Formation of vocabulary in preschool children with general speech underdevelopment. Development of vocabulary in older preschoolers with general speech underdevelopment (level III)

With a general underdevelopment of speech in children, there is a specificity in the formation of vocabulary, which is reflected in the works of R. I. Lalaeva,

N.V. Serebryakova, T.B. Filicheva, L.B. Khalilova and others. Researchers note the poverty of vocabulary, impaired differentiation of word meanings, difficulties in updating words, and insufficient development of lexical systematicity.

T. B. Filicheva and others describe a striking feature of speech dysontogenesis - a persistent and long-term absence of speech imitation, inertia in the child’s mastery of new words. Some children (with the help of their parents) develop the ability to repeat individual sounds after adults, but they cannot combine them into even the simplest words. Often the child repeats only the words he initially acquired (5-10 names), refusing words that are not in the active vocabulary. A similar phenomenon can occur over several years of a child’s life. This condition in children with normal hearing and intelligence is diagnosed by neuropsychiatrists as selective mutism.

S. N. Shakhovskaya notes that “the development of the dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills.” And further, children with OHP have “insufficient development of the processes of generalization and abstraction, a violation of the process of thematic selection and semantic choice of words when generating a speech utterance.”

The passive vocabulary exceeds the active one and is converted into an active one very slowly. In children with speech underdevelopment, vocabulary is imprecise in meaning. They can reveal substitutions with expanded meanings of words, with numerous interchanges.

G. R. Shashkina and others note a peculiarity of children’s vocabulary, expressed in the discrepancy between the volume of 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.”

Poverty of vocabulary does not provide children with full communication, and therefore general development.

The essence of the unformed vocabulary in OHP is different. In some cases, the main one is a defect in understanding, in others it is difficulties in repetition and the inability to express oneself independently. Due to the low level of language ability, children experience difficulties in differentiating lexical meanings, in expressing spatiotemporal relationships, as well as in using synonyms, antonyms, and generalizing words.

T.V. Tumanova describes the vocabulary of children with speech underdevelopment “as insufficient, incomplete, limited to everyday topics” and points to “insufficient ability to use methods of word formation.”

T. B. Filicheva, Yu. A. Kolotovkina and others identify the following lexical errors in children’s speech:

· mixing the names of objects that are similar in appearance and appearance (ladle - “spoon”);

· confusion of names of objects similar in purpose (chair - “chair”);

· confusion of names of objects associated with the situation of use (rake - “shovel”);

· confusion of names of actions similar in purpose (dig - “dig”);

· replacing the names of parts of an object (cabin, body - “car”);

· replacing the names of objects with situational statements, including the names of actions (a lamp - “which burns”);

· replacing the names of features with the name of the item (paper - “paper”);

· replacement of species concepts with generic ones and vice versa (insects - “bugs”, roses - “flowers”).

K. K. McGregor et al., describing nomination errors in children with speech underdevelopment, divides them into several groups:

· associative errors (a picture of a jug - “milk”);

· answers in word combinations/volubility (a picture of a tree - “what you chop with an axe”);

· use of new derivatives (picture with an image of an ax - “chopper”);

· substitutions associated with finding words in the same lexical group (a picture of a kangaroo - “mouse”);

· substitutions associated with the use of generalizing meanings (a picture of a kangaroo - “animal”);

· vague answers (“I don’t know”);

· phonological errors (approximate meaning of a word form);

· other errors (unintelligible answers).

N. N. Motorina notes the slowness and lack of automation of the process of searching for the right word in children with ODD. The author says that “violations of the actualization of the dictionary are manifested in the distortion of the sound, syllabic structure of the word.”

According to T.V. Volosovets, in children with OHP, “poverty of vocabulary is manifested in ignorance of many words: names of berries, flowers, wild animals, birds, tools, professions, parts of the body and face<…>. Words are used imprecisely, in a broader or narrower sense of meaning. There is a delay in the formation of semantic fields.”

T. B. Filicheva and others write that these children are characterized

“inaccurate understanding and use of general concepts, words with

abstract and figurative meaning, ignorance of words that go beyond the scope of everyday everyday communication.”

According to T.V. Volosovets et al., in children with OHP, “the active vocabulary is dominated by nouns and verbs, there are not enough words denoting qualities, signs, actions, states of objects, and the selection of cognate words is difficult.”

R. I. Lalaeva and N. V. Serebryakova note specific features of the organization of semantic fields in children with speech underdevelopment, which are expressed, firstly, in the random nature of associations; secondly, in the difficulties of identifying the center of the semantic field; thirdly, a limited number of semantic connections; and fourthly, in a long latency period for the stimulus word.

Zh. V. Antipova speaks about the narrow situational nature of the use of words in children with speech underdevelopment: “children do not immediately begin to use the words they have learned in classes in various situations of verbal communication; when the situation changes, they lose the words they seem to know well and pronounce in others terms of the word."

L. B. Khalilova points out the difficulties of analyzing synonymous words in such children: they “do not grasp the semantic similarity that exists between words of similar conceptual content, and do not know how to form simple synonymous models.” Children experience difficulties in mastering paradigmatic and syntagmatic connections. They reveal multiple substitutions of words, both in meaning and sound. Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.

In the speech of children with ODD, there is an insufficient number of adjectives, which can be explained by ignorance of colors, shapes, and sizes.

I. Yu. Kondratenko, analyzing the emotional vocabulary of children with level III ODD, notes that “the frequency of use of emotional vocabulary in children’s oral speech is two times less than that of preschoolers with normal speech development.”

In children with speech underdevelopment, difficulties in finding words can be noted, which is explained by a decrease in the semantic and grammatical components of the language system. In children with normal speech development, the word search process occurs very quickly and automatically. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, and insufficiently automated. When implementing this process, associations of various nature (semantic, sound) have a distracting effect.

Thus, an analysis of the specialized literature on the research problem indicates the presence of sufficiently fully illuminated data concerning the characteristics of the lexical composition of the language in children with general speech underdevelopment. However, to date, there is not enough quantitative and qualitative data on the nature of the nominative vocabulary of this category of children: there are no exact boundaries for the age of acquisition of nominations, the words with which children replace the necessary noun have not been studied in any meaningful way, etc.

The concept of vocabulary and its development in ontogenesis. Characteristics of the lexical aspect of preschool children with general speech underdevelopment. Identification of vocabulary in such children. Development of vocabulary in gaming activities. Analysis of the results of the training experiment.

