General speech underdevelopment (hereinafter referred to simply as OHP) is a pathology that is very common among today's preschoolers. Doctors conditionally divide this diagnosis into:

speech is not present at all (OHP level 1);
the vocabulary of the baby is very poor, not corresponding to the norm among peers at his age ();
speech is present, but the meaning of words and sentences is greatly distorted (OHP level 3);
when compiling phrases and sentences, noticeable errors in grammar are allowed (OHP level 4).

The information below provides a detailed description of Level 3 OHP: its causes, symptoms, and treatments. It is important for all parents to understand that pathology at the 3rd stage can be completely eliminated if you do not start the situation, but devote enough time to corrective work and the development of your baby.

Causes and signs of pathology

Level 3 general speech underdevelopment occurs in many children up to school age, because several factors influence its manifestation at once. Not in all cases, the occurrence of this pathology even depends in any way on the parents, sometimes it is acquired already in childhood or is formed even in the mother's womb without the influence of any external factors.

how long the state of underdevelopment in a child lasts;
when exactly did the deviations begin;
what are the most common symptoms;
how severe is the pathology;
what diseases the child had previously.

Based on a general objective assessment of all these indicators, an individual course of treatment is compiled. Corrective work at OHP level 3 has the following goals:

establishing the correct sound pronunciation and the correct construction of words in a sentence ();
development of skills of grammatical construction of speech;
complication of verbal expression of thoughts, development of the skill to express more deeply and in detail;
establishing the constant use of complex sentences in speech.

The main process of correction of OHP level 3 takes place under the supervision of qualified doctors. After the speech therapist has issued a conclusion confirming the presence of pathology and establishing its form, he prescribes a number of therapeutic measures that can restore the development of the child at the right pace.

In addition to the work that is carried out in therapy classes, speech therapists strongly recommend that parents devote as much time as possible to independent work with the baby. One of the most effective measures used by parents is the game "Catch the syllable" or "Catch the word". Its meaning is to dictate to the child several ready-made words in which the same syllable will be present (or sentences with words - in another version of the game). The kid should hear this syllable (word) and name other elements of speech in which it is present.

Such a game is also interesting for the child, because he spends time with his parents, and useful for parents, because with its help they can determine exactly at what stage the baby's OHP is being worked out.

Prevention

The best prevention for any child is, of course, the attention of parents. Since OHP level 3 is much easier to treat, it is not very difficult to recover from this stage of deviation, but it is better to avoid it altogether. In order to eliminate risks, parents can take the following measures:

in younger age as best as possible to protect the child from viral and infectious diseases;
spend a lot of time developing communication skills - communicate with the baby and support his desire to communicate with peers, help in resolving any misunderstandings;
prevent possible brain injury;
to stimulate speech activity in a child as much as possible from an early age.

Finally

Of course, the baby must develop independently - parents should not be around at every step. However, one should never forget that any pathologies develop only because they were not noticed by adults in time.

Therefore, if there are suspicions of any developmental deviations, it is better to play it safe and consult a doctor for advice, and when the fears are confirmed, take immediate action.

With normal speech development, by the age of 5, children freely use expanded phrasal speech, various constructions of complex sentences. They have a sufficient vocabulary, possess the skills of word formation and inflection. By this time, the correct sound pronunciation is finally formed, readiness for sound analysis and synthesis.

However, these processes do not proceed successfully in all cases: in some children, even with normal hearing and intelligence, the formation of each of the components of the language is sharply delayed: phonetics, vocabulary, grammar. This violation was first established by R.E. Levina and defined as a general underdevelopment of speech.

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

General underdevelopment of speech can manifest itself in varying degrees. Therefore, there are three levels of speech development.

Ilevel of speech development characterized by the absence of speech (the so-called "speechless children").

For communication, children of this level mainly use babbling words, onomatopoeia, individual nouns and verbs of everyday content, fragments of babbling sentences, the sound design of which is blurry, indistinct and extremely unstable. Often the child reinforces his "statements" with mimicry and gestures. A similar state of speech can be observed in mentally retarded children. However, children with primary speech underdevelopment have a number of features that make it possible to distinguish them from oligophrenic children (mentally retarded children). This primarily refers to the volume of the so-called passive dictionary, which significantly exceeds the active one. In mentally retarded children, such a difference is not observed. Further, in contrast to oligophrenic children, children with general underdevelopment of speech use differentiated gestures and expressive facial expressions to express their thoughts. They are characterized, on the one hand, by a great initiative of speech search in the process of communication, and on the other hand, by sufficient criticality to their speech.

Thus, with the similarity of the speech state, the prognosis of speech compensation and intellectual development in these children is ambiguous.

A significant limitation of the active vocabulary is manifested in the fact that with the same babble word or sound combination the child denotes several different concepts ("bibi" - an airplane, dump truck, steamer; "bobo" - hurts, lubricates, injects ). It is also noted that the names of actions are replaced by the names of objects and vice versa ("adas" - pencil, draw, write;"tui" - sit, chair).

Characteristic is the use of one-word sentences. As N. SZhukova notes, the period of a one-word sentence, a sentence of amorphous root words, can also be observed during the normal speech development of the child. However, it is dominant only for 5-6 months and includes a small number of words. With severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use the grammatical connections of words ("give heba" - give me bread) which can coexist - with shapeless structures, gradually displacing them. In children with general underdevelopment of speech, there is an expansion of the sentence to 2-4 words, but at the same time the syntactic constructions remain completely incorrectly designed ("Matik tide tuya" - The boy is sitting on a chair. These phenomena are never observed in normal speech development.

The low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).

There is instability in the pronunciation of sounds, their diffuseness. In the speech of children, 1-2-syllable words predominate. When trying to reproduce a more complex syllabic structure, the number of syllables is reduced to 2 - 3 ("avat" - crib,"amida" - pyramid,"tika" - train). Phonemic perception is grossly disturbed, difficulties arise even when selecting words similar in name, but different in meaning. (hammer - milk, digs - rolls - bathes). The tasks for the sound analysis of words are incomprehensible to children of this level.

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Transition to IIlevel of speech development(the beginnings of common speech) is marked by the fact that, in addition to gestures and babbling words, although distorted, but fairly constant common words appear ("Alyazai. Children of Alyazai kill. Kaputn, lidome, lyabaka. Litya dress the earth" - Harvest. The children are harvesting. Cabbage, tomatoes, apples. Leaves fall to the ground.)

At the same time, a distinction is made between some grammatical forms. However, this only happens in relation to words with stressed endings. (table - tables; noet– sing) and relating only to certain grammatical categories. This process is still rather unstable, and gross underdevelopment of speech in these children is quite pronounced.

The statements of children are usually poor, the child is limited to listing directly perceived objects and actions.

The story according to the picture, according to the questions, is built primitively, on short, although grammatically more correct, phrases than children of the first level. At the same time, the insufficient formation of the grammatical structure of speech is easily detected when the speech material becomes more complicated or when it becomes necessary to use such words and phrases that the child rarely uses in everyday life.

The forms of number, gender and case for such children essentially do not have a meaningful function. Inflection is random in nature, and therefore, when using it, many various errors are made (“I go myatika” - I play ball).

Words are often used in a narrow sense, the level of verbal generalization is very low. One and the same word can be called many objects that are similar in form, purpose or other features (ant, fly, spider, beetle - in one situation - one of these words, in another - another; cup, glass denoted by any of these words). The limited vocabulary is confirmed by the ignorance of many words denoting parts of the subject (branches, trunk, tree roots), crockery (dish, tray, mug) means of transport (helicopter, motor boat), young animals (squirrel, hedgehog, fox) and etc.

There is a lag in the use of words-signs of objects denoting shape, color, material. Often there are substitutions for the names of words, due to the generality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:

1) replacement of case endings ("katal-gokam" - rides on a hill);

2) errors in the use of forms of number and gender of verbs ("Kolya pityalya" - Kolya wrote); when changing nouns by numbers ("yes pamidka" - two pyramids,"two cafes" - two cabinets);

3) lack of agreement of adjectives with nouns, numerals with nouns ("asin adas" - Red pencil,"asin eta" - Red ribbon,"asin aso" - red wheel,"pat cook" - five dolls,"tinya pato" - blue coat,"tinya cube" - blue Cube,"teeny cat" - blue jacket).

Children make many mistakes when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form ("Kadas ledit aepka" - The pencil is in the box) replacement of prepositions is also possible ("Tetatka downaya and melting" - The notebook fell off the table.

Unions and particles are rarely used in speech.

The pronunciation abilities of children are significantly behind the age norm: there are violations in the pronunciation of soft and hard sounds, hissing, whistling, sonorous, voiced and deaf ("tupans" - tulips,"Sina" - Zina,"tyava" - owl etc.); gross violations in the transmission of words of different syllabic composition. The most typical is the reduction in the number of syllables ("teviki" - snowmen).

When words are reproduced, sound filling is grossly violated: permutations of syllables, sounds, replacement and assimilation of syllables, reduction of sounds when consonants converge ("rotnik" - collar,"shadow" - wall,"to have" -bear).

An in-depth examination of children makes it easy to identify the lack of phonemic hearing, their unpreparedness for mastering skills sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.). Under the influence of special remedial training, children move to a new - III level of speech development, which allows them to expand their verbal communication with others.

IIIlevel of speech development characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Children of this level come into contact with others, but only in the presence of parents (educators) who make appropriate explanations ("Aspak went with her mother. I went to the zoo with my mother. And then she walked, where the cage is, there is a monkey. Then they didn't go to the zoo. Then we went to the park.

Free communication is extremely difficult. Even those sounds that children can pronounce correctly, in their independent speech, the chat does not sound clear enough.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonors), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, the child replaces the sound with "still not clearly pronounced, the sounds with" ("syapogi" instead of boots), sh ("syuba" instead of fur coat), c ("syaplya" instead of heron).

At the same time, at this stage, children already use all parts of speech, correctly use simple grammatical forms, try to build complex and complex sentences (“Kola is an ambassador to the forest, shook a little squirrel, and Kolya’s rear is a cat” - Kolya went to the forest, caught a small squirrel, and lived with Kolya in a cage).

The pronunciation capabilities of the child improve (it is possible to distinguish correctly and incorrectly pronounced sounds, the nature of their violation), the reproduction of words of different syllabic structures and sound content. Children usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, about themselves and their comrades, about the events of life around them, make up a short story (“The cat is poshya kueuke. And now she wants to eat rashes. They run. bad cat" The cat went to the chicken. And now she wants to eat chickens. They run. The chicken chased away the cat. Lots of chickens. She is worth it. The chicken is good, she drove the cat away).

However, a thorough study of the state of all aspects of speech makes it possible to reveal a pronounced picture of the underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics.

In oral speech communication, children try to "get around" words and expressions that are difficult for them. But if such children are placed in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly.

Although children use extended phrasal speech, they experience greater difficulties in independently compiling sentences than their normally speaking peers.

Against the background of correct sentences, one can also meet agrammatic ones, which, as a rule, arise due to errors in coordination and management. These errors are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations.

Errors are also observed when constructing complex sentences with conjunctions and allied words ("Misha zyapyakal, atom-mu fell" - Misha cried because he fell). When making suggestions for the picture, children, often correctly naming actor and the action itself, do not include in the sentence the names of the objects used by the protagonist.

Despite a significant quantitative increase in vocabulary, a special examination of lexical meanings allows us to identify a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, entrance etc.), inaccurate understanding and use of a number of words (hem - sew - cut, cut - cut). Among the lexical errors are the following:

a) replacing the name of a part of an object with the name of the whole object (clock face -"watch", bottom -"kettle");

b) replacing the names of professions with the names of actions (ballerina- "aunt dances", singer -"uncle sings", etc.);

c) replacement of specific concepts by generic ones and vice versa, (sparrow -"bird"; trees- "Christmas trees");

d) substitution of signs (high, wide, long-"big", short- "small").

In free statements, children make little use of adjectives and adverbs denoting the signs and state of objects, methods of action.

Insufficient practical skill in the use of word-formation methods impoverishes the ways of vocabulary accumulation, does not give the child the opportunity to distinguish the morphological elements of the word.

Many children often make mistakes in word formation. So, along with correctly formed words, non-normative ones appear ("stolenok" - table,"jug" - pitcher,"vase" - vase). Such errors as single ones can occur in normal children at earlier stages of speech development and quickly disappear.

A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food products, materials, plants, etc. ("fluffy", "puffy", "downy" - a scarf; "klukin", "cranberry", "clucon" - jelly; "glass", "glass" - a glass, etc.).

Among the grammatical errors of speech, the most specific are the following:

a) incorrect agreement of adjectives with nouns in gender, number, case ("Books lie on large (large) tables" - Books lie on large tables);

b) incorrect agreement of numerals with nouns ("three bears" - three Bears,"five fingers" - five fingers;"two pencils" - two pencils etc.);

c) errors in the use of prepositions - omissions, substitutions, understatement ("We went to the store with my mother and brother" - We went to the store with my mother and brother;"The ball fell from the shelf" - The ball fell off the shelf)

d) errors in the use of case forms of the plural ("In the summer I was in my grandmother's village. There is a river, a lot of trees, gu-si").

The phonetic formation of speech in children with level III speech development lags far behind the age norm: they continue to experience all types of sound pronunciation disorders (sigmatism, rotacism, lambdacism, voicing and softening defects).

There are persistent errors in the sound-filling of words, violations of the syllabic structure in the most difficult words("Ginasts perform in the circus" - Gymnasts perform in the circus;"Topovotik repairing the water main" - The plumber repairs the plumbing;"Takiha tet tan" - The weaver weaves the cloth.)

Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.

So, the totality of the above gaps in the phonetic-phonemic and lexical-grammatical structure of the child's speech serves as a serious obstacle to mastering the program of a kindergarten of a general type, and later on the program of a general education school.

Filicheva T.B., Cheveleva N.A.
Speech disorders in children. - M., 1993.

COMMITTEE OF GENERAL AND VOCATIONAL EDUCATION OF THE LENINGRAD REGION

AUTONOMOUS EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

LENINGRAD STATE UNIVERSITY

named after A.S. PUSHKIN

Faculty of Defectology

Department of correctional pedagogy and correctional psychology

Graduate work

Inflection disorders and their correction in preschoolers with OHP level III

Performed:

5th year student

distance learning

Tyshchenko M.N.

St. Petersburg

INTRODUCTION

1.1. LINGUISTIC AND PSYCHOLINGUISTIC ASPECT OF STUDYING WORD CHANGING

1.2. DEVELOPMENT OF THE GRAMMATIC STRUCTURE OF SPEECH AND WORD CHANGES IN ONTOGENESIS

1.3. CAUSES AND SYMPTOMS OF GENERAL UNDEVELOPMENT OF SPEECH

1.4. FEATURES OF SPEECH GRAMMATIC STRUCTURE AND WORD CHANGING IN CHILDREN OF OLDER PRESCHOOL AGE WITH GENERAL SPEECH UNDEVELOPMENT LEVEL III25

2.1. PURPOSE AND OBJECTIVES OF THE RESEARCH

2.3. ORGANIZATION OF RESEARCH. CHARACTERISTICS OF SUBJECTS

CHAPTER 3

3.1. CHARACTERISTICS OF THE RESULTS OF THE STUDY OF THE EXPERIMENTAL GROUP

3.1. CHARACTERISTICS OF THE RESULTS OF THE STUDY OF THE CONTROL GROUP

3.3. COMPARATIVE ANALYSIS OF THE RESULTS OF THE STUDY OF WORD CHANGES IN OLDER PRESCHOOL CHILDREN WITH LEVEL III OHP AND PRESCHOOL CHILDREN WITHOUT SPEECH DISTURBANCES

4.1. BASIC PRINCIPLES OF SPEECH THERAPY ON THE FORMATION OF WORD CHANGES IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDEVELOPMENT.

4.2. DIRECTIONS OF SPEECH THERAPY IN CORRECTION OF DISTURBANCES IN CHILDREN WITH LEVEL III OHP

CONCLUSION

APPENDIX

INTRODUCTION

Relevance of the topic This study is determined by the fact that at the present time, when there is an increase in the requirements for primary education, a number of psychological and pedagogical problems related to the preparation of children for school are being updated. A child's success in school is largely determined by his readiness for schooling. For preschool children with speech disorders, the solution of these issues is of particular importance, as it is associated with the problem of early social adaptation of these children.

At the present stage, researchers note the rapid growth of speech pathology due to many harmful biological causes. A fairly common speech disorder among preschool children is general speech underdevelopment (OHP).

A number of fundamental and versatile studies have been devoted to the study of children with general underdevelopment of speech (I.T. Vlasenko, L.N. Efimenkova, I.M. Zhukova, G. Kashe, R.E. Levina, E.M. Mastyukova, N.V. (Novotortseva, T.B. Filicheva, G.V. Chirkina, etc.)

Speech is a complex and specially organized form of mental activity. Speech takes part in thought processes and is a regulator of human behavior. Mastering the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition: if a certain level of mastery of the native language is not achieved by the age of 5-6, then this path, as a rule, cannot be successfully completed at later age stages.

In children with general underdevelopment of speech, there is an insufficient formation of the speech functional system, the poverty of the dictionary, which is characterized by limited and inaccurate subject, verbal vocabulary, and a dictionary of features.

The limited vocabulary, the lack of formation of the grammatical system in children of older preschool age with OHP, are also manifested in the violation of word formation and inflection.

This topic relevant because the formation of inflection is a necessary condition for successful schooling. The level of formation of inflection and the grammatical structure of speech is the most important factor mastery of reading, writing, spelling.

The development and formation of inflection, clarification of the meaning of the word, the formation of lexical consistency is of great importance for the development of the child's cognitive activity.

Object of study - the process of inflection in children of senior preschool age.

Subject of study- features of inflection in children of senior preschool age with a general underdevelopment of speech of the III level.

The purpose of this study- revealing the features of inflection in children of senior preschool age with a general underdevelopment of speech of the III level.

Hypothesis This study consists in the assumption that since children with general underdevelopment of speech have an underdevelopment of the grammatical structure of speech, the state of the inflection function in these children will have a number of features.

In accordance with the purpose, hypothesis, subject and object of the study, the following tasks:

¾ Analyze and study pedagogical, speech therapy, psychological literature on the topic.

¾ To develop and theoretically substantiate the methodology of the ascertaining experiment, aimed at studying the features of inflection in children of senior preschool age with OHP level III and their peers without speech disorders.

¾ In the course of the study, identify and compare the features of inflection in children of senior preschool age with OHP level III and their peers without speech disorders.

Theoretical significance The research lies in the fact that it allows you to expand scientific understanding of the symptoms of general underdevelopment of speech, to deepen knowledge about the features of the development of the grammatical structure of speech, in particular about the features of inflection in this category of children.

Practical significance lies in the fact that it allows you to determine the principles, directions and system of correction of general underdevelopment of speech.

Research methods

The following methods were used during the research:

¾ theoretical analysis of speech therapy, psychological and pedagogical literature on the problem;

¾ empirical - observation, psychological and pedagogical experiment, psychodiagnostic (questionnaires, conversations), biographical (collection and analysis of anamnestic data, study of documentation);

¾ interpretive methods;

¾ quantitative and qualitative analysis of the research results.

