OHP IV level of speech development. General speech underdevelopment (GSD): levels, characteristics of children, correctional work General speech underdevelopment level 4 characteristics

Currently, a description of such a complex speech defect as general speech underdevelopment would be incomplete without characterizing the additional fourth level of speech development. This includes children with mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are identified during a detailed examination when performing specially selected tasks.

In the speech of children, there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of overall blurred speech. The incompleteness of the formation of the sound structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This peculiarity is an important indicator of the process of phoneme formation that has not yet completed.

Along with deficiencies of a phonetic-phonemic nature, individual violations of semantic speech were also found in these children. Thus, with a fairly diverse subject dictionary, there are no words denoting some animals and birds ( penguin, ostrich), plants ( cactus, loach), people of different professions ( photographer, telephone operator,librarian), body parts ( chin, eyelids, foot). When answering, generic and specific concepts are mixed (crow, goose - bird, trees - Christmas trees, forest - birch trees).

When designating actions and attributes of objects, some children use typical names and names of approximate meaning: oval – round; rewrote - wrote. The nature of lexical errors is manifested in the replacement of words that are similar in situation ( uncle paints the fence with a brush- instead of “uncle is painting the fence with a brush; cat rolls a ball– instead of “tangle”), in a mixture of signs (high fence – long; brave boy - fast; old grandfather - adult).

General speech underdevelopment (GSD) is a deviation in the development of children, which manifests itself in the immaturity of the sound and semantic aspects of speech. At the same time, there is underdevelopment of lexico-grammatical and phonetic-phonemic processes, and there is no coherent pronunciation. OSD in preschool children is more common (40% of the total) than other speech pathologies. General underdevelopment of speech should be taken very seriously, since without correction it is fraught with consequences such as dysgraphia and dyslexia (various writing disorders).

Symptoms of OPD in a child should be taken seriously, as it can lead to a whole range of problems.

• Level 1 OHP – complete absence of coherent speech.
• Level 2 OHP - the child exhibits the initial elements of common speech, but the vocabulary is very poor, the child makes many mistakes in the use of words.
• Level 3 OHP - the child can construct sentences, but the sound and semantic aspects are not yet sufficiently developed.
• Level 4 OHP - the child speaks well, with only a few shortcomings in pronunciation and phrase construction.

In children with general speech underdevelopment, pathologies are most often detected that were acquired in utero or during childbirth: hypoxia, asphyxia, trauma during childbirth, Rh conflict. In early childhood, underdevelopment of speech can be a consequence of traumatic brain injuries, frequent infections, or any chronic diseases.

OHP is diagnosed by the age of 3, although the “preconditions” for speech underdevelopment can be formed even during pregnancy and childbirth

When a child has general speech underdevelopment of any degree, he begins to talk quite late - at 3 years old, some - only at 5 years old. Even when the child begins to pronounce the first words, he pronounces many sounds unclearly, the words have an irregular shape, he speaks indistinctly, and even close people have difficulty understanding him (see also:). Such speech cannot be called coherent. Since the formation of pronunciation occurs incorrectly, this negatively affects other aspects of development - memory, attention, thought processes, cognitive activity and even motor coordination.

Speech underdevelopment is corrected after the level is determined. Its characteristics and diagnosis directly determine what measures will need to be taken. Now we give a more detailed description of each level.

1st level OHP

Children of level 1 OHP do not know how to form phrases and construct sentences:

• They use a very limited vocabulary, with the bulk of this vocabulary consisting of only individual sounds and onomatopoeic words, as well as a few of the simplest, most frequently heard words.
• The sentences they can use are one word long, and most words are babbling, like a baby's.
• They accompany their conversation with facial expressions and gestures that are understandable only in this situation.
• Such children do not understand the meaning of many words; they often rearrange syllables in words and, instead of a full word, pronounce only a part of it, consisting of 1-2 syllables.
• The child pronounces sounds very vaguely and indistinctly, and is not able to reproduce some of them at all. Other processes associated with working with sounds are also difficult for him: distinguishing sounds and highlighting individual ones, combining them into a word, recognizing sounds in words.

The speech development program for the first stage of OHP should include an integrated approach aimed at developing the speech centers of the brain

At level 1 OHP in a child, first of all it is necessary to develop an understanding of what he hears. It is equally important to stimulate the skills and desire to independently build a monologue and dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). Correct sound pronunciation at this stage is not as important as grammar, that is, the construction of words, word forms, endings, and the use of prepositions.

Level 2 OHP

At the 2nd level of OHP, children, in addition to incoherent speech babble and gestures, already demonstrate the ability to construct simple sentences from 2-3 words, although their meaning is primitive and expresses, most often, only a description of an object or an action.

• Many words are replaced by synonyms, since the child has difficulty determining their meaning.
• He also experiences certain difficulties with grammar - he pronounces endings incorrectly, inserts prepositions inappropriately, poorly coordinates words with each other, confuses the singular and plural, and makes other grammatical errors.
• The child still pronounces sounds unclearly, distorts, mixes, and replaces one with another. The child still practically does not know how to distinguish individual sounds and determine the sound composition of a word, as well as combine them into whole words.

Features of correctional work at level 2, ONR consists of the development of speech activity and meaningful perception of what is heard. Much attention is paid to the rules of grammar and vocabulary - replenishing vocabulary, observing language norms, and correct use of words. The child learns to construct phrases correctly. Work is also being done on the correct pronunciation of sounds, various errors and shortcomings are corrected - rearranging sounds, replacing some with others, learning to pronounce missing sounds and other nuances.

At the second level of OHP, it is also important to include phonetics, that is, work with sounds and their correct pronunciation

Level 3 OHP

Children of level 3 OHP can already speak in detailed phrases, but mostly construct only simple sentences, not yet able to cope with complex ones.

• Such children understand well what others are talking about, but still find it difficult to perceive complex speech patterns (for example, participles and participles) and logical connections (cause-and-effect relationships, spatial and temporal connections).
• The vocabulary of children with level 3 speech underdevelopment is significantly expanded. They know and use all the major parts of speech, although nouns and verbs dominate their conversation over adjectives and adverbs. However, the child may still make mistakes when naming objects.
• There is also the incorrect use of prepositions and endings, accents, and incorrect coordination of words with each other.
• Rearranging syllables in words and replacing some sounds with others is already extremely rare, only in the most severe cases.
• The pronunciation of sounds and their distinction in words, although impaired, is in a simpler form.

Level 3 speech underdevelopment suggests activities that develop coherent speech. The vocabulary and grammar of oral speech are improved, the mastered principles of phonetics are consolidated. Now children are already preparing to learn to read and write. You can use special educational games.

Level 4 OHP

Level 4 OHP, or a mildly expressed general underdevelopment of speech, is characterized by a fairly large and varied vocabulary, although the child has difficulties understanding the meanings of rare words.

• Children cannot always understand the meaning of a proverb or the essence of an antonym. The repetition of words that are complex in composition, as well as the pronunciation of some difficult-to-pronounce combinations of sounds, can also create problems.
• Children with mild general speech underdevelopment are still poorly able to determine the sound composition of a word and make mistakes when forming words and word forms.
• They get confused when they have to present events on their own; they may miss the main thing and pay undue attention to the secondary, or repeat what they have already said.

Level 4, characterized by a mildly expressed general underdevelopment of speech, is the final stage of correction classes, after which children reach the necessary norms of speech development of preschool age and are ready to enter school. All skills and abilities still need to be developed and improved. This applies to the rules of phonetics, grammar, and vocabulary. The ability to construct phrases and sentences is actively developing. Speech underdevelopment at this stage should no longer exist, and children begin to master reading and writing.

