________________

2.Consonants ___________________________________________________

3.Words:

1 syllable______________________________________________________________________________

2 syllables ________________________________________________________________________________

3 syllables ________________________________________________________________________________

4 syllables ________________________________________________________________________________

4. Captions for pictures:

5.Suggestions:

1._________________________________________________________________

2. ________________________________________________________________

4. ________________________________________________________________

6. Title of the painting:

1. ________________________________________________________________

2. ________________________________________________________________

3._________________________________________________________________

7. Sentences from words:

1. ________________________________________________________________

2. ________________________________________________________________
3. ________________________________________________________________

8. Story.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ASSESSMENT OF WORK RESULTS:

Absolute completion of any task 100%.

In tasks 1,2,3,4, 5, divide 100 by the number of completed tests and calculate the percentage. If there is a dysgraphic error in a word – 5%.

Task 6 assesses the ability to identify the main idea. For each dysgraphic error made - 5%.

In task 7, we offer the child words first, if it is difficult to formulate a sentence, a picture is offered as a support. For each dysgraphic error – 5%.

In task 8 100% for:

correct, consistent text reproduction (20%);

logically consistent sentences (20%);

absence of errors (dysgraphic 20%, spelling 20%);

correct speech format (no more than 1 speech inaccuracy is allowed) (20%)

Based on the results of processing the examination protocols, it is convenient to draw an individual speech profile for each child. It clearly shows which components of independent speech suffer to a greater extent, and which are relatively developed.

PART 1. DICTIONARY

PART 2. GRAMMAR

3.2.2....

Introducing the O.I. DIAGNOSTIC KIT. Azova
Speech therapy examination of junior schoolchildren.
The diagnostic kit offers material for speech therapy examination of primary schoolchildren with written speech disorders. The materials can be used to correct violations of oral and written speech. It is recommended when selecting children with general speech underdevelopment for a group for the correction of written speech disorders, when correcting general speech underdevelopment.
The research methodology involves:
PART 1. DICTIONARY
I. Study of the state of impressive speech
II. Study of the state of expressive speech
1. Study of the state of sound pronunciation and sound-syllable structure of words
2. Examination of the state of the active dictionary
PART 2. GRAMMAR
3. Study of the state of the grammatical structure of speech
3.1. Inflection Study
3.2. Word formation research
3.2.1. Study of word formation of nouns
3.2.2. Study of word formation of adjectives
3.2.3. Study of word formation of verbs
3.3. Assimilation Study grammatical meaning words and their connections with formal features of words
PART 3. READING, WRITING
4. Study of understanding and reproduction of text
III. Study of the sensory-perceptual level of speech perception
IV. Research into language analysis, synthesis and representation
V. Study of the reading process
VI. Research of non-speech functions
VII. Exploring the process of writing and writing
VIII. Study of spelling knowledge, skills and abilities
Addressed to speech therapists, psychologists, graduate students, students of defectology departments, teachers, tutors, parents for working with children.
The set includes guidelines for illustrations.

Hide

……………………………………………………….

PHRASES

A policeman rides a motorcycle.

Red fish swim in the aquarium.

Hair being cut at a hairdresser.

………………………………………………………

5. ANATOMICAL STRUCTURE OF THE ARTICULATION APPARATUS

upper jaw (prognathia)

lower jaw (progeny)

bite (anterior open, lateral open, cross, straight, deep)

teeth (absence, small, sparse, uneven, irregular shape, located outside

jaw arch, double row, diastema)

tongue (macroglossia, microglossia, short sublingual fold, geographic)

hard palate (gothic, low, flattened, presence of clefts)

soft palate (shortened, bifurcated, splitting of the small uvula or its

absence)

lips (short upper lip, thick drooping lower lip, presence of scars)

6. FEATURES OF HAND AND SPEECH MOTOR SKILLS

Manual motor skills

definition of leading hand…………………………….

legs…………………………

eyes…………………………….

performing the Heda test (cross showing - left hand to the right ear, showing the named

parts of the body opposite a sitting person)………………………………………………………

optical-kinesthetic organization of movements

big and index fingers connect into a ring

……………………………………………………………

bend your fingers into a fist, straightening your index and middle fingers

……………………………………………………………

dynamic organization of finger movement

fingering (alternately connecting all fingers with the thumb) is performed simultaneously with both hands, first slowly, then quickly

…………………………………………………………..

playing the piano (alternately touching the fingers to the table) first with one hand, then with two…………………..

Graphomotor skills (continue row)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Speech motor skills

Facial muscles Jaws

frown eyebrows open wide close mouth

raise your eyebrows, move your jaw in different directions

close your eyes Lips

calmly open and close your eyes smile

take turns closing the P and L eyes and proboscis

puff out your cheeks smile-proboscis

pull in your cheeks and lift your upper lip up

pout them one by one, lower your lower lip down

Language grin

wide tongue on the lower lip Soft palate

sting, needle abruptly on a solid attack

wide tongue up and down, open your mouth wide and yawn (cough)

delicious jam

tsk

7. FEATURES OF THE DYNAMIC SIDE OF SPEECH

Breathing characteristics

type of breathing (diaphragmatic, thoracic, abdominal, mixed)

breathing volume…………………………………………………….

duration of speech exhalation……………………………

Voice characteristics

strength (quiet, loud, dull, fading)

height (high, low, appropriate for age)

timbre (husky, hoarse, harsh, presence or absence of a nasal tint)

expressiveness (N. inexpressive, monotonous)

Prosody

speech rate (N, slow, very fast)

speech rhythm (N, arrhythmia)

use of basic types of intonation

use of pauses in the flow of speech (N, excessive often, excessive rarely)

8. CONDITION OF HEARING FUNCTION

state of biological hearing (from medical card)

……………………………………………………………………………………………………

state of speech perception (during a conversation)

……………………………………………………………………………………………………...