Provisions for protection - The formation of the grammatical structure of speech and inflection in ontogenesis is closely related to the general speech development of the child. By the end of preschool age, as a result of the development and complication of the types of activities of the child and the forms of his communication with the people around him, there is significant progress in the practical mastery of the child's native language.

With general underdevelopment of speech (OHP), the formation of the grammatical structure of speech and inflection occurs with greater difficulties than mastering the active and passive vocabulary. This is due to the fact that grammatical meanings are always more abstract than lexical ones, and the grammatical system of a language is organized on the basis of a large number of language rules.

Violations of the grammatical structure of speech in OHP are due to the underdevelopment of morphological and syntactic generalizations in these children, the lack of formation of those language operations during which grammatical construction occurs, the choice of certain language units and elements from the paradigm fixed in the mind of the child and their combination into certain syntagmatic structures.

inflection underdevelopment speech preschool speech therapy

CHAPTER 1 1.1 Linguistic and psycholinguistic aspect of the study of inflection

Research L.S. Vygotsky, A.R. Luria and others show that the word does not only indicate a certain object, action, quality or attitude. The word calls to life, actualizes a whole complex of associations, behind each word there is necessarily a system of different connections: situational, conceptual, sound, etc. For example, the word "CAT" can cause connections by sound similarity ( cat - baby, lid, mug, window). In response to the same word, situational connections (cat - milk - mouse) and conceptual connections (cat - pet) can emerge.

The complex of associations that arise around one word is called the "semantic field". The presence of a "semantic field" allows a person to quickly select words in the process of communication. And if we have forgotten the word, then we are looking for it among the "semantic field". Words are normally grouped according to the type of oppositions (paradigms) and according to certain "semantic fields", that is, they are stored in the memory of the language in an orderly manner.

The "semantic field" consists of a core that surrounds the periphery - concerns. The core should be the most voluminous and only semantic. The "semantic field" is built on the basis of the analysis of the results of paradigmatic associates. In response to the stimulus word, children give out associates according to the type:

Rice. 1 - Associate types

All types of associates are divided into semantic and non-semantic. Non-sense associations include random and sound, and all the rest are semantic. Such a voluminous "semantic field" is formed gradually. First, children learn to model a small "field" associated with a certain situation, and then gradually expand it. As a result of such work, the child easily updates, recalls and memorizes up to 25-35 new words in one lesson. At the same time, there is a systematization of the meanings of the words of verbs, adjectives, adverbs, nouns of a more abstract meaning.

The existence of a "semantic field" shows that the selection of words in the process of utterance is a very complex process for a child. This is nothing more than "choosing the closest meaning of a word." This theoretical position is also confirmed by the fact that any word has a bunch of direct and figurative meanings. For example, the word "WING" can mean a bird's wing, an airplane's wing, a building's wing, and so on.

Thus, the process of perception and naming of a word by a child should be considered as a complex process of choosing the “closest meaning of the word”.

Psychological research shows that the word has an apparatus that creates the potential possibility of linking some words with other words. The connections that arise between words are commonly called word valences. The probability of evoking a word depends on the lexical connections that characterize the words.

Research by A.P. Klimenko, A.R. Luria, O.S. Vinogradova and others showed that words have a different number of potential connections (valences). In Russian, each word has a limited number of valences. The existence of valences and the organization of "semantic fields" of word meanings make it possible to "see" those psychological mechanisms that give impetus to the spontaneous (independent) development of speech in children with its underdevelopment, namely:

The word actualizes the chain of associations, which causes a multitude of new words;

Facilitates the search for words that are more accurate in meaning;

Teaches how to build phrases;

Generates a scheme of the whole statement;

Expands a simple sentence to a complex sentence, based on phrases.

All taken together is the basis for programming the scheme of the whole utterance.

When studying the characteristics of vocabulary in children with speech pathology, the psycholinguistic approach is promising and significant, as well as modern ideas about the development of vocabulary and various aspects of its study: about the structure of the meaning of a word and its development in ontogenesis, about semantic fields and features of their formation.

The word is the main element of language and speech and is considered from various perspectives: from the point of view of linguistic, psychological, psychophysiological, psycholinguistic. But with any approach, the importance of studying, first of all, the semantic side of the word is emphasized. The study of the meaning of a word is of great interest, since the meaning is a key moment in the process of verbal communication, perception and transmission of information, it is the basis of verbal thinking.

At present, in modern linguistics and psycholinguistics, the opinion on the multidimensionality of the systemic organization of vocabulary has been proved; the position of which, in the language system, is determined by a combination of factors. The lexical system of a language is a system of units of the same level, connected with each other by various relationships. The basis for combining words into different groups is the variety of criteria (based on the commonality of semantics, linguistic features).

The organization of the dictionary is based on semantic, derivational, grammatical connections, on the statistical and stylistic properties of words.

In the psycholinguistic aspect, the problem of the meaning of a word is covered in the works of L.S. Vygotsky, A.A. Leontiev, A.R. Luria, L.V. Sakharny and others. The semantics of a word determines its place in the lexical system of the language. The semantics of a word has a complex structure and has a number of important functions (L.S. Vygotsky, V.K. Gak, Yu.G. Karaulov, S.D. Katsnelson, A.P. Klimenko, N.G. Komlev, A.A. Leontiev, A.R. Luria, I.A. Sternin, N.V. Ufimtseva and others).

On the one hand, the word is the designation of a certain object, it correlates with a specific image of the object; on the other hand, the word generalizes the totality of objects.

1.2 Development of the grammatical structure of speech and inflection in ontogenesis

The development of the grammatical structure in ontogenesis is described in the works of many authors: A.N. Gvozdeva, T.N. Ushakova, A.M. Shakhnarovich.

The formation of the grammatical structure (inflection, syntactic structure of the sentence) is carried out only on the basis of a certain level of cognitive development of the child.

So, when forming inflection, the child, first of all, must be able to differentiate grammatical meanings: gender, number, case, etc., since before starting to use the language form, the child must understand what it means. When forming the grammatical structure of speech, the child needs to learn a complex system of grammatical patterns based on the analysis of the speech of others, the allocation of general grammar rules at a practical level, the generalization of these rules and fixing them in their own speech. The development of the morphological and syntactic systems of language in a child occurs in close interaction. The appearance of new grammatical forms of the word contributes to the complication of the sentence structure, and vice versa - the use of a certain sentence structure in oral speech simultaneously reinforces the grammatical forms of words.

In the works of A.N. Gvozdev, taking into account the close interaction of the morphological and syntactic systems of the language, three periods of the formation of the grammatical structure of speech are distinguished.

The first period is characterized by the use of sentences consisting of amorphous words-roots (from 1 year 3 months to 1 year 10 months), consists of 2 stages:

Stage 1 - a one-word sentence (from 1 year 3 months - up to 1 year 8 months)

Stage 2 - sentences from several words - roots (from 1 year 8 months - up to 1 year 10 months)

1st stage of the 1st period (Yy. 3 months - 1 year 8 months). At this short-term stage, the child uses the pouring of individual words as a sentence (single-word sentences). In the speech of the child, there are only a small number of words that he uses to express his desires, needs, impressions. At the same time, to clarify the meaning of his statement, the child often uses gestures and intonation. The first words that a child uses do not have a specific grammatical form, they are amorphous root words. In different sentences, they are used in the same sound design, without change.

The main part of the words are nouns denoting the names of persons, objects, onomatopoeia (boom, bi-bi, mu, meow), babble words (di, moko).

2nd stage of the 1st period. (1 year 8 months - 1 year 10 months) - the stage of sentences from several words-roots.

At this stage, the child combines in one statement, first 2, then 3 words, that is, a phrase appears in the child’s speech. There is no grammatical connection between the words. The child combines words in a statement, linking them only with intonation, the generality of the situation. In this case, words are used in sentences in the same amorphous, unchanging form. Nouns are used either in the nominative singular, or in a truncated, distorted, invariable form. Verbs are presented either in the indefinite form or in the form of the 2nd person singular imperative (dai, nisi, pat). An analysis of children's utterances at this stage shows that children catch from the speech of those around them only the general content, the general meaning of the word, expressed in its lexical basis. The formal-sign means of the language are not differentiated, they remain outside the sphere of its perception. Thus, when perceiving various forms of words (home, home, home, home, etc.), the child perceives the common part of these words (house).

When combining amorphous root words, the child still does not set and cannot solve the problem of choosing the desired grammatical form and uses the same form of the word in various phrases.

II period - the period of assimilation of the grammatical structure of the sentence (1 year 10 months - 3 years). This period consists of three stages:

1 stage of formation of the first forms of layers (I year 10 months -2 years 1 month);

Stage 2 of using the inflectional system of the language to express the syntactic relations of the elephant (2 years 1 month 2 years 6 months);

3 stage of assimilation of function words for expressing syntactic relations (2 years 6 months - 3 years).

The 1st stage of the II period is characterized by the appearance of the first forms of words. At this stage of the formation of the grammatical structure of speech, children begin to notice a different relationship between words in a sentence.

Unlike the previous stage, at which all words were used in the same, unchanging form, at this stage the child begins to use various forms of the same word in speech.

The first grammatical forms of nouns are the following: nominative singular and plural forms with the endings ы-, -и (phonetically always -i due to the softening of consonants), accusative forms with the ending -у (kisu, doll), sometimes genitive forms appear case with the ending s (no kitty), the ending -e to indicate a place (table instead of on the table), while the preposition is not used.

The first grammatical forms of verbs are: the imperative mood of the 2nd person singular (go, carry, give), formulas of the 3rd person singular of the present tense (without alternation in the stem) (sitting, sleeping g), reflexive and irrevocable verbs.

By the age of 2, adjectives appear, more often in the form of the nominative case, masculine or feminine, but without agreement with nouns.

Thus, in the child's speech, the first grammatical relations between words begin to be indicated: the agreement of nouns in the nominative case of the singular with the verb of the indicative mood (matik plays), some forms of verb control (dai kisu). However, in the speech of the child there are a large number of agrammatisms.

At this stage, there is an expansion of the sentence structure to 3-4 words (Tanya plays the cookie).

2nd stage of the II period - the stage of using the system of inflections to express word connections (from 2 years 1 month to 2 years 6 months).

Inflection in the Russian language is characterized by a wide variety of inflections, which are systematized during formation into various types of declensions of names and conjugations of verbs. Due to the complexity of the flexion system, the child cannot simultaneously learn all forms of inflection.

The sequence of mastering the grammatical forms of words by the child is determined by the semantic function and frequency of use in the speech of others.

The general tendency of children's speech is the initial assimilation of the most frequent inflections. For a certain time, children use only one, the most productive ending, which A. N. Gvozdev calls "dominant." Other variants of endings expressing the same grammatical meaning are absent in speech, are forced out, they are replaced by productive inflections.

So, the forms of genitive plural nouns have several endings: - oe, zero ending, -ey-, among which the ending -oe- is a productive inflection. In this regard, for a long time in the speech of children, replacements of unproductive inflections with the ending - oe (many spoons, knives) are observed. The more inflections are used in the language to express the same grammatical meaning, the more difficult it is to learn these forms.

A characteristic feature of children's speech at this stage is the desire to unify the basis of various forms of the word. Initially, there is an unambiguous connection of the root and inflection, which is expressed in the absence of alternation, fluency of vowels, suppletivism (hammer, left, people).

Thus, at the initial stage, the child learns the most general, most productive rules of formation, later masters particular rules, exceptions to the general rule (the norm of the language), and differentiation occurs within the language system.

At this stage, there are still many grammatical inaccuracies in children's speech. Some inflections are replaced by others, but within the same grammatical meaning.

Among the grammatical forms of nouns, non-prepositional forms of indirect cases are intensified: accusative, genitive, instrumental.

In the speech of children, differentiation of the singular and plural forms of verbs of the indicative mood is observed, the change is assimilated, but for persons (except for the 2nd person plural), the forms of the present and past tense are distinguished, but in the past tense the forms of masculine, feminine and neuter are still mixed.

The inflection of adjectives has not yet been mastered; in the speech of children, both correct and incorrect agreement of the adjective with the noun is observed. In the plural, adjectives are used correctly only in the nominative case. In some cases, adjectives are used after nouns. Personal pronouns are already learned. In the oral speech of children at this stage, some semantically simple prepositions appear: in, on, y, s, but their use does not always correspond to the language norm, there are replacements of prepositions, a mixture of endings.

There is an expansion and complication of the sentence structure up to 5-8 words, complex sentences appear, first non-union, then compound sentences with conjunctions.

3rd stage of the II period - the stage of assimilation of functional words for expressing syntactic relations (from 2 years 6 months to 3 years). A characteristic feature of normal speech development is that the assimilation of prepositions occurs only after the assimilation of the main most functional grammatical elements of the language - inflections.

At the initial stages of speech development, there are no prepositions in children's speech (on the table - table). But this period is not long. Having learned to isolate and use inflection, the child then introduces into this construction the missing third element - a preposition, expressing the lexico-grammatical meaning with the help of a preposition and inflection.

At this stage, the child correctly uses simple prepositions and many conjunctions, but when using more complex prepositions (because of, from under), agrammatisms are observed.

The assimilation of more specific rules of inflection continues, including the differentiation of the morphological system of declension of nouns (the assimilation of plural endings: -ov, -ami, -ah, case endings of the nominative plural: -a, -ia (horns, chairs).

At this stage, the agreement of adjectives with nouns in indirect cases is fixed.

In the speech of children at this stage, there is a further development of complex and complex sentences, many functional words are assimilated.

Thus, many grammatical forms are basically assimilated. However, the morphological system of the language has not yet been fully assimilated.

III period - the period of further assimilation of the morphological system (from 3 to 7 years).

During this period, the child systematizes grammatical forms according to the types of declension and conjugation, learns many single forms, exceptions. During this period, the free use of morphological elements (word-creation) is significantly reduced, since the child masters not only general rules grammar, but also more particular rules, a system of "filters" imposed on the use of general rules.

In the speech of children under 4 years of age, sometimes there are still cases of fixed stress during inflection (on a horse), a tendency to unify the stem (peni, levy). After 4 years, this kind of occasionalisms disappear from children's speech, only violations of alternation in the stems of the verb (I'll pay) remain. The agreement of an adjective with a noun in indirect cases, verb control is assimilated.

Thus, by school age, the child masters basically the entire complex system of practical grammar. This level of practical knowledge of the language is very high, which allows the child at school age to move on to understanding grammatical patterns when learning the Russian language.

1.3 Causes and symptoms of general underdevelopment of speech

In speech therapy as a pedagogical science, the concept of "general underdevelopment of speech" is used in such a form of speech pathology in children with normal hearing and intact intelligence, when the formation of all components of the speech system is disturbed.

For the first time, a theoretical justification for the general underdevelopment of speech was formulated as a result of multidimensional studies of various forms of speech pathology in children of preschool and school age, conducted by R. E. Levina and a team of researchers from the Research Institute of Defectology (T. A. Kashe, L. F. Spirova) in 50-60s XX century. Deviations in the formation of speech began to be considered as developmental disorders proceeding according to the laws of the hierarchical structure of higher mental functions. From the position systems approach the question of the structure of various forms of speech pathology depending on the state of the components of the speech system was resolved.

Special studies of children with OHP have shown a clinical variety of manifestations of general underdevelopment of speech. Schematically, they can be divided into three main groups.

In children of the first group, there are signs of only a general underdevelopment of speech, without other pronounced disorders of neuropsychic activity. This is not a complicated variant of the general underdevelopment of speech. These children do not have local lesions of the central nervous system.

The absence of paresis and paralysis, pronounced subcortical and cerebellar disorders indicates the preservation of their primary (nuclear) zones of the motor speech analyzer. The distinguished minor neurological dysfunctions are mainly limited to disturbances in the regulation of muscle tone, insufficiency of fine differentiated movements of the fingers, unformed kinesthetic and dynamic praxis. It is predominantly a dysontogenetic variant of OHP.

Despite the absence of pronounced neuropsychiatric disorders in preschool age, children in this group need long-term speech therapy correctional work, and in the future - in special learning conditions.

In children of the second group, general underdevelopment of speech is combined with a number of neurological and psychopathological syndromes. This is a complicated variant of ONR of cerebro-organic genesis, in which there is a dysontogenetic encephalopathic symptom complex of disorders.

Clinical and psychological-pedagogical examination of children of the second group reveals the presence of characteristic disorders of cognitive activity in them, caused both by the speech defect itself and by low working capacity.

The children of the third group have the most persistent and specific speech underdevelopment, which is clinically referred to as motor alalia. These children have lesions (or underdevelopment) of the cortical speech areas of the brain and, first of all, Broca's area. The characteristic signs of motor alalia are the following: pronounced underdevelopment of all aspects of speech - phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of oral and written speech.

A detailed study of children with OHP revealed the extreme heterogeneity of the described group in terms of the degree of manifestation of a speech defect, which allowed R. E. Levina to determine three levels of speech development of these children: from the complete absence of speech means of communication to detailed forms related speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

The approach put forward by R. E. Levina made it possible to move away from describing only individual manifestations of speech insufficiency and to present a picture of the abnormal development of the child in a number of parameters that reflect the state of language means and communication processes. On the basis of a step-by-step structural-dynamic study of abnormal speech development, specific patterns are also revealed that determine the transition from a low level of development to a higher level.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components that depend on it. The transition from one level to another is determined by the emergence of new language capabilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

Three levels of speech development are distinguished, reflecting the typical state of language components in preschool and school-age children with general underdevelopment of speech.

The first level of speech development . Speech means of communication are extremely limited. The active vocabulary of children consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, intonation and gestures, denoting the difference in meanings. Babbling formations, depending on the situation, can be regarded as one-word sentences.

There is almost no differentiated designation of objects and actions. The names of actions are replaced by the names of objects (to open - "tree" (door), and vice versa - the names of objects are replaced by the names of actions (bed - "pat"). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words devoid of inflections. The "phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. Each used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation.

There is no or only in its infancy understanding of the meanings of the grammatical changes of the word. If situationally orienting signs are excluded, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. In the perception of addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty.

The task of isolating individual sounds for a child with babble is motivationally and cognitively incomprehensible and impossible.

A distinctive feature of the speech development of this level is the limited ability to perceive and reproduce the syllabic structure of the word.

The second level of speech development . The transition to it is characterized by increased speech activity of the child. Communication is carried out through the use of a constant, though still distorted and limited, stock of common words.

The names of objects, actions, and individual signs are designated differently. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings. Children can answer questions about the picture related to the family, familiar events of the surrounding life.

Speech deficiency is clearly manifested in all components. Children use only simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their cubs, clothes, furniture, and professions is revealed.

Gross errors in the use of grammatical constructions are noted.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“the book goes that” - the book lies on the table); it is also possible to replace the preposition (“it dies on the distance” - the mushroom grows under a tree). Unions and particles are rarely used.

The understanding of reversed speech at the second level develops significantly due to the distinction of some grammatical forms (unlike the first level), children can focus on morphological elements that acquire semantic difference for them.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns is more related to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures.