FORMATIONVOCABULARY

PRESCHOOL CHILDREN WITH GENERAL SPEECH IMPORTANCE

Graduate work

INTRODUCTION

CHAPTER 1. REVIEW OF SCIENTIFIC LITERATURE ON THE TOPIC

1.1 The concept of vocabulary and its development in ontogenesis

1.2 Modern ideas of Russian speech therapy about the development of vocabulary in children

1.3 Characteristics of the lexical side of preschool children with general speech underdevelopment

1.4 Speech therapy work on the development of vocabulary in preschoolers with general speech underdevelopment

CHAPTER 2. STUDY OF THE STATE OF THE DICTIONARY OF CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

2.1 Identification of the vocabulary of children with general speech underdevelopment

2.2 Analysis of the results of the ascertaining experiment

CHAPTER 3. CORRECTIONAL WORK ON FORMING THE VOCABULARY OF PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

3.1 Development of vocabulary in gaming activities

3.2 Results of the training experiment

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The requirements of modern reality require children to have competent, communicative speech.

To master such speech, it is necessary to develop an active vocabulary. Active vocabulary is understanding the meaning of words and using them in speech.

R.E. worked on this problem. Levina, T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina R.I. Lalaeva and others. Examination methods were developed by L.F. Spirova, A.V. Yastrebova, G.R. Shashkina, T.B. Filicheva, G.V. Chirkina. The works of modern teachers and psychologists reveal the features of the psychophysical development of children with special needs.

The goals of special training are ensured by a clearly thought-out solution to a number of tasks:

Mastering basic theoretical information on phonetics, morphology, syntax, spelling, graphics and punctuation, preparing for the study of a systematic high school language course;

Enriching children's speech practice, developing skills in the conscious use of knowledge of phonetics, grammar and spelling;

Mastery of modeling methods on this basis.

The sequence of appearance of word-forming forms in children's speech is determined by their semantics and function in the structure of the language.

Therefore, semantically simple, visually perceptible, well-differentiated word-formations appear first. So, for example, first of all, the child masters the diminutive forms of nouns. Much later in speech, names of people’s professions, differentiation of verbs with prefixes, and other more semantically complex forms appear.

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

In speech therapy classes, children learn to talk sequentially about reproducible actions, to compose simple stories following a series of exercises performed. In the process of teaching various types of stories, descriptions, exercises are carried out in comparing objects.

Practical mastery of grammatical categories is combined with the ability to compose common sentences, compare, and contrast words according to their semantic meaning and grammatical features (gender, number, case).

It is necessary to teach children to daily use acquired speech skills in independent coherent statements. Special exercises aimed at developing expressive speech are included.

The relevance of this topic is that children with ODD have an insufficiently developed active vocabulary.

These tasks can be solved only in the conditions of a special organization of the work of a speech therapist.

Thus, the problem of this work is:

Features and techniques of correctional work to enrich vocabulary in preschoolers with ODD.

Solving this problem is the goal of the study.

The object of the study is the state of the vocabulary of children 5-6 years old with ODD.

The subject of the study is to identify the characteristics of vocabulary acquisition and techniques for enriching the vocabulary of children with special needs development disorders.

To achieve the goals of the experimental study, the following tasks need to be solved:

1. Study special literature on the research problem;

2. To develop, organize and conduct an experimental study of the characteristics of vocabulary in older preschoolers with SLD.

3. Analyze the data of the experimental study:

Literature analysis;

Observations;

Pedagogical experiment;

Statistical data (quantitative analysis of the experiment).

The work consists of an introduction, three chapters, a conclusion and an appendix.

CHAPTER 1. REVIEW OF SCIENTIFIC LITERATURE ON THE TOPIC

1.1 The concept of vocabulary and its development in ontogenesis

A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.

There are active and passive dictionaries. Passive vocabulary refers to the ability to understand words, while active vocabulary refers to their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators. The development of a child’s vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech and words, the child means only what is understandable to him. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalized nature appear later.

In speech therapy, the term ontogenesis of speech is usually used to designate the entire period of human speech formation, from his first speech acts to that perfect state in which the native language becomes a full-fledged instrument of communication and thinking.

To trace and understand how children with speech development disorders master the language system with all the characterizing diversity of lexico-grammatical and phonetic phenomena; in what sequence they assimilate lexical and grammatical units, their generalized and particular forms, and operations with them is possible only if they rely on knowledge of the general laws of normal child speech development.

A.N. Gvozdev, in his unique study “Issues of studying children's speech,” highlighted the ways in which children acquire their native language.

Analysis of the first individual words in normal speech development shows that the first 3-5 words of a child in their sound composition are very close to the words of an adult: dad, mom, give.

The facts of the child’s first verbal manifestations show that a babbling child initially “selects” from the adult’s speech addressed to him those words that are accessible to his articulation.

Researchers of normal child speech have long noticed that a child who begins to speak does not accept difficult words, that when children learn new words, such words as “am-am”, “bi-bi” are more easily grasped, that instead of a difficult word, a child inserts an easy, “cliche” one. .

The first words of children in ontogenesis are characterized by polysemanticism: the same sound combination in different cases serves as an expression of different meanings, and they become understandable only thanks to the situation and intonation. .

The first word combinations. The first step in the development of children's speech is that the child combines two and then three words in one statement.

These first phrases are either borrowed entirely from the speech of others, or are the child’s creativity, as indicated by their original nature. The design of these sentences and the vocabulary used by the children indicate that they were “composed” independently, since they have no analogues in the speech of others, for example: “what a bibiku, I’ll get in there” (open the car, I’ll get in there).

The words used by children in the initial verbal combinations are used by them in the form in which they were extracted from the speech of others, without restructuring them into the desired grammatical form in connection with the construction of their own utterance.

The use of word forms in the form in which they were extracted from the speech of others, and the combination of these words with other similar words in one’s vocabulary is the main pattern of this stage of development.

It is noteworthy that normally the phenomenon of using words in a form that is not divided into lexical and grammatical elements lasts so short in time (no more than 2 - 2.5 months) that it goes unnoticed by most researchers of children's speech.

The first morphologically distinct forms of words. The first cases of inflection appear in speech.

Thus, nouns have different case endings: to designate the object of actions through the ending - y; to indicate the place of action through the ending - e (-i); to designate the person to whom the movement or action is directed, through the endings - e, -i; to denote a variety of objects through the ending - ы; to designate a part of the whole through the ending - and some others.

Verbs begin to use endings of the 3rd person indicative mood (- it, - et), and nouns begin to use diminutive and endearing suffixes.

Thus, at a certain stage of development, the child begins to distinguish, isolate and designate with a grammatical sign one or two of them from a global designation by a word of many situations that he had not previously differentiated.