9. STUDY OF PHONEMATIC PERCEPTION

(difference of sounds between gender and opposition)

Repeat a series of syllables

ba-pa ga-ka ta-da for-sa sa-sha sa-tsa zha-sha for-zha sha-sha

pa-ba ka-ga yes-ta sa-za sha-sa tsa-sa sha-zha zha-za sha-sha

cha-cha sha-cha sya-sha ba-pa-ba ga-ka-ha da-ta-da for-sa-za

cha-cha cha-cha cha-sha pa-ba-pa ka-ha-ka ta-da-ta sa-za-sa

sa-sha-sa zha-sha-zha cha-cha-cha sha-cha-sha sha-sha-sha tsa-sa-tsa

sha-sa-sha sha-zha-sha cha-cha-cha cha-sha-cha sha-sha-sha sa-tsa-sa

Words synonyms (repetition, showing a picture, laying out letters according to the sounds)

bud-barrel bark-mountain cancer-varnish light-color

grass-firewood boat-vodka rubbish-salt soup-tooth

body-deed pebble-nut ram-monitor sew-live

hummock-cat evening-wind bowl-bear cheese-fat

plus-ivy nose-night rose-face bear-mouse

bow hatch

Come up with sentences with words that are quasi-homonyms.

10. RESEARCH OF LANGUAGE ANALYSIS AND SYNTHESIS

Syntactic Operations

* analysis of sentences into words(determine the quantity, sequence and location

words in a sentence)

Masha loves to draw.

Mom bought her daughter a book.

There is a pine tree growing near our house.

My friends are good skiers.

An old man came out of the forest with a large basket.

* making sentences from words in initial form, word order is not changed

Boy, draw, picture……………………………………………..

Mouse, type, in, mink, grain………………………..

*word order changed

Let's go, guys, to the forest………………………………………………………..

Squirrel, hollow, in, collected, mink, grain…………………………………..

* come up with sentences using these words

road…………………………………………………………………………..

Friends…………………………………………………………………………..

kindness………………………………………………………………………..

funny…………………………………………………………………………

Syllable analysis and synthesis

* determine the number of syllables in a word

mother…………tray…………more fun…………bed…………swallow………

* determining the place of a syllable in a word

Where in the word "raspberry" worth a syllable -ma-, at the beginning, middle, or end?

In a word hedgehogs (-zhi-), kittens (-ta-), porcupines (-ra-)

* highlighting a syllable against the background of a word

You will hear the syllable –sha - (-ry-, -cru-) raise your hand.

chess mountains croup balls perch roof twist fish

* name the word pronounced syllable by syllable

sko-vo-ro-da, ka-na-va, te-le-fon, ko-te-nok, po-to-lok, bu-ma-ga, for-mo-ro-wives

We were hit by the weight.

There are books on the table.

There were buds on the trees.

* make a word from syllables

direct syllable order

window, weight, bed, kol-ba-sa, ma-ly-shi, ka-ran-da-shi

incorrect syllable order

hee-mu…………………ka-zer-lo…………………tsy-slee…………………

rob-vo-byi…………………ta-sha-we……………………ran-ka-dash…………………

Phonetic analysis

* is there /m/ in words

mouse frame house room tree cancer cat lamp

* highlight the first sound in a word

aster frost nightingale crane whistle

fishing rod fly agaric cabinet comb firewood

* highlight the last sound in the word

mac pencil finger taxi driver car

house stork bed policeman rainbow

* determine the place of the sound /r/ in a word

rocket firewood parquet walrus yard

watermelon samovar circle peel ax

* determine the number of sounds in a word

smoke hat bird cherry sheep porridge cover wall dictation

* positional analysis (what is the number of /p/ in a word, name its neighbors)

fish 1, y steamboat 3, a, o

arch 2, ah, to road 3, oh, oh

grass 2, t, a February 4, v, a

breakfast 5, t, and army 2, a, m

Phonemic analysis

name the word spoken with pauses after each sound

h-a-s t'-m-a z-v-u-k g-v-o-z-d'-i-k-a p-y-l' p-a-r-k s-t '-i-x-i

………………………………………………………………………………………………………………….

Phonemic representatives

* select pictures whose names have 5 sounds

……………………………………………………………………………………………………...

* come up with words that contain /m/; 4 sounds, 5 sounds

……………………………………………………………………………………………………...

11. FEATURES OF VOCABULARY AND ACTUALIZATION

Nouns

*knowledge of general words

trees berries vegetables

fruit transport furniture

dishes shoes

* selection of nouns

who, what thunders……………… sparkles……………….. sweeps………………

flies…………….. floats………………….. burns……………….

blows……………….. honks……………….. crawls……………….

* selection of words on the topic “Autumn”

Autumn has arrived. Turned yellow…………….. Flowed around…………….. Silenced…………….

Dropped out……………

Verb

* who does what?

carpenter………………… cashier…………………… tractor driver…………………

controller………………. driver……………… doctor………………

* selection of words on the topic “Spring”

Spring has come. Sun…………….Snow……………Kidneys……………

Streams…………….Grass………………Birds………………People…………….

* match the action to the subject (verb dictionary)

fisherman…………… lily of the valley…………… woodpecker……………… athlete……………

snake………………. alarm clock………… squirrel………………. dog………………..

Adjectives

* selection of words denoting a feature of an object

sheet…………. summer………… flower…………. winter…………

house………….. song………… lemon………….. night…………

candy………….. river………… TV…………

big………………….. front……………………..

long………………….. clean……………………….

tall………………….. wet………………………

distant………………….. cheerful………………………

kind………………….. strong………………………

hot…………………. bad………………………..

* selection of synonyms

sad………………………………….

ripe……………………………………..

lasting……………………………………

Adverb

* compare degree

bad-worse sweet…………………. low…………………….

weak…………………… sour……………………. Cold……………………

12. FEATURES OF THE GRAMMATICAL STRUCTURE OF SPEECH (oral and written completion of tasks)

Inflection

* change noun by case

The horse eats a piece of (sugar)………………………

The children were given jam from (strawberry)…………………………

There are a lot of (horses) in the meadow……………………………..

There are many (trams) in the city……………………………

The guys gave a gift (teacher)………………………….