In children, the insufficiency of phonemic perception is revealed, their unpreparedness for mastering sound analysis and synthesis.

The third level of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonoras), when one sound simultaneously replaces two or more sounds of a given or close phonetic group.

Correctly repeating three or four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (Children made a snowman - “Children hoarse Novik”). Many errors are observed in the transmission of the sound-filling of words: permutations and replacements of sounds and syllables, reductions in the confluence of consonants in a word.

Against the background of relatively extended speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions.

In free statements, simple common sentences predominate, complex constructions are almost never used.

Agrammatisms are noted: errors in agreeing numerals with nouns, adjectives with a noun in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships.

The described gaps in the development of phonetics, vocabulary and grammatical structure in school-age children manifest themselves more clearly when studying at school, creating great difficulties in mastering writing, reading and educational material.

Analysis of the data of speech therapy practice, pedagogical experience in studying children with general underdevelopment of speech has established that the variability of manifestations of general underdevelopment of speech is not limited to three levels of speech development. As a result of a long-term comprehensive psychological and pedagogical study of children with general speech underdevelopment, T. B. Filicheva revealed another category of children with general speech underdevelopment, “whose signs of speech underdevelopment are erased” and are not always correctly diagnosed as systemic and persistent speech underdevelopment. And this group of children can be defined as the fourth level of general underdevelopment of speech.

It is characterized by a slight violation in the formation of all components of the language system, which is revealed in the process of in-depth speech therapy examination when children perform specially selected tasks. The general speech underdevelopment of the fourth level is defined by the author as a kind of erased or mild form of speech pathology, in which children have implicitly expressed, but persistent violations in mastering the language mechanisms of word formation, inflection, in the use of words of complex structure, some grammatical structures, and an insufficient level of differentiated perception of phonemes. .

Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children.

There is a lack of stability of attention, limited possibilities of its distribution. With a relatively intact semantic logical memory in children, verbal memory is reduced, memorization productivity suffers. They forget complex instructions, elements, and sequences of tasks.

Relationship between speech disorders and other parties mental development causes specific features of thinking. Possessing, on the whole, full-fledged prerequisites for mastering mental operations, accessible to their age, children lag behind in the development of verbal-logical thinking, without special training they hardly master analysis and synthesis, comparison and generalization.

Along with general somatic weakness, they are also characterized by a certain lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing dosed movements, a decrease in speed and in dexterity. The greatest difficulties are revealed when performing movements according to verbal instructions.

There is insufficient coordination of fingers, hands, underdevelopment of fine motor skills. Slowness is detected, stuck in one position.

Thus, it can be noted that for the general underdevelopment of speech characteristic features are: its late appearance, meager vocabulary, agrammatisms, defects in pronunciation and phoneme formation. Insufficient speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children.

Thus, understanding the structure of general underdevelopment of speech, the reasons underlying it, understanding the ratio of primary and secondary disorders is necessary when sending children to special institutions, choosing adequate corrective measures.

1.4 Features of the grammatical structure of speech and inflection in children of senior preschool age with general underdevelopment of speech of level III

With OHP, the formation of a grammatical structure occurs with greater difficulties than mastering a dictionary: the meanings of grammatical forms are more abstract, the rules for grammatical change of words are diverse.

Mastering the grammatical forms of inflection, methods of word formation, various types sentences occur in children with OHP in the same sequence as in normal speech development; the insufficiency of the grammatical structure is manifested in a slower pace of assimilation of the laws of grammar, in the disharmony of the development of the morphological and syntactic systems of the language.

One of the pronounced features of the speech of children with OHP is the discrepancy in the volume of the passive and active vocabulary: children understand the meanings of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult.

The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of berries, flowers, wild animals, birds, tools, professions, parts of the body and face. The verb dictionary is dominated by words denoting daily household activities. It is difficult to assimilate words that have a generalized meaning, and words denoting the assessment, state, quality and attribute of the subject. Words are both understood and used inaccurately, their meaning is unduly expanded, or, on the contrary, it is understood too narrowly. There is a delay in the formation of semantic fields.

Violation of the formation of grammatical operations leads to a large number morphological agrammatisms in the speech of children with ONR. The main mechanism of morphological agrammatisms lies in the difficulties of isolating a morpheme, correlating the meaning of a morpheme with its sound image.

In the works of N.S. Zhukova, L.F. Spirova, T.B. Filicheva, S. N. Shakhovskaya, the following violations of the morphological system of the language in children with ONR were identified.

1) incorrect use of generic, numerical, case endings of nouns, pronouns, adjectives (digs a shovel, red balls, many spoons);

2) incorrect use of case and generic endings of cardinal numbers (two buttons are missing);

3) incorrect agreement of verbs with nouns and pronouns (children draw, they fell).

4) incorrect use of generic and numerical endings of verbs in the past tense (the tree has fallen);

5) incorrect use of prepositional case constructions (under the table, at home, from a glass).

At the same time, both general and specific agrammatisms (occasional forms) are revealed in children. General occasionalisms are characteristic of both normal and impaired speech development.

The main trend that manifests itself in inflection is the unification of the basis and paradigm of inflection.

We can distinguish the following types of occasionalisms in shaping.

Unification of the place of the stressed syllable, i.e., fixing the stress on a certain syllable in a word. So, in various forms of nouns, the stress of the original word is preserved (there is no table, there are many trains).

Elimination of fluency of vowels, i.e., alternation of a vowel with zero sound (lefts, pennies, hammers, dogs, pieces, many sisters).

Ignoring alternations of final consonants (uhi, teket, beget, neighbors).

Elimination of the build-up or change of suffixes (friend - others, com - coma, chair - chairs, kitten - kittens, miracle - chula, tree - trees).

The absence of suppletivism in shaping (a person - people, a child - children, a horse - horses).

At the same time, the choice of occasional inflection comes from the paradigm of forms of the same grammatical meaning; "Misselection of a functional element always occurs within the required functional class or subcategory".

There is a lag in the use of words-signs of objects denoting shape, color, material. Often there are substitutions for the names of words, due to the generality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:

Changes of case endings ("rolled-gokam" - rides on a hill);

Errors in the use of forms of number and gender of verbs ("Kolya pi-tyalya" - Kolya wrote);

When changing nouns by numbers ("da pamidka" - two pyramids, "two kafi" - two cabinets);

Lack of agreement of adjectives with nouns, numerals with nouns ("asin adas" - a red pencil, "asin eta" - a red ribbon, "asin aso" - a red wheel, "pat kuka" - five dolls, "tinya pato" - a blue coat, "tinya cube" - a blue cube, "tinya cat" - a blue jacket).

Children make many mistakes when using prepositional constructions: prepositions are often omitted altogether, while the noun is used in its original form (“Kadas ledit aepka” - The pencil is in the box), prepositions can also be replaced (“Tetatka is down and melting” - The notebook fell off the table ).

Unions and particles are rarely used in speech.

In the process of inflection in children with OHP, the processes of “generalization” do not function enough, i.e., the identification of the rules and patterns of the morphological system of the language and their generalization in the process of generating speech. For the processes of formation of preschoolers with OHP, linguistic asymmetry is characteristic, that is, a deviation from regularity in the structure and functioning of linguistic signs.

Preschoolers with OHP have a large number of mixtures of morphemes, that is, morphemic paraphasias, not only semantically close, but also semantically distant, not included in the paradigm of morphemes of the same meaning.

Among the forms of inflection in preschool children with OHP 6 years of age, the greatest difficulties are caused by prepositional case constructions of nouns, case endings of plural nouns, changing past tense verbs by gender (especially agreement in the neuter gender), agreement of an adjective with a noun in gender, number and case .

A specific feature of the speech of children with OHP is a great dependence on lexical semantics, the degree of familiarity of the word, on the sound-syllabic structure of the word, and on the type of sentence.

Conclusion on the first chapter

The formation of the grammatical structure of speech and inflection in ontogenesis is closely related to the general speech development of the child. By the end of preschool age, as a result of the development and complication of the types of activities of the child and the forms of his communication with the people around him, there is significant progress in the practical mastery of the child's native language.

Grammatical forms of inflection, word formation, types of sentences appear in children with OHP, as a rule, in the same sequence as in normal speech development. Peculiar mastery grammatical structure speech by children with OHP is manifested in a slower rate of assimilation, in the disharmony of the development of the morphological and syntactic systems of the language, semantic and formal language components, in the distortion of the overall picture of speech development.

Thus, preschoolers with OHP have word formation disorders.

It's related:

With difficulty isolating essential features words;

With underdevelopment of mental operations of comparison and generalization;

With insufficient word search activity;

With the unformed semantic fields within the lexical system of the language;

With the instability of connections within the lexical system of the language;

With a limited vocabulary, which makes it difficult to choose the right word.

CHAPTER 2. PURPOSE, OBJECTIVES, CONTENT AND ORGANIZATION OF THE RESEARCH. CHARACTERISTICS OF SUBJECTS

2.1 Purpose and objectives of the study

aim This study is the optimal selection of methods to determine the features of word formation in older preschoolers with general speech underdevelopment of level III.

Based on the goal, we have identified the following tasks:

To select methods for identifying the features of word formation in older preschoolers with general underdevelopment of speech of the III level and their peers without speech impairment.

To conduct a study of the features of word formation in older preschoolers with a general underdevelopment of speech of the III level and their peers with a normative variant of speech development using selected methods.

Analyze and compare the results obtained during the study by conducting a qualitative and quantitative analysis of the study results.

2.2. The content of the methodology of the ascertaining experiment

For the study, modified methods of R.I. Lalaeva, G.V. Chirkina.

Diagnosis of the formation of the inflection system [ 20 ] .

Exercise 1.

Target- diagnostics of the formation of the ability to change nouns by cases.

speech material

The horse eats a piece (sugar).

The children were given jam from (strawberries).

There are many (horses) in the meadow.

There are many in the city (tram).

The guys made a gift (teacher).

Instruction: " Listen carefully! I will read an unfinished sentence, and you choose a picture that will help you find a word and change it so that the sentence sounds right.

Grade :

2- a large number of errors;

1 - did not cope with the task.

Task 2.

Target diagnostics of the formation of the ability to agree on adjectives with nouns in gender and number.

Speech material: Wing (black), gloves (black), switch (black), handle (black).

Instruction:"Be careful! I will give you the words, and you change the second word so that it answers the questions: Which one? Which? Which? Which? and fit the first word.

Grade:

5 - correct performance of tasks;

2- a large number of errors;

1 - did not cope with the task.

Task 3.

Target diagnostics of the formation of the ability to form nouns of the genitive case of the singular and plural.

Speech material:

Butterfly, Dress, Squirrel, Orange, Finger, Face,

Instruction:"Be careful! I will tell you the words, and you change the word so that you can say about it: There is no one? There is nothing?

For example, Butterfly - no one? Butterflies.

Grade:

5 - correct performance of tasks;

4-1-2 self-correcting errors;

3- minor errors with correction with the help of a speech therapist;

2- a large number of errors;

1 - did not cope with the task.

Task 4.

Target diagnostics of the formation of the ability to change verbs by numbers.

Speech material:

The apple is ripe. Apples

The lily of the valley smells. lilies of the valley

The cow is mooing. cows

The horse is jumping. Horses

Instruction:"Be careful! I will give you a word, and you change it so that there are many objects that it denotes. For example, an apple is ripening. The apples are ripe."

Grade:

5 - correct performance of tasks;

4-1-2 self-correcting errors;

3- minor errors with correction with the help of a speech therapist;

2- a large number of errors;

1 - did not cope with the task.

Task 5.

Target diagnostics of the formation of the ability to agree on past tense verbs with nouns in gender and number.

Speech material:

(Sleep) cat... (Make noise) sea

kittens .... streams ....

Instruction: Be careful! I will give you the words, and you change them so that they fit the word sleep (make noise) and indicate that it has already passed. For example, the cat was sleeping. The sea was noisy.

Grade:

5 - correct performance of tasks;

4-1-2 self-correcting errors;

3- minor errors with correction with the help of a speech therapist;

2-a large number of errors;

1 - did not cope with the task.

Task 6.

Target diagnostics of the formation of the ability to agree on verbs with personal pronouns.

speech material

WorkI You He

Instruction: « Be careful! Change the words go, read, work, so that it would be correct. For example, I go, you go, he goes.

Grade:

5 - correct performance of tasks;

4- 1-2 errors with self-correction;

3 - minor errors with correction with the help of a speech therapist;

2- a large number of errors;

1 - did not cope with the task.

Task 7.

The study of the ability to coordinate nouns with numerals "two" and "five".

Material: pictures showing: bear, two bears, five bears, frog, two frogs, five frogs, tree, 2 trees, 5 trees, ball, 2 balls, 5 balls.

Instruction: carefully examine the pictures, say what is drawn on them and in what quantity.

Outcome evaluations :

5 points for completing the task without difficulty or error.

4 point - correction of individual errors independently or after the comments of the experimenter.

3 points - significant difficulties and numerous errors in inflection, the help of the experimenter helps to complete the task to the end.

2 points - violation of mastering the skill of inflection in most cases.

1 point - correct answers only in some cases, the help of the experimenter is ineffective.

2.3 Organization of the study. Characteristics of the subjects

Research Base: The study was conducted in the State preschool educational institution "Kindergarten No. 5 of the combined type" of the Kalininsky district of St. Petersburg, preschoolers 6-6.5 years old took part in the study. The experimental group included 12 children diagnosed with OHP level III, the control group included 12 children without speech pathologies, aged 6-6.5 years.

The ascertaining research was carried out in three stages.

On the first stage children were selected into the experimental and control groups. The anamnesis, history of development of children of both groups, psychological and pedagogical characteristics were studied. The results of a speech therapy examination of children from the experimental group were analyzed. Consultations were held with the doctor, teachers and speech therapist of the preschool educational institution in order to clarify the clinical, psychological and pedagogical characteristics of the children, as well as to clarify the speech status of the children who made up the experimental group.

On the second stage carried out pilot study according to the developed methodology. The examination of each child was carried out individually in the course of seven specially organized sessions, lasting thirty minutes each. The results of the survey were recorded in individual protocols, which were later subjected to qualitative and quantitative processing and interpretation.

On the third stage During the ascertaining study, a qualitative analysis of the experimental data was carried out, after which the results of the study were summarized and conclusions were formulated on their basis.

A sample of children is presented in Appendix 1.

Experimental group For most children, life experience and ideas about the world around them are poor and limited. As a result, their communication with peers and adults is limited, which ultimately leads to an insufficient understanding of the meaning and meaning of words.

Children are characterized by such deviations in personality development as violations of the emotional-volitional sphere, manifested in increased sensitivity, excitability, motor disinhibition, infantilism, and weak arbitrariness of behavior. During classes, the main part of the children experience increased fatigue, exhaustion, poor performance.

Attention is drawn to the insufficient cognitive activity of preschoolers. The questions with which they turn to an adult most often relate only to the external, unimportant aspects of objects.

There is a violation of the process of orientation activity, which entails an insufficiently active search for solutions: they are usually satisfied with the first option that comes to mind and do not seek to find a more adequate one.

We can also note increased anxiety, situationalness, weakness of self-regulation and purposefulness of behavior. There is also a weak concentration of attention, impulsiveness, exhaustion of nervous processes.

Control group. Mental and psychophysiological indicators of these children are normal.

Clinical characteristics of children showed that:

According to the medical records, the children of the two groups do not have visual or auditory impairments. One child from the experimental group is registered with a neurologist, two children from the same group are registered with a dermatologist.

Children from the control group have I health group, physical development corresponds to 1.

50% of children from the experimental group have the I group of health and 50% of the children have the II group.

The collection of anamnestic data showed that in children with ONR in 67% of cases, there are violations of the normal course of pregnancy, there are such deviations as: severe toxicosis of pregnancy, infections, in 73% of cases the pathology of childbirth was recorded. Previously, psychomotor and speech development proceeded with a delay. The development of children in the control group corresponded to age characteristics.

The main characteristics of deviations of various periods of development in children of the control and experimental groups are shown in Table 2.

table 2

The nature of deviations of various periods of development in children of the control and experimental groups

Anamnestic data	experimental group of 12 children	Control group
1. Speech disorders in parents.	-	-
2. The nature of the course of pregnancy
a) toxicosis (1st, 2nd half of pregnancy)	3- toxicosis of the first floor. pregnancy 4 - without toxicosis 5- toxicosis of the second half of pregnancy	7 - without toxicosis 5 - toxicosis in the first half of pregnancy
b) Chronic diseases of the mother: Infectious diseases	deny	deny
The use of medications	6 antipyretics, antibiotics
- nicotine use, smoking	deny	deny
- mental and physical trauma of the mother	-
3. The nature of the course of childbirth	Urgent, without features - 4 5 - emergency caesarean section. 3-early, protracted, dehydrated	11-normal, no features 1 - emergency caesarean section.
- stimulation	0	0
The child screamed	7 - (not immediately, the presence of mild asphyxia)	2- (not immediately, the presence of mild asphyxia)
- trauma during childbirth	0	0
4. Early postnatal development	8 children were breastfed, 8 had psychomotor retardation.	Breastfeeding of all children was carried out, the life rhythm was without features, early psychomotor development was normal.
- past illnesses	SARS, rubella, chicken pox. 2 - allergy	Rare SARS, rubella, chickenpox after a year
5. Early development	Delay early development observed in 10 children.	Early development proceeded without features.

Thus, we determined the presence of natal and postnatal pathology in most children of the experimental group, which reveals a predisposition to speech pathology.

CHAPTER 3 3.1 Characteristics of the results of the study of the experimental group

The results of the study of the experimental group are reflected in table 1 and diagram 1.

Table 1

Analysis of the results of the study of the features of inflection in children of senior preschool age with OHP level III

№	Name								total
№	Name	1	2	3	4	5	6	7
	Sveta Ch.	1	2	1	3	1	2	2	1,7
2	Ksyusha K.	2	3	1	4	1	2	3	2,3
3	Vika T.	2	2	1	2	3	3	2	2,1
4	Christina R	1	2	1	3	1	2	3	1,9
5	Valya L.	2	2	2	1	2	3	3	2,1
6	Luda R.	1	2	1	3	1	2	2	1,7
7	Misha P.	3	3	3	3	2	2	3	2,7
8	Igor S.	2	3	1	4	1	2	2	2,1
9	Kostya S.	2	2	1	2	3	3	3	2,3
10	Ksyusha V.	2	3	1	4	1	2	2	2,1
11	Natasha K.	1	2	1	3	1	2	2	1,7
12	Olya M.	1	2	1	3	1	2	2	1,7
Mean		1,8	2,4	1,3	2,9	1,6	2,3	2,4	2,0

Note:

Graphically, the results of the study are presented in Diagram 1.

Diagram 1

Analysis of the results of the study of the features of inflection in children of senior school age with OHP level III

Note:

1. case changes of nouns.

2. agreement of adjectives with nouns in gender and number.

3. the ability to form nouns in the genitive case of the singular and plural.

4. ability to change verbs by numbers.

5. ability to agree past tense verbs with nouns in gender and number.

6. ability to agree verbs with personal pronouns.