With normal speech development, the process of the child identifying morphological elements in the linguistic material he perceives has the character of a sharp jump. According to A.N. Gvozdev, the identification of morphological elements of words is carried out at the age of 1 year 10 months - 2 years simultaneously for many categories of words. At the same time, the general vocabulary is not large: in the category of nouns there are just over 100 words, in the category of verbs - 50, and in the category of adjectives no more than 25 words.

The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched (3, p. 340).

L.S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication.

Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One is the nonverbal, objective activity of the child himself. The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child.

A large number of studies have been devoted to the issue of vocabulary development, in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including word acquisition, is considered in many ways in the works of such authors as N.I. Zhinkin, M.M. Koltsova, E.N. Vinarskaya, D.B. Elkonin and others.

At the end of the first and beginning of the second year of a child’s life, the verbal stimulus begins to acquire increasing power. Moreover, during this period of development, according to the observation of M.M. Koltsova, words are not differentiated from each other, the child reacts to the entire complex of words with the entire objective situation.

At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (turning the head, fixing the gaze). Next, a second-order reflex to a verbal stimulus is formed. The child develops imitation, repeated repetition of a new word, so-called babbling words consisting of stressed syllables (dog - “baka”, milk - “moko”).

Most researchers call this stage of child speech development the “word-sentence” stage. The word does not yet have a grammatical meaning.

Words - sentences at this stage express either a command (na, give), or an instruction (there), or name an object (lala, kitty).

Subsequently, at the age of 1.5 - 2 years, the child's complexes are divided into parts, which enter into various combinations with each other (Katya bai, Katya lala). The child’s vocabulary quickly begins to expand and by the end of the second year of life there are about 300 words of various parts of speech.

Analyzing the development of the meaning of a word in ontogenesis, L.S. Vygotsky wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word developed psychologically helps to illuminate to a certain extent how the development of signs occurs, how the first sign naturally appears in a child, how the mechanism is mastered on the basis of a conditioned reflex.” designations" (Vygotsky. L.S. Development of oral speech // Children's speech. 1996. Part 1. P. 51).

The first stage of development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and subsequently reproduces it.

At the age of 1.5-2 years, a child moves from passively acquiring words from people around him to actively expanding his vocabulary during the period of using questions like “what is this?”, “What is this called?”.

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

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

At first, the meaning of the word is amorphous, vague, and can have several meanings. The same word can denote an object, a sign, and an action with an object. For example, the word kykh can mean in a child’s speech a cat and everything fluffy (collar, fur hat), and an action with an object (I want to pet the cat). The word is accompanied by a certain intonation and gestures that clarify its meaning.

It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation for a specific object and correlates with a specific image of the object. On the other hand, a word generalizes a set of objects, signs, and actions. The meaning of the word is also influenced by its connection with other words: sad time, cheerful time, short time.

The word takes on different meanings depending on the intonation. The word can perfectly denote the highest degree of praise, irony, sarcasm, mockery.

The following components of the meaning of words are distinguished as the main ones (according to A.L. Leontyev, N.Ya. Ufimtseva, S.D. Katsnelson):

Denotative component, i.e. reflection in the meaning of a word of the features of denotation (a table is a specific object);

Conceptual or conceptual component, reflecting the formation of concepts, reflection of the connections of words according to 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 day, cold water in the kettle in winter).

Research shows that a child first masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object and its designation.

The conceptual vocabulary is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop.

Gradually, the child masters the contextual meaning of the word. Thus, a preschool child has great difficulty mastering the figurative meaning of words and aphorisms.

According to L.S. Vygodsky, the development of the meaning of a word represents the development of concepts. The process of concept formation begins in early childhood, from the moment of acquaintance with the word. Moreover, only in adolescence do the mental prerequisites that create the basis for the formation of concepts mature. L.S. Vygodsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with “syncretic” images, amorphous and approximate, and then the stage of potential concepts (pseudo-concepts) occurs. The meaning of the word, i.e. develops from the concrete to the abstract, generalized.

Enriching a child’s life experience, increasing the complexity of his activities and developing communication with people around him lead to a gradual quantitative growth of vocabulary. In the literature, there are significant discrepancies regarding the volume of the vocabulary and its growth, since significant individual characteristics of the development of vocabulary in children depend on living conditions and upbringing.

According to E.A. Arkin, the growth of the dictionary is characterized by the following quantitative features:

1 year - 9 words,

1 year 6 months - 39 words,

2 years - 300 words,

3 years 6 months - 1100 words,

4 years - 1926 words.

According to A. Stern,

by 1.5 years there are about 100 words,

by 2 years - 200 - 400 words,

by 3 years - 1000 -1100 words,

by 4 years - 1600 words,

by 5 years - 2200 words.

According to A.P. Gvozdev in the dictionary of a 4-year-old child there are 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0.9% of prepositions and 0.9% interjections and particles.

As the child’s thinking and speech develop, vocabulary is not only enriched, but also systematized. Words seem to be grouped into semantic fields. A semantic field is a functional formation, a grouping of words based on common semantic features.

The organization of lexical systematicity in young children and adults occurs differently. In young children, words are combined into groups mainly on the basis of a thematic feature (for example, dog - kennel, tomato - garden bed). Adults more often combine words related to the same concept (dog - cat, tomato - vegetable).

A.I. Lavrentiev, observing the formation of the lexical-semantic system in children from 1 year. 4 months Up to 4 years, identifies 4 stages of development of the systematic organization of children's vocabulary.

At the first stage, the dictionary is a set of individual words (20 - 50). In this case, the set of lexemes is unordered.

At the beginning of the second stage, vocabulary begins to increase rapidly. Questions about the names of surrounding objects and phenomena indicate that in the child’s mind a certain system of words relating to one situation is formed, and groups of them are formed. A.I. Lavrentieva defines this stage as situational, and groups of words as situational fields.

Subsequently, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage of the formation of the lexical system, which is defined as the thematic stage.

The organization of thematic groups of words causes the development of lexical antonymy (big - small, good - bad).

The contrast “big - small” replaces at this stage all variants of parametric adjectives (long - small, thick - small), and the contrast “good - bad” replaces all variants of qualitative - evaluative adjectives (evil - good).

A feature of the fourth stage of development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child’s vocabulary approaches in its structure the lexical-semantic system of adults.

The development of lexical systematicity and the organization of semantic fields is reflected in a change in the nature of associative reactions.

Based on an analysis of the nature of verbal associations in preschoolers aged 5 - 8 years, N.V. Serebryakova identified the following stages of organizing semantic fields.