The first two forms of speech underdevelopment are considered severe, so their correction is carried out in specialized children's institutions. Children who have level 3 speech underdevelopment attend classes in special education classes, and from the last level – general education classes.

What does the examination involve?

Speech underdevelopment is diagnosed in preschool children, and the earlier this happens, the easier it will be to correct this deviation. First of all, the speech therapist conducts a preliminary diagnosis, that is, he gets acquainted with the results of the child’s examination by other children’s specialists (pediatrician, neurologist, neurologist, psychologist, etc.). After this, he finds out in detail from the parents how the child’s speech development is proceeding.

The next stage of the examination is oral speech diagnostics. Here the speech therapist clarifies the extent to which the various language components have been formed:

1. The degree of development of coherent speech (for example, the ability to compose a story using illustrations, retell).
2. Level of grammatical processes (formation of various word forms, agreement of words, construction of sentences).

Next we study sound side of speech: what features does the speech apparatus have, what is sound pronunciation, how developed is the sound content of words and syllable structure, how does the child reproduce sounds. Since speech underdevelopment is a very difficult diagnosis to correct, children with OSD undergo a full examination of all mental processes (including auditory-verbal memory).

Identification of OHP requires highly qualified specialists, as well as the availability of examination results by other pediatric specialists

Preventive actions

General underdevelopment of speech can be corrected, although it is not so simple and takes a long time. Classes begin from early preschool age, preferably from 3-4 years old (see also:). Correctional and developmental work is carried out in special institutions and has different directions depending on the degree of speech development of the child and individual characteristics.

To prevent speech underdevelopment, the same techniques are used as for the deviations that cause it (dysarthria, alalia, aphasia, rhinolalia). The role of the family is also important. Parents need to contribute as actively as possible to the speech and general development of their child, so that even mild speech development does not manifest itself and become an obstacle to the full development of the school curriculum in the future.

Minor changes to all language components. Children do not have any obvious disturbances in sound pronunciation; they only have deficiencies in the differentiation of sounds [R - R"], [L - L"], [j], [Shch - Ch - Sh], [T" - C - S - S"], etc. and is characterized by a unique violation of the syllabic structure, the child understands the meaning of the word and does not retain the phonemic image in memory, as a result of which there are distortions in sound content in different versions:

Perseveration (persistent repetition of a syllable) “librarian” - librarian;

Permutations of sounds and syllables “kosmonaut” - cosmonaut;

Elysia (reduction of vowels during confluence);

Paraphasia (syllable replacement) “motokilist” - motorcyclist;

In rare cases, the omission of syllables “cyclist” means a cyclist;

Adding the sounds “toy” - pear, and the syllables “vovaschi”.

The degree of lag in the use of words with a complex structure in spontaneous pronunciation and speech contact.

All this can be traced in comparison with the norm, i.e. the fourth level is determined depending on the ratio of violations of the syllable structure and sound filling.

35. The main directions of speech therapy work for onds in preschool children.

Work to eliminate onds begins with examining children.

1. orientational (conversation with the child, revealed the general level of the child’s time, presented him with the condition, acquaintance of the speech therapist with the child’s medical history)

2. diagnostic (the structure of the child’s articulatory apparatus is examined, the state of his thinking activities, the state of general and fine motor skills, and also presented tasks for the study of sound pronunciation, syllabic structure, the state of the dictionary, the grammar of speech structure, the state of coherent speech and the composition of phonemic processes. All tasks must be presented in a playful form and in accordance with the child’s age. All examination results will be entered into the child’s speech card, which should be designed for several years of the child’s stay in a special correctional institution.

3.Based on the results, a speech therapist’s conclusion is issued. A lesson plan is being drawn up with the child

4.Dynamic observation.

36. Phonetic-phonemic underdevelopment of speech.

Ffnr is a violation of the processes of language formation in children with various disorders (dyslalia, rhinolalia, dysarthria) due to defects in the perception and reproduction of phonemes.

1. mild degree of addiction.

There is insufficient discrimination and difficulty in analyzing only disturbed sounds (that is, the child pronounces sounds incorrectly and incorrectly analyzes them)

2. average degree of nar-I

(insufficient discrimination of a large number of sounds and several phonetic groups)

3. deep phonemic underdevelopment

Inability to distinguish and separate sounds into words, their presence and sequence

Disadvantages of sound pronunciation are expressed by:

1.sounds are replaced by simpler ones in articulation (s, w > f)

2.sounds are replaced with diffuse articulation

Instead of two or several articulatory close sounds, an average, indistinct sound is pronounced, instead of [w] and [s], a soft sound [sh], instead of [h] and [t], something like a softened [h].

3. Unstable use of sounds in speech. According to instructions, the child pronounces some sounds correctly in isolation, but they are absent in speech or are replaced by others. Sometimes a child pronounces the same word differently in different contexts or when repeated. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such disorders are called phonetic-phonemic.

4. distortion of one or more sounds

A child may distortly pronounce 2-4 sounds or speak without defects, but cannot distinguish a larger number of sounds from different groups by ear.

Several conditions are identified in the phonetic-phonemic underdevelopment of children:

Several conditions are identified in the phonetic-phonemic underdevelopment of children:

Difficulties in analyzing sounds that are disturbed in pronunciation;

With formed articulation, non-discrimination of sounds belonging to different phonetic groups;

Inability to determine the presence and sequence of sounds in a word.

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Ministry of Education and Science of the Russian Federation
Federal State Budgetary Educational Institution of Higher Professional Education "Ryazan State University named after S.A. Yesenin"

Institute of Psychology, Pedagogy and Social Work

Department of Personality Psychology, Special Psychology and
correctional pedagogy

“Characteristics of speech of children with level IV of general speech underdevelopment”

Test

Completed by: OZO student (3.0)

group No. 4264

Ryabova N.G.

Ryazan 2014

Introduction

Chapter 1. The concept of general speech underdevelopment

1.1 Various approaches to understanding and determining general speech underdevelopment

1.2 Symptoms and mechanism of general speech underdevelopment

Chapter 2. Characteristics of the speech of children with general speech underdevelopment of level IV

Conclusion

Literature

Introduction

During the first six years of life, a child acquires more knowledge than in all other years combined. Particularly rapid development occurs in the first two years, when a newborn baby, having only a few innate reflexes, gradually learns to sit, crawl and walk, understand someone else’s speech and speak independently, and acquires other important skills. A child learns to understand and reproduce his native speech over a long period of time.

One of the pressing problems today is the problem of speech development of preschool children. The percentage of children with various speech disorders remains consistently high. Increasingly, we are faced with delays in speech development in children from 1 to 5 years old. Various reasons have been cited, including environmental factors, genetic changes, deteriorating nutrition, the growth of information technologies that overload the nervous system, and physical inactivity. Currently, preschoolers with speech impairments constitute one of the largest groups of children with developmental disorders. General underdevelopment of speech in children has been studied for a long time, but to this day it is one of the most pressing problems in speech therapy. OCD is common not only among pupils of specialized kindergartens, but also among children attending mass preschool educational institutions, and has a negative impact on the entire process of upbringing and education, on the mental and speech development of the child. A correct understanding of the structure of OPD, the reasons underlying it, and the various ratios of primary and secondary disorders is necessary for selecting children into special institutions, for choosing the most effective correction methods, and for preventing possible complications in school education.

The purpose of this work is a comprehensive study of the problem of general speech underdevelopment and the characteristics of the speech of children with the fourth level of underdevelopment.

The goal requires solving a number of problems:

1. Study special literature on the problems of general speech underdevelopment in children.

2. Consider the essence of the concept of “general speech underdevelopment”, “levels of general speech underdevelopment”;

3. To study the characteristics of the speech of children with general speech underdevelopment of the fourth level

4. Formulate conclusions.

The test consists of an introduction, two chapters, and a conclusion.