7. ability to coordinate nouns with numerals "two" and "five".

So, based on the data noted in table 1 and diagram 1, we can talk about the following facts:

In the experimental group, violations of inflection were revealed, expressed in the wrong change of nouns in cases - three children did not cope with the task, 8 children made a large number of mistakes, one subject made minor mistakes on the second attempt.

In the children of the experimental group, problems were caused by tasks for matching adjectives with nouns in gender and number. Although all the children coped with the task, 8 people made a large number of mistakes, four children made minor mistakes after the second attempt.

8 children from the experimental group did not cope with the task of forming genitive singular and plural nouns, only two children coped with the task with multiple errors and two children made minor mistakes with correction with the help of a speech therapist.

When performing tasks for changing verbs by numbers, the children showed the highest results, although they made minor mistakes with correction with the help of a speech therapist.

In tasks for agreeing past tense verbs with nouns in gender and number, 6 people did not cope at all, and 6 showed the result with many errors, when agreeing verbs with personal pronouns, the results were higher, but despite the fact that all the children coped with the task, they made a lot of mistakes.

So, Misha P. said: "The children were given strawberry jam"; Igor S.: "Black gloves", Sveta Ch.: "Butterfly, butterfly, butterflies", Kostya S.: "Horses are galloping", Vika T.: "Dress, dresses, dresses".

Analysis of the results of the study revealed an incorrect agreement of numerals with nouns in almost all subjects of the experimental group, so when performing this task, 5 people experienced significant difficulties and made numerous mistakes in inflection, they were able to complete the task to the end only with the help of the experimenter, while 7 people, with performing this task, there are violations of mastering the skill of inflection in most cases.

3.1 Characteristics of the results of the study of the control group

The results of the study of the control group are reflected in table 2 and diagram 2.

table 2

Analysis of the results of the study of the features of inflection in children of senior preschool age with normal speech development

№	Name	Method for diagnosing the formation of the inflection system							Outcome
№	Name	1	2	3	4	5	6	7
	Masha S.	4	4	5	4	5	3	4	4,1
2	Sasha K.	5	4	3	4	5	4	4	4,1
3	Vanya T.	4	5	5	4	4	5	4	4,4
4	Cyril M.	4	4	4	4	5	4	4	4,1
5	Ksyusha V.	4	4	4	4	3	4	4	3,9
6	Lera R.	4	5	5	5	5	5	4	4,7
7	Masha R.	4	4	5	4	5	3	4	4,1
8	Victor M.	3	3	2	4	4	4	4	3,4
9	Katya P.	5	4	3	4	5	4	4	4,1
10	Misha K.	4	5	5	4	4	5	4	4,4
11	Nastya A.	5	4	3	4	5	4	4	4,1
12	Philip T.	4	4	4	4	3	4	4	3,9
Mean		4,1	4,2	4,1	4,1	4,5	4,2	4,0	4,1

Note:

1. case changes of nouns.

2. agreement of adjectives with nouns in gender and number.

3. the ability to form nouns in the genitive case of the singular and plural.

4. ability to change verbs by numbers.

5. ability to agree past tense verbs with nouns in gender and number.

6. ability to agree verbs with personal pronouns.

7. ability to coordinate nouns with numerals "two" and "five".

Diagram 3

Analysis of the results of the study of the features of inflection in children of senior school age with normal speech development

Note:

1. case changes of nouns.

2. agreement of adjectives with nouns in gender and number.

3. the ability to form nouns in the genitive case of the singular and plural.

4. ability to change verbs by numbers.

5. ability to agree past tense verbs with nouns in gender and number.

6. ability to agree verbs with personal pronouns.

7. ability to coordinate nouns with numerals "two" and "five".

Children of the control group showed high results in all the proposed tasks. The study showed that in children without speech pathology, the formation of the inflection system is at a high level, which corresponds to the age category. The research materials show that almost all children in the control group have a high level of formation of the grammatical means of the language (90%), and only 10% have an average level. A low level in this group of children was not noted.

Almost all children in the control group completed the tasks with pleasure, did not experience great difficulties, sometimes the children needed an additional explanation of the instructions.

The study confirmed the presence of inflectional features in children with OHP level III, for their detailed identification, a comparative analysis of the study results was carried out.

3.3 Comparative analysis of the results of the study of inflection in older preschool children with OHP level III and preschoolers without speech disorders

In preschoolers with OHP level III, low-productive, unstable attention, poor ability to concentrate, distribute attention, and rapid exhaustion of attention were noted.

An experimental study conducted with children with OHP level III and children without speech disorders revealed specific features of the violation of the grammatical structure of children's speech. There is a lack of formation in the children of the experimental group of some complex grammatical forms.

A comparative comprehensive study revealed a lower level of formation and qualitative originality of the processes of inflection in children with OHP level III in comparison with children in the control group.

Graphically, the results of this study are presented in Diagram 3.

Diagram 3

Analysis of the results of the study of the characteristics of inflection in children of the control and experimental groups

Note:

1. case changes of nouns.

2. agreement of adjectives with nouns in gender and number.

3. the ability to form nouns in the genitive case of the singular and plural.

4. ability to change verbs by numbers.

5. ability to agree past tense verbs with nouns in gender and number.

6. ability to agree verbs with personal pronouns.

7. ability to coordinate nouns with numerals "two" and "five".

A comparative analysis of the results of the experiment made it possible to identify three levels of formation of the inflection system in the subjects.

The low level of formation corresponds to the results from 0 to 2.1 points, the average level corresponds to the results from 2.1 to 3.6 points, the high level of formation of the inflection system corresponds to 3.6 to 5 points.

Among the children of the control group, there is mainly a high level (8 people), four children showed an average level, and a low level was not detected.

Among the subjects of the experimental group, a low level of the state of inflection was mainly revealed (8 children). Four children showed an average level, a high level of inflection development in the experimental group was not revealed.

The results of the study by levels are shown in Diagram 4.

Diagram 4

The results of the study of the control and experimental groups by levels

Thus, in children with OHP, there is mainly a low level of formation of the inflection system, since according to the results of the study, the average score for these values is 2.05 and 2.1 points, respectively.

The indicators of the children of the control group are much higher than the children of the experimental group, a high level of formation of the inflection system prevails. In this group of children, the result is mainly determined by the results of the study, which is 4.17 and 4.18 points, respectively.

Analysis of the results of the study made it possible to identify the most common mistakes:

Children with OHP level III experienced great difficulty in changing nouns in cases, often not noticing their mistake even when a speech therapist pointed it out, they said: The horse eats a lump of sugar. The children were given strawberry jam. This task did not cause difficulties for preschoolers without speech disorders, in general, children in the control group coped with the task at a high level, the average result for the group was 4.1 points, in the experimental group the result is much lower than 1.8 points. Preschoolers in the control group, even if they uttered words and phrases with errors, they immediately corrected themselves when they heard that they did not pronounce correctly, and children in the experimental group could hardly correct themselves even after the help of a speech therapist.

Wrong accents in a word

The difficulties of developing inflectional skills in preschoolers must be taken into account in correctional and pedagogical activities to overcome the general underdevelopment of speech.

Revealing the nature of the formation of inflection processes in preschoolers with general underdevelopment of speech is necessary to develop a theoretical justification for the inclusion of new sections in speech therapy work aimed at developing conscious skills and abilities to use new words.

Mastering the laws of inflection at a practical level, the ability to isolate, differentiate and synthesize morphemes, determine their common meanings are the necessary conditions replenishment of the vocabulary at the expense of derivative words, mastering the grammatical system of the language, creating the prerequisites for spelling-correct writing, the most important principle is morphological.

The data of psychological and pedagogical diagnostics of children with OHP level III allow the speech therapist to determine the most adequate system for organizing children in the learning process, to find the most appropriate individual methods and correction techniques for each.

CHAPTER 4 4.1 Basic principles of speech therapy work on the formation of inflection in preschool children with general underdevelopment of speech

When developing the basic principles for correcting impaired word formation in preschoolers with OHP level III, we proceeded from the results of the study, as well as the generalization of many years of experience of researchers in this field.

The formation of inflection in preschoolers with OHP is carried out by using a phased system of speech formation. The following principles are put in the basis of the correctional system of education and upbringing of children with OHP of the III level (Levina R. E.):

Early impact on speech activity in order to prevent secondary deviations;

Development of speech and reliance on ontogenesis (taking into account the patterns of development of children's speech in the norm). At the same time, it is supposed to analyze the objective and subjective conditions for the formation of the child's speech function, identify the leading speech defect and the deficiencies of mental development caused by it;

A differentiated approach in speech therapy work for children with ONR, who have a different structure of speech impairment;

Connections of speech with other aspects of mental development, which reveal the dependence of the formation of individual components of speech on the state of other psychological processes.

The identification of these connections underlies the impact on those psychological characteristics of children with OHP, which directly or indirectly prevent the effective correction of their speech activity. It is very important that the process of normalizing the speech of children is carried out taking into account general didactic principles that reflect the patterns of mastering language and speech.

The most important of them are:

1. The principle of the relationship of sensory, mental and speech development of children. It involves the assimilation of speech material not through simple reproduction, but on the basis of solving mental problems.

2. The principle of a communicative-active approach to the development of speech.

3. The principle of formation of elementary awareness of the phenomena of language (F. A. Sokhin, A. A. Leontiev). At the same time, it is emphasized that awareness is an indicator of the degree of formation of speech skills.

4. The principle of enriching the motivation of speech activity. Correctional work ensures that children acquire coherent, grammatically correct speech, the phonetic system of their native language, as well as elements of literacy, which forms the readiness of a significant part of children to study in a general education school.

5. The principle of systemic interaction between the various components of the language, which is necessary for understanding the regular relationships between various manifestations of speech insufficiency and foreseeing the systemic effect of pedagogical influence.

6. Pathogenetic principle. The main content of correctional and speech therapy work is to overcome the pathological mechanism of a speech defect.

7. The principle of consistency. Each of the corrective directions is implemented in the process of phased work.

8. The principle of selection of linguistic material. Properly selected linguistic material acts as one of the important basic conditions for correction. A text that is easy to pronounce, in which difficult sound combinations are absent or rarely found, many vowels.

4.2 Directions of speech therapy work on the correction of inflection disorders in children with OHP level III

A comparative comprehensive study revealed a lower level of formation and qualitative originality of inflection skills in children with OHP; the identified violations must be taken into account when planning corrective work.

Speech therapy work with children with ONR is carried out in the following areas:

Taking into account the foregoing and the results of the study, recommendations were developed for speech therapy work with preschoolers with OHP.

Difficulties in understanding the proposed tasks by children with OHP lead to the need to expand the indicative part, i.e.

- repeat tasks repeatedly;

- highlight orientations in the material;

- use instructions with several requirements, providing for verbal pronunciation of actions;

- rely on the display of pictures, leading questions.

According to the directions chosen for correctional work on the formation of inflection in older preschoolers with OHP, we have selected the following didactic exercises and games:

1. Improving the ability to change nouns in cases.

1. “Name the paired pictures”

Ball - balls, wasp - wasps; cube - cubes; eye - eyes; chair - chairs.

2. “Name the pictures in order”

Remember, turn over - name them in the same order.

3. “Find a mate”

Divide the children into two teams. The first receives pictures with the image of one object, and the second - several. The child from the first team says: “I have a tree.” From the other - "I have trees." These kids are getting close.

4. “And you?”

I have a doll, what about you? - Do I have dolls? (Based on pictures, toys, objects)

5. “Name who it is?”

According to paired pictures (kitten - kittens)

6. “Who came and who went?

By figurines or pictures of animals and their cubs.

7. “Who drew what?

What did the boy draw? - ball.

What did the girl draw? - balls.

8. “Shop”

- I have a car, but what's in the store? - cars.

9. “Change the word like me”

Leaf - leaves, chair - ...

10. “What word did I have in mind?

2 pictures: “-onok” - a bear cub, “- ata” - cubs.

11. “Where is the poppy drawn, and where are the poppies?”

12. “Help me complete the sentence”

Sang early in the morning...

13. “Name what and what objects?”

“Excursion to the zoo” - Whom did you see at the zoo?

14. “Who did Little Red Riding Hood see in the forest?” - Wolves, foxes ...

15. “What did you take?” - By pictures, objects.

“Who loves what?” – Dog bone, cat milk, etc.

16. “Who (what) did you see in the store?” - Look at the pictures, remember, turn over and name what toys you can buy in the store.

17. “Finish the sentence” - Based on pictures.

Dad is reading ... a book. Mom washes ... daughter. Grandma knits ... socks.

18. “Chest with pictures”

I posted a picture

In a multi-colored box.

Come on, Tanya, come on,

Take out the picture, name it.

- What did you pull out? - Red apple, blue bucket.

19. To designate a place, with prepositions B, ON.

"Who is the most observant?" - A speech therapist or a child stops looking at any object in the room, while saying the beginning of the phrase: "I look at ... - the children add - a flower."

“To whom will you give what kind of food?” - By pictures or objects.

I will give milk to the cat.

20. “Who will you help?” - Find the animals of their mothers for children.

21. “Who needs what for work?” - A thermometer for a doctor, a ladle for a cook.

22. "Pass the key"

Children sit in a circle, the speech therapist starts the game:

- I give the key to Tanya, and I give Sasha, etc.

To indicate a place with prepositions B, ON

"Who lives where?" - A bear in a den, etc.

23. “Where are things kept?” - in the closet, in the sideboard, etc.

24. “What grows where?” - spruce, apple tree, chamomile ...

25. “Let's help Dunno” - children correct Dunno:

- The cat is sitting on the roof. Correctly?

26. “Where does the object lie, is it worth?”

27. “Guess where I was?” - I saw a squirrel and a hedgehog. (In the woods)

28. “Sunny Bunny”

29. “Who is where?” - Starlings on the birch, children on the couch ...

30. “Where can you see them?” - In the forest, in the zoo, in the circus ...

Finish the sentence ”- The floor is swept (with what?) ... with a broom - complements the one who has the corresponding picture.

31. With signs of the times.

“When does it happen?” - In winter, spring, evening, etc.

32. To indicate compatibility with the preposition C.

“Guess who is talking to whom?”

33. “Find your place” – Who are you standing with?

34. “What do they eat with” – bread, soup, meat, etc.

2. Improving the ability to agree on adjectives with nouns in gender and number.

1. Take the silhouettes of the trees, match the leaf to your tree. What leaf is it, what branch is it?

an oak leaf is oak, and a branch:

maple leaf - maple, :

birch leaf - birch, :

aspen leaf - aspen, :

rowan leaf - rowan,:

apple leaf - apple,:

2. Ball game "What object is this?"

The speech therapist calls the sign and throws the ball to one of the children. The child who caught the ball names the object that has this feature and returns the ball to the speech therapist. Next, the speech therapist throws the ball to other children in turn. For example:

Long - rope, fur coat, thread, street, elastic band, braid, skirt, road, elastic band, ribbon, shirt, curtain.

Long - train, lace, cucumber, day, pencil, knife, jacket.

Wide - street, river, ribbon, road, jacket, skirt, elastic band.

Wide - scarf, lane, yard, corridor, window sill.

Red - star, berry, ribbon, cap, shirt, T-shirt, raspberry.

Red - ball, scarf, tomato, poppy, house, pencil.

3. Playing the loto "What color?"

The game can be played in two versions.

1st option. Children have cards with the image of objects of different colors. The speech therapist calls the color. Children find an object of this color on the cards, then name the object and its color (for example, I have a red hat, I have a red ball, etc.).

2nd option. Children have cards that show objects of the same color. The speech therapist names the object. Children find the image of this item on their cards and name its color (for example, I have a red car, I have a green car, etc.).

4. The game "Find by color"(fixing the agreement of adjective and noun in gender and number).

Children are offered pictures or objects of different colors. The speech therapist calls the color. Children find objects of a given color that match the given form of the adjective.

Red - apple, dress, coat, scarf. Yellow - turnip, pumpkin, bag, melon.

Green - cucumber, grasshopper, leaf, bush.

5. Game "Rainbow"(fixing the agreement of adjective and noun).

A large poster on a blackboard shows a rainbow. The name of the colors of the rainbow is specified. Children receive subject pictures of different colors.

Speech therapist: Each color of the rainbow has its own favorite objects that always or almost always have this color. Match the pictures to each color of the rainbow.

Children distribute pictures under the colors of the rainbow and name the colors of objects: red tomato, orange orange, yellow lemon, yellow sun, green leaf, green grass, blue sky, blue forget-me-nots, blue cornflower.

6. The game "Young Artist"(fixing the agreement of an adjective with a noun).

Children choose their own paint mugs of different colors. Then they put them on the palette and call the paint: “I have red paint”, etc. Then the children are given unpainted pictures of vegetables (fruits). Children should name what color they will paint this vegetable or fruit. For example: “I have a tomato. It's red, so I'll take red paint."

7. The game "Which pencil will you color in?"(fixing the agreement of an adjective with a noun).

Children are given uncolored pictures. Children determine what color and what they will color.

For example: “With a green pencil I will color the grass, leaves on the trees, with a yellow pencil I will color the sunflower, the sun, etc.”

8. The game "Dunno came to the store"(fixing the agreement of the adjective and noun, the development of dialogic speech).

Dunno: I forgot the name of what I wanted to buy. Seller: Did you want to buy a vegetable or fruit? Dunno: I wanted to buy fruit. Seller: What color is it? Stranger: It's yellow. Seller: And what is its shape? Dunno: This fruit is oval. Seller: And what does it taste like? Dunno: This fruit is sour. Seller: You probably wanted to buy a lemon. Dunno: That's right, I wanted to buy a lemon. It is a fruit, it is yellow, oval and sour.

3. Improving the ability to form nouns of the genitive case of the singular and plural

1. “Finish the sentence” (according to the pictures)

There are many trees, mushrooms, berries in the forest...

2. “What is there a lot and what is not enough?”

3. "Orders" - Game with a bear.

- Ask the bear to bring five cubes.

- What did the bear do?

4. Give the children three chips each. Children are warned to include the words “no” or “a lot” in the answer.

Are there mittens in the locker room?

– Is there a pencil in the pencil case?

A chip is taken away for each wrong answer. The one with the most chips left wins.

5. “What is there in the store?” Based on the poem by S. Mikhalkov “Andryushka”

Lying on a shelf, standing on a shelf

Elephants and dogs, camels and wolves.

Fluffy cats, harmonicas,

And ducks, and pipes, and dolls - nesting dolls.

6. “Shop”

Children buy a different number of items, some one lemon, and some many lemons, etc.

7. “Paired pictures”

Pick up a steam room for your picture and say what it has a lot of.

8. “What objects are called with the word steam?”

9. “How many are there?”

From pictures of animals.

10. “Guess who I hid?” – calves, kittens, etc.

Exercises in the use of generalizing words in front of homogeneous parts of a sentence are useful, for example:

We see a lot of fruits: apples, pears, oranges.

Aunt bought a lot of food: cookies, sweets, bread.

11. “Guess the tree by the leaf” - birch leaf, etc.

12. “This is part of what object?” - the roof of the house, the back of the chair, etc.

13. “Guess what's gone?”