The first stage is characterized by the unformation of the semantic field. The child relies on sensory perception of the surrounding situation and the names of the objects surrounding the child (dog - ball) predominate as words-reactions. The lexical system has not been formed. The meaning of the word is included in the meaning of phrases (dog - barks).

The second stage - the semantic connections of words that differ significantly from each other in semantics, but have an inverse, situational connection, are acquired. This is manifested in the predominance of thematic associations that are based on certain images: house - roof. The semantic field is not yet structurally organized or formalized.

Third stage. Here the concept and classification processes are formed. There is a differentiation of the structure of the semantic field, the most characteristic relationships of which are groupings and oppositions.

Thus, normally, the development of children's speech is a complex and diverse process. Some language groups are acquired earlier, others much later. Therefore, at various stages of development of children's speech, some elements of the language have already been acquired, while others have not yet been acquired or are only partially acquired. Hence such a variety of violations of conversational norms by children, especially at an early age.

1.2 Modernrepresentationdomesticspeech therapyOdevelopmentspeecheschildrenWithgeneralunderdevelopmentspeeches

For the first time, a scientific explanation for the general underdevelopment of speech was given by R.E. Levina and a team of researchers from the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR (G.I. Zharenkova, N.A. Nikashina, L.F. Spirova, G.A. Kashe, T.B. Filicheva) in the 50-60s. XX century

During this period, a pedagogical classification of speech development anomalies was developed, which primarily meets the goals of remedial education of children with different nature and structure of the defect.

The well-known clinical classification and psychological typology did not meet the requirements of special pedagogical practice. A new psychological and pedagogical solution to this problem was presented in the development of an original pedagogical classification, which makes it possible to theoretically substantiate and implement a unified form of frontal education for children with various speech impairments, who have normal hearing and primary intact intelligence.

General underdevelopment of speech in children with normal hearing and primary intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.

With OHP, there is a late onset of speech, a poor vocabulary, defects in pronunciation and phoneme formation, and agrammatism. Speech underdevelopment is expressed in children to varying degrees: it can be babbling speech, absence of speech and extended speech with elements of phonetic-phonemic or lexical-grammatical underdevelopment.

According to the severity of the manifestation of the defect, four levels of general speech underdevelopment are conventionally distinguished. The first three levels are highlighted and described in detail by R.E. Levina, the fourth level is presented in the works of T.B. Filicheva.

At the first level of speech development in children of senior preschool age, speech is almost completely absent, because consists of onomatopoeia, amorphous words - roots. Children accompany their speech with facial expressions and gestures. However, it remains not entirely clear to others.

Some words that children use are inaccurate in sound and structural composition. Children use the same name to designate various objects, uniting them based on the similarity of their individual characteristics; at the same time, they call the same object in different situations with different words, and replace the names of actions with the names of objects.

There are no phrases at this level of speech development. Trying to talk about an event, children utter individual words, sometimes one or two distorted sentences.

A small vocabulary reflects objects and phenomena directly perceived through the senses. With deep underdevelopment, root words devoid of inflections predominate.

The passive vocabulary is wider than the active one; it seems that the children understand everything, but cannot say anything themselves.

Non-verbal children do not perceive grammatical changes in words. They do not distinguish between singular and plural forms of nouns, adjectives, past tense of verbs, masculine and feminine forms, and do not understand the meaning of prepositions.

The sound composition of the same word is not constant, the articulation of sounds may change, and the ability to reproduce the syllabic elements of a word is impaired. At the level of babbling speech, sound analysis is not available; the task of isolating sounds is often incomprehensible in itself.

The second level of speech development is characterized by the fact that children’s speech capabilities increase significantly. The vocabulary becomes more diverse. Children use pronouns, simple prepositions and conjunctions. It becomes possible to talk about familiar events using simple sentences.

Children use nouns in the nominative case, verbs in the infinitive, errors are observed in the use of number and gender of verbs. Adjectives are rarely found in speech and do not agree with other words in the sentence. Reproduction of the syllabic structure of a word becomes more accessible; children repeat the syllabic contour of the word, but the sound composition remains inaccurate.

The third level of speech development is characterized by the fact that everyday speech becomes developed, and there are no more gross lexico-grammatical and phonetic deviations. Children use simple common sentences of three to four words. In independent statements there is no correct grammatical connection, the logic of events is not conveyed. The sound side of speech at this level is more developed; pronunciation defects most often concern sibilants and sonorants.

The fourth level of speech development is characterized by individual gaps in the development of vocabulary and grammatical structure. The educational material is poorly perceived, the degree of its assimilation is very low, the rules of grammar are not absorbed.

The etiology of general speech underdevelopment may be different. Often the cause of OHP is the weakness of acoustic-gnostic processes, i.e. with intact hearing, a reduced ability to perceive speech sounds is observed.

General speech underdevelopment often occurs as a result of disorders associated with organic lesions or underdevelopment of certain parts of the central nervous system.

General underdevelopment of speech can also be caused by social reasons (multilingualism, tongue-tiedness, raising a child by deaf adults), as well as the physical weakness of the child, prematurity, and frequent illnesses. In these cases, speech development is delayed. In all other cases, ONR is a sign of organic damage to the central nervous system.

According to E.M. Mastyukova, children with general speech underdevelopment can be divided into three main groups:

with motor alalia;

with underdevelopment of speech of cerebral-organic origin;

with an uncomplicated variant of general speech underdevelopment.

All children with general speech underdevelopment are characterized by general motor awkwardness and disturbances in optical-spatial gnosis. Basic motor skills and abilities in children with ODD are not sufficiently formed, movements are not rhythmically organized, motor activity and attention are reduced.

General speech underdevelopment affects the formation of children's intellectual, sensory and volitional spheres.

Data from experimental studies by T.D. Barmenkova (1997) indicate that preschoolers with SLD are significantly behind their normally developing peers in terms of the level of development of logical operations. The author distinguishes four groups of children with ODD according to the degree of development of logical operations.

Children included in the first group have a fairly high level of development of nonverbal and verbal logical operations, corresponding to the indicators of children with normal speech development, cognitive activity, interest in the task are high, the children’s purposeful activity is stable and planned.

In children included in the second subgroup, the level of development of logical operations is below the age norm. Speech activity is reduced, children demonstrate a limited amount of short-term memory, and the inability to retain a series of words.

In children of the third group, goal-directed activity was impaired when performing both verbal and nonverbal tasks. They are characterized by insufficient concentration of attention and a low level of cognitive activity. At the same time, children have the potential to master abstract concepts if they receive help from a speech therapist.

Preschoolers included in the fourth group are characterized by underdevelopment of logical operations, low cognitive activity, and no control over the correctness of task completion.