Chapter 1. The concept of general speech underdevelopment

In speech therapy, general underdevelopment of speech is understood as a form of speech anomaly in which the formation of all components of speech is impaired. The concept of “general speech underdevelopment” presupposes the presence of symptoms of immaturity (or developmental delay) of all components of the speech system (its phonetic-phonemic side, lexical composition, grammatical structure). General speech underdevelopment may have a different mechanism and, accordingly, a different structure of the defect. It can be observed with alalia, dysarthria, etc.

Thus, the term “general speech underdevelopment” characterizes only the symptomological level of speech impairment. In most cases, with this disorder, it is not so much underdevelopment as a systemic speech disorder.

General underdevelopment of speech - various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar). The term OHP was first introduced in the 50-60s of the 20th century by the founder of preschool speech therapy in Russia R.E. Levina. The concept of general speech underdevelopment (GSD) is currently actively used to form speech therapy groups for children in preschool institutions. General underdevelopment of speech can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria (sometimes). Despite the different nature of the defects, children with OSD have typical manifestations indicating systemic disorders of speech activity:

Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;

Speech is agrammatic and insufficiently phonetically designed;

Expressive speech lags behind impressive speech, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts;

The speech of children with ODD is difficult to understand.

1.1 Different approaches to understanding and defining general speech underdevelopment

For several decades, the problem of studying general speech underdevelopment of various origins has been the object of attention of many researchers. Leading scientists in the field of speech therapy dealt with this problem: R.E. Levina, N.A. Nikashina, G.I. Zharenkova, L.N. Efimenkova, S.F. Spirova, N.S. Zhukova, S.F. Ivanenko, S.A. Mironova, T.B. Filicheva and other researchers.

Research on the theory and practice of modern speech therapy traditionally uses the definition of general speech underdevelopment, formulated in the works of researchers who studied this problem at the Research Institute of Defectology under the leadership of R.E. Levina. Understanding of speech underdevelopment is reflected in the studies of R.E. Levina, who, while studying the manifestations of speech disorders in a large number of children, noted that oral speech disorders in children of preschool and primary school age are diverse in their manifestations. They can concern not only pronunciation, but also affect the processes of phoneme formation and be expressed in difficulties in sound analysis. In addition, in some cases, the disorder covers both the phonetic-phonemic and lexical-grammatical systems, which is expressed in general underdevelopment of speech.

Formation of ideas about general speech underdevelopment in the works of R.E. Levina is associated with the solution of the issue of delimiting anomalies of speech development in children, with the study of the genesis of speech disorders, assessment and differentiation of the symptoms of speech disorders. Her works note that speech disorders in children are diverse in their manifestations and have different origins and different structures of their manifestation. To understand and evaluate speech disorders that can be classified as general speech underdevelopment, it is necessary to distinguish between speech disorders and similar conditions.

Speech disorders, according to R.E. Levina, should be distinguished from age-related characteristics of speech development. To assess a child’s speech development, it is necessary to remember that at each stage of speech development, the child is characterized by certain features of the pronunciation of sounds, the use of lexical and grammatical means of the language, and features of sentence construction. These phenomena are associated with the so-called physiological imperfection of speech function. That is, the assessment of the immaturity of speech means as a manifestation of its general underdevelopment should be made only taking into account age norms.

A similar understanding of the general underdevelopment of speech was expressed in the works of R.A. Belova-David, G.I. Zharenkova, G.A. Kashe, N.A. Nikashina, L.F. Spirova, who also noted that a violation of all components of speech development (sound, phonemic, lexical and grammatical) can be considered as a general underdevelopment of speech.

N.A. Nikashina substantiates the need for correctional speech therapy work with public school students at speech therapy centers, taking into account the fact that among students with oral speech disorders there are children with general speech underdevelopment, expressed both by deficiencies in the pronunciation of individual sounds and incorrect reproduction of the syllabic structure of a word, insufficient vocabulary, incorrect grammatical structure of speech.

General underdevelopment of speech, according to L.F. Spirova, manifests itself in a violation of both the sound and semantic aspects. Characterizing children with general speech underdevelopment, L.F. Spirova points out that in addition to impaired sound pronunciation, these children have a limited and unstable vocabulary, a poor vocabulary, and the expression of thoughts by lexical and grammatical means of language is imperfect.

G.I. Zharenkova, highlighting a group of children in need of targeted speech therapy examination, noted that among the students of mass schools there are children not only with phonetic, but also with phonemic and lexico-grammatical disorders, which she understands as a manifestation of general speech underdevelopment.

Describing the clinical features of children with sound pronunciation disorders, R.A. Belova-David also drew attention to the fact that in this group there are children who “in addition to complex tongue-tiedness, have a poor vocabulary, insufficient formation of generalizing concepts, and agrammatisms in phrases.”

The study of the problem of general speech underdevelopment in the works of the above researchers was carried out in the process of analyzing and summarizing data on speech disorders of both school-age children with severe speech impairments and students of secondary schools who, as noted by N.A. Nikashin, speech underdevelopment in the form of small gaps in the development of phonetics, vocabulary and grammar. There is no uniformity in the manifestation of oral speech deficiencies in these children: in some, deviations relate more to phonetic-phonemic development, and less to lexico-grammatical development, while in others, on the contrary, violations of the lexico-grammatical structure are more pronounced.

In the studies of G.I. Zharenkova, R.E. Levina, N.A. Nikashina, L.F. Spirovoy’s concept of “general speech underdevelopment” was used mainly to characterize the speech of school-age children. At the next stages of development of speech therapy science, the expansion of the network of preschool institutions for children with severe speech impairments required research in the field of theory and practice of general speech underdevelopment in relation to preschool children. Further research has shown that symptoms of general speech underdevelopment can be identified by careful study of the speech of preschool children. In the works of many authors (N.S. Zhukova, L.N. Efimenkova, R.I. Lalaeva and N.V. Serebryakova, S.A. Mironova, T.B. Filicheva and G.V. Chirkina, etc.) The concept of “general speech underdevelopment” is no longer used only in relation to children of school age, but also of preschool age.

N.S. Zhukov using the definition of general speech underdevelopment with reference to the works of R.E. Levina, writes that the concept of “general speech underdevelopment”, used in Russian speech therapy, reflects a phenomenological approach to speech development disorders, refers to the description of speech disorders of heterogeneous etiology and is a progressive theoretical approach, since it shows that a unified pedagogical approach to heterogeneous manifestations is possible speech underdevelopment in children.

In its current meaning, the concept of “general speech underdevelopment” is used in the works of T.B. Filicheva and G.V. Chirkina, T.B. Filicheva and T.V. Tumanova. These researchers understand the general underdevelopment of speech in children with intact intelligence as specific manifestations of a speech anomaly, in which the formation of the main components of the speech system is disrupted or lags behind the norm.

S.A. Mironova, in a number of methodological works, uses the concept of “general speech underdevelopment” to assess the manifestation and structure of speech disorders in young children, but does not clarify its content and does not develop the previously formulated concept.

A similar approach to the use of the concept of “general speech underdevelopment” can be seen in further works of a methodological nature. In the works of R.I. Lalaeva and N.V. Serebryakova uses this concept when assessing the manifestation of the same type of speech disorders in children with various forms of speech anomaly, which is fully consistent with the existing understanding of the term.