* education noun R. p. units and many more numbers

butterflies - butterflies dress…………….. orange……………… finger……………….

tangerines………………. face……………….. squirrel………………… man………………..

* agreement adj. with noun in gender, number and case

black - wing……………………. gloves………………………

switch…………………… handle……………………..

* changing verbs by numbers

The apple is ripening. Apples………………………..

Lily of the valley smells. Lilies of the valley…………………

The cow moos. Cows………………………..

The horse is galloping. Horses……………………………

* coordination of ch. past tense in gender, number and case

sleep – cat………………….. cat………………………. kittens………………………

make noise – sea………………… river……………………… streams…………………………

go I………………… you………………… he…………………………

we work………………… you…………………….. they……………………………

* use of prepositions

......red maple leaf. The pigeons ate………hands. The birds have flown away…………warm lands.

The bear is sleeping…………..in a den. The willows bowed…………like a river.

Word formation

* formation of a diminutive form of a noun. and adj.

forehead…………chair………………… sour…………………. cheeks………………

sofa……………beautiful…………….. eyebrows………………….. saucepan…………………...

* formation of descriptive adjectives from nouns.

tree………………. leather………………….. fur……………………… snow…………………

glass……………… paper…………………

* formation of verbs using prefixes

What did you do? What will I do?

eat…………………….. walk………………..

drinks………………………. I'm having lunch…………………………

reading………………...walking…………………………..

carries…………………..

draws………………...

* selection of cognate words

forest……………………………… hedgehog…………………………….

water…………………………… mountain………………………………

* formation of complex words

go everywhere………………………………… squeeze juice………………………………

labor to love……………………………….. to store vegetables………………………………

* extracting words from complex words

plane………………………… snowfall………………………. coffee grinder………………………

13. STATE OF VISUAL FUNCTION (SOUND-LETTER

ASSOCIATIONS, GRAPHIC IMAGES OF LETTERS)

State of visual function

state of biological vision……………………………………………………………..

color discrimination………………………………………………………………………………………………………………………………………………………………………………………...

shape, size…………………………………………………………………………………

……………………………………………………………………………………………………...

spatial representations…………………………………………………………….

……………………………………………………………………………………………………...

subject gnosis………………………………………………………………………………

……………………………………………………………………………………………………...

Sound-letter associations

recognition of letters depicted in different fonts……………………………………….

……………………………………………………………………………………………………...

recognition of letters in difficult conditions…………………………………………………….

……………………………………………………………………………………………………...

recognizing dotted letters……………………………………………………..

……………………………………………………………………………………………………...

recognition of superimposed letters…………………………………………………………………..

……………………………………………………………………………………………………...

recognition of mirrored letters………………………………………………….

……………………………………………………………………………………………………...

recognition of unfinished letters……………………………………………………………….

……………………………………………………………………………………………………...

recognition of graphically similar letters……………………………………………………….

……………………………………………………………………………………………………...

Design and reconstruction of letters………………………………………………..

……………………………………………………………………………………………………...

(copying graphically similar letters based on differences)

Recording from dictation

Vowels………………………………………………………………………………………..

Acoustically close consonants:

P – B T – D K – G F – V S – Z W – F R – RJ S – SY M – M F – F G – G………………………………………………………… …………………………………….

………………………………………………………………………………………

Graphically similar letters:

lowercase g p tr b v d u z i sh ts scho a s e e y f

…………………………………………………………………………………………..

capitals G P T R B V Z E O S Yu E

…………………………………………………………………………………………………………

14. STATE OF THE READING PROCESS

1. Reading syllables, words with different sound-syllable structures, sentences, text

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. Definition of reading comprehension:

Answers to questions in the text:

………………………………………………………………………………………………………………………………………………………………………………

Retelling the text

………………………………………………………………………………………………………………………………………………………………………………

3. Specify the reading method

……………………………………………………………………………………….

4.Reading speed

……………………………………………………………………………………….

5. Character of reading

……………………………………………………………………………………….

………………………………………………………………………………………

15. CONDITION OF DIFFERENT TYPES OF WRITING

Copying letters, syllables, words, phrases, sentences………………

………………………………………………………………………………………………………………………………………………………………………………

Recording dictated letters, syllables, words, phrases, sentences………..

………………………………………………………………………………………………………………………………………………………………………………

Auditory dictation of linked text…………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

(his repeated delayed entry)………………………………………………………………

……………………………………………………………………………………….

Recording texts with imperfectly pronounced sounds……………………………

……………………………………………………………………………………….

Recording texts with undifferentiated sounds………………………………………………………

……………………………………………………………………………………….

Summary of related text……………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………….

Essay (based on the plot picture)…………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

The presence and nature of motor difficulties when writing………………………..

……………………………………………………………………………………….

Ability to check written work and identify errors

………………………………………………………………………………………

Types of specific errors in writing, their number

………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………….

16. STATUS OF ACCOUNTING OPERATIONS

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

BRIEF PSYCHOLOGICAL AND PEDAGOGICAL

CHARACTERISTICS OF THE STUDENT

Speech therapy conclusion

1. Impairment(s) of oral speech (type, form, severity)

……………………………………………………………………………………………………………………………………………………………………………….

2. Reading impairment (dyslexia) or difficulties in the process of its formation (degree of severity, type or combination of types of dyslexia)………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

3. Impaired writing (dysgraphia) or difficulties in the process of its formation (degree of severity, type or combination of types of dysgraphia)………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(the presence of dysorthography is also noted in the conclusion)

End date of examination: Signature:

Notes:

The section is led
Head of RPMPK
Shilova Tatyana Grigorievna
teacher - defectologist
Trembach Irina Aleksandrovna
educational psychologist
Valiakhmetova Elena Ramilievna

When determining the nature of speech disorders in children school age The same wording of the speech therapy report is recommended as for preschoolers. In cases where schoolchildren have reading and writing impairments, written speech impairments (a form of dyslexia and/or dysgraphia) are included in the speech therapy report after determining the type of oral speech impairment.

Children with intact intelligence

The conclusions indicate:

1. Oral speech disorders (if any)

2. Impairments of written speech (dysgraphia, dyslexia, types according to R.I. Lalaeva).

1st half of the year - Difficulties in mastering writing and reading.