14. “What is Misha missing to go outside?”

4. Improving the ability to change verbs by numbers

1. Match the pictures to the word.

Equipment. Pictures depicting a cat, a cat, kittens.

Speech therapist. About whom did I say sleep ..? (Children hold up a picture depicting a cat.) Who did I say slept about? (Children hold up a picture depicting a cat.) Who did I say they were sleeping about? (Picture depicting kittens.)

2. Complete the sentences by changing the words correctly. (The speech therapist calls the first word. Children complete the sentence with a predicate verb.)

a) run.

Hare... (ran). Squirrel... (ran). Mice... (fled).

b) play.

Kolya... (played). Lena... (played). Children... (were playing).

c) make noise.

River... (noisy). Stream... (noisy). Sea .. (noisily). Leaves (noisy).

d) shine.

Nightlight... (shone). Lamp (luminaries). Sun... (light). Lanterns... (shone).

3. Complete the sentences with reference pictures and without pictures. The speech therapist starts a sentence and shows a picture. Children name the picture, for example:

ran up

4. Make sentences on the pictures.

The speech therapist distributes subject pictures depicting animals. Using these pictures, children should make sentences, for example: The cow is mooing.

5. Answer the questions: what does it do? What are they doing?

What is the cow doing? (Cow mooing.) What are the cows doing? (Cows moo.) What is the dog doing? (The dog barks.) What are the dogs doing? (Dogs bark.) etc.

5. Improving the ability to agree on past tense verbs with nouns in gender and number

1. Children are given the task to complete a sentence of this type:

They barked in the yard ... (dogs).

They grew near the road ... (spruce).

2. The game "He, she, they."

Agreement of past tense verbs in gender and number. Asking a question, for example, "What did the bear do?" or "What did the doll do?", the speech therapist points to the picture. When asked about pronouns he she They, speech therapist. Gesture shows two pictures at once.

What was the bear doing? - He slept. - What did the doll do? - She slept. - What they were doing? - They slept. - What did the bus do? - He was driving. - What was the car doing? - She was driving. - What they were doing? - They were driving.

3. The speech therapist invites the children to show in the pictures where Masha has already performed the action, and where she is doing it now:

4. Game “Smart Arrow”

A visual aid is used: a circle divided into parts, and a movable arrow fixed in the center of the circle. On the circle are various plot pictures depicting actions.

The speech therapist calls the action (draws, plays, builds, washes, etc.). Children put an arrow on the corresponding picture and come up with a sentence based on it. (Children are building a tower. The girl combs her hair with a comb, etc.)

6. Improving the ability to agree on verbs with personal pronouns

1. The game "obedient child".

Speech therapist. Now I will ask you to do something, and you - an obedient child - answer what you are doing, showing a picture.

Go! - I'm coming! - Stop! - I am standing! - Run! - I'm runing! - Read! - I am reading! etc.

2. The game "What did mom ask?"..

Are you running? (I run.) Are you carrying? (I'm carrying.) Are you eating? (I eat), etc.

3. The game "Tell me about him."

The speech therapist reads the first couplet to the children and shows how to change it, then pronounces only the couplet from the first column, inviting the child to change it himself.

I run, I run, I run, I don't stand still. He runs, runs, runs, He does not stand still, etc.

4. The game "Friendly guys".

We go and you go... We sing and you... (sing). We take and you... (take).

We carry, and you... (carry).

7. Improving the ability to coordinate nouns with numerals

1. Think differently!

Matryoshka dolls (no more than seven) are on the table at the speech therapist.

Speech therapist. How many nesting dolls are on the table?

(Children count in chorus?)

Now close your eyes. (Puts away two nesting dolls?)

How many matryoshkas did I remove?

How many matryoshkas are left? (Two nesting dolls were removed, five nesting dolls remained).

Children perform the same task by counting other objects whose names are masculine and neuter (for example, two chairs, two windows, five chairs, five windows). Thus, children learn to agree on a noun with a numeral and at the same time repeat the topic related to determining the gender of nouns.

2. We examine the picture.

Speech therapist. Who is in this picture? That's right, rooster.

What can a rooster say "one" about?

(One head, one beard?)

What can you say "two" about? (Two wings, two eyes?)

What can you say "one"? (One tail, one beak?)

What can you say "two" about? (Two spurs?) Why does the rooster have a lot? (Feathers?)

3. What is missing?

Speech therapist. Let's look at the pictures and say how much and what is missing from the animals depicted in them.

What is missing from the cat? (Four paws, two ears?)

What is missing from the lamb? (Two horns) What is missing from the fox? (Tail) What is missing from the wolf? (One ear and one paw) What is the donkey missing? (two ears)

4. What's in the picture?

Each child on a tray at the edge of the table has pictures face down (vases, plates, baskets, an aquarium with slots and small plums cut out of paper, sweets, carrots, etc. inserted into them).

Speech therapist. Turn the pictures over, look and answer the question of what is on your trays in a full sentence. (I have five plums in my plate. I have two fish in my aquarium. I have four apples in my vase, etc.)

You can invite children to insert pictures into the slots themselves.

5. Compose telegrams!

Speech therapist. Look who came to us. (Pinocchio.)

Correctly! Pinocchio brought telegrams.

(Pinocchio has several sheets of paper on which texts like “Send, parcel, 2” are written in block letters)

Understood nothing! Looks like the post office got it mixed up! Let's remember how to say it right.

The speech therapist gives a model: "Send two parcels."

Children compose the following texts.

Texts for telegrams can be as follows:

1. Send, book, 5.

2. Mom, buy a fur coat, 2.

3. Come, dad, in, day, 6.

4. Murka, 3, give birth, kittens.

5. U, 3, river, tree.

6. Boat, in, oar, 2.

CONCLUSION

The leading trend of the modern stage of education is the integration of children with speech development disabilities into the mass school system. Early complex correction opens up the possibility of including a significant part of preschool children with speech disorders in the general educational flow of the school.

In children with general underdevelopment of speech, inferior speech activity affects the formation of word formation, inflection, vocabulary and grammatical structure of speech.

The lack of formation of the basic prerequisites for writing and reading in children with speech impairment can be detected even at preschool age, and corrective and preventive work will prevent the development of these disorders or sharply reduce their severity.

The study revealed that in preschool children with OHP, the inflection systems available to peers with normal speech development are not well developed.

When diagnosing the formation of the ability to match adjectives with nouns in gender and number, the errors in the experimental group were approximately the same: The wing is black, the gloves are black.

Mixing the endings of masculine and feminine nouns in oblique cases ("The horse eats a piece of sugar"),

Replacing the endings of neuter nouns in the nominative case with the ending of feminine nouns (jam - jam, dress - dresses),

Declension of neuter nouns as feminine nouns ("strawberry jam"),

Wrong accents in a word

Violation of the differentiation of the type of verbs (“The apple is ripening. - Apples are ripening; Lily of the valley smells. - Lilies of the valley smelled”),

Mistakes in unprepositional and prepositional management (“the sea was noisy”, “kittens are sleeping”),

Incorrect agreement between noun and adjective, especially in the neuter gender (“black wing”, “black gloves”).

Unification of the endings of the genitive case of plural nouns, reducing all their diversity to the ending -ov (s) according to the type of tables: "squirrels", "butterflies", "persons", "persons";

non-declension of numerals: “five bears”, “two frogs”.

Among the forms of inflection, the greatest difficulties in children with OHP were noted in the formation of nouns in the genitive case of the singular and plural, in the change of past tense verbs with nouns in gender and number, in cases of agreement between the adjective and the noun in the genitive plural, and also the task caused difficulties. agreement of the noun with the numerals "two" and "five", while in the children of the control group, these violations are not observed.

A specific mistake of preschoolers with OHP was the replacement of one case ending of a noun with another case ending.

Approximately two times, preschoolers with OHP level III showed lower results than children in the control group, without speech impairments, when performing all tasks on inflection.

The data of psychological and pedagogical diagnostics of children with OHP allow the speech therapist to determine the most adequate system for organizing children in the learning process, to find the most appropriate individual methods and correction techniques for each.

Taking into account the foregoing and the results of the study, recommendations were developed for speech therapy work with preschoolers with OHP in the following areas:

Improving the ability to change nouns in cases.

Improving the ability to coordinate adjectives with nouns in gender and number.

Improving the ability to form nouns of the genitive case of the singular and plural.

Improving the ability to change verbs by numbers.

Improving the ability to agree on past tense verbs with nouns in gender and number.

Improving the ability to agree on verbs with personal pronouns.

Improving the ability to coordinate nouns with numerals.

Correction of deviations in speech development in children with OHP is one of the most important conditions for the effectiveness of speech therapy in order to ensure that these children are ready for literacy.

Thus, each direction includes specific tasks, a system of developmental exercises, corrective work in the areas we have identified, with the help of selected exercises, will contribute to the formation of the inflection skill and the elimination of the identified violations in older preschool children with OHP level III.

BIBLIOGRAPHY

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APPENDIX

Attachment 1

Table 1

A sample of children in the control and experimental groups.

Group	No. p / p	name	age
Control group	1	Masha S.	6
	2	Sasha K.	6,8
	3	Vanya T.	7
	4	Cyril M.	6,5
	5	Ksyusha V.	6,3
	6	Lera R.	7
	7	Masha R.	6,4
	8	Victor M.	6,5
	9	Katya P.	6,7
	10	Misha K.	6,4
	11	Nastya A.	6,5
	12	Philip T.	6,9
Experimental group	1	Sveta Ch.	7
	2	Ksyusha K.	6,5
	3	Vika T.	7
	4	Christina R	6,4
	5	Valya L.	6,8
	6	Luda R.	6,6
	7	Misha P.	6,5
	8	Igor S.	6,9
	9	Kostya S.	7
	10	Ksyusha V.	6
	11	Natasha K.	6,5
	12	Olga M.	6,3

General underdevelopment of speech level 3- these are moderate deviations in the formation of various aspects of speech, mainly relating to complex lexical and grammatical units. It is characterized by the presence of a detailed phrase, but speech is agrammatic, sound pronunciation is poorly differentiated, phonemic processes lag behind the norm. The level of speech development is established using speech therapy diagnostics. Correction of underdevelopment of speech functions involves further work on coherent speech, the assimilation of lexical and grammatical categories, and the improvement of the phonetic side of speech.

ICD-10

F80.1 F80.2

General information

The allocation of four levels of speech development is caused by the need to combine children with speech pathology into groups to organize special remedial training, taking into account the severity of the speech defect. OHP level 3 in Russian speech therapy is defined as the presence of a detailed phrasal statement with specific lexical-grammatical (LG) and phonetic-phonemic (FF) errors. This is a higher stage of speech development compared to OHP levels 1 and 2. However, all linguistic means are not yet sufficiently formalized to be considered as corresponding to the norm, therefore, they need to be further improved. Such a disorder of speech skills can be diagnosed in preschoolers, starting from the age of 4-5, and in younger students.

The reasons

Factors causing insufficient speech formation can be biological and social. The former can affect the child at different periods of development - from prenatal to younger preschool age. The second group of factors affects children's speech after birth.

Biological. This group includes non-rough, non-severe lesions of the central nervous system in a child that disrupt the regulation of speech motility, auditory perception, HMF. Their immediate causes may be bad habits expectant mother, toxicosis of pregnancy, birth trauma of newborns, perinatal encephalopathy, TBI, diseases suffered by a child at an early age, etc. A speech therapy diagnosis in such children can be dysarthria, alalia, aphasia, stuttering, and in the presence of clefts of the hard and soft palate - open rhinolalia.
Social. Include a dysfunctional family and speech environment of the child. Experienced stress, lack of emotional contacts between children and parents, conflict situations in the family, pedagogical neglect and hospitalism syndrome inhibit the development of speech and adversely affect mental development. Another possible cause of OHP in a child is a lack of verbal communication (for example, in the presence of deaf and dumb parents), a multilingual environment, incorrect speech of adults. An increase in the level of speech development from 1-2 to 3 can occur as a result of targeted speech therapy training.

Pathogenesis

The mechanism of unformed speech activity in OHP is closely related to the primary speech defect. The etiological substrate can be an organic lesion of the speech centers or cranial nerves, pathology of the peripheral organs of speech, functional immaturity of the central nervous system. At the same time, in children with the third level of OHP of various genesis, common typical signs are observed that indicate the systemic nature of speech impairment: elements of PH underdevelopment, pronunciation errors, distortion of the syllabic structure of words with complex sound content, difficulties in sound analysis and synthesis. It should be emphasized that with a general underdevelopment of speech, all these shortcomings occur against the background of intact biological hearing and intelligence.

OHP Level 3 Symptoms

The main neoplasm of this stage is the appearance of a detailed phrase. In speech, simple common sentences of 3-4 words predominate, complex sentences are practically absent. The structure of the phrase and its grammatical design may be violated: children skip secondary members of the sentence, allow many agrammatisms. Typical errors are in the formation of the plural, the change of words by gender, person and case, the agreement of nouns with adjectives and numerals. When retelling, the sequence of presentation is violated, elements of the plot are omitted, the content is depleted.

The understanding of speech in a child with OHP level 3 is close to the age norm. Difficulties arise in the perception of logical and grammatical structures that reflect spatial, temporal, causal relationships. It is not always possible to accurately understand the meaning of complex prepositions, prefixes, suffixes. The volume of the dictionary at first glance is close to the norm; when compiling an utterance, children use all parts of speech. However, the examination reveals insufficient knowledge of parts of objects, indistinguishability of the lexical meanings of many words (for example, a child cannot explain the difference between a stream and a river). The skill of word formation is not formed - children find it difficult to form diminutive forms of nouns, possessive adjectives, prefixed verbs.

The sound design of speech is much better than with OHP level 2. Nevertheless, all kinds of phonetic defects remain: the replacement of articulatory complex sounds with simpler ones, defects in voicing and softening, distortions (sigmatism, lambdacism, rotacism). The reproduction of words with a complex syllabic composition suffers: syllables are reduced, rearranged. The formation of phonemic processes lags behind: the child experiences difficulties in isolating the first and last sound in a word, in selecting cards for a given sound.

Complications

Gaps in the development of vocabulary, grammar and phonetics have their long-term consequences in the form of specific disorders of learning skills. Schoolchildren may suffer from the memorization of verbal material. They cannot focus on one task for a long time or, conversely, quickly switch to another type of activity. Due to the lack of motor skills of the hands, which often accompanies OHP, illegible handwriting is formed. Children have difficulties in mastering reading, writing and educational material in general - as a result, there is dysgraphia, dysorphography, dyslexia, poor academic performance. With OHP level 3, children are embarrassed by their speech defect, which causes isolation, complexes, and communicative maladjustment.

Diagnostics

Examination of a child with OHP level 3 consists of three diagnostic blocks. The first block is medical, it includes clarifying the neurological status, establishing the causes of speech problems with the help of consultations of children's specialists (pediatrician, neurologist, maxillofacial surgeon, etc.) and the results of instrumental studies (radiography of the facial skull, MRI of the brain, EEG). The second block - neuropsychological - belongs to the competence of a child psychologist, involves an assessment of the development of mental functions, cognitive processes, personal sphere, general and fine motor skills. The third block - pedagogical, is carried out by a speech pathologist and includes an examination of the following aspects of speech:

Lexico-grammatical. The child's vocabulary is being studied (subjective, verbal, signs, possessive pronouns, adverbs). The ability to select antonyms and synonyms for words, knowledge of the parts of the whole, the level of generalization are assessed. When checking the level of grammar formation, priority is given to the ability to construct common simple and complex phrases, to coordinate sentence members in number, gender and case.
Phonetic. The nature of sound pronunciation is specified in isolation, in syllables, words and phrases. The types of pronunciation disorders are revealed: substitutions, unstable and undifferentiated use, distortions and confusions. Most children have a violation of 3-4 or more groups of sounds.
phonemic. The reflected repetition of pairs or rows of syllables, the distinction of oppositional phonemes, the ability to distinguish the first and last sounds in words are checked. For this, verbal, picture and game didactic material is used.
Syllabic structure. The child's ability to reproduce words with a complex sound-syllabic structure is determined. Defects in sound filling, elision, permutation, anticipation, iteration, contamination are revealed.
Coherent speech. It is investigated on the material of retelling a familiar text, compiling a story from pictures. At the same time, the completeness, logical sequence of presentation, the ability to convey the main idea and content are evaluated.

Level 3 OHP correction

To carry out correctional work in preschool educational institutions, speech therapy groups of a compensatory orientation are organized, where children are enrolled for two years of study. Classes are held daily in an individual, subgroup or group format. The following tasks are solved as part of the correction of the OHP of the third level:

Mastering the grammatical norms of the language. The child is taught to competently build a simple common phrase based on the question of a speech therapist and a diagram, to use complex and complex sentences in speech. Attention is paid to the correct agreement of words in the gender-case-numerical forms.
Vocabulary enrichment. It is carried out in the process of studying various lexical topics. Dictionary expansion is achieved by mastering generalizing concepts, features, actions, parts and whole objects, synonyms and antonyms. Attention is paid to word formation with the help of suffixes and prefixes, the study of the meaning of prepositions that reflect the spatial arrangement of objects.
Improving Phrasal Speech. The development of speech involves the formation of the ability to answer questions in detail, compose stories from illustrations, retell texts, and describe events. At first, a question-answer technique is used, a story scheme, then the child independently plans his story.
Development of pronunciation skills. Includes clarification of articulation modes, sound production and automation of difficult phonemes. Much attention is paid to the auditory differentiation of mixed sounds. When working on phonemic perception, the child is taught to distinguish between hard and soft, voiced and deaf consonants.
Preparing for literacy. Propaedeutic work is carried out with the aim of subsequent successful development of reading and writing skills. For this child, they are taught sound and syllabic analysis (the ability to distinguish given sounds and syllables, stressed vowels) and synthesis (invent words with the right sound), convert direct and reverse syllables into each other. At this stage, the image of sound (phoneme) is trying to correlate with the image of the letter (grapheme).

Forecast and prevention

Children with the 3rd level of speech development study in ordinary general education schools, however, they may experience significant learning difficulties, and therefore they must continue to study at the school speech school. A properly organized speech mode, regular classes with a speech therapist and the exact implementation of all his recommendations will help the child achieve clean and correct speech. The prevention of perinatal and early postnatal lesions of the central nervous system, a favorable speech environment and the family environment in which the child grows up help to prevent a lag in speech development. For the timely detection of speech defects, it is necessary to visit a speech therapist at the age of 2.5-3 years.

Introduction

Chapter I. Analysis of literary sources on the research problem

The development of vocabulary in ontogenesis with normal speech development

Features of the development of verbal vocabulary in preschoolers with OHP level III

Chapter II. Experimental Study of the Verbal Dictionary in Preschool Children with General Underdevelopment of Speech of Level III

Goals, objectives and stages of the experimental part of the study

Characteristics of children in the experimental group

Features of the development of the verbal vocabulary in children with general underdevelopment according to the ascertaining experiment

Chapter III. Methodological developments on the formation of the verbal dictionary in preschoolers with general underdevelopment of speech of the III level

Methodology of the forming (training) experiment

Determination of the effectiveness of correctional and speech therapy work according to the control experiment

Conclusion

Bibliography

Application

Introduction

The relevance of the chosen topic is due to the fact that at present the number of children with speech disorders has increased dramatically and continues to increase, in particular, with a mild degree of dysarthria with OHP level III. Great importance in common system speech work is enriching the dictionary, its activation and consolidation. The formation of vocabulary is directly related to the development of his cognitive activity. The level of intellectual development of the child depends on the process of correlation of thinking, speech and other mental processes. The birth of vocabulary is due to the development of the child's ideas about the surrounding reality.