Thus, we can note a general trend in the use of the concept “general underdevelopment of speech”: a concept theoretically formulated by R.E. Levina and other researchers in the 50-60s of the 20th century, it was actively used in works of a theoretical and methodological nature. This indicates the accuracy of the definition of general speech underdevelopment, on the one hand, and the complexity of the concept itself, on the other. Subsequently, in the works of the 70-90s, attempts were made to identify new approaches to understanding the general underdevelopment of speech.

A number of works devoted to the analysis of the concept of “general speech underdevelopment”2 at the present stage of development of speech therapy science provide a critical assessment of both the term itself and the concept that this term denotes (V.A. Kovshikov, A.N. Kornev, V.V. Yurtaikin and etc.).

V.A. Kovshikov, analyzing a number of terms that are used to designate speech disorders, notes that the term “general speech underdevelopment” refers to the immaturity of all structural components of the language system in children. But, according to V.A. Kovshikov, this term is overly generalized, since it does not reflect the connection between speech impairment and various endogenous and exogenous factors, the qualitative degree of impairment of language development, and the ratio of impairment of impressive and expressive speech.

Dissatisfaction with the allocation of the category “general speech underdevelopment” is expressed by A.N. Kornev. Assessment and description of speech disorders by A.N. Kornev proposes to carry it out on the basis of a clinical-pathogenetic approach, which makes it possible to distinguish types of speech underdevelopment (primary and secondary) and its types (partial and total).

The current state of the problem in the field of correction of speech disorders in children with general speech underdevelopment evokes the comments of V.V. Yurtaykin, who believes that the very concept of “general speech underdevelopment”, methods for diagnosing and assessing speech disorders when selecting children into special groups, assessing the causes of delayed communicative development and organizing the main directions of correctional assistance for these children at the present stage of development of speech therapy are too empirical. V.V. Yurtaikin accepts the position about the heterogeneity of the disorder in children with general speech underdevelopment, put forward by R.I. Levina, N.A. Nikashina and other authors, but this heterogeneity is associated, first of all, with the unequal level of development of cognitive activity, the difference in the degree of formation of ideas about the environment. The lack of formation of cognitive activity leads to difficulties in mastering the sign function and ways of deploying knowledge about the environment into a system of external and internal actions. The stated provisions allow the author to assume that there are universal mechanisms of general underdevelopment of speech associated with the formation of various levels of sign substitution and corresponding sign means and operations with them.” V.V. Yurtaikin outlined a psycholinguistic approach to solving the problem of general speech underdevelopment, which, however, was not fully implemented.

Thus, the concept of “general speech underdevelopment”, formulated in the studies of R.E. Levina and a number of other researchers, has not undergone any noticeable changes in recent decades. General underdevelopment of speech in theoretical and methodological literature is understood as a violation of speech activity in children associated with a violation of the mechanisms of generation and implementation of utterances. But, despite the length of the study, the variety of approaches to solving the problem, it remains not completely resolved, since the mechanisms of speech underdevelopment that lead to a speech disorder of a similar structure in children with speech defects of various etiologies have not been fully revealed. Therefore, at the present stage of development of speech therapy, the psycholinguistic approach to solving the problem of general speech underdevelopment, to assessing symptoms and identifying mechanisms of speech disorder is the most promising, as it allows us to determine the ways of differentiated correctional speech therapy, taking into account the identified disorders.

1.2. Symptoms and mechanism of general speech underdevelopment

At the present stage of development of speech therapy science, it is impossible to consider the concept of general speech underdevelopment without analyzing its symptoms and mechanisms.

Characteristics of symptoms of speech disorders in general speech underdevelopment are given in the works of many researchers of the problem: L.I. Efimenkova, N.S. Zhukova, R.I. Lalaeva and N.V. Serebryakova, R.E. Levina, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, T.A. Fotekova and others.

Analyzing the symptoms of general speech underdevelopment, researchers noted that speech underdevelopment concerns all components of speech activity: sound pronunciation, phoneme formation, implementation of the lexico-grammatical structure of speech, generation of a coherent utterance. In works devoted to the theory and methods of overcoming general speech underdevelopment, it is noted that all of these disorders appear in children simultaneously. The differences may relate to two aspects: the degree of manifestation of a defect in one or another component, on the one hand, and the relationship of violations of language components, i.e., the structure of the speech defect, on the other.

One of the symptoms of general speech underdevelopment is the late onset of speech development and varying the degree of manifestation of disorders: from the complete absence of common speech to the presence of extensive speech with pronounced lexical-grammatical and phonetic-phonemic disorders.

Disturbances of speech activity in children with general speech underdevelopment are considered by R.E. Levina as systemic disorders associated with the concept of systemic interaction of various components of language with each other. In this sense, she proposes to see in the interaction of disturbed components of language not a mechanical connection, but a cause-and-effect interdependence, against the background of which each of the parts can develop and function. It is from these positions that R.E. Levina explains the phonetic-phonemic disorders that often appear in the speech of children with general speech underdevelopment in combination with lexical-grammatical ones. Moreover, the ratio of disturbed components may be different. In some cases, there is a predominance of phonemic violations over phonetic ones, and lexico-grammatical violations over violations of the sound side of speech.

ON THE. Nikashina also points out that general underdevelopment of speech is expressed in impaired pronunciation of individual sounds, incorrect reproduction of the syllabic structure of a word, deficiencies in vocabulary and grammatical structure of speech. At the same time, there is no uniformity in the manifestation of oral speech deficiencies in children, since “for some, deviations relate more to phonetic-phonemic development, and less to lexical-grammatical development; in others, violations of the lexical-grammatical structure are more pronounced.”

The lack of formation of sound pronunciation as one of the symptoms of general underdevelopment of speech is highlighted by all researchers. Violation of this language component was noted by R.E. Levina, who described the following types of sound pronunciation disorders in children with general speech underdevelopment: absence of sound, when the sound is either omitted or replaced by related sounds; incorrect (atypical) sound pronunciation; incorrect use of sound with the ability to articulate it correctly.

The same features of the speech of children with general speech underdevelopment were noted by N.A. Nikashina, whose works indicate that speech impairment can be expressed by the absence or incorrect pronunciation of a sound, as well as cases when a child can pronounce a sound correctly, but in independent speech replaces some sounds with others that are similar in articulation.

Impaired sound pronunciation with general speech underdevelopment was not considered by researchers as an isolated defect. A number of works note that gross defects in the pronunciation of sounds appear in children simultaneously with difficulties in mastering phonemic processes and the syllabic structure of words (R.E. Levin).

Underdevelopment of phonemic processes in some cases can manifest itself more severely than the actual violation of sound pronunciation, as R.E. Levina believes, and prevents the child from developing the elements of analysis of the sound composition of a word and the prerequisites for linguistic generalization.

Among the violations of the syllabic structure of words in children with general speech underdevelopment, R.E. Levina, A.K. Markova, T.B. Filicheva and other authors note various defects: omission of sounds and syllables, addition of syllables and sounds, shortening of words, rearrangement of sounds and syllables.

The lack of uniformity in the defect of language components leads to the fact that the general underdevelopment of speech manifests itself in children to varying degrees. In the works of R.E. Levina, N.A. Nikashina and other authors characterize the manifestation of general speech underdevelopment. R.E. Levina noted that speech underdevelopment has different manifestations: in some children there is a complete absence of generally accepted forms of speech or its rudimentary state; in some, speech turns out to be more formed if there are signs of a significant lag behind the norm; Some children have developed speech with elements of phonetic and lexico-grammatical underdevelopment.

In the studies of R.E. Levina introduced and is still using the concept of levels of speech development: at the first, the child lacks common speech, at the second, the rudiments of common speech appear, at the third there is developed speech with elements of phonetic and lexico-grammatical underdevelopment. Using the concept of levels of speech development in his works, R.E. Levina, N.A. Nikashina, L.F. Spirov emphasized that this division is extremely arbitrary, since the structure of speech impairment does not change at different levels of speech development (all speech components remain impaired), but the speech of children differs significantly in the degree of manifestation of the impairment of these components.