2nd half of the year - Disturbances in the formation of reading and writing.

1st half of the year - Disturbances in the formation of reading and writing.

2nd half of the year – Dysgraphia, dyslexia.

General speech underdevelopment of level III. Difficulties in mastering reading and writing.

Mildly expressed general underdevelopment of speech. Disturbances in the processes of reading and writing formation

Lexico-grammatical underdevelopment of speech. Dyslexia; dysgraphia (types of dyslexia, dysgraphia).

If there are no specific violations of written speech, but there are errors due to ignorance of the rules of the Russian language, then the diagnosis indicates “dysorphography.”

Children with mental retardation

To indicate the immaturity of speech as a system in mentally retarded children, other formulations of the speech therapy report are recommended.

1. Oral speech disorders:

Systemic speech underdevelopment (specify degree: light, medium, heavy).

2. Impaired written language (see schoolchildren with normal intelligence).

Approximate wording of speech therapy conclusions:

Systemic underdevelopment of speech of severe severity. Dysarthria. Difficulties in mastering reading and writing.

Systemic underdevelopment of moderate speech in mental retardation. Complex shape dysgraphia (acoustic dysgraphia, dysgraphia due to impaired language analysis and synthesis).

Systemic underdevelopment of mild speech with mental retardation; mechanical dyslalia. Agrammatic dyslexia and dysgraphia.

Children with bilingualism

1. Oral speech disorders.

2. Impaired writing: (difficulties in mastering reading and writing, disruption of the process of developing reading and writing, impairments in reading and writing due to bilingualism).

Information prepared by: Mikhailova N.V. – teacher-speech therapist RMPK

Literature: Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. - M., 1968./; Volkova L.S., “Speech Therapy”, M “Enlightenment”; R.I. Lalaeva, L.B. Venediktova. Reading and writing disorders in primary schoolchildren. Educational and methodological manual. St. Petersburg, 2004; A.B. Yastrebova, T.B. Bessonova Instructional and methodological letter about the work of a speech therapist at a secondary school. Moscow, 1996.

News and announcements
events

The procedure for speech therapy examination of children at PMPK

Sections: Speech therapy

The procedure for examining a child in a psychological-medical-pedagogical commission (hereinafter referred to as PMPK) has features that distinguish it from the procedures for independent consultations with children by specific specialists (doctors, psychologists, teachers). Examination of a child in a PMPK cannot be a mechanical sum of examinations by specific specialists with the inevitable duplication of some stages of the examination and represents a qualitatively unique technology. The PMPK works as a single “team” of specialists who collectively plan an examination of the child and formulate a collective conclusion. This approach requires combining the principle of independent highly professional experts with the ability to make a single agreed decision. The final decision is formulated as a collective opinion with recommendations contained therein.

The procedure for examining a child at the PMPK requires the simultaneous participation of all specialists in the form of observation and discussion. All specialists ARE observers of the successive stages of examination of the child by each of the “planned” specialists. This technology makes it possible to save time and improve the quality of the examination.

Special requirements are placed on the technology for making a decision based on the results of a child’s examination when conflicting opinions arise regarding diagnosis and recommendations. In such cases, compromise decisions are made in favor of the child. We are talking about diagnostic periods of training, psychological and medical-social support, dynamic observation by PMPC specialists in the process of repeated examinations. At this stage, the child is always recommended conditions that involve a wider “zone of proximal development” according to one (easier and more promising) of the differentiated diagnoses.

The results of the child’s examination are discussed in the form of a short meeting of all PMPC specialists. Parents (legal representatives) and the child are not present. Each specialist reports his conclusion on the child, offers recommendations, and expresses an opinion on the prognosis of his development. The presented conclusions are agreed upon, a collegial opinion of the PMPC is drawn up, and systematized into recommendations.

The addressee of the PMPK collegial opinion is the head educational institution, to which the child is sent.

The head of the educational institution informs the members of the psychological-medical-pedagogical council (hereinafter PMPK), other specialists of the educational institution who will directly work with the child, about the collegial conclusion, and monitors the implementation of the recommendations of the PMPK.

Accompaniment of children and adolescents in PMPK is carried out either through communication with the institution’s support service, which can be in the form of PMPK, or directly with parents (legal representatives) (if the child is not studying (not being raised) in an educational institution).

Accompanying children and adolescents with developmental disabilities staying in healthcare institutions, social protection or the law enforcement system, is carried out by employees of these institutions.

Accompaniment of children and adolescents who are not covered by educational institutions, but have been examined at the PMPK on the initiative or with the consent of their parents (legal representatives), is carried out directly through their parents (legal representatives). After examination at the PMPK. solving diagnostic issues and developing recommendations, parents (legal representatives) are informed of the desirability of re-applying to the PMPK in order to monitor the dynamics of the child’s development and possible adjustment of recommendations. The period for re-application to the PMPK is always individual and corresponds to psychological, pedagogical and medical-social indications; generally, the re-examination takes place six months or a year after the initial one.

I would like to pay close attention and give some recommendations in conducting a speech therapy examination in the conditions of a primary medical clinic.

Speech therapy examination for PMPK.

Features of speech disorders.

In the system of comprehensive examination of children of primary school age in the PMPK, one of the central places is occupied by the assessment of the child’s speech development.

It is known that speech is almost always an indicator of one or another deviation in the overall picture of the child’s neuropsychic state.