In the work “Comparative psychological and pedagogical study of preschoolers with ODD and normally developed speech” L.I. Belyakova, Yu.F. Garkusha, O.N. Usanova, E.L. Figueredo (1991) presented the results of a study of mental functions.

When visually recognizing an object under complicated conditions, children with general underdevelopment perceived the image of the object with certain difficulties; they showed uncertainty and made mistakes in identification. When performing the task of “equating to a standard,” they used elementary forms of orientation. A study of visual perception allows us to conclude that in children with OHP it is not sufficiently formed.

The study of mnestic functions allows us to conclude that the memorization of verbal stimuli in children with SLD is significantly worse than in children without speech pathology.

Research on the functions of attention shows that children get tired quickly, find it difficult to choose productive tactics, and make mistakes throughout their work.

The presence of general underdevelopment in children leads to persistent disturbances in communication, while the process of interpersonal interaction between children is hampered, and serious problems are created in the path of their development and learning.

Children with OHP have insufficient coordination of movements in all types of motor skills - general, fine, articulatory and facial.

Thus, we can say that understanding the structure of general speech underdevelopment, the reasons underlying it, understanding the relationship between primary and secondary disorders is necessary when sending children to special institutions and choosing appropriate corrective measures. The clinical approach to the problem of general speech underdevelopment involves the need to make a medical diagnosis. A correct understanding of the structure of speech underdevelopment in each case is a necessary condition for the most effective speech therapy and medical care for children.

Data from psychological and pedagogical diagnostics in children with ODD make it possible to determine the most adequate system for organizing children in the learning process, and to find for each the most appropriate individual methods and correction techniques.

1.3 Characteristics of the lexical aspect of speech of preschool children with generalunderdevelopmentspeeches

Disturbances in the formation of vocabulary in children with general speech underdevelopment (GSD) are manifested in limited vocabulary, a sharp discrepancy between the volume of active and passive vocabulary, inaccurate use of words, unformed semantic fields, and difficulties in updating the vocabulary.

A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, erased form of dysarthria, dysarthria, delayed speech development, etc.).

One of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. At the same time, the use of words in expressive speech and updating the dictionary cause great difficulties.

The poverty of the vocabulary is manifested, for example, in the fact that preschoolers with special needs, even at the age of six, do not know many words:

names of berries (cranberry, blackberry, strawberry, lingonberry),

flowers (forget-me-not, violet, iris, aster),

wild animals (boar, leopard),

birds (stork, eagle owl),

tools (plane, chisel),

professions (painter, mason, welder, worker, weaver, seamstress),

body parts (thigh, foot, hand, elbow),

parts of the object (cuff, headlight, body), etc.

Many children find it difficult to actualize words such as:

sheep, elk, donkey, rook, heron, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser.

Particularly large differences between children with normal and impaired speech development are observed when updating the predicative vocabulary (verbs, adjectives). Preschoolers with ODD have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).

The verbal dictionary of preschoolers with ODD is dominated by words denoting actions that the child performs or observes every day (sleeping, washing, bathing, dressing, walking, running, eating, drinking, cleaning, etc.).

It is much more difficult to assimilate words of generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.

Impaired vocabulary formation in these children is expressed both in ignorance of many words, as well as in difficulties in finding a known word, and in impaired updating of the passive vocabulary.

A characteristic feature of the vocabulary of children with ODD is the inaccuracy in the use of words, which is expressed in verbal paraphasias. Manifestations of inaccuracy or incorrect use of words in the speech of children with special needs are diverse.

In some cases, children use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word.

Thus, the understanding and use of a word is still situational in nature.

Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.

Among the replacements of nouns, replacements of words included in one generic concept predominate (elk - deer, tiger - lion, rook - magpie, magpie - jackdaw, swallow - seagull, wasp - bee, melon - pumpkin, lemon - orange, lily of the valley - tulip, etc. .).

Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following replacements are common:

tall - long, low - small, narrow - small, fluffy - soft.

Substitutions of adjectives are carried out due to undifferentiated signs of size, height, width, thickness.

In the replacement of verbs, attention is drawn to the inability of children to differentiate certain actions, which in some cases leads to the use of verbs of a more general, undifferentiated meaning (crawls - walks, coos - sings).

Along with the mixing of words based on generic relations, substitutions of words based on other semantic features are also observed:

a) mixing of words in children with ODD is carried out on the basis of similarity based on functional purpose:

bowl - broom, plate - mug, teapot - glass, decanter - bottle.

b) replacing words denoting objects that are externally similar:

sundress - apron, fountain - shower, T-shirt - shirt;

c) replacing words denoting objects united by a common situation:

skating rink - ice, hanger - coat;

d) mixing words denoting part and whole:

the collar is a dress, the locomotive is a train, the body is a car.

e) replacing general concepts with words of specific meaning:

shoes - boots, dishes - plates, flowers - daisies;

f) the use of phrases in the word search process:

bed - for sleeping, brush - to clean teeth, spinning top - toy spins;

g) replacing words denoting actions or objects with noun words:

open - door, play - doll, or vice versa, replacing nouns with a verb:

medicine - to get sick, bed - to sleep, plane - to fly.

Cases of semantic substitutions are observed in children with ODD and at school age. Verb substitutions are especially persistent:

forges - threshes, irons - runs the iron, bathes - washes.

Some verb replacements reflect children’s inability to identify essential features of an action, on the one hand, and non-essential ones, on the other, as well as to highlight shades of meaning.

Characteristic of children with ODD is the variability of lexical substitutions, which indicates greater preservation of auditory control than pronunciation, kinesthetic images of words. Based on auditory images of words, the child tries to reproduce the correct sound of the word.

In children with normal speech development, the word search process occurs very quickly. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, and insufficiently automated.

When implementing this process, associations of various nature (semantic, sound) have a distracting effect. Disturbances in the development of vocabulary in children with ODD also manifest themselves in the later formation of lexical systematicity, the organization of semantic fields, and the qualitative uniqueness of these processes.

The quantitative dynamics of random associations also speaks about the immaturity of the semantic field in children with speech impairments.

Even by 7–8 years of age, in children with speech pathology, random associations are very common and dominant, although their number decreases with age.

In children with normal speech development by the age of 7-8 years, random associations turn out to be isolated.

Children with ODD also have features in the dynamics of syntagmatic associations. In children with normal speech development, a sharp increase in syntagmatic reactions occurs by the age of 6 years.

By the age of 7, the same sharp decrease in their number is observed. In children with speech impairments, a sharp increase in syntagmatic reactions is observed by the age of 7, which is likely due to a delay in the formation of the grammatical structure of speech.