The disclosure of the child's ideas about the world around appears when interacting with real objects and phenomena in the process of non-speech and speech activity. And, of course, through communication with adults, which is the most important condition for the mental development of the child.

If there is a violation in the perception of the lexical side of speech, then there is a difficulty in communication, a delay in the development of oral and written speech, logical and semantic memory is disturbed, the development of gaming activity is inhibited, which does not favorably affect the future fate of the child.

Distinctive features in the formation of vocabulary in children with general underdevelopment are: the scarcity of vocabulary, inaccuracy in the use of words, difficulties in updating the dictionary.

The problem of the development of verbal vocabulary in children with ONR at this point in time is not in last place and is still relevant. For the most positive result in the development of verbal vocabulary, it is necessary to conduct specially designed didactic exercises with methodological support in all types of children's activities.

G.A. Volkova believes that in the formation of the lexical structure of speech in children with severe pathology, due attention should be paid to the development of the predicative vocabulary, since the predicate reflects the attitude of the object to reality: "The predicate is the basis of the phrase and the basis of inner speech." In order to form the skills of the correct use of verbs in speech, it is necessary to carry out correctional work with children. In order for a child to fully master coherent speech, he needs to accumulate a rich verbal dictionary. Assimilation of the vocabulary in children most effectively occurs at preschool age, so this period must be used to work on its formation.

The problem lies in the fact that the insufficient formation of the predicative dictionary, verbal vocabulary in children subsequently leads to difficulties in the child's assimilation of the school curriculum.

R. E. Levina, G. I. Zharenkova, L. F. Spirova, G. A. Kashe, G. V. Chirkina, T. B. Filicheva, T. V. Tumanova and etc.

At the same time, today there is no unified methodology for the formation of a verbal dictionary in children of older preschool age with a general underdevelopment of speech of the III level.

The object of the study is the verbal dictionary of older preschool children with OHP.

Subject of study: a system of speech therapy classes for the formation of a verbal dictionary in children with general underdevelopment of speech of the III level.

The purpose of the study: to study the features of the formation of the verbal dictionary of older preschoolers with a general underdevelopment of speech of the 3rd level.

In accordance with this goal, the following tasks are formulated:

1. Based on the analysis of literature and scientific research, to characterize the specifics of the formation of the verb vocabulary in preschool children in conditions of normal and impaired development.

2. To select a set of methods for experimental study of the state of the verbal dictionary in preschoolers with general speech underdevelopment of the III level.

3. To identify the characteristic features of the formation of the verb vocabulary in preschool children with OHP level III and compare with their normally developing peers.

4. To develop, based on the analysis of the data obtained, taking into account a differentiated approach, a methodology for the formation of a verb dictionary in preschool children with OHP level III and experimentally test its effectiveness.

The WRC consists of an introduction, three chapters, a conclusion, a list of references and 2 appendices.

Chapter I. Analysis of literary sources on the research problem

The development of vocabulary in ontogenesis with normal speech development

The most important part of the social life of people, necessary in human society, is speech. The formation of a child's speech occurs gradually, going through each stage of language acquisition, and the verb is no exception.

Considering children's speech, we see that different language elements are assimilated by children at different times, some earlier, others later. Therefore, some parts of speech from language groups have already been mastered, others only partially or not mastered at all. In this regard, the child's dictionary is first filled with words of a specific meaning, and later begins to have a generalized character.

The development of vocabulary in ontogenesis is also due to the development of the child's ideas about the surrounding reality. The child enriches his vocabulary through acquaintance with new objects, phenomena, signs of objects and actions. In the process of speech activity, with direct interaction with real objects and phenomena, as well as through communication with adults, the child masters the world around him.

L. S. Vygotsky noted that the initial function of a child’s speech when establishing contact with the outside world is the function of communication. Communication is situational precisely because the speech of a young child is compatible with adult speech.

An analysis of psychological and psycholinguistic literature has shown that it emphasizes two processes of speech development: the child's non-verbal activity, i.e., expanding connections with the outside world, as well as speech activity and vocabulary enrichment through adult speech and their communication with the child.

Initially, adults communicate with the child unilaterally and the emotional nature of speech causes the child's desire to make contact and express their needs. Then, adult communication shifts to introducing the child to the sign system of the language with the help of sound symbolism. There is a conscious connection of the child to speech activity, attached to communication through language.

This connection occurs predominantly through the simplest form of speech, using words relevant to the situation.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The average age vocabulary of children of the same age varies widely depending on the socio-cultural level of the family, since the vocabulary is acquired by the child in the process of communication.

A large number of studies have been devoted to the development of a child's vocabulary, in which this process is covered in various aspects: physiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including mastery of the word, is comprehensively considered in the works of such authors as M. M. Koltsova, E. N. Vinarsky, I. N. Zhinkin, G. L. Rosengart-Pupko, D. B. Elkonina and others.

By one and a half months, the child first has a cry, at 2-3 months cooing, by 3-4 months babbling. By six months, clear sounds appear in the baby's babbling, short sound combinations later. The verb, in addition to the word "give", is used as a sound combination naming the action: "bang", "di". In the first words of children, the same sound combination can express a different meaning in different situations, their meaning will be clear only based on the situation and intonation. During this period, the names of actions appear and are used in the form of the infinitive and imperative. Non-conjugated forms of the verb also appear in the 2nd person singular of the imperative mood: "nisi", "di". The qualitative characteristics of pronunciation vary depending on the state and mobility of the organs of the articulatory apparatus.

According to the observations of M. M. Koltsova, at the end of the first and beginning of the second year of a child's life, the vocabulary gradually expands, but during this period of development there is no differentiation of words from each other.

The initial stage of speech development is the child's reaction to a verbal stimulus, manifesting itself in the form of a so-called reflex (turning the head, fixing the gaze). In the future, on the basis of this reflex, the child begins to develop imitation, repeated repetition of a new word. During this period of development, the first non-segmented words appear in the child's speech, the so-called babble, i.e. a word that is like a fragment received by a child, consisting mainly of stressed syllables (milk - moko, dog-tank).

Most researchers call this stage of speech development the "word-sentence" stage. In this word-sentence there is no combination of words, according to the grammatical rules of this language, sound combinations do not have a grammatical character trait. The word also has a grammatical meaning. Words-representations at this stage express either a command (give), or a sign (s), or name an object (kisa, Lyalya) or an action (bai).

Later, at the age of 1.5 to 2 years, the child is dismembering the complexes into parts, which are combined into various combinations (Katya bye, Katya Lyalya). During this period, the child's vocabulary begins to grow rapidly, at the end of the second year of life it is about 300 words of various parts of speech.

The development of the child's speech goes in the direction of the subject of correlation of the word, and in the direction of the development of meaning.

Initially, new words appear in the child as a direct connection between a particular word and the corresponding object.

At the first stage of development of children's word formation, conditioned reflexes occur. Those. the word (as a conditioned stimulus) the child associates with a specific object and at the same time reproduces it.

The transition from the passive acquisition of words from the people around him to the active expansion of his vocabulary occurs in a child aged 1.5 to 2 years using questions like "what is this?" "how does is called?".

Thus, at first the child receives signs from the people around him, and then he becomes aware of them, discovers the functions of the signs.

From two years to three, verbs have a special meaning, since the child develops phrasal speech. For some time, the verb does not agree with the word to which it refers. But later, the child begins to form the same word grammatically in different ways, depending on the syntactic construction of the utterance. In addition to using the verb in the imperative mood of the 2nd person singular, the infinitive, they begin to use the endings of the 3rd person of the indicative mood in the verb and begin to use the verb of the 3rd person singular in the present and past tenses. True prefixes are omitted, but the first reflexive verbs appear in speech. The scope of the sentence is expanded to three words and the same verb in two or three forms. The subject and the predicate agree, the mastery of such a syntactic construction leads to the independent construction of grammatically correct sentences, already consisting of modified words. Children agree on a verb with a noun, first in number, then in person, and after three years in gender. They distinguish and correctly use the present and past tenses of verbs. Gender is mixed in the past tense.

Despite the fact that by 3.5 - 4 years the subject correlation of a word in a child acquires a fairly digestible character, the process of forming the subject of word classification does not end.

In the process of vocabulary formation, the meaning of the word is clarified.

Firstly, the meaning of the word is ambiguous, its meaning is amorphous, vague. A word can have multiple meanings. One and the same word can denote both an object, a sign, and an action with an object. In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

The word takes on different meanings depending on intonation. The word good can indicate a high degree of praise, irony, sarcasm, mockery.

The main components are the following meanings of the word (according to A. A. Leontiev, N. Ya. Ufimtsev, S. D. Katsnelson and others):

The denotative component, that is, the reflection in the meaning of the feature by the denotation (the table is a specific object);

Conceptual or conceptual, or lexico-semantic component, reflecting the formation of concepts, reflecting the relationships of words in semantics;

The connotative component is a reflection of the speaker's emotional attitude to the word;

The contextual component of the meaning of the word (cold winter day, summer day, cold, cold water in the river, cold water in the kettle).

Of course, not all components of the meaning of a word appear in the child at once.

In the process of ontogenesis, the meaning of a word is not static, it develops. L. S. Vygotsky wrote: “in every sense of the word ... is a generalization. But the meanings of words develop. At the moment when the child first learned a new word ... the development of the word has not ended, it has just begun; it is the first generalization of the most elementary type, and as it develops, it passes from the generalization of the elementary type to all higher types of generalization, completing this process with the formation of genuine and real concepts. The structure of the meaning of the word in different age periods is different.

At an early stage of speech development, the topic of word correlation is influenced by the situation, gesture, facial expressions, intonation, the word has a diffuse, extended meaning. During this period, the correlation of a word with an object can easily lose its specific affiliation and acquire a vague meaning (E. S. Kubryakova, G. L. Rozengart - Pupko). For example, a child can also name a fur glove with the word Mishka, because. She looks like a bear.

The development of relations between linguistic signs and reality is the central process in the formation of speech activity in ontogeny.

At the initial stage of mastering languages, the name of an object is a part or property of an object. L. S. Vygotsky called this period of development of the meaning of the word "doubling the subject." ES Kubryakova calls this period the stage of "direct reference". At this stage, the meaning of the word is a way of fixing in the mind of the child the idea of this subject.

At the first stages of acquaintance with the word, the child cannot yet acquire the word in its "adult" meaning. The phenomenon of incomplete acquisition of the meaning of this word is noted, since initially the child understands the word as the name of a particular object, and not as the name of a class of objects.

In the process of development of the meaning of the word, mainly in children from 1 to 2.5 years old, the phenomena of “compression” or “stretching” of the meaning of the word (E. S. Kubryakova), “overgeneralization” (T. N. Ushakova) are observed. There is a transfer of the name of one object to others, associated with the original object. The child isolates a feature of an object known to him and extends its name to another object with the same feature. The child uses a word to name a whole range of objects that have one or more common features (shape, size, movement, material, sound, taste, etc.), as well as the general functional purpose of objects.

At the same time, he draws attention to the fact that the child combines in one word signs that are psychologically more significant for him at this stage of mental development.

The vocabulary of development "stretching" the meaning of the word is gradually narrowing, as when communicating with adults, children learn new words, clarifying their meanings and correcting the use of old ones.

L. S. Vygotsky, in the development of the meaning of a child's word, identified various stages in the development of conceptual generalization in a child. The moment of acquaintance with the word occurs in early childhood. In adolescence, mental prerequisites mature, which create the basis for the formation of concepts.

L.P. Fedorenko also identifies several degrees of generalization of words in terms of meaning.

Zero generalizations are the names of a single object. Between the ages of 1 and 2, children learn words by relating them to a specific subject. Object names, so they are the same names as people's names.

By the end of the 2nd year of life, the child learns the first level of generalization, that is, begins to understand the generalized meaning of the name of homogeneous objects, actions, qualities - common nouns.

At the age of 3, children begin to learn words of the second degree of generalization, denoting generic concepts (toys, dishes, clothes), generalizing the names of objects, signs, actions, and in the form of a noun (flying, swimming, blackness, red color).

About 5 years old, children learn words denoting generic concepts, that is, words of the third degree of generalization (plants: trees, herbs, flowers; movement: running, swimming, flying; color: white, black), which are a higher level of generalization for layers of the second degree of generalization.

Analyzing the vocabulary of speech of children aged 6 to 7 years, A. V. Zakharova identified the most common significant words in the speech of children.

Among the nouns in the children's lexicon, words denoting people predominate.

Among the most common adjectives regularly repeated in the speech of children, adjectives with a broad meaning and active emphasis are used (small, large, childish, bad mother, etc.), antonyms of the most common semantic groups: designation of size (small - large), estimates (good bad); words with weakened concreteness (real, different, general); words in phrases (kindergarten, New Year).

The vocabulary of an older preschooler is a kind of national language model, since at this age the child has time to learn all the basic models of his native language. During this period, the core of the dictionary is formed, which does not change significantly. (A. V. Zakharova).

In the period from three to six years, the most intensive speech development of children. The child actively uses all parts of speech, but nouns and verbs predominate. Children begin to form verbs from other parts of speech after the age of five. Knowledge in the assimilation of verbs in children normally makes it possible to correctly assess the language development of children, which will later help in planning correctional work.

In the speech of children aged 6 to 7 years, there is a periodic repetition of adjectives with the meaning of size (large, small, huge, large, medium, huge, tiny). A feature of the structure of the semantic field of adjectives with the meaning of size is asymmetry: the adjective "large" is presented much wider than the meaning "small".

An analysis of the speech of children from 6 to 7 years old shows that children use about 40 or more adjectives used to designate colors.

Adjectives of this group are more common in the speech of children than in the speech of adults. Most often, adjectives black, red, white and blue are presented in the speech of children of this age.

In the future, the child begins to combine lexemes into thematic groups, beginning to realize the similarity of certain elements of the situation. This phenomenon characterizes the third stage in the formation of a lexical system, which is defined as a thematic stage.

In the process of speech development, the child begins to perceive language as a system. But he is not able to learn all the laws of the language, the whole complex of the language system that an adult uses in his speech. In this regard, at each stage of development, the language of the child is a system that differs from the language system of adults, with certain rules for combining language units. With the development of the child's speech, speech as a system expands, becomes more complicated on the basis of assimilation, and the number of rules and patterns of the language increases, which fully applies to the formation of lexical and word-building systems.

According to T. N. Ushakova, “the initial development of generalized verbal constructions in terms of linguistic stereotypes contributes to the possibility for further independent development of linguistic forms, which is partly expressed in children's words. The main role in the words of children belongs to the active, creative attitude of the child to the word.

Thus, the acquisition of word formation is carried out on the basis of mental operations of analysis, comparison, synthesis, generalization and implies a fairly wide level of intellectual and speech development.

Features of the development of verbal vocabulary in preschoolers with OHP level III

The study of the problem of the formation of the verbal dictionary today remains a hot topic. It can be said about the assimilation of the verb that this part of speech is formed and assimilated by the child not immediately, but gradually. This is due to the gradual formation of the child's speech and the passage of each of the stages of language acquisition.

It is known about the assimilation of the verb that the names of the action (except for the words "give") appear somewhat later than the names of objects, and are initially omitted in the structure of the sentence. The names of actions are used in the form in which they are most often perceived from others, that is, in the form of an infinitive or imperative that encourages the child to certain actions or forbids them. Action names are initially used in one unchanged form (usually an infinitive) and at the end of a sentence.

For some time the verb does not agree with the word to which it refers. With the appearance in the child's speech of two or three forms of the same verb (drink-drink, sleep-sleep-sleep), an agreement was established between the subject in number, and somewhat later in person and gender. By the beginning of the formation of the inflection of verbs, their stock in speech reaches 50. These features in the assimilation of verbs in children normally will help in the future to correctly assess the language development of children. And when planning speech therapy work, in order to avoid premature or delayed presentation of lexical material in the classroom.

At the 3rd level of speech development, the child's vocabulary does not exceed 1.5-2 thousand words; the limitedness of the vocabulary is observed in the asset (use) and liability (understanding). The characteristic lexical features of the speech of preschool children in this category are: the predominance of words - the names of everyday household items and activities; lack of words-generalizations, words-signs, phrases expressing meanings and abstract concepts; frequent substitution of one name for another, where the replacement occurs on semantic, acoustic and morphological characteristics.

All these errors are recorded in children as indicated shortcomings in lexical transmission, the language instinct and the inability to use morphological elements in word formation are reduced.

In the grammatical design of speech in children of this category, they include a low level of ability to build sentences. These preschoolers (even at the 3rd level of speech development) often cannot correctly repeat phrases of more than four words, distort the order of words. There are frequent mistakes when using case endings, prepositions, coordination of various parts of speech, for example: caring for a hedgehog (hedgehog), caring for a squirrel (squirrel), touched the forehead (forehead), one of the tree (one tree), three bucket (buckets) playing with two kittens (with two kittens).

Lexical and grammatical errors, often combined. For example, to the question "What is plum jam?" one child answers, "creamy". In both cases, incorrect answers, both lexically (the meaning of words) and grammatically (word formations).

Noting the lexical and grammatical features of the speech of children with OHP level III, one can see that they belong to the predicative vocabulary of children.

Speech therapist practice I. A. Chistyakova writes that: "work on the development of coherent speech begins with the formation of a two-part structure simple sentence according to the "subject - action" model. At this stage, children with speech developmental disorders have difficulty in choosing regular verb. Their predicative vocabulary is poor and includes only verbs denoting general actions (sleeping, eating, sitting, walking, running, looking, dressing, listening, walking, playing, standing).

A child with speech development disorders speaks semantically close verbs (sleep - sleep, hurry - hurry), does not know the names of various actions characteristic of one object (for example, sneaks, attacks, caresses; sad, upset, happy (about a person).

Significant difficulties in children are caused by the use of the verb in a figurative sense.

Simple testing of 6-year-old children with normal speech development and children with speech pathology (diagnosis: "phonetic-phonemic underdevelopment of speech", "general underdevelopment of speech") shows that preschoolers with normal speech development use about 5 names of actions (out of 8 possible ) for an inanimate noun and 8 (out of 14 possible) for an animate one. Preschoolers with general underdevelopment of speech select 2 names of actions (out of 8 possible) for an inanimate noun and 4 (out of 14 possible) for an animate one.

T.A. Tkachenko, characterizing the speech of children with the third level, notes that at the age of 5 years, the vocabulary of a child is about 2.5 3 thousand words. In the child's dictionary there is a predominance of words - the names of everyday items and household items (sleep, dress, walk, wash).