A speech therapy examination is, first of all, a determination of speech disorders themselves, which can appear selectively against the background of normal intelligence and intact sensory functions (auditory and visual). In these cases, the most common disorder is underdevelopment of the phonetic-phonemic level of speech function (FFLR), underdevelopment of lexical-grammatical categories (HLC), or a combination of these disorders. A destructive violation of the pronunciation aspect of speech can manifest itself to varying degrees: single defects in sound pronunciation ( dyslalia), massive articulation disorders ( dysarthria), less rough but persistent sound distortion ( erased dysarthria). A separate speech diagnosis is open rhinolalia– pathological change in voice timbre and distorted pronunciation of speech sounds, which occurs when the soft palate, when pronouncing speech sounds, lags far behind the back wall of the pharynx, leaving a significant gap (shortening of the soft palate, paralysis and paresis of the soft palate) or with mechanical defects of the hard and soft palate, when a significant portion of the air enters the nasal cavity. The term “hyperrhinolalia” is sometimes used as a synonym. All these articulation disorders, as a rule, are accompanied by defects in phonemic processes (perception of sounds similar in acoustic-articulatory characteristics, phonemic analysis and synthesis). Violations of the lexical and grammatical structure manifest themselves in the form of poor vocabulary, agrammatisms, difficulties in word formation and inflection, and in the lack of formation of coherent monologue speech (text formation). Lexico-grammatical disorders can be relatively independent or combined with disorders of the phonetic-phonemic structure of speech.

Oral speech disorder is stuttering– as a speech disorder, which is characterized by frequent repetition or prolongation of sounds or syllables or words; or frequent stops or hesitation in speech, interrupting its rhythmic flow (violation of the tempo and rhythm of speech).

The main reason why primary schoolchildren go to a speech therapy center at secondary schools or at children's city clinics is difficulties not in oral, but in written speech: reading disorders ( dyslexia) and letters ( dysgraphia and dysorthography).

An examination of schoolchildren with reading and writing disorders involves a detailed study of oral speech (phonemic-phonemic and lexical-grammatical aspects), which, as a rule, has certain deviations.

Dysorthography (this is a persistent impairment in the acquisition of spelling knowledge, abilities and skills) stands out as an independent disorder, which can be combined with dysgraphia, or can manifest itself independently.

One of the tasks is to diagnose complex borderline disorders when there is a decrease in intellectual activity in varying degrees(mental retardation, mental retardation, lower limit of normal). Intellectual decline can also be combined with sensory impairment (hearing or vision impairment).

In such cases, speech disorders are included in the syndrome of the underlying neuropsychiatric disease. The main task of a speech therapist– determine the degree of speech disorders and their nature in each of these syndromes. So characteristic of schoolchildren is a fairly uniform violation of both the phonetic-phonemic and lexical-grammatical structure of speech, caused by the underlying disease (mental retardation). The speech of school-age children with mental retardation or socio-pedagogical neglect is accompanied by characteristic features lexico-grammatical structure (difficulties in word formation and selection of antonyms and synonyms, difficulties in understanding lexico-grammatical constructions, insufficient development of coherent speech).

The characteristics of the speech function of each child are compared with the examination indicators of other specialists: medical psychologists and psychiatrists, neurologists, special education teachers (oligophrenopedagogues, typhology and deaf teachers).

The final diagnosis for each child includes: level intellectual development(or cognitive activity), neuropsychic abnormalities and a detailed speech diagnosis.

I. Purpose (complaints of parents and child).

II. Familiarization with pedagogical documentation.

III. Determining the obstetric history and history of the child’s development (motor, speech, mental).

Particular attention is paid to:

pre-speech vocalizations (hooting, humming);

the appearance and nature of babbling speech, the first words, phrases;

quality of the first words and phrases (presence of violations of the syllable structure, agrammatism, incorrect sound pronunciation).

IV. Objective examination of the child.

1. Establishment emotional contact with the child, creating the right attitude towards the examination: identifying the child’s interests, his favorite activities, games, features of his understanding of the environment.

2. Study of non-verbal functions: study of psychomotor skills, Ozeretsky tests (finger counting, finger gnosis test by imitation, by verbal instructions), the presence of perseverations, getting stuck, slipping, pronounced slowness.

3. Successive abilities: repetition of a number series in forward and reverse order, sound series according to rhythm, series according to sensory standards.

4. Study of subject gnosis (along a contour, along a dotted line, against a noisy background, with missing elements).

5. Study of letter gnosis and praxis (along a contour, along a dotted line, against a noisy background, with missing elements).

6. Study of thinking (layout of a series of plot pictures, identification of cause-and-effect relationships, determination of the level of semantic integrity of the story).

7. Study of impressive speech:

understanding of coherent speech;

understanding sentences:

understanding of various grammatical forms (prepositional-case constructions, differentiation of singular and plural nouns, verbs, differentiation of verbs with various prefixes, etc.);

understanding words (opposite in meaning).

8. Study of phonemic processes.

a) Phonemic analysis:

highlighting sound against the background of a word;

extracting sound from a word;

determining the place of a sound in a word in relation to other sounds;

determining the number of sounds in a word;

differentiation of sounds by opposition (voice-dullness, softness-hardness, whistling-hissing, etc.).

b) Phonemic synthesis:

composing words from sequentially given sounds;

composing words from sounds given in a broken sequence.

c) Phonemic representations:

come up with a word for a certain sound.

9. Study of expressive speech.

a) Structure and mobility of the articulatory apparatus, study of oral praxis. Mark movement parameters:

tone;

activity;

volume of movement;

accuracy of execution;

duration;

replacing one movement with another;

additional and unnecessary movements (syncenesis).

b) State of sound pronunciation:

isolated version;

in syllables: open, closed, with a combination of consonants;

in words;

in speech;

pronunciation of words of different syllabic structures.

There is a reduction in the number of syllables, simplification of syllables, assimilation of syllables, and rearrangement of syllables.

c) Study of the vocabulary of the language:

the child’s independent addition of a thematic range;

selection of synonyms, antonyms, related words;

identification of common categorical names.

compliance of the dictionary with the age norm;
the presence in the dictionary of verbs, adverbs, adjectives, pronouns, nouns;
accuracy of word use.