So, in children aged 5 - 7 years with OHP, there is a parallel increase in syntagmatic and paradigmatic associations, while in children with normal speech development the opposite pattern is observed after 6 years: a sharp increase in paradigmatic and a significant decrease in syntagmatic associations.

Thus, children with ODD have a delay in the formation of semantic fields compared to the norm. The organization of semantic fields in children with SLD has specific features, the main of which are the following: associations in children with speech pathology, to a greater extent than in children with normal speech development, are unmotivated. The most difficult part of the formation of semantic fields in children with speech impairments is the identification of the center of the semantic field and its structural organization.

The formation of lexical systematicity and semantic fields is manifested not only in the nature of verbal associations, but also in the features of the classification of words based on semantic features.

Thus, when performing the task “find an extra word in a series of words” (for example, in a series of words apple, beetroot, pear, orange), children with normal speech development do not have any difficulties.

As for children with ODD, even completing tasks for grouping words that are semantically distant causes certain difficulties for some of them. So, for example, in the task “name an extra word from the series tiger, plate, cat,” Sveta M. (6 years old) calls the word tiger extra, since he is not in the house, but in the circus. Zhenya S. calls the word tiger unnecessary, “since all this is at home, but the tiger is in the forest.”

Even more difficulties arise for preschoolers with OHP when grouping semantically similar adjectives.

Thus, children with ODD often make mistakes when choosing an extra word from the series: short, long, small (short); tall, small, low (low); round, large, oval (oval); heavy, long, light (heavy). These examples indicate an inaccurate understanding of the meanings of the words short, long, high, low, and the difficulties of grouping based on an essential feature. This confirms the immaturity of semantic fields and the insufficient development of the ability to compare words by their meaning.

The biggest difficulties for children with ODD are the grouping of verbs. Children with OHP often choose the wrong extra word in such, for example, series of words: ran up, went out, approached (approached); stands, grows, sits (sits); goes, blooms, runs (walks or runs).

These data indicate that the structure of the meaning of verbs is unformed and that it is impossible to identify common features when grouping verbs.

The relations of antonymy and synonymy characterize the relations within the semantic field. In this regard, the study of antonymy and synonymy makes it possible to identify the peculiarities of the organization of the core of the semantic field and the accuracy of the meaning of the word.

Completing tasks for selecting antonyms and synonyms requires a sufficient volume of vocabulary, the formation of the semantic field in which the word is included, the ability to identify the main differential semantic feature in the structure of the meaning of a word, and to compare words according to an essential semantic feature.

These tasks are successfully completed only if the process of searching for a word of opposite or identical meaning is active. The correct search for a word is carried out only when the child has formed and systematized a certain synonymous or antonymic series.

According to the definition of O.S. Akhmanova, “antonyms are words that have a qualitative attribute in their meaning and therefore can be opposed to each other as opposite in meaning.”

If children with normal speech development experience difficulties in selecting antonyms and synonyms only for individual words, then preschoolers with OSD show errors in selecting antonyms and synonyms for the vast majority of words.

In children with ODD, however, a varied pattern of errors is observed when selecting antonyms. Instead of antonyms, children with ODD choose:

a) words that are semantically close to the intended antonym of the same part of speech (day - evening, quickly - quietly);

b) words that are semantically close, including antonyms, to the intended antonym, but to a different part of speech (fast - slower, slow; grief - fun; high - low; far - closer);

c) words - stimuli with the particle not (take - don’t take, talk - don’t talk);

d) words that are situationally close to the original word (talk - sing, laugh, high - far);

e) forms of the word - stimulus (speak - speaks);

f) words connected by syntagmatic connections with words - stimuli (raise - higher);

g) synonyms (take - take away).

Thus, in preschoolers with OHP, the systemic relationships between lexical units of the language are not sufficiently formed. We can identify a whole range of difficulties that lead to incorrect completion of tasks:

Difficulties in identifying significant differential semantic features on the basis of which the meaning of words is contrasted;

Underdevelopment of mental operations of comparison and generalization;

Insufficient activity of the word search process;

The lack of formation of semantic fields within the lexical system of the language;

Instability of paradigmatic connections within the lexical system of a language;

The limited volume of the dictionary makes it difficult to choose the right word.

One of the complex problems of speech ontogenesis is the problem of the formation of synonymy. Synonyms (equivalent words), as defined by O.S. Akhmanova, are those members of the thematic group that belong to the same part of speech and coincide in meaning and use.

Six-year-old preschoolers, in most cases, correctly select synonyms for words they know well, making only isolated mistakes.

At the same time, all children with speech pathology of the same age make mistakes when selecting synonyms. In a large number of cases, children refuse to answer.

Preschoolers with normal speech development often update several synonyms for one word - stimulus (fighter - soldier, warrior, knight; street - avenue, alley), which indicates the beginning of mastering the polysemy of the word.

Children with OHP, as a rule, reproduce only one synonym per word - stimulus (fighter - soldier, street - avenue).

In this case, a varied nature of errors is observed. Instead of synonyms, children with OHP reproduce:

a) semantically similar words, often situationally similar (park - zoo, festive - spring, street - road);

b) words that are opposite in meaning, sometimes a repetition of the original word with the particle not (huge - small, true - not true);

c) words that sound similar (building - creation, park - desk);

d) words associated with the stimulus word by syntagmatic connections (street - beautiful);

e) forms of the original word or related words (fighter - fight, festive - holiday, joyful - joyfully).

In tasks for the selection of synonyms in children with speech pathology, the same difficulties are revealed as in the selection of antonyms: limited vocabulary, difficulties in updating the dictionary, inability to identify essential semantic features in the structure of the meaning of a word, and to compare the meanings of words based on a single semantic feature.

Preschoolers explain the meaning of general nouns using the following methods:

Enumeration of words included in the semantic field. For example: “Vegetables are tomatoes, cucumbers.” This way of defining meaning is called instantiation;

Determining the meaning of a word through a description of the location of the denotation. For example: “Vegetables grow in the garden”;

Description of the external characteristics of the denotation: length, size, aroma, taste, indication of what it is made of. For example, furniture is made of wood;

Determining meaning through naming denotation functions. For example: “Dishes - you can eat from them; utensils - intended for cooking and eating”;

Explanation of meaning through subsuming a generalized, more global representation (without indicating differential features). For example: “Flowers are plants”;

A true explanation of the meaning of a word, indicating the semantic field and differential features of the word that distinguish it from other words of a given semantic field. For example: “A tree is a large plant with a trunk”;

description of the parts of the denotation. For example: “A tree is a trunk with leaves.”