The most characteristic lexical difficulties are caused by:

Verbs denoting actions of accuracy (splashes, licks, gnaws, bites, chews - everything is expressed by the word "eats");

Prefix verb (sailed, sailed, swam, surfaced, etc.).

The limitation and inferiority of lexical means is manifested in the task of word formation, for example: she sewed a skirt (and not hem), she sews a sleeve (and not sewn to a sleeve).

T.B. Filicheva and G.V. Chirkina identified lexical features with general underdevelopment of speech (third level):

Discrepancy in the volume of active and passive vocabulary;

The name of the action is replaced by words similar in situation and external signs (hems - sews);

Many mistakes are made when using prefixed verbs.

R. E. Levina argues that children, not knowing this or that word - action, use a different meaning of the action or replace it with a similar one (instead of “planing”, the child says “clean”).

Children cannot always form the plural of nouns and verbs from words given in the singular, and vice versa (write-write, write, etc.).

At this stage of speech development, children still have a very limited speech reserve, therefore, in an altered situation, an inaccurate selection of words makes it difficult to differentiate verbs that are similar in meaning ("wash-wash", "put", "set-set").

A poor vocabulary characterizes the speech of children at this stage of its development. This poverty is partly due to the inability to distinguish and isolate the commonality of root meanings. A relatively large number of errors in the transformation, as a result of which the syntactic connection of words in sentences is violated.

It is possible to distinguish errors associated with the indefinite form of the verb (“eat until the rain stopped”, instead of sitting, “were bought while it was warm, and did not swim), less often incorrect agreement of nouns and verbs (“boy drawing”, “for girls games").

Comprehension of everyday speech at the third level is much better and more accurate than at others. Sometimes there are errors in the understanding of speech associated with the lack of differences between different forms of number, gender and case of nouns and adjectives, tense forms of the verb.

N. S. Zhukov said that the vocabulary of the child does not correspond to his age. Children at this level of speech development sometimes use the imperative and infinitive forms of verbs in the indicative mood. But there have been positive changes in the development of the predictive vocabulary. Correct use of the indicative verb forms, including returning the verb form.

Krotkov, V.A., Drozdova E.N. argued that the formation of verbs with a prefix is quite difficult for preschool children. This is explained by the fact that the verb has a more abstract semantics than nouns of a specific meaning, and the difference in its derivational form is more complicated: it does not rely on specific images of objects.

The data obtained showed that the lack of a clear understanding of the lexical meaning of a word plays an important role in the process of grammatical formulation of an utterance. Many verb forms are replaced by children with loved ones ("you"). Sometimes in their answers there was no clear understanding of the difference between nouns and verbs that are close in meaning ("car - to go").

Shashkina, G. R. considering that one of the pronounced features of the speech of children with ONR is the discrepancy in the volume of the passive and active vocabulary, concludes that children understand the meanings of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult . In the verb in the dictionary, words denoting daily household activities predominate.

Mastering the grammatical forms of inflection, methods of word formation, various types of sentences occurs in children with OHP in the same sequence as in the normal development of speech; the insufficiency of the grammatical structure is manifested in a slower pace of assimilation of the laws of grammar, in the disharmony of the development of the morphological and syntactic system of the language.

In the works of S. N. Zhukova, l. F. Spirovo, T. B. Filicheva, S. N. Shakhovskaya identified the following violations of the morphological system of the language of children with ONR.

This is an incorrect use in the personal endings of verbs, verb endings in the past tense.

AT general view Having a full set of prerequisites for mastering mental operations, children of this category lag behind in the development of verbal and logical thinking, without special training they hardly master the techniques of analysis and synthesis, comparison and generalization.

In children with OHP, there is a lack of stability of attention, limited distribution of it. With a relatively intact logical memory, verbal memory is reduced, memorization productivity suffers. Children forget complex tasks and the sequence of their implementation. There is insufficient coordination of the fingers, underdevelopment of motor skills. Deviations in the emotional-volitional sphere. Children have reduced observation ability, reduced motivation, negativism, self-doubt, irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

The third level of speech development is characterized by the appearance of extended everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is a vague knowledge and use of many words and insufficient formation of a number of grammatical forms and categories of the language. The pronunciation of sounds does not correspond to the age norm, they do not perceive similar sounds by ear and in pronunciation, distort the sound structure and sound filling of words. A coherent speech statement of children is distinguished by the lack of clarity, consistency of presentation, it reflects the external side of phenomena and does not take into account their essential features, cause-and-effect relationships.

The poverty of lexical meanings, the repeated use of identical-sounding words in different shades of meanings makes the free speech of children poor and stereotyped.

Often there is insufficient formation of grammatical forms of the language, which manifests itself in errors when using case endings, mixing tense and aspect forms of verbs, errors in coordination and management. Children almost never use word-formation methods.

In conversations, children are increasingly beginning to use simple common sentences of 3-4 words. Retellings, stories based on plot pictures are characterized by monosyllabism and often a violation of the logic of the statement.

Thus, children with OHP level III need to create special conditions and a special approach to correcting their shortcomings in monologue speech.

Having studied various sources of literature on the problem of the development of predicative vocabulary in children from level III, the general underdevelopment of speech includes:

1. Children with OHP level III, the vocabulary of children does not match their age.

2. There are discrepancies in the volume of the active and passive vocabulary. If a verb has a child in the passive vocabulary, it does not always use the active vocabulary or substitute others more understandable to it.

3. Children's verbal vocabulary is dominated by words denoting daily household activities (walking, eating, sleeping, sitting, dressing, washing, walking, running, looking, listening, walking, playing, stands, etc.).

4. The child does not have semantically related verbs. The name of the action is replaced by words similar to the position and appearance, for example: splashing, licking, nibbling, biting off, chewing - everything is expressed by the word "eats", sleep - doze off; in a hurry - hurry, sew - hem.

5. They do not know the names of various actions characteristic of one object, for example: sneaking, hunting, attacking, caressing; sad, upset, happy (of a person).

6. The use of the verb in a figurative sense.

7. Children partially master the grammatical forms of inflection, methods of word formation, but the inability to use them correctly in speech leads to many mistakes. The most common of them:

It is not always possible for children to form the plural of verbs from words given in the singular, and vice versa (letter - "write", "write", etc.)

When the prefix formation of verbs (go, move, depart, arrive, leave, approach, etc.).

Distinguishing the type of verbs ("sat down until it stopped raining", instead of sitting, "were bought while it was warm, and did not swim), less often incorrect agreement of nouns and verbs ("boy's drawing", "games for girls").

Sometimes they make mistakes in the formation of tense forms of the verb.

They find it difficult to change the present tense verb by person (I'm going, you're going, he's going, she's going, they're going, we're going, you're going).

Conclusions for chapter 1.

The development of a child's speech is closely connected, on the one hand, with the mental development and development of other mental processes, and, on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

At the 3rd level of OHP in preschool children, the child's vocabulary does not exceed 1.5-2 thousand words; the limitations of the vocabulary are noted both in the active (use) and passive (understanding) terms. The characteristic lexical features of the speech of preschoolers of this category are: the predominance of words - the names of everyday objects and actions; lack of words-generalizations, words-signs, words expressing shades of meanings or abstract concepts; frequent substitutions of one name for another, and substitutions occur both in terms of semantic, and in terms of sound and morphological features.

In the grammatical design of speech in children of this category, one can note a low level of ability to build a sentence. Such preschoolers (even at the 3rd level of speech development) often cannot correctly repeat phrases of more than four words: they distort the order of words or reduce their number.

underdevelopment speech verb vocabulary

Chapter II. Experimental study of the verbal vocabulary in preschool children with general underdevelopment of speech of the III level

Goals, objectives and stages of the experimental part of the study

The purpose of the experiment is to study the level of development of the verbal vocabulary of children of senior preschool age with OHP level III.

An experimental study was conducted in the preparatory group of the kindergarten GDOU school No. 2000 DO.

The following tasks were identified during the experiment:

1. Study and define research methods.

2. Direct carrying out of the ascertaining experiment. 3. Implementation and presentation of the results of the study.

The diagnostic study was based on the following provisions:

When assessing the level of cognitive abilities, not only the final results and the speed of the task are taken into account, but also the data of the analysis of the process of activity itself;

The study of the child begins with the performance of tasks accessible to his age, if necessary, they are simplified until the child can cope with it on his own.

The study of children included two stages:

1. Preparatory stage.

2. Main stage.

The task of the preparatory stage was the collection of anamnestic data, the preparation of a preliminary idea of the etiology of abnormal development. The medical records of children, speech therapy cards of speech development were analyzed, and a conversation was held with parents, with the group's leading speech therapist and educators about the speech and psychological development of children.

The objective of the main stage was to study verbal vocabulary in children with OHP level III.

Characteristics of children in the experimental group

The study involved 20 children, 10 of which were with OHP level III and

with a normal level of speech development, which were allocated to the experimental group. According to the PMPK of all levels in children with OHP level III, a diagnosis of dysarthria was made.

The list of children is presented in table 1.

Table 1

F.I. child	Date of Birth	The state of speech development
A. Natasha
A. Nikita		Normal level of speech development
		Normal level of speech development
		Normal level of speech development
		Normal level of speech development
		Normal level of speech development
		Normal level of speech development
		Normal level of speech development
I. Xenia		Normal level of speech development
K. Nikita		Normal level of speech development
K. Maxim		Level III ONR
M. Yaroslav		Level III ONR
		Level III ONR
		Level III ONR
		Level III ONR
B. Angelina		Level III ONR
		Level III ONR
		Level III ONR
		Level III ONR
Sh. Tamara		Level III ONR

The clinical picture of children with problems of speech development has only a general underdevelopment of speech without other pronounced disorders of neuropsychic activity.

Analysis of children's medical records, examination data of medical specialists, the results of conversations with an educator, a psychologist, a teacher of additional education in the development of speech and a speech therapist confirmed their normal mental development. There was information about frequently recurring acute respiratory infections and childhood infectious diseases. The psychological and pedagogical characteristics of the children contained information that children have learning difficulties, their development does not correspond to the age norm. All children had unstable attention, its small volume, weakness of volitional processes, poorly developed memory, some motor disinhibition, unformed cognitive activity, the development of their thinking did not correspond to the age norm, speech was poorly developed, fine motor skills were not well developed.

The children of the experimental group did not have a motivation to learn. In the classroom, children often get bored, they are attracted only by the external design of employment (visibility, TSO), but children rarely show interest in the content of the activity.

Biological hearing according to the medical record in all children is normal. The topics of speech are accelerated, sometimes there were arrhythmias, an increase in tempo at the end of a phrase or at the end of a text. Speech is weakly expressive. In children, there was a violation of the differentiation of individual sounds.

Children found it difficult to determine the number and sequence of words in sentences with various prepositions. The number of syllables in a word was determined incorrectly, but the synthesis of syllables in a word was not disturbed. Children were able to isolate a sound against the background of a word, sometimes they made mistakes in determining the first and last syllable, in determining the place of a sound in a word, in determining the number of sounds in a word.

The passive and active vocabulary of children was characterized by poverty, inaccuracy, and the understanding and use of adjectives, as well as nouns with a generalizing meaning, suffered especially. In coherent speech, the children used mostly simple common sentences consisting of 3-5 words. Complex sentences were used only in extreme cases. Agrammatism in oral speech was noted when reproducing complex grammatical forms (incorrect agreement between a noun and an adjective in the neuter gender, incorrect use of case constructions). An incorrect understanding of the differentiation of constructions with reflexive verbs was noted, agrammatism was observed in the formation of adjectives from nouns.

The children knew the sounds and letters and called them correctly, they recognized the letters hatched, superimposed on each other, unfinished, written in dotted lines, written correctly and mirrored.

In the psychological and pedagogical characteristics of the children, there was no information that the children had learning difficulties, their development corresponded to the age norm.

When developing the research methodology, materials from a survey of a child with ONR, as well as materials from a methodology for studying the characteristics of vocabulary in preschoolers, were used.

The survey program consists of two sections:

I the section is aimed at studying the state of verbal vocabulary in impressive speech;

II the section is aimed at studying the state of verbal vocabulary in expressive speech.

The verbs of movement and displacement in space, the activity of the sense organs and the change of state were studied; verbs denoting everyday actions, professional actions, sound phenomena. The content of the methodology is presented in the following sections.

I. Study of the state of verbal vocabulary in impressive speech.

1. Study of understanding the verbs of movement and movement in space.

Research material: subject pictures: a boy is running, a boy is flying, a boy is swimming, a boy is crawling, a boy is jumping, a boy is riding, a boy is sitting, a boy is jumping, a boy is lying, a boy is walking.

Procedure and instruction: after the speech therapist calls the action, the child is invited to show it in the picture: “Listen carefully, show where the boy is running, the boy is flying, the boy is swimming, the boy is crawling, the boy is jumping, the boy is riding, the boy is sitting, the boy is jumping, the boy is lying, the boy is coming."

Completion score:

2. Study of understanding the verbs of the activity of the sense organs and changes in state.

Research material: subject pictures: a girl is crying, a girl is sick, a girl is happy, a girl is sleeping, a girl is laughing, a girl is listening, a girl is looking.

Procedure and instruction: after naming the action by the speech therapist, the child is invited to show it in the picture: “Listen carefully, show where the girl is crying, the girl is sick, the girl is happy, the girl is sleeping, the girl is laughing, the girl is listening, the girl is looking.”

Completion score:

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

3. Study of the understanding of action verbs denoting professional actions.

Research material: subject pictures - a cook prepares dinner, a dressmaker sews, a teacher teaches children, a doctor treats a child, a builder builds a house.

Procedure and instruction: after naming the action by the speech therapist, the child is invited to show it in the picture: “Listen carefully, show where the cook prepares dinner, the dressmaker sews, the teacher teaches children, the doctor treats the child, the builder builds the house.”

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

4. Study of the understanding of action verbs denoting everyday actions.

Research material: subject pictures: a girl plays, a girl draws, a girl eats, a girl reads, a girl writes, a girl waters, a girl drinks, a girl sews.

Procedure and instructions: after naming the action by the speech therapist, the child is invited to show it in the picture: “Listen carefully, show where the girl is playing, the girl is drawing, the girl is eating, the girl is reading, the girl is writing, the girl is watering, the girl is drinking, the girl is sewing.”

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

5. Study of the understanding of verbs denoting various sound phenomena.

Procedure and instruction: after the speech therapist calls the action, the child is invited to show it in the picture: “Listen carefully, show where the thunder rumbles, the alarm clock rings, the car honks, the rooster crows, the cow lows, the dog barks, the ram bleats, the cat meows, the sparrow chirps, crow croaks, lion roars, wolf howls.

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

II. Study of the state of verbal vocabulary in expressive speech.

1. Naming the verbs of various sound phenomena.

Research material: subject pictures: thunder rumbles, the alarm clock rings, the car honks, the rooster crows, the cow mooes, the dog barks, the ram bleats, the cat meows, the sparrow chirps, the crow croaks, the lion growls, the wolf howls.

Procedure and instruction: “Look at the picture and name what and who makes what sounds?”.

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

2. Naming professional actions (using the names of professions).

Procedure and instructions: "Pick the right profession - who does what?". A doctor heals, a teacher teaches, a painter paints, a builder builds, a cook cooks, an artist paints, a musician plays, a ballerina dances, a driver drives, a tractor driver plows, a hairdresser cuts hair.

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

3. Naming actions from pictures.

Research material: pictures depicting the action: a bird - flies, a woodpecker - knocks, a fish - swims, a snake - crawls, a hare - jumps, an airplane flies, a boat - swims, a dog - bites, a girl - sleeps, a boy - eats, a dog - gnaws, the boy plays.

Procedure and instruction: "Look at the picture and tell me who is doing what?".

Completion score:

3 points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

4. Naming the verbs of the activity of the sense organs and changes in state.

Research material: subject pictures: a girl is crying, a girl is sick, a girl is happy, a girl is sleeping, a girl is laughing, a girl is listening, a girl is looking.

Procedure and instructions: the child is asked to show the action in the picture: “Show and tell what the girl is doing?”

Completion score:

3 points - execution without errors;

5. Explanation of the meaning of the verbs of manifestation and change of sign. Procedure and instruction: listen carefully: “what does the word mean - to wrinkle, warm, grow smarter, upset, make noise, brighten, darken, blush.”

Completion score:

points - execution without errors;

points - 1 mistake was made during the task; 1 point - 2-3 mistakes during the task.

The proposed method makes it possible to identify features of verbal vocabulary in impressive and expressive speech in children with general speech underdevelopment.

Features of the development of the verbal vocabulary in children with general underdevelopment according to the ascertaining experiment

The study of the state of verbal vocabulary in impressive speech showed the following. Preschool children with general underdevelopment of speech have an insufficiently formed understanding of the verbs of movement and movement in space.

It was noted that many children with general underdevelopment of speech experienced difficulties in independently compiling an utterance at the level of a simple complete phrase, and therefore there was a need for an additional question requiring the name of the depicted action (“What is the boy doing?”). Cases of semantic substitutions were observed. For example: a boy walks fast - a boy runs, a boy climbs on the grass - a boy crawls, a boy stomps - a boy jumps. So in the experimental group, only 45% completed the task without errors, 40% made one mistake and 15% made more than 2 mistakes. Children in the control group completed this task completely. Data showing the quality of the task is presented in diagram No. 1.

Characteristics of the understanding of the verbs of movement and movement in space by children of the experimental and control groups.

Chart #1

Even greater difficulties were caused in children with general underdevelopment of speech to complete the second task "Research on the understanding of verbs of the activity of the sense organs and changes in state." The task was aimed at identifying the ability of children to establish lexical and semantic relationships between objects and verbalize them in the form of a complete phrase-statement. After naming the action by the speech therapist, the child was asked to show it in the picture:

“Listen carefully, show where the girl is crying, the girl is sick, the girl is happy, the girl is sleeping, the girl is laughing, the girl is listening, the girl is looking.”

Despite the question offered to all children: “What is the girl doing?” Only three subjects were able to independently answer the question. The rest of the children were given the task a second time (with an indication of the picture), but even after repeating the instructions, four children failed to compose a phrase taking into account the semantic links. Two people coped with the task without errors (20%), five people (50%) made 1 mistake in the answer, three people made more than three mistakes (30%). All children in the control group successfully completed the proposed task. The results of the study are presented in diagram No. 2.

Characteristics of understanding the verbs of the activity of the sense organs and changes in the state of the children of the experimental and control groups.

Chart #2

speech development

The next task was aimed at studying children's understanding of action verbs. When evaluating the performance of this task, attention was paid to the correct perception of the action depicted in the picture. The children experienced difficulties in completing the task, attention was drawn to the children's inability to differentiate certain actions, which in a number of cases led to the use of verbs of a general meaning. When completing the task, the children were often distracted, they had to offer the tasks to the children again, ask additional questions or suggestions of a stimulating nature. The task was completed without errors by four people (40%), one mistake was made by five people (50%), one child completed the task, making three mistakes (10%).

Characteristics of the understanding of action verbs denoting professional actions by children of the experimental and control groups.

A similar picture was observed when performing the task to identify understanding of action verbs denoting everyday actions.