For motor alalia, note the difference between active and passive vocabulary.

d) Examination of the grammatical structure of speech. Note:

the nature of the sentences used (one-word, two-word and more);
the nature of the use of prepositional case constructions;
state of the inflection function:
- converting singular nouns into plural in the nominative case;
- formation of the genitive form of nouns in singular and plural;
- agreement with numerals;
- state of the word formation function:
  - formation of nouns using diminutive suffixes;
  - formation of adjectives (relative, qualitative, possessive);
  - formation of names of baby animals;
  - forming verbs using prefixes.
- logical sequence in the presentation of events;
- the nature of agrammatism;
- features of the dictionary.
- analyze the written work presented in school notebooks;
- identify sound analysis and synthesis skills:
- note the features of sound analysis and synthesis;
- note the features of auditory-speech memory;
- check auditory differentiation of phonemes;
- state of dynamic praxis;
- determine the leading hand (tests by A.R. Luria for left-handedness and hidden left-handedness);
- analyze different types of writing activities (copying, dictation, independent writing);
- note the features of handwriting;
- note the nature of dysgraphic and spelling errors.
2. State of reading skill:
ability to correctly display printed and capital letters;
ability to name letters correctly;
reading syllables, words, sentences, text. Note the nature of the errors (substitutions, distortions, omissions, rearrangements of letters, semantic substitutions);
note the nature of reading (letter-by-letter, syllable-by-syllable, continuous, expressive);
identify reading comprehension;
note the child’s attitude towards reading (likes or does not like to read independently).

VI. Speech therapy report (speech diagnosis: degree and nature of impairment of oral and written speech).

Necessary materials for speech therapy examination.

I. Material for studying the phonetic side of speech.

Object pictures containing sounds in different positions in a word (at the beginning, in the middle, at the end).
Speech material (words, phrases, sentences, texts containing various sounds).

II. Material for studying the phonemic side of speech.

Pictures and speech material to determine the ability to differentiate sounds by opposition: sonorous-dull, hard-soft, whistling-hissing, etc.). Material for studying vocabulary and grammatical structure of speech. Subject and story pictures on lexical topics.
Action pictures.
Pictures with the image different quantities objects (table - tables, sofa - sofas, etc.).
Pictures depicting homogeneous objects that differ in some way (size, height, width, etc.).

IV. Material for studying the state of coherent speech.

Scene pictures.
A series of story pictures (2,3,4,5) for different age groups.

V. Material for the study of language analysis and synthesis.

Speech material (sentences, words of different sound-syllable structure).
Subject and subject pictures.

VI. Material for studying the state of written speech.

Reading texts (of varying difficulty).

Syllable tables.

Letters.

Texts of dictations and presentations.

Printed and handwritten texts for copying.

Sample report based on the results of a speech therapy examination.

On the commission, Danis R., a third-grade student of a public school with difficulties in learning and communication, accompanied by his father in the direction of the school administration. The boy cannot cope with the program in the Russian language, reading and mathematics, relationships with peers and teachers do not develop, and he has no desire to go to school. school.

From the anamnesis. A boy from the third pregnancy, which proceeded with the threat of termination. During pregnancy - moderate oxygen deficiency. Childbirth II, at 7 months, weight – 2120, height – 44 cm. The condition was severe from birth. He grew and developed with a delay. He has been walking since he was 2 years old. The first words appeared by 1.5 years, phrasal speech - from 3 years. At the age of 2 he suffered a traumatic brain injury. He was examined in the hospital and received anticonvulsant treatment. Kindergarten did not visit. Before school, sound pronunciation was corrected in a clinic setting. At the time of entering school, I read words, counted within 10, knew numbers, and wrote in block letters. Difficulties in learning began in the second half of the 1st grade. Currently, the material in the Russian language, reading, and mathematics has not been mastered and does not work in the classroom.

During the examination. The boy is not sociable. Speech is phrasal. Vocabulary is poor. Produces elementary generalizations (“vegetables”, “dishes”, “fruit”, “furniture”, transport – “cars”, “pets”, wild animals – “forest, mountain, live in Africa”, poultry – “animals” ). Selects simple antonyms, not always using words accurately (wide - “small”). It is difficult to select synonyms and words with the same root.

I compiled a story based on a series of plot pictures myself, common phrases, cause-and-effect relationships are established with the help of a speech therapist.

In speech he uses verbs, nouns, pronouns more often, and adjectives and adverbs less often.

Insufficient knowledge of practical methods of word formation and inflection. Makes mistakes when transforming the singular number of nouns into the plural in the nominative case (ear - “ears”, chair - “chairs”, stump - “peni”, etc.), when forming the genitive case form of nouns in the singular and plural (ear – “ear”, window – “windows”, feather – “perov”, etc.), when forming the names of baby animals (“horses”, “sheep”, etc.).

Sound pronunciation without defects. Syllable structure words are preserved. Phonemic processes are not sufficiently formed. Poorly differentiates oppositional phonemes (t-d, k-g, p-b, s-z). Finds it difficult to come up with a word for a given sound. He singles out sounds against the background of a word and makes mistakes when determining the number of sounds in a word and the place of a sound in relation to other sounds. Synthesizes words from 5–6 sounds.

There are many spelling and specific errors in written works: substitutions of letters based on acoustic (s-ts, k-x, etc.) and optical similarity (p-t, b-d, i-u), omission of vowels and consonants, agrammatisms. The Russian language program is poorly understood, and it is difficult to explain spellings.

Reads in whole words, in difficult cases - syllable by syllable, at a very fast pace, monotonously, with a large number errors. With slower reading there are no errors. He understands what he reads, but retelling is difficult, only with the help of questions.

The boy has a weak speech and hearing memory. Visual-spatial representations are not sufficiently formed. It is difficult to determine the left and right sides.

Conclusion. Lexico-grammatical, phonemic underdevelopment of speech. Mixed dysgraphia.

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Speech therapy examination of schoolchildren with mental retardation

Currently, about one and a half million children in the Russian Federation are classified as children with disabilities and need special education. Mentally retarded children among them make up about 2%, children with speech impairments more than 3%.

Human speech organization is one of essential functions on modern stage development of society. In children with mental retardation, as a result of organic damage to the cerebral cortex, as well as disorders of all mental activity, the ability to master speech is limited. A general impairment of intellectual activity is very often complicated by underdevelopment of the speech-auditory and speech-motor analyzers, which leads to great difficulties in mastering not only oral, but also, as a consequence, written speech.