In the works of R.E. Levina, and N.A. Nikashina, characterizing the levels of speech development of children, gives an idea of ​​the manifestation of violations of sound pronunciation, vocabulary, grammar, and features of coherent speech in children with different levels of speech development. Characterizing speech disorders at the first level of speech development, researchers note “that the child’s speech lacks verbal means of communication: the child uses an extremely limited number of sound complexes and onomatopoeic words, a small number of commonly used words, highly distorted in sound and syllabic terms, the speech of such a child is agrammatic. Children have difficulty understanding spoken speech, especially the grammatical meaning of nouns presented out of context.

At the second level of speech development in the child’s speech, the use of lexical and grammatical means of speech increases: the child begins to use words related to different parts of speech (primarily nouns and verbs), signs of inflection of verbs and nouns appear, but the use of different forms of words is accidental and does not correspond to the grammatical meaning required by design. The use of prepositions is extremely limited; more often the preposition is omitted in speech. Children make attempts to find the desired grammatical form of the noun, but, according to R.E. Levina and N.A. Nikashina, “these attempts most often remain unsuccessful.” The authors note that children's understanding of the grammatical structure of speech improves, but the distinction between word forms within different utterances is extremely unstable.

At the third level of speech development, children’s speech becomes developed, their vocabulary increases significantly, children do not have gross violations of the grammatical structure of speech, but insufficient or inaccurate use in speech of the learned forms of gender and number of nouns, aspect and tense of verbs, and prepositional case forms of nouns is revealed. . Children actively use simple prepositions, especially to reflect spatial relationships (B, K, ON, UNDER, FOR, IZ, etc.), but in the speech of children with the third level of speech development there are still quite a large number of errors: prepositions are missed, mixed up. According to R.E. Levina and N.A. Nikashina, in children with the third level of speech development, “there is already a need to use prepositions, so children often make attempts to correctly use one or another of them.” Moreover, in different speech conditions one and the same preposition can be used in different meanings. The authors note that children with the third level of speech development use prepositions mainly to convey spatial relations; other meanings (temporal, dividing, accompanying, causal) are expressed using prepositions less often.

Elaborating on the concept of general speech underdevelopment, all researchers noted that it characterizes speech underdevelopment as a manifestation of similar symptoms in forms of speech disorders with different mechanisms of occurrence. Among the symptoms of general underdevelopment of speech, all researchers highlight the late timing of the appearance of speech, impaired understanding of speech material, impairment of all language components, and the influence of underdevelopment of oral speech on the process of mastering literacy and spelling.

Initially, the question of the mechanisms of speech underdevelopment was resolved as a question of the causes of speech disorders. One of the first researchers to systematize data on the causes of speech development disorders was M.E. Khvattsev, who divided all the causes of speech disorders into external and internal, organic (anatomical and physiological) and functional, socio-psychological and neuropsychological.

The clinical approach to assessing the causes of general speech underdevelopment was also seen in further studies. In the works of G.V. Gurovets, S.I. Mayevskoy, B.I. Shostak, the causes of speech underdevelopment are factors that act on the child during various periods of his life that are significant for speech development.

In particular, B.I. Shostak, characterizing the etiological factors of speech underdevelopment, indicated various causes in the prenatal, natal and postnatal periods of development: infections, intoxication of the mother and fetus, injuries to the mother during pregnancy and injuries to the child himself, weakness, asthenia of the child and others causes.

In the studies of R.E. Levina, there are statements that deviations in the development of speech in one form or another are noted in various developmental anomalies, which creates objective difficulties in recognizing and correctly assessing speech pathology in children.

Characterizing the causes of general speech underdevelopment, R.E. Levina noted that only a few cases of speech underdevelopment are directly related to the cause that gave rise to it. In most cases, children have a complex system of relationships between the primary defect and its secondary consequences. Therefore, according to R.E. Levina, and after her a number of modern researchers (N.S. Zhukova, R.I. Lalaeva, E.F. Sobotovich, etc.), with the same speech pathology, the language system can suffer in different ways. At the same time, the same symptoms can be observed in forms of speech disorders with different mechanisms of occurrence. In most cases, researchers agree that the mechanism of general speech underdevelopment can be motor, sensory, sensorimotor alalia, childhood aphasia, dysarthria (E.M. Mastyukova, R.I. Lalaeva, L.F. Spirova, L.M. Chudinova and etc.).

Analysis of symptoms of general speech underdevelopment allows the authors to describe homogeneous manifestations of speech impairment in children with various anomalies of speech development. Although a number of studies have attempted to identify common mechanisms of disorders for speech pathologies of various etiologies and manifestations, this problem still remains one of the most pressing, but not sufficiently developed. Following N.I. Zhinkin, who by mechanism understands the connection and interaction of elements during a process, the mechanism of speech impairment should be understood as a violation of the connection and interaction of linguistic elements in the process of speech production.

Attempts to identify and formulate mechanisms common to various speech disorders that lead, despite the difference in primary defects, to speech disorders of a similar structure, have been made in a number of studies. B.M. tried to solve this problem. Grinshpun, R.E. Levina, N.A. Nikashina, L.F. Spirova. Analyzing the written work of children with general speech underdevelopment, L.F. Spirova has identified a large number of errors indicating a lack of awareness by children of the laws of language and generalization of language material, and she considers a violation of the ability to generalize language as a mechanism of speech underdevelopment.

The same point of view on the mechanism of speech impairment was expressed by N.A. Nikashina, who noted that children with general speech underdevelopment have a lack of ability to isolate and generalize the sound and morphological elements of words. Because of this, N.A. Nikashina considered one of the most important directions in her work to be the development in children of the ability to observe and generalize certain linguistic phenomena.

B.M. Grinshpun, analyzing the features of speech therapy work with alalik children of preschool age, whose speech belongs to the first level of speech development, notes that their speech development differs from the ontogenetic development of normally speaking children in quantitative and qualitative indicators. The mechanism of speech underdevelopment B.M. Grinshpun associates it with the inability to master the language system, i.e., according to the author, in alalik children whose speech underdevelopment corresponds to the first level of speech development according to R.E.’s classification. Levina, it is not speech activity mediated by a system of linguistic signs that is formed, but only individual speech actions and individual linguistic signs accumulate, that is,
a language system is not created.

Chapter 2. Characteristics of the speech of children with general speech underdevelopment of level IV

underdevelopment speech disorder

The fourth level of speech underdevelopment was identified by T.B. Filicheva. This includes children with mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are identified during a detailed examination when performing specially selected tasks.

In the speech of children, there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of overall blurred speech. The incompleteness of the formation of the sound structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This peculiarity is an important indicator of the process of phoneme formation that has not yet completed.

Along with deficiencies of a phonetic-phonemic nature, individual violations of semantic speech were also found in these children. Thus, with a fairly diverse subject dictionary, there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, loach), people of different professions (photographer, telephone operator, librarian), parts of the body (chin, eyelids, feet). When answering, generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birches).

When denoting the actions and characteristics of objects, some children use typical names and names of approximate meaning: oval - round; rewrote - wrote. The nature of lexical errors is manifested in the replacement of words that are similar in situation (uncle paints a fence with a brush - instead of “uncle paints a fence with a brush; the cat rolls a ball - instead of “ball”), in a mixture of signs (high fence - long; brave boy - fast; old grandfather - adult).

