Особенности формирования фразовой речи у дошкольников с общим недоразвитием речи (II уровень речевого развития)

Автор: Ладыгина Юрьевна Дарья

Организация: БелГНИУ

Населенный пункт: Белгородская область, г. Белгород

Abstract: The article presents the results of an experimental study aimed at studying the level of formation of phrasal speech formation in older preschoolers with general speech underdevelopment, level 2 of speech development. General and specific features of phrasal speech in older preschoolers with general speech underdevelopment, level 2 of speech development were revealed.

Keywords: senior preschool children, general speech underdevelopment, phrasal speech, diagnostic methods, experimental research.

ARTICLE TITLE

Abstract: The article presents the results of an experimental study aimed at studying the level of formation of phrasal speech in older preschoolers with general speech underdevelopment, level 2 of speech development. The general and specific features of phrasal speech in older preschoolers with general speech underdevelopment, level 2 of speech development are revealed.

Keywords: senior preschool children, general speech underdevelopment, phrasal speech, diagnostic methods, experimental study.

Speech is the most important mental function of a person, the area of manifestation of the inherent ability of all people to learn, self-organization, self-development, to build their own personality, their inner world through dialogue with other personalities, other cultures.

It is impossible to judge the development of a preschool child's personality without evaluating his speech development. A well-developed person has a fairly high level of speech culture: he is able to express his thoughts correctly, uses a fairly extensive and constantly expanding vocabulary, is able to correctly build sentences, interacts in conversation with other people, is able to listen and understand the interlocutor, think out loud, convince in his rightness, express his point of view, manage his emotions in conversation She is able to retell and discuss what she has heard and seen, and can make contact with adults and peers, ask, answer questions, object, explain, and argue.

Speech is the simplest and most difficult way to assert yourself, because it is a serious science and a considerable art to use it.

Successful speech development is determined by the ability to use a phrase to perform a particular function of speech (communicative, cognitive, regulatory). Mastering a speech phrase allows the child to become a full-fledged participant in the conversation, capable of succinctly expressing their own thoughts. And the more accurately the phrase reflects the actual reality, the more productive the dialogue will be.

Phrasal speech is a complex form of verbal communication, where the unit of language construction is a phrase. A phrase is an intonation-semantic unity that expresses a complete thought and is limited to semantic pauses.

It is known that proficiency in the richness of the Russian literary language is an indicator of a person's intelligence and general culture. Preschool age is characterized as a sensitive period of speech acquisition. The development of phrasal speech entails its correct grammatical design, the formation of word formation skills, and the selection of single-root words. The ability to convert simple sentences to compound and compound sentences is expanded. These conditions are especially important for correctional work with children with general speech underdevelopment (level II of speech development). In the theory and practice of speech therapy, general speech underdevelopment (in children with normal hearing and primary preserved intelligence) is understood as a form of speech pathology in which the formation of each of the components of the speech system is disrupted: sound pronunciation, vocabulary, grammatical structure. At the same time, there is a violation of the formation of both semantic and pronouncing sides of speech. A number of researchers, such as V. P. Glukhov [2], L. N. Efimenkova [4], N. S. Zhukova [5], R. I. Lalaeva [6], E. M. Mastyukova [5], T. A. Tkachenko [7], and others, have dealt with the problem of phrasal speech formation in children with disabilities. general speech underdevelopment. It is difficult for children with general speech underdevelopment (level II of speech development) to build sentences logically consistently, to structure utterances in their logical design.

It is worth noting that the phrase of older preschoolers with general speech underdevelopment, level II of speech development is built mainly from nouns and verbs that are well known to children from real situations. Often such phrases are accompanied by gestures and facial expressions (indicating an object, expressing an attitude to it). In addition, there are shortcomings in the syntactic and grammatical design of sentences.

Therefore, the goal of the ascertaining stage of the experimental study was to study the development of phrasal speech in older preschoolers with general speech underdevelopment, ( level II of speech development).