The relevance and significance of the problem of writing impairments in primary schoolchildren with mental retardation is due to the fact that writing impairments in this category of children are observed much more often than in children with normal intelligence. The symptoms of dysgraphia in mentally retarded primary schoolchildren are characterized by a significant number and variety of errors in writing, the complexity of the mechanisms, and manifests itself in a combination various forms dysgraphia and significantly complicates the entire process of school learning.

In studies devoted to issues of symptoms, mechanisms, types of dysgraphia, general methodological approaches, directions, content and methods of correction various types writing disorders (L.V. Venediktova, A.N. Kornev, R.I. Lalaeva, I.N. Sadovnikova, T.A. Fotekova, M.E. Khvattsev and others).

Despite the fact that existing studies have summarized data characterizing the writing characteristics of such children, the possibility of using a neuropsychological approach in the correction of acoustic dysgraphia remains insufficiently studied to date. There is a lack of variety of methods and techniques that expand the possibilities of speech therapy work in the correction of writing disorders, programs and guidelines for the interaction of teachers in the process of correctional work using neuropsychological techniques. Thus, the need to include neuropsychological techniques in the work of primary school teachers, speech therapists, music teachers and physical education teachers to eliminate acoustic dysgraphia in children with mental retardation determined the relevance of this research topic.

The problem of the research is to increase the effectiveness of correctional and speech therapy work to eliminate acoustic dysgraphia in primary schoolchildren with mental retardation.

The purpose of the study is to develop, based on a neuropsychological approach, a program of interaction between teachers for the correction of acoustic dysgraphia in primary schoolchildren with mental retardation.

Object of study: writing disorders in primary schoolchildren with mental retardation.

Subject of the study: the interaction of teachers in the process of organizing and content of work on the correction of acoustic dysgraphia in primary schoolchildren with mental retardation from the perspective of a neuropsychological approach.

Research hypothesis: correctional and speech therapy work to eliminate acoustic dysgraphia in a special (correctional) school VIII type can be optimized by taking into account a set of organizational and methodological conditions: organizing purposeful, systematic work in this direction, including the interaction of a primary school teacher, a speech therapist, a music teacher and a physical education teacher; introduction to educational process neuropsychological technicians; the readiness of teachers to implement the neuropsychological approach.

In accordance with the goal, the following research objectives were identified:

1. Conduct a theoretical analysis of the literature on the research problem.

2. Select and adapt a series of methods aimed at identifying writing impairments in primary school students with mental retardation.

3. To determine and scientifically substantiate the content of the program of interaction between teachers for the correction of acoustic dysgraphia in primary schoolchildren with mental retardation based on a neuropsychological approach.

4. Confirm the effectiveness of the proposed program.

The study was carried out in three stages. At the first stage, theoretical sources on the research problem were studied; The scientific and theoretical foundations were determined and the content of the methodology of the ascertaining experiment was selected.

Based on the analysis of medical and pedagogical documentation, a selection of 21 children of primary school age (9 - 11 years 6 months) with mild mental retardation was carried out and their speech therapy examination of oral and written speech was carried out.

At the second stage, the characteristics of the sensorimotor level of speech and writing were studied in primary schoolchildren with mental retardation in the process of performing written tasks. Based on the results of the experiment, a program of interaction between teachers for the correction of acoustic dysgraphia in primary schoolchildren with mental retardation was developed.

At the third stage, a formative experiment was carried out and the effectiveness of the proposed program of interaction between teachers for the correction of acoustic dysgraphia in primary schoolchildren with mental retardation was revealed. The results of the study were introduced into the practice of training and education of students of a special (correctional) educational school of the VIII type in the Nizhny Novgorod region.

A large number of studies have been devoted to the problem of writing impairment in primary schoolchildren. Scientists' interest in writing disorders is due to their high prevalence among students not only in special (correctional) schools, but also in general education schools. According to A.N. Kornev, writing disorders are detected in 6-7% of students in general education schools, 18-20% of students in a special correctional school for children with speech disorders, and in students of a special correctional school for mentally retarded children this figure is 35-40%. According to other researchers, the number of children in the lower grades of a special correctional school for mentally retarded children suffering from dysgraphia is more than 60%.

The writing process is a complex process that requires a high level of development of speech and non-speech functions, among which the main ones are auditory differentiation of sounds, correct pronunciation, formation of the lexical and grammatical side of speech, linguistic and visual analysis and synthesis, spatial representations. Great value It also has the formation of such mental functions as memory, attention, emotional-volitional sphere, as well as the state of vision and hearing. Violations of these functions can contribute to difficulties in mastering writing, called dysgraphia.

I.N. Sadovnikova defines dysgraphia as “a partial writing disorder (in younger schoolchildren – difficulties in mastering written language), the main symptom of which is the presence of persistent specific errors, the occurrence of which in students secondary school is not associated either with a decrease in intellectual development, or with severe hearing and vision impairment, or with irregular schooling.”

A.N. Kornev calls dysgraphia the persistent inability to master writing skills according to the rules of graphics, despite a sufficient level of intellectual and speech development and the absence of severe visual and hearing impairments.

Most often in the literature one can find the definition of dysgraphia proposed by R.I. Lalaeva and L.V. Venediktova: “Dysgraphia is a partial disorder of the writing process, manifested in persistent, repeated errors caused by the immaturity of the higher mental functions involved in the writing process.”

A study of various sources showed that dysgraphia is studied by specialists in various fields of knowledge, including speech therapists (M.E. Khvattsev, O.A. Tokareva, I.N. Sadovnikova, etc.), doctors (A.N. Kornev, etc.) , neuropsychologists (L.S. Tsvetkova, T.V. Akhutina, A.L. Sirotyuk, etc.). This confirms the fact that dysgraphia is a serious pathology that significantly complicates the child’s learning process, requiring early diagnosis and special corrective action, especially when it comes to children with mental retardation.