Having a certain stock of words denoting different professions, children experience great difficulties in differentiated designation of masculine and feminine persons; Some children call them the same (pilot - instead of "pilot"), others offer their own form of word formation, not typical of the Russian language (lechika - instead of "pilot", hanging - scout, trainer - trainer, storeroom - storekeeper, drummer - drummer).

Forming words with the help of augmentative suffixes also causes significant difficulties: children either repeat the word named by the speech therapist (boot - a huge boot), or name an arbitrary form.

Errors in use remain persistent:

1. diminutive nouns

2. nouns with singularity suffixes

3. adjectives formed from nouns with different meanings of correlation

4. adjectives with suffixes characterizing the emotional-volitional and physical state of objects

5. possessive adjectives.

Against the background of the use of many complex words that are often encountered in speech practice (leaf fall, snowfall, airplane, helicopter, etc.), persistent difficulties are noted in the formation of unfamiliar compound words (instead of a bibliophile - a scribe; icebreaker - legopad, legotnik, dalekol; beekeeper - bees, beekeeper, beekeeper; steelmaker - steel, capital).

The peculiarity of the limited vocabulary is most clearly revealed when compared with the norm.

A significant number of errors occur in the formation of nouns with suffixes of emotional evaluation, singularity, and doer. Persistent difficulties are found in the formation of denominal adjectives (with meanings of correlation with food, materials), verbal, relative adjectives (“-chiv”,
“-liv”), as well as complex words.

It can be assumed that these manifestations are explained by the fact that due to limited speech practice, children, even in a passive way, do not have the opportunity to assimilate the listed categories.

It should be added that it was possible to detect these gaps in vocabulary acquisition only through a scrupulous examination using extensive lexical material. As a study of practical experience in diagnosing speech underdevelopment has shown, speech therapists, as a rule, limit themselves to presenting only 5-6 words, many of which are frequently used and well known to children. This leads to erroneous conclusions.

When assessing the formation of the lexical means of a language, it is established how children express “systemic connections and relationships that exist within lexical groups.” Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), and evaluative characteristics (bad - good). Difficulties are manifested in expressing the antonymic relationships of the following words: running - walking, running, walking, not running; greed is not greed, politeness; politeness - evil, kindness, not politeness.

The correctness of naming antonyms largely depends on the degree of abstraction of the proposed pairs of words. Thus, the task of selecting words with opposite meanings is completely inaccessible: youth, light, ruddy face, front door, various toys. In the children's answers, initial words with the particle “not-“ (not ruddy face, not young, not bright, not different) are more often found; in some cases, variants that are not characteristic of the Russian language are named (front door - back door - back door - not apron).

Not all children can cope with the differentiation of verbs that include the prefixes “oto” and “you”: more often words that are close to synonyms are selected (bend - bend; let in - launch; roll in - roll up; take away - take away).

The insufficient level of lexical means of the language is especially clearly evident in these children in the understanding and use of words, phrases, and proverbs with a figurative meaning. For example, “as ruddy as an apple” is interpreted by the child as “he ate a lot of apples”; “collide nose to nose” - “hit noses”; “hot heart” - “you can get burned”; “don’t spit in the well - you’ll need to drink the water” - “it’s not good to spit, you’ll have nothing to drink”; “prepare the sleigh in the summer” - “in the summer we took the sleigh from the balcony.”

Analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of nouns in the genitive and accusative plural cases, complex prepositions (at the zoo they fed squirrels, foxes, dogs); in the use of some prepositions (looked out of the door - “looked out from behind the door”; fell from the table - “fell from the table”; the ball lies near the table and chair - instead of “between the table and chair”). In addition, in some cases, violations of the agreement of adjectives with nouns are noted, when in one sentence there are nouns of masculine and feminine gender (I color the ball with a red felt-tip pen and a red pen), singular and plural (I lay out books on a large table and small chairs - instead of “I lay out books on large tables and small chairs”), violations in the coordination of numerals with nouns persist (the dog saw two cats and ran after two cats).

The insufficient formation of lexical and grammatical forms of the language is heterogeneous. Some children show a small number of errors, and they are inconsistent in nature, and if children are asked to compare the correct and incorrect answer options, the choice is made correctly.

This indicates that in this case the formation of grammatical structure is at a level approaching the norm.

Other children have more persistent difficulties. Even when choosing the correct sample, after some time in independent speech, they still use erroneous wording. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no errors in the use of simple prepositions, and there are minor difficulties in agreeing adjectives with nouns. However, difficulties remain in using complex prepositions and in coordinating numerals with nouns. These features appear most clearly in comparison with the norm.

Particularly difficult for these children are sentence constructions with different subordinate clauses:

1) omissions of conjunctions (mom warned me not to go far - “so that I don’t go far”);

2) replacement of conjunctions (I ran where the puppy was sitting - “where the puppy was sitting”);

3) inversion (finally, everyone saw the kitten they had been looking for for a long time - “they saw the kitten they had been looking for for a long time”).

The next distinctive feature of children at the fourth level of speech underdevelopment is the coherence of their coherent speech.

1. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;

2. When talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.

3. Difficulties remain in planning your statements and selecting appropriate linguistic means.

T.B. Filicheva gives the following examples of independent stories of children in which the listed difficulties are present.

No. 1. A story based on a series of plot paintings “Saving a Comrade.”

“This boy was fishing, and this one was catching. The boy caught a fish and caught this one. And then the fishing rod fell and the boy ran. And the boy shouted to the boy, and the boy said, “Let’s catch some fish with my uncle.” The boy got this boy, and the uncles swam and caught the fish.” (Dima K., 6 years, 1 month).

No. 2. A story on a free topic “Sunday Day”.

“I went to the store with my mom and dad. And then I saw a bun. I went to my house. My dad was sitting there. Smoke was shining from the chimney. We had a nice 2-story house. I went out for a walk and it was raining.” (Lena V., 6 years old).

No. 3. Retelling the story “Liar.”

“The boy is guarding the sheep. Well, the people began to call that the wolf was coming. “Help, the wolf is coming!” And the men saw, well, that the boy was lying and, well, they didn’t come again. And the boy yelled: “Wolf, hurry!” But the men didn’t come - they thought the boy was lying. Well, the boy slaughtered the whole herd.”

Conclusion

Thus, level IV is characterized by the absence of disturbances in sound pronunciation, and there is only an insufficiently clear difference in sounds in speech. These children allow rearrangements of syllables and sounds, abbreviations of consonants during confluence, substitutions and omissions of syllables in the speech stream. Children at this level occasionally have difficulty reproducing complex, long words. These problems are discovered as soon as the child has a need to learn new vocabulary that has a complex sound-syllable structure.

Among the shortcomings of a phonetic-phonemic nature, along with insufficient formation of the sound-syllable structure of a word, there is insufficient intelligibility, expressiveness of speech, unclear diction, creating the impression of general blurriness of speech, confusion of sounds, indicating a low level of formation of differentiated perception of phonemes and is an important indicator of the incomplete process of phoneme formation. At this level, direct teaching of reading and writing is possible.

The subject dictionary does not contain words denoting some animals, plants, professions of people, parts of the body, parts of objects. When answering questions, children mix generic and species concepts.

When denoting actions and characteristics of objects, typical and similar names are used. Lexical errors are manifested in the replacement of words that are similar in meaning; in continuous use and mixing of signs.

Children demonstrate sufficient development of the lexical means of the language and the ability to establish systemic connections and relationships that exist within lexical groups. They cope quite easily with the selection of commonly used antonyms. Difficulties arise in expressing antonymic relationships of abstract words.

The insufficient level of formation of the lexical means of the language is especially clearly manifested in the understanding and use of phrases and figurative proverbs.