Analysis of the methods of defining a word allows us to identify those semantic features that children include in the structure of the meaning of the word and which children primarily focus on when explaining the meaning of the word. These are the differential features on the basis of which the search for a word is carried out in the process of its use. Two groups of such signs can be distinguished.

Group I - denotative signs. This group can include situational signs of the denotation (its location), external signs directly characteristic of the denotation, and functional signs of the denotation.

Group II - lexical-semantic features determined by the connections of the word, the place of the word in the lexical system, the semantic field. This group may include correlating a word with a general concept without indicating differential features, as well as highlighting a semantic field indicating differential features, i.e. True definition.

dissertations for an academic degree

candidate of pedagogical sciences

Moscow – 2006

The work was carried out in a state scientific institution

"Institute of Correctional Pedagogy RAO"

Chirkina Galina Vasilievna

Official opponents: Doctor of Psychology, Professor

Vizel Tatyana Grigorievna

Candidate of Pedagogical Sciences, Associate Professor

Rossiyskaya Elena Nikolaevna

Lead organization:

State Educational Institution of Higher Professional Education Moscow City Pedagogical University

The defense will take place on January 18, 2007 at 14:00 at a meeting of the dissertation council D 008.005.01 at the Institute of Correctional Pedagogy of the Russian Academy of Education at the address: 119121 Moscow, st. Pogodinskaya, 8, bldg. 1.

The dissertation can be found at the State Scientific Institution “Institute of Correctional Pedagogy of the Russian Academy of Education”

Scientific secretary of the dissertation council,

Candidate of Psychological Sciences Alle A. Kh.

general description of work

The relevance of research

Research of recent decades in the field of children's speech is focused on general linguistic categories, the leading place among which is occupied by the analysis of semantic-syntactic constructions.

Domestic and foreign linguists assign the predicate the main role in the organization of syntactic units that form the basis of speech communication (Yu. D. Apresyan, K. Buhler, V. V. Vinogradov, S. D. Kancelson, A. A. Peshkovsky, E. Sapir, I. Bellert and others). The meaning of the predicate is determined as a term of logic and linguistics, denoting a constitutive member of a judgment, that is, what is expressed, affirmed or denied about the subject.

Psycholinguistic studies indicate that the central category of development of the syntax of children's speech is psychological predicativity as the correlation of the content of a statement with reality (L. S. Vygotsky, A. A. Leontyev, L. V. Sakharny, A. M. Shakhnarovich, etc.) .

Analysis of the speech production of preschoolers with general speech underdevelopment (GSD) of various origins indicates significant difficulties in the use of lexical units, which is expressed in stereotypical answers, inadequate semantic substitutions, and persistent agrammatism. The specificity of vocabulary disorders is determined by the structure of the speech defect, age, socio-cultural factors, etc.

In speech therapy literature, the question of the peculiarities of the organization of the lexico-grammatical structure of speech of children with alalia, dysarthria and rhinolalia has been repeatedly raised (R. E. Levina, L. V. Lopatina, G. V. Chirkina, etc.). Considering the structure of speech activity of children with alalia, T. D. Barmenkova, V. K. Vorobyova, V. P., V. A. Kovshikov, L. F. Spirova and others note the negative impact of the immaturity of linguistic signs and the limitations of linguistic means on predicative processes. The poverty of the vocabulary of preschoolers with dysarthric disorders is explained by the difficulties of implementing the operations of nomination and predication, the imperfection of paradigmatic and syntagmatic relations (L. V. Lopatina, N. V. Serebryakova, etc.). The process of mastering predicative vocabulary in rhinolalia depends on the formation of the operations of selection and combination of phonetic and phonemic language units (G.V. Chirkina).

According to many experts (N. S. Zhukova, T. B. Filicheva, S. N. Shakhovskaya, etc.), the fundamental direction of correctional work with children with special needs development is the development of the lexical and grammatical aspects of speech. It should be noted that in speech therapy a methodological system of correctional work with children with ODD (level III) has been developed and is widely used. At the same time, specific techniques aimed at developing predicative vocabulary in preschoolers with a lower level of speech development are not sufficiently represented in scientific and methodological sources. Thus, the general underdevelopment of speech of the second level is characterized by R. E. Levina as “the beginnings of common speech” and it is in this case that speech therapy correction is aimed at mastering the semantically whole utterance, the mechanism of which is directly related to the formation of predicative structures. data on the state and characteristics of the functioning of predicative vocabulary in children with rhinolalia, dysarthria and alalia, who have OHP ((level II) encourages the search for new, theoretically based information about the dysontogenetic organization of statements of varying complexity. The method of forming predicative vocabulary should be carried out differentiated for children with OHP (II level) of various origins in accordance with the program requirements for correctional work in special preschool institutions, which is an urgent problem for the theory and practice of speech therapy.

Purpose of the study: based on a comparative analysis of predicative vocabulary in children with normal and impaired speech development, a methodological system of techniques aimed at forming the act of predication in preschoolers with ODD (level II).

Object of study: the process of mastering predicative vocabulary by children with general speech underdevelopment.

Subject of study: the formation of predicative vocabulary in preschool children with ODD (level II), taking into account etiopathogenetic differences in the structure of the speech defect.

Research hypothesis is as follows: the development of phrasal speech in children with ODD (level II) is significantly complicated due to the immaturity of the processes of word choice (nomination) and grammatical structuring of speech utterances (predication).

In the course of correctional and speech therapy work for the mastery of predicative vocabulary by preschoolers of the studied category, the use of a pictographic code, taking into account the ontogenetic formation of paradigmatic, syntagmatic connections and derivational relations, can stimulate, along with traditional methods, a more intensive practical mastery of the lexical and grammatical side of speech.

The use of a differentiated methodological system aimed at adequate understanding and use of predicative units in independent statements of various lengths will contribute to the formation of predication, improvement of communication skills, and development of cognitive processes.

In accordance with the purpose, we determined research objectives:

1. Analyze the scientific literature on the problem of learning syntactic structures by children in normal and pathological conditions.

2. To identify the features of understanding and use of predicative vocabulary by children with normal and impaired speech development.

3. Develop and test a system of methodological techniques aimed at developing predicative vocabulary in preschoolers with ODD (level II).

4. Assess the effectiveness of the proposed system of correctional and pedagogical influence.

To solve the problems and test the hypothesis, the following were used: research methods:

- studying literature on the research topic; empirical methods: analysis of medical and pedagogical documentation; conversation, stating, teaching and control experiments; quantitative and qualitative analysis of ascertaining and control data, statistical analysis of the results of experimental training.