During the ascertaining experiment, a speech therapy examination of the oral and written speech of primary school students of the VIII type special (correctional) school No. 2 in Dzerzhinsk was carried out in order to identify dysgraphia and organize correctional interventions aimed at overcoming it. This study was conducted among students in grades 2-3. In total, 21 students aged 9-11 years old with a diagnosis of mild mental retardation, including 7 girls and 14 boys, were included in the experimental participation.

The first stage of the study was the study of PMPC protocols and anamnestic data of children. This analysis revealed that the prenatal, perinatal, and postnatal periods in all studied children proceeded with deviations. During pregnancy, 66.6% of mothers experienced severe toxicosis, 4.76% of mothers suffered from an infectious disease, 47.6% of people drank alcohol and smoked during pregnancy, 19.04% of mothers were diagnosed with somatic diseases. Frequent colds and infectious diseases were diagnosed in all studied children in early age. In the anamnesis, 100% of children have an organic lesion of the central nervous system, resulting in a decrease in intelligence. Previously, their psychomotor and speech development was delayed. All examined schoolchildren exhibit underdevelopment of higher forms of cognitive activity, superficiality of thinking, and immaturity of the emotional-volitional sphere. According to the conclusion of the speech therapist, all students have systemic underdevelopment of speech with a predominance of inferiority of the semantic side of speech.

The basis for examining children’s oral and written speech was the speech tests of T.A.’s express diagnostics. Fotekova. The speech material was adapted taking into account the characteristics and level of speech development of the examined schoolchildren, and the evaluation criteria were adjusted. The technique was of a test nature and consisted of a series of tasks that included oral and written completion. A point-level system for calculating diagnostic results made it possible to assess the effectiveness of the examination of speech and writing. The points scored during the examination were converted by dividing by the maximum possible score for a given series into a relative value. The resulting percentage reflected the quality of the technique and corresponded to different levels of success - high, pronounced, medium, low.

During the examination, primary schoolchildren with mental retardation were offered several series of tasks to study the sensorimotor level of speech and writing. When presented with tasks aimed at identifying the sensorimotor level of speech, it was revealed that all children with mental retardation have impaired sound pronunciation. These disorders in 90.47% of cases were characterized by phonemic disorders. Children replaced sounds in syllables, words, phrases and sentences significantly more often. Moreover, the replacements did not have a constant value. The presence of a sound replacement at the beginning of the word did not correspond to the sound replacement in the position - at the end of the word. All this indicated phonemic hearing impairments in primary schoolchildren with mental retardation. When determining a disorder in children from the perspective of brain organization, it can be stated that they have underdevelopment of the temporal regions of the left hemisphere, where speech-auditory gnosis and phonemic perception are localized. The inability of children to repeat syllables and words at the motor level gave reason to talk about the presence of disorders on the part of the premotor parts of the cerebral cortex of the left hemisphere, which are responsible for “kinetic chains”, i.e. switching from one phoneme to another.

Thus, when examining primary schoolchildren with mental retardation at the sensorimotor level of speech, underdevelopment of the temporal and posterior frontal parts of the left hemisphere of the brain was revealed.

The second part of the examination included diagnostics of written speech to identify the predominant types of violations. During the survey, children's existing written work was studied, and written assignments were also offered in order to be able to see the process of their completion and the degree of difficulties the children had.

An analysis of the mistakes made showed the presence of signs of acoustic dysgraphia in all subjects, which was expressed in the substitution of letters corresponding to phonetically similar sounds (table - “shtol”, grass - “tlava”, skis - “lysh”), in the incorrect designation of the softness of consonants in writing in a consequence of a violation of the auditory differentiation of hard and soft sounds (“pismo”, “pesemo”, “lizhy”), in the replacement of vowels even in the stressed position, especially acoustically and articulatory similar ones (cloud - “tocha”, forest - “fox”), omissions letters (table - “stl”, bird - “pichk”, “horse - “loshd”, bunny - “zachi”, astronaut - “kosnat”). Errors were also observed, indicating a violation of analysis and synthesis, which manifested themselves in the continuous spelling of words (for the Christmas tree - “welki”, “oeke”). Some children had errors in the form of distortions in the graphic image of a letter, in the mirror writing of letters, which indicates a diffuse disorder on the part of the brain organization - the temporal zones (errors of an acoustic property), the frontal regions (errors at the level of analysis and synthesis), the occipital zones (errors in the form of distortions of the graphic image of the letter).

Thus, based on the results of the ascertaining experiment, we can conclude that there are mixed forms of dysgraphia in all examined primary schoolchildren with mental retardation, while the predominant number of errors is associated with acoustic dysgraphia.

Based on the results of the ascertaining experiment and taking into account the analysis of literary sources, organizational and methodological conditions were determined to ensure the effectiveness of correctional work by students of a special (correctional) school for the mentally retarded: organization of targeted, systematic work on the correction of acoustic dysgraphia, including the interaction of a primary school teacher, a teacher speech therapist, music teacher and physical education teacher, introduction of neuropsychological techniques into the educational process, gradual development of cognitive interest in the course of correctional speech therapy work, teachers’ readiness to implement the neuropsychological approach.

The implementation of the identified conditions required defining the stages of correctional work in a special (correctional) school of the VIII type, defining the specific tasks of each stage. In accordance with this, our study identified three stages of correctional speech therapy work:

the first is preparatory, with the goal of students accumulating sensory-motor experience, emotional impressions, developing cognitive interest, and teachers defining neuropsychological support techniques;

the second is the main one, aimed at developing phonemic perception, developing cognitive interest, and integrating primary school teachers, speech therapists, music teachers and physical education teachers into correctional work;

the third stage was aimed at expanding and deepening the phonemic representations of mentally retarded students at the level of syllable, word, phrase and sentence using neuropsychological techniques.

The conducted experimental study confirmed the hypothesis that correctional and speech therapy work to eliminate acoustic dysgraphia in a special (correctional) school of the VIII type can be optimized by taking into account a set of organizational and methodological conditions: the organization of targeted, systematic work in this direction, including the interaction of a primary teacher classes, speech therapist, music teacher and physical education teacher; introduction of neuropsychological techniques into the educational process; the readiness of teachers to implement the neuropsychological approach.