During the ascertaining stage of the experiment, the following tasks were solved:

1. Preparation and conduct of the study.

2. Organization of data collection, selection of methods, conversation with a speech therapist and group teachers.

3. Conducting a survey to determine the development of phrasal speech in older preschool children with general speech underdevelopment, level II speech development

The research work was carried out with children of senior preschool age at 6 years on the basis of MBDOU d / s No. 45, MADOU d / s No. 2. Children of senior preschool age were examined: 10 children with general speech underdevelopment, level II of speech development.

During the ascertaining stage of the experiment, the following methods were used: verbal instruction, observation.

Stages of work:

1. Survey.

2. Analysis and processing of the received data.

For the study, we selected modified methods of phrasal speech examination by V. P.Glukhov [2]; examination of the level of formation of the grammatical structure of speech according to the methods of T. I. Grizik, L. E. Timoshchuk [3]; examination of the ability to build simple sentences with homogeneous terms, the ability to construct complex sentences by M. M. Alekseeva, V. I. Yashina [1].

During the survey, such tasks were used as: making sentences based on individual situational pictures (based on the action shown in the picture); making sentences based on three pictures (for example: a girl, a basket, a forest); sometimes – it doesn't happen; what color; finish the word; come up with simple sentences with homogeneous terms; construct complex sentences.

Figure 1 shows the results of a study of phrasal speech in older preschoolers with general speech underdevelopment, level II of speech development.

Figure 1. Results of a survey of the general level of phrasal speech development in older preschool children (level II of speech development)

Analysis of the evaluation criteria for the levels of phrasal speech детей development of older preschool children with general speech underdevelopment (level II of speech development) at the ascertaining stage of the experiment showed the following results: a high level in children with general speech underdevelopment (level II of speech development) was not detected, the level above the average was shown by 20% of children with general speech underdevelopment (Level II of speech development), the average level was shown by 30% of children with general speech underdevelopment (level II of speech development), 40% of children with general speech underdevelopment (level II of speech development) showed below average, and 10% of children with general speech underdevelopment (level II of speech development) showed a low level.

A significant part of older preschool children with general speech underdevelopment (level II of speech development) is characterized by an insufficient level of phrasal speech development. It should be noted that in children with general speech underdevelopment (level II of speech development), the state of phrasal speech is characterized by the presence of simple sentences, poverty and monotony of syntactic constructions.

Thus, as a result of our research, we came to the following conclusions:

- in the course of the study, we determined the level of phrasal speech development of preschool children with general speech underdevelopment (level II of speech development);

- it can be noted that children of older preschool age with general speech underdevelopment (level II of speech development) were mostly somewhat withdrawn, some children had difficulty getting involved in work. The children answered the experimenter's questions in monosyllables, in short, some of the children used gestures in addition to the utterance. The state of phrasal speech is characterized by the presence of simple sentences, poverty and monotony of syntactic constructions. Independent utterances are fragmentary. When making sentences based on a picture, most older preschoolers with general speech underdevelopment, level II of speech development, are not able to use correct prepositional-case constructions, and need help from adults.

References:

1. Alekseeva M. M., Yashina V. I. Metodika razvitiya rechi i obucheniya rodnom yazyku doshkolnikov [Methods of speech development and teaching the native language of preschool children].

2. Glukhov V. P. Osnovy spetsialnoi pedagogiki i spetsialnoi psikhologii: uchebnik dlya SPO [Fundamentals of special pedagogy and special psychology: испрtextbook Юрайтfor vocational schools].

3. Grizik T. I.Гризик, Timoshchuk L. E. Razvitie rechi detei 6-7 let [Development of speech in children aged 6-7 years].

4. EfimenkovaL. N. Formirovanie rechi u doshkol'nikov [Speech formation in preschool children] / L. N. Efimenkova, Moscow: National Book Center, 2015, 221 p.

5. Zhukova, N. S. Logopedia. Fundamentals of theory and practice / N. S. Zhukova, E. M. Mastyukova, T. E. Filicheva-Moscow: Eksmo, 2018. - 288 p.

6. Lalaeva, R. I., Speech therapy in tables and diagrams. Training manual. R. I. Lalaeva, L. G. Paramonova, and S. N. Shakhovskaya, Moscow: Paradigma Publ., 2016, 216 p.

7. Tkachenko T. A. Formirovanie i razvitie svyaznoy rechi u doshkol'nikov [Formation and development of coherent speech in preschool children].