Own forms of word formation appear that are not characteristic of the Russian language. But all children’s mistakes, which can be attributed to level 4 of speech development with OSD, occur in small quantities and are of an inconsistent nature.

This level is characterized by extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Literature

Altukhova T. A. Study of the features of perceptual-semantic processing of texts by junior schoolchildren with general speech underdevelopment of levels III and IV / Altukhova T. A., Karachevtseva I. N. // School. speech therapist. - 2005. - No. 1. - P. 31-43.

Glukhov V.P. From the experience of speech therapy work on the formation of coherent speech of children with special needs of preschool age in classes on teaching storytelling // Defectology - No. 2 - 1994 - p. 56-73

Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children, second edition, M., Prosveshchenie, 1990

Kondratenko I. Yu. The problem of mastering the system of lexical meanings in preschoolers with general speech underdevelopment, reflecting their emotional states and assessments // Defectology. - 2001. - No. 6. - P. 41-47.

Kondratenko I. Yu. Formation of emotional vocabulary in preschool children with general speech underdevelopment: Monograph. - St. Petersburg. : Karo, 2006. - 238 p.

Konovalova S.N. Features of mastering predicative vocabulary with general underdevelopment of speech of various origins // Defectology. - 2006. - No. 3. - P. 59-66.

Levina R.E. Experience in studying non-speaking alalik children, Moscow, 1951

Levina R.E. Fundamentals of the theory and practice of speech therapy, Moscow, 1968

Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya

Nikolaeva S. M. From the experience of working on streamlining the grammatical structure of speech of students with mildly expressed OHP // Defectology. - 2000. - No. 1. - P. 86-96.

Training and education of children with general speech underdevelopment // Logopedia. - M., 1998. - P. 614-647.

Smirnova I.A. Speech therapy diagnostics, correction and prevention of speech disorders in preschool children with cerebral palsy. Alalia, dysarthria, OHP: Educational and methodological manual for speech therapists and defectologists. - St. Petersburg: DETSTVO-PRESS, 2004. - 320 p.

Tkachenko T.A. We learn to speak correctly. System for correcting OHP in children 6 years old. - M: Gnome and D. - 2001

Tumanova T.V. Development of word formation in preschoolers and primary schoolchildren with special needs // Education and training of children with developmental disorders. - 2003. - No. 6. - P. 54-58.

Filicheva T. B. Elimination of general speech underdevelopment in preschool children: Practical work. allowance / T. B. Filicheva, G. V. Chirkina. - Ed. 3rd. - M.: Iris-press; Iris-didactics, 2005. - 212 p.

Filicheva T.B. The fourth level of speech underdevelopment // Filicheva T.B. Features of speech formation in preschool children. - M., 1999. - S. 87-98, S. 137-250

Filicheva T.B. Features of speech formation in preschool children. - M., 1999. - P. 87-98.

Reader on speech therapy (extracts and texts). Textbook for students of higher and secondary educational institutions: In 2 vols. T.I / Ed. L. S. Volkova and V. I. Seliverstov. - M.: Humanite. ed. VLADOS center, 1997

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Characteristics of the speech development of a child with the first level of OHP.

The first level of speech development is characterized by a complete or almost complete absence of verbal means of communication. The dictionary consists of onomatopoeias and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are not understandable to others. In terms of its sound, babbling speech consists of elements similar to words and dissimilar sound combinations. They can use commonly used words, but only in relation to one situation. There is almost no differentiated designation of objects. Children call the same object differently in different situations. Action names are replaced with item names. They hardly know the phrase. Only a few have babbling sentences. The story consists of individual words. Speech contains only concrete nouns. The passive vocabulary is wider than the active one. However, speech understanding is mainly situational. Words are roots without endings. They almost do not understand grammatical changes in words. They don't understand prepositions. For understanding speech, only lexical meaning plays a role; grammatical forms are not taken into account. Mixing the meanings of words that have a similar sound (village-trees). The inconsistent nature of the sound design of the same words. The pronunciation of individual sounds is devoid of constant articulation. The predominant words are one-syllable or two-syllable.

Characteristics of the speech development of a child with the second level of OHP.

OSD is a form of speech anomaly in children with normal hearing and initially intact intelligence, in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.
With OHP, there is a late onset, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation.
Communication at the second level is carried out using fairly constant, although very grammatically and phonetically distorted words.
The stock of common words is higher than in the first one. There are words denoting objects, actions, and sometimes qualities. Children use personal pronouns and occasionally simple prepositions and conjunctions. There is an opportunity to talk in detail about familiar events, about yourself, about your family. However, ignorance of many words, incorrect pronunciation of sounds, violation of the structure of the word, agrammatism are revealed, although the meaning of what is being told can be understood even without a visual situation. Sometimes children resort to explaining words with gestures. The name of some actions is replaced by the names of the objects to which the action is directed. Often words are replaced by the names of similar objects with the addition of the particle not. Nouns are used in the nominative case, verbs in the infinitive, but they do not agree. Nouns do not appear in oblique cases, although sometimes it happens by chance that children try to change a noun, but do it incorrectly. It is ungrammatical to change nouns by number. Past and present tense verbs are confused. There are interchanges between singular and plural. Mixing masculine and feminine past tense verbs. The neuter gender is not used. Adjectives are used very rarely and do not agree. Conjunctions and particles are almost never used. Prepositions are often omitted or used incorrectly. Children understand the distinction of some grammatical forms. Understand singular plural. Number, male-female, past tense. Understanding of adjective forms is not formed. Word formation methods are not used. The number of correctly pronounced sounds is 16-20. Disturbed - all front-lingual, b, d, d. Replacing hard ones with soft ones and vice versa. Difficulties in reproducing the syllabic structure of two-syllable words with a confluence, with a reverse syllable. In three-syllable words there are permutations.

Characteristics of the speech development of a child with the third level of OHP.

OSD is a form of speech anomaly in children with normal hearing and initially intact intelligence, in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.
With OHP, there is a late onset, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation.
Everyday speech turns out to be more or less developed; there are only isolated gaps in the development of phonetics, vocabulary, and grammar. When it is necessary to construct complex sentences expressing a chain of events, children experience great difficulty. Spatio-temporal and cause-and-effect relationships in sentences have not been formed. Ignorance and inaccurate use of certain words, inability to change and form words. Sometimes words are replaced by similar ones in sound composition. Children, not knowing the word, replace it with a similar meaning (sofa - armchair). The same thing happens with the names of actions (plane-clean). Sometimes children resort to explaining words. In a changed situation, inaccurate selection of words occurs. Adjectives are used qualitative, denoting directly perceived characteristics. Relative and possessive adjectives are used only for familiar relationships (mom's bag). Simple prepositions are often used to express spatial meanings. The same preposition can be pronounced and omitted in different sentences. Temporal and causal relationships are not expressed by prepositions. There is a large number of word changes, as a result of which the syntactic connection is disrupted. Mixing the endings of masculine and feminine nouns, replacing the neuter with the feminine. Erroneous stress in words, failure to distinguish the type of verbs (they sat down until the rain stopped), errors in non-prepositional and prepositional control, incorrect agreement of nouns and adjectives. Only occasionally do errors arise in understanding the forms of number, gender, tense, and cases. Understanding of the shades of meaning of words and expressions that reflect cause-and-effect, temporal, spatial and other relationships suffers more often. significant difficulties in distinguishing phonemes belonging only to related groups. Syllable rearrangements and omissions in complex and unfamiliar words are still noted.

Characteristics of speech development of children with level 4 OHP.