During the execution, the children often turned to the experimenter with a question, and what he was asking about, clarified the question. One child (10%) completed the task without errors, seven children (70%) made one mistake, and two children completed the task with 2-3 errors (20%). Children in the control group coped with the task without errors.

The latest study was aimed at identifying children's understanding of verbs denoting various sound phenomena. The children coped with this task without errors in both the control and experimental groups. This situation can probably be explained by the fact that sound associations are formed faster in children.

Thus, it was found that children with general speech underdevelopment do not know many words denoting actions, they have differences in explaining the meaning of verbs, there are significant discrepancies between the quality of impressive speech of children with general speech underdevelopment and children without speech pathology.

The second direction of the experiment was the study of the state of verbal vocabulary in preschool children in expressive speech. The first task was connected with the naming of verbs of various sound phenomena.

In case of difficulties, children were assisted in the form of consistent use of stimulating, leading and clarifying questions. Three people (30%) from the experimental group successfully completed this task without making a single mistake, 5 people (50%) correctly stated the nature of the action with the help of a speech therapist, but made one mistake. It was found that the difficulties in children most often arose at the beginning of the task, when reproducing the sequence of the appearance of new pictures. In 2 children (20%), difficulties in completing the task were of a pronounced nature (semantic errors). The study revealed a rather low level of proficiency in verbs of sound phenomena used by children.

Characteristics of the naming of action verbs denoting various sound phenomena by the children of the experimental and control groups.

Performing the next task - naming professional actions (using the names of professions) caused the greatest difficulties for children, which, of course, is due to the lack of knowledge about professions, limited vocabulary in children. The poverty of the dictionary is manifested in the fact that preschoolers with general underdevelopment of speech do not know many professions: a painter, a cook, an artist, a ballerina, a tractor driver. Accordingly, there are no actions of representatives of these professions in the lexical stock. A characteristic feature of the vocabulary of the children under test is the inaccuracy in the use of the words-verbs known to them. Among the numerous verbal paraphasias, substitutions of words belonging to the same semantic field were observed. In the substitutions of verbs, attention was drawn to the inability of children to differentiate certain actions, which in some cases leads to the use of verbs of a general meaning, for example: cook - works, tractor driver - works. Along with this, in 80% of the children, the performance of the task was characterized by persistent verb substitutions: an artist paints, a cook cooks, a ballerina jumps, a hairdresser strokes her head. This situation is explained by the insufficient formation of semantic fields. In children of the control group with normal speech development, the word search process was quite fast and automated. The results of the experiment are presented in diagram No. 7.

Characteristics of the naming of professional actions (using the names of professions) by the children of the experimental and control groups.

The next task involved identifying in children the ability to name actions from pictures, which made it possible to determine a number of specific features in the manifestation of verbal vocabulary in children with general underdevelopment of speech. Despite the preliminary analysis and analysis of the content of the pictures, the task was not available to all children. Help needed:

“What the bird is doing in the picture is flying; what can a fish do, how does a hare move? In many children of the experimental group, omissions of moments of action were noted in their answers. This can be explained by the narrowing of the field of perception of the picture, which indicated insufficient organization of attention in children with general underdevelopment of speech. The semantic correspondence of the answer to the action of the object depicted in the pictures was often violated. For example, Aleksey offered the following answer: “This bird is doing something in the sky.” To the question “What can she do?”, He answered in monosyllables: “I forgot.”

The last task, connected with the explanation of the meaning of the verbs of manifestation and change of a sign, turned out to be inaccessible to almost all children in the experimental group. Children found it difficult to find a word to explain the meaning of verbs. Difficulties were caused by verbs: to grow wiser, to grieve, to be naughty. Ways of explaining verbs by children of the experimental group:

explanation of the meaning through inclusion in the context (it gets dark early on the street);

Synonymization, i.e. reproduction of verbs that are similar in semantics (naughty - indulge);

Interpretation of the word by concretizing the action (to grieve - to grieve);

use of other grammatical forms (blush - blush);

Random answers (the girl is sleeping - lying on the bed);

denials.

Conclusions on chapter 2.

Thus, a comparative analysis showed that children with general speech underdevelopment are significantly behind normally developing children in terms of the level of speech proficiency, which significantly limits their ability to use verbal vocabulary. Often there is a substitution of verbs associated with the inability of children to differentiate certain actions.

On the basis of the conducted research, a conclusion can be drawn. Children of senior preschool age with general underdevelopment of speech have a significant lag in the formation of skills to use verbal vocabulary in speech compared to normally developing children.

This indicates the need for corrective work with children to develop this type of speech activity.

Chapter III. Methodological developments on the formation of a verbal dictionary in preschoolers with general speech underdevelopment of level III

Methodology of the forming (training) experiment

Based on the analysis of psychological, pedagogical and methodological literature on the problem of the development of vocabulary in children with general underdevelopment of speech, the results of the ascertaining experiment, a methodology for speech therapy work on the development of verbal vocabulary in children of older preschool age was developed and a training experiment was conducted, the purpose of which was the development of verbal vocabulary in an impressive and expressive speech of children with general underdevelopment of speech. To implement a complex of remedial classes, the content of work with children was specified, special methodological techniques were developed taking into account the age and speech characteristics of children with general underdevelopment of speech. The main work was carried out by the experimenter in speech therapy classes. In accordance with the named areas of corrective work, speech therapy classes on the formation of lexical and grammatical means of the language and the development of the lexical side of speech. They included tasks on the formation of a dictionary, grammatically correct speech. These classes were held four times a week.

When developing the content of the experimental methodology, we relied on the work of N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, E.F. Arkhipova, L.I. Efimenkova, I.A. Smirnova.

According to the recommendations of G.A. Volkova, to work on the development of verbal vocabulary, a card file of the verb dictionary was created (based on the materials of O.A. Bezrukova) for working with children with general underdevelopment of speech in the following areas:

verbs of everyday life (household actions): sleep, play, walk, dress, etc.

· verbs of motion, prefixed verbs: pours, pours, flies, enters, leaves, enters, etc.

verbs expressing people's feelings: smile, laugh, be sad, etc.

verbs associated with the processes of nature: dawn, evening, dark

The above exercises and games will help to expand the verbal vocabulary of children and teach them to distinguish between words denoting similar outwardly actions.

1. The game "Who moves how."

Instructions: show the picture and name the action.

Equipment: subject pictures: grasshopper, swallow, snake, deer, horse, fly, turtle, frog, hare, fish.

Purpose: the introduction of the most common verbs in the active and passive vocabulary of the child.

Instruction: show the picture and say who gives the voice Equipment: subject pictures: sparrow, crow, frog, duck, rooster,

pig, cat, dog, tiger, wolf.

3. The game "Who does what."

Purpose: the introduction of the most common verbs in the active and passive vocabulary of the child.

Instructions: take a picture and say who is doing what.

Equipment: subject pictures: singer, artist, seller, doctor, cook, builder.

4. Ball game "Say the opposite." Purpose: acquaintance with the "antonyms".

Game progress: the speech therapist calls the word and throws the ball to one of the children. The child who caught the ball must come up with a word that is opposite in meaning, say this word and throw the ball back to the speech therapist.

Dress - (undress), raise - (lower), hide - (find), pour - (pour), open - (close), etc.

5. The game "Explain the difference."

Purpose: to teach to explain the semantics of words that are close in meaning.

Sewing - knitting, laying - setting, building - repairing, stomping - knocking, washes - erases, cleans - sweeps.

6. The game "We will not say, but we will show."

Purpose: to teach to show action with the help of movements.

Game progress: the speech therapist calls the verb and asks to explain what this word means.

7. The game "Think and answer."

Purpose: to get acquainted with multi-valued verbs.

Game progress: the speech therapist asks to match as many names of objects (nouns) as possible to the name of the action (verb).

Who is running? (boy, dog); what? (river,...); Who is coming? (girl…) what? (snow, rain, hours…).

Speech material: flies, lies, hangs, shines, waters, sweeps, rolls, pecks.

8. The game "Who will name more words."

Purpose: the introduction of the most common verbs in the active and passive vocabulary of the child.

Instructions: Think of as many words as you can to answer the questions:

“What are they doing?”, “What are they doing?” (on the theme "Autumn").

Speech material: sun, clouds, rain, wind, grass.

Exercises and games on the formation of word formation of verbal vocabulary.

Exercise number 1.

Purpose: differentiation of perfective and imperfective verbs.

Instruction: invite the children to show in the pictures where the action has already been completed, and where it is being performed.

Speech material: soap - washed, puts on - dressed, strokes - stroked, draws - painted, waters - poured, repairs - repaired, chopped - cut down, cleans - cleaned, erases - washed.

Exercise number 2.

Purpose: differentiation of verbs with prefixes in impressive and expressive speech.

Instruction: the speech therapist calls the word denoting the action, the children must show the corresponding picture. The speech therapist invites children to name actions from pictures.

Speech material: enters - exits, flies up - flies off, approaches - departs, flies in - flies out, pours - pours out, goes over - runs across, climbs in - gets off.

Exercise number 3.

Purpose: differentiation of verbs with prefixes Instruction: add a word denoting action.

Speech material: into the cage ... (flies in), out of the cage ... (flies out), across the road ... (passes), from the tree ... (leaves), to the house ... (drives up), into a glass ... (pouring), from a glass ... (pouring ).

4. The game "What is the difference between words?".

Purpose: to differentiate reflexive and non-reflexive verbs.

Instruction: show in the pictures who ... washes, puts on shoes - puts on shoes, bathes - bathes, shakes - swings, puts on - puts on.

5. The game "The car is driving along the road."

Purpose: consolidation of prepositional constructions.

Children are offered a model of the road along which the car will go. On one side of the road is a garage, on the other side is a shop. Along the road there are models of multi-colored houses, slides, bridges.

Instruction: the speech therapist places the car in a certain place on the layout.

Children determine where the car "goes."

Speech material: the car left the garage, the car drove up to the house, the car drove over the bridge, the car drove away from the house, the car drives up the mountain, etc.

Determination of the effectiveness of correctional and speech therapy work according to the control experiment

The results of the control experiment showed that in the group as a whole, children with general underdevelopment of speech showed positive dynamics, but with some variation in indicators. The best results were noted in such parameters as the characteristics of understanding the verbs of the activity of the sense organs and the change in state. The smallest dynamics was noted for the parameter characteristic of understanding verbs of action, denoting various sound phenomena. We assume that this is due to the short duration of the experiment (three months), as well as the individual characteristics of speech disorders and mental development of the child.

The active vocabulary of children became richer, preschoolers began to correctly use words-verbs of different syllabic structures, they improved their communication skills, which was expressed in the desire to enter into a dialogue with a speech therapist, with children in a group, children became more active in the classroom, especially in the development of speech.

Preschoolers began to better highlight not only the actions of objects. The games also reflected the dynamics of the development of children's verbal vocabulary. Often one could notice such a situation when a child told something to his toy or made up a story according to the created drawing.

The children of the experimental group learned to designate the actions they perform in everyday, play, and visual activities.

A characteristic feature of children's speech was the increase in verb forms, sentences became more detailed. The results of enriching children's speech with verbal vocabulary are presented in histogram No. 1.

Histogram #1

Characteristics of understanding the verbs of movement and movement in space

Characteristics of understanding the verbs of the activity of the sense organs and state changes

Characteristics of understanding action verbs denoting professional actions

Characteristics of the naming of professional actions (using the names of professions

Characteristics of naming actions on pictures

Description of the explanation of the meaning of the verbs of manifestation and change of the sign

Chapter 3 Conclusions

Thus, specially organized work on teaching children with general underdevelopment of speech contributed to the development of their verbal vocabulary, solved the problems of understanding oral speech, the ability to listen to speech, and the ability to determine the actions of an object. This, in turn, made it possible to solve more complex problems of communication and speech development of preschool children with speech pathology.

The control experiment showed the effectiveness of the correctional speech therapy work, as evidenced by the dynamics of the development of the verbal vocabulary of children in various types of their activities. Thus, the hypothesis was confirmed that the differentiated method of correctional and speech therapy work contributes to the development of the verbal vocabulary of older preschool children with general underdevelopment of speech.

Conclusion

The study was aimed at identifying the features of the verbal vocabulary of preschool children with general underdevelopment of speech and creating a system of correctional speech therapy classes that contribute to the development of vocabulary in this category of children.

Until now, in the specialized literature there are only a few works that are purposefully devoted to the problem of the development of verbal vocabulary in preschoolers with general underdevelopment of speech. Mastering the process of using verbal vocabulary confirms the transition to a qualitatively new level of speech-thinking activity. All this indicates the relevance of the topic of the thesis.

The theoretical foundations of the methodology of the presented study were the works of N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, L.I. Efimenkova, G.V. Chirkina. The proposed method makes it possible to identify features of verbal vocabulary in impressive and expressive speech in children with general speech underdevelopment.

As a result of theoretical analysis, it was revealed that the main prerequisites for the formation of speech in ontogenesis are formed full-fledged phonemic representations, vocabulary and its systematic enrichment, the formation of the ability to freely operate with models of syntactic constructions. Their insufficient formation affects the delay and decrease in the rate of speech development in children with general underdevelopment of speech.

To study the features of the verbal vocabulary of children, an experimental study was carried out in the preparatory group of the kindergarten GDOU No. 2000 DO. The study revealed that children with general underdevelopment of speech do not know many words denoting actions, they have differences in explaining the meaning of verbs, there are significant differences between the quality of impressive and expressive speech than in children without speech pathology.

The study made it possible to draw the following conclusions: in preschool children with general underdevelopment of speech, there is a significant lag in the formation of vocabulary compared to normally developing children. Violation of the formation of vocabulary in children with general underdevelopment of speech is manifested in the limited vocabulary, in the divergence of the active and passive vocabulary, inaccurate use of words, numerous verbal paraphasias, unformed semantic fields, and difficulties in updating the dictionary.

Verbal vocabulary in children with general underdevelopment of speech has a number of features:

In the verbal dictionary of a preschooler with general underdevelopment of speech, words denoting actions that the child performs daily predominate, i.e. sleep, walk, eat, etc.

There is an inaccuracy in the use of verb words;

Difficulties in comprehending a well-known word are typical.

Among the numerous verbal paraphasias, there are substitutions of words belonging to the same semantic field. In the substitutions of verbs, attention is drawn to the inability of children to differentiate some actions, which in some cases leads to the use of verbs of a general meaning (for example: cooing

Sings, crawls - walks, etc.).

Based on the analysis of psychological, pedagogical and methodological literature on the problem of the development of vocabulary in children with general underdevelopment of speech, as well as taking into account the data of the ascertaining experiment, a methodology for speech therapy work on the development of verbal vocabulary in preschool children was developed and a teaching experiment was conducted. By the end of the experimental work, the verbal vocabulary of children with general underdevelopment of speech in the preparatory group had undergone significant changes. The active vocabulary of children became richer, preschoolers began to correctly use words-verbs of different syllabic structures, they improved their communication skills, which was expressed in the desire to enter into a dialogue with a speech therapist, with children in a group, children became more active in the classroom, especially in the development of speech.

Preschoolers began to better highlight not only the actions of objects. The games also reflected the dynamics of the development of children's verbal vocabulary.

The children of the experimental group learned to designate actions performed in everyday, play, visual activities. A characteristic feature of children's speech was the increase in verb forms, sentences became more detailed.

Thus, the hypothesis was confirmed that a differentiated method of correctional and speech therapy work, developed taking into account this speech pathology, contributes to the development of the verbal vocabulary of preschool children with general underdevelopment of speech.

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Characteristics of the levels of general underdevelopment of speech in children: symptoms and correction of OHP. With general underdevelopment of speech of level III Speech profile of a child onr level 3 sample

Causes and signs of pathology

Prevention

Finally

INTRODUCTION

CHAPTER 1

1.1 Linguistic and psycholinguistic aspect of the study of inflection

1.2 Development of the grammatical structure of speech and inflection in ontogenesis

1.3 Causes and symptoms of general underdevelopment of speech

1.4 Features of the grammatical structure of speech and inflection in children of senior preschool age with general underdevelopment of speech of level III

CHAPTER 2. PURPOSE, OBJECTIVES, CONTENT AND ORGANIZATION OF THE RESEARCH. CHARACTERISTICS OF SUBJECTS

2.1 Purpose and objectives of the study

2.2. The content of the methodology of the ascertaining experiment

2.3 Organization of the study. Characteristics of the subjects

CHAPTER 3

3.1 Characteristics of the results of the study of the experimental group

3.1 Characteristics of the results of the study of the control group

3.3 Comparative analysis of the results of the study of inflection in older preschool children with OHP level III and preschoolers without speech disorders

CHAPTER 4

4.1 Basic principles of speech therapy work on the formation of inflection in preschool children with general underdevelopment of speech

5. The principle of systemic interaction between the various components of the language, which is necessary for understanding the regular relationships between various manifestations of speech insufficiency and foreseeing the systemic effect of pedagogical influence.

4.2 Directions of speech therapy work on the correction of inflection disorders in children with OHP level III

CONCLUSION

BIBLIOGRAPHY

APPENDIX

ICD-10

General information

The reasons

Pathogenesis

OHP Level 3 Symptoms

Complications

Diagnostics

Level 3 OHP correction

Forecast and prevention

Literary and historical notes of a young technician What you need to know

Changes in the exam in physics

Universal reference book for the exam in history

The death of the Assyrian state (briefly) thanks in advance!

Darwin's persecution Did Darwin abandon his theory of evolution

Characteristics of the levels of general underdevelopment of speech in children: symptoms and correction of OHP. With general underdevelopment of speech of level III Speech profile of a child onr level 3 sample

Causes and signs of pathology

Prevention

Finally

INTRODUCTION

CHAPTER 1

1.1 Linguistic and psycholinguistic aspect of the study of inflection

1.2 Development of the grammatical structure of speech and inflection in ontogenesis

1.3 Causes and symptoms of general underdevelopment of speech

1.4 Features of the grammatical structure of speech and inflection in children of senior preschool age with general underdevelopment of speech of level III

CHAPTER 2. PURPOSE, OBJECTIVES, CONTENT AND ORGANIZATION OF THE RESEARCH. CHARACTERISTICS OF SUBJECTS

2.1 Purpose and objectives of the study

2.2. The content of the methodology of the ascertaining experiment

2.3 Organization of the study. Characteristics of the subjects

CHAPTER 3

3.1 Characteristics of the results of the study of the experimental group

3.1 Characteristics of the results of the study of the control group

3.3 Comparative analysis of the results of the study of inflection in older preschool children with OHP level III and preschoolers without speech disorders

CHAPTER 4

4.1 Basic principles of speech therapy work on the formation of inflection in preschool children with general underdevelopment of speech

5. The principle of systemic interaction between the various components of the language, which is necessary for understanding the regular relationships between various manifestations of speech insufficiency and foreseeing the systemic effect of pedagogical influence.

4.2 Directions of speech therapy work on the correction of inflection disorders in children with OHP level III

CONCLUSION

BIBLIOGRAPHY

APPENDIX

ICD-10

General information

The reasons

Pathogenesis

OHP Level 3 Symptoms

Complications

Diagnostics

Level 3 OHP correction

Forecast and prevention

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