Level 4 OHP – unsharply expressed OHP (found in the book “Theory and Practice ..." by Levina). Children at this level have impaired sound pronunciation in one group. Children have 4 levels of replacement of similar-sounding sounds.
The syllable structure does not have gross violations as in level 3. No perseverations. Only exists in rare cases (for example, in complex long words)
Dictionary. Unless you specifically study it, no violations are visible. The child constructs a phrase well, but does not fully understand the meaning of the words. Problems of inflection and word formation (especially possessive adjectives). There are errors in the construction of the phrase.

Zobjectives and content of speech therapy work with children with level 1 OHP.

Levina. Two main tasks:
- development of specific ideas about the world around us, about objects and phenomena that the child constantly encounters in everyday life.
- development of understanding of those words and expressions that reflect the reality familiar to children and their activities in the family.
To get acquainted with the outside world, drawing, modeling, and excursions are used. These activities contribute to the formation of connections between the subject and the image. Speech exercises are combined with musical-rhythmic activities and visual arts. In the process of working with objects, children’s vocabulary is refined and accumulated, an understanding of various forms and turns of conversational speech develops, and primary verbal generalizations are formed. Tasks that require the child to show something should be aimed at objects that the child sees. Gradually the task becomes more complicated and the child is given tasks about objects that he does not see. Children are taught to distinguish words that are similar in sound but different in meaning (the doll Vova and Vava, the dog Ava). The same work is done with verbs: carries, carries, digs, rolls. Various prefix verbs (fasten-unfasten) are explained to the children in pairs during the activity. It is necessary to stimulate the need for active speech. It is necessary to teach children words typical for address: give, thank you, please. Children perform this action in different situations to understand the meanings of verbs. Children are shown the difference between the vinyl and nominative cases. To develop a vocabulary of adjectives: children are shown similar objects that differ in one characteristic, and then different objects are used to compare them according to certain characteristics. Children are encouraged to use the phrase: an object and its action. Much attention is given to differentiating the understanding of question words. When teaching children to ask questions, special conditions are created. (someone asks: give it, and the child must ask: to whom). Gradually move to dialogical speech.
Traugott believes that non-speaking children need to be taught to listen and understand fairy tales; she also believes that at this stage it is necessary to develop basic everyday speech and supply missing sounds. To develop understanding of speech, the author suggests two methods of work: children fulfilling detailed instructions from the teacher, telling and reading fairy tales and short stories to children. The author believes that for the development of independent speech, it is useful to use games that include exclamations and individual words. Speech in the game is accessible to the child.
Grinshpun suggests at this stage to differentiate the understanding of verbs in the imperative mood and in the first person: I go, go. The author pays special attention to the development of coherent speech.

Objectives and content of speech therapy work with children with the second level of OHP.

Intensive work is being carried out to develop understanding of speech, with the goal of activating the vocabulary and practical mastery of the simplest forms of inflection. Expansion of passive vocabulary based on familiarity with the outside world. Development of elementary forms of oral speech, the ability to correctly name objects, actions and their signs, make a request, briefly say something about yourself, ask a simple question. The material for the development of speech is the surrounding reality, the study of which takes place in the system of studying certain topics. Topics: kindergarten, activities, seasonal changes in nature, wild and domestic animals, birds, rules of personal hygiene, getting to know the street, conversations about family, holidays, etc. For each of the identified topics, the clarification and accumulation of concepts continues, and the substantive attribution of the word is formed. Children learn to distinguish objects by their purpose, color, shape, temperature. In this regard, adjectives and adverbs expressing spatial meanings (far, close, high) are learned. Some simple prepositions are being learned (in, on, under). At the same time, personal pronouns in the singular and plural and possessive pronouns are learned. To accumulate vocabulary and develop independent speech, excursions, labor, themed games, games with toys and pictures, drawing, modeling, and making paper crafts are used. At the same time, the teacher and speech therapist attract attention to speech by reading poems and fairy tales. Classes should be feasible and emotionally charged. Lotto games are used when the speech therapist describes an object, and the children name the object and show a picture. Based on your impressions of the excursion, it is good to make drawings, to which the speech therapist then asks questions. Children are taught to answer questions in the following sequence: questions that determine the position of objects in space (where, where); questions that require establishing affiliation with a person (whose? Whose?); questions requiring comparisons of objects (similar? Same?) and quantities (how many? Many?); questions that require evaluating the action and clarifying the time and season (how? When?). Draw attention to grammatical forms and teach children to use them. Distinguishing between masculine and feminine genders (the masculine ending is zero, the feminine ending is a). the use of the pronouns mine - mine, he - she, with the numerals one - one. Verbs of the first and third person singular, imperative mood are mastered (I write, he writes, put). The endings of the accusative and instrumental cases are mastered. Compose sentences with the indicated cases. Further sentences are extended by adjectives in the nominative case. Mastering diminutive forms of nouns. Learning to use prefixed verbs.
As a result, children should:
- state your first and last name, your friends, the first and patronymic of the speech therapist
- be able to make a request using the words thank you, please
- talk about your activities (made, drew)
- name familiar objects in units. and plural, verbs in singular. and plural, past and present tense
- name the characteristic features of objects by color, shape, size, purpose, taste, temperature.
- characterize an action using adverbs
- be able to answer questions with uncommon sentences, using the instrumental and accusative case, and correctly coordinate words.
Grinshpun points out that at this stage it is necessary to form the prepositional case (where?).

Objectives and content of speech therapy work with children with the third level of OHP.

At this stage of training, the main task can be the development of coherent speech based on expanding the vocabulary, practical mastery of forms of inflection and methods of word formation, various types of phrases and sentences. The basis for organizing conversational classes is gradually expanding knowledge about the world around us in accordance with the topic. Children observe natural phenomena, get acquainted with the work of people, with the life of animals and birds, with some types of sports and games at different times of the year. Then, in connection with these topics, species of trees, shrubs, wildflowers, mushrooms, berries, and some vegetables are studied. Children are taught to group objects according to situation, purpose, and characteristics. Intensive work is underway to develop auditory perception and correct sound pronunciation. Stories are compiled based on plot pictures and their series. Expository reading of stories and fairy tales. Working with deformed words and text. Adding a self-invented ending to a story. Children are taught to identify the main and secondary in each phenomenon, to understand the cause and logic of the phenomenon. The dictionary expands with words denoting temporary concepts: yesterday, today, morning, year, month. Mastering generalizing words. Mastering adverbs characterizing actions (quickly). Children learn words with the same root.
Inflection order:
- formation of masculine nouns with the suffixes ok, ik.
- formation of prefixed verbs
- formation of nouns with the suffix –k.
- formation of nouns with the suffixes onok, enok.
- formation of feminine nouns with the suffixes ochk, echk.
- formation of the comparative degree of adjectives
- comparative degree of adverbs
- adjectives with the suffix ov (oak)
- adjectives with the suffix n – winter, forest, lemon.
Mastering the prepositions in, on, under, for, about, with, with, from, through.
First, teaching a descriptive story, then using a plot picture to find a logical connection. Teaching complex sentences.
parts of objects are studied.

Objectives and content of speech therapy work with children with level 1 OHP .

Tasks:
- to form the ability to correlate the child’s primary ideas about objects with certain words.
- stimulation of actual speech activity in the emotional situation of the game
- development of precise and directed movements of both hands.
- education of auditory attention
- development of understanding of verb names
- developing the ability to correlate a specific object with the image in the picture.
- development of visual attention
- developing the ability to “hide”
- development of the ability to perform actions based on demonstration and instructions.
- teach how to perform different actions with one object.
- encourage the use of demonstrative words in response to questions.
- consolidate the ability to distinguish singular and plural forms in the speech of adults;
- development of speech-auditory memory.

Literature:

Chirkina G.V. Programs of compensatory preschool educational institutions for children with speech impairments. – M.: Education, 2009.