Methodological basis of the study are:

Statement on the mutual influence and unity of the laws of normal and abnormal development (L. S. Vygotsky, A. N. Leontiev);

The concept of an integrated approach to teaching and raising children with speech disorders (R. E. Levina, T. B. Filicheva, G. V. Chirkina);

Psycholinguistic approach to the study of the mechanisms of formation of predicative vocabulary (N. I. Zhinkin, A. R. Luria, A. M. Shakhnarovich);

A linguodidactic approach that takes into account the semantic side of language and defines the predicate as a central syntactic unit (Yu. D. Apresyan, V. V., G. A. Zolotova, S. D. Kancelson, L. V. Shcherba).

The following are submitted for defense: provisions:

1. The process of mastering predicative vocabulary by preschoolers with SLD (level II) of various origins has both general and specific features due to dissociation in mastering impressive and expressive speech

2. Differentiated speech therapy work, aimed at the formation of multi-word statements based on a pictographic code, promotes adequate understanding and use of predicative lexemes by preschoolers with severe speech pathology.

3. Systematic correctional and developmental influence aimed at the formation of predicative vocabulary, carried out on the basis of the use of a developed system of methodological techniques, provides a mechanism for the transition to a higher level of development of phrasal speech, and has a positive effect on overcoming the general underdevelopment of speech in children.

Scientific novelty of the research

For the first time, general and specific features of mastering predicative vocabulary in children 4-7 years old with normal and impaired speech development have been identified.

It has been established that the most pronounced violations of the act of predication are observed in preschoolers with alalia, children with dysarthria occupy an intermediate position, and preschoolers with rhinolalia have a higher level of development of the studied vocabulary in comparison with other peer groups with speech pathology.

Theoretical significance

A differentiated methodology for the formation of predicative vocabulary in children with ODD (level II) was theoretically substantiated, developed and tested, taking into account the ontogenetic course of development, the structure of the primary defect and the individual capabilities of children.

Based on the study of the theory of the predicative nature of internal speech, the mechanism of speech production is analyzed. In all proposed psycholinguistic models (L. S. Vygotsky, N. I. Zhinkin, A. A. Leontiev, A. R. Luria, L. S. Tsvetkova, etc.), the lexico-grammatical organization of a speech utterance is considered as a complex structural formation , based on the fusion of acts of nomination and predication and associated with the cognitive development of the child.

The problem of the ontogenetic formation of speech processes is presented in the works of A. E. Arkin, A. N. Gvozdev, Ya. L. Kolominsky, F. A. Sokhin, V. Stern, V. I. Yadeshko, K. Nelson and others. Based on observations scientists (K. Bühler, A. P. Klimenko, A. R. Luria, etc.), the expansion of the vocabulary in both quantitative and qualitative aspects is directly related to the formation of two types of connections - paradigmatic (associative) and syntagmatic (predicative ), which progressively go through a number of stages that can be traced both normally and in pathology (A. A. Leontiev, T. N. Ushakova, L. S. Tsvetkova, M. A. Shakhnarovich, M. Halliday, etc.).

In the semantic aspect, paradigmatic and syntagmatic connections are designated as the structure of sign systems (L. Elmslev, A. A. Zaliznyak, G. E. Kreidlin, M. A. Krongauz, Ch., N. A. Slyusareva, Yu. S., I P. Susov, R. O. Yakobson, etc.). From the authors’ point of view, paradigmatic connections unite homogeneous signs that differ slightly from each other. Based on syntagmatic relationships, sentences are formed from word combinations, and they, in turn, are converted into text. In verbal communication, such statements can be expressed not only by words, but also by signs of the universal subject code (UPC), which is the language of the intellect, a basic component of thinking and has a non-verbal nature (N. I. Zhinkin). The Code of Criminal Procedure can be expressed by pictographic code signs (pictograms and ideograms).

At the present stage of development of speech therapy, the pictographic code is used in working with children with pathologies of oral and written speech, as a method of indirectly memorizing the visual image of a word, through which communicative communication is carried out (T. G. Wiesel, V. K. Vorobyova, O. E. Gromova, F. Duquesne, R. Loeb, L. V. Lopatina, I. N. Sadovnikova, T. B. Filicheva, W. Brown, S. Bliss, D Harris-Vanderheiden, P. MacKenzie, S. Reinen, W . Sawchuck).

Control group

Experimental group

Study

rhinolalia

dysarthria

rhinolalia

dysarthria

nominal predicates

verbal predicates

adjective predicates

adverbial predicates

antonymy

synonymy

Comparative characteristics of the results of completing tasks by 6-year-old children

EG-2 and CG-2 (in points)

It should be noted that by the end of the experimental training, all preschoolers 5-6 years old from EG-2 and 6-year-old children from CG-2 could have OHP (level III); while in 19% of 5-year-old children in CG-2 there was no transition from the second level of speech development to the third. The difference in the effectiveness of correctional influence between 6-year-old children from EG-2 and CG-2 based on the results of the educational experiment averaged 3.2 points.

Higher indicators of the level of formation of predicative vocabulary in EG-2 are explained by systematic work using a special technique aimed at activating nominal, verbal, adjective and adverbial predicates, mastering paradigmatic, syntagmatic connections and derivational relations between them in utterances of various lengths.

A comparative analysis of data at the beginning and at the end of experimental training with a sufficient degree of reliability (P = 0.95) allowed us to draw a conclusion about the effectiveness of our proposed methodological system of techniques for the formation of predicative vocabulary in children with ODD (level II).

In custody dissertation presents the main results of the study.

The use of a psycholinguistic approach in a comparative study of the speech abilities of children with normal and impaired speech development made it possible to identify both general and specific features of the formation of predicative vocabulary in them.

The results of the ascertaining phase of the experimental study convinced us of the need to organize correctional pedagogical intervention aimed at forming the main components of the operational and technical link of the predication process.

The developed methodological system of techniques, aimed at children with severe speech pathology, taking into account the hierarchical interaction of predicative units of language, was aimed at reproducing one-word, two-word and multi-word constructions based on a pictographic code with a gradual reduction in the number of visual supports and the transition to independent speech.

The results of a control experiment aimed at identifying the effectiveness of our proposed methodology confirmed that children with ODD (level II) showed intensive development of predicative processes.

The data obtained during the dissertation research allowed us to do the following: conclusions:

1. Pronounced disturbances in the organization of predicative vocabulary in preschoolers with SLD of various origins are explained by difficulties in the process of choosing words, implementing the operations of nomination and predication, and the general immaturity of paradigmatic, syntagmatic connections and derivational relations. In preschoolers with impaired speech development, the formation of the studied vocabulary occurs at a much later date and has qualitative differences compared to the norm.

2. The developed differentiated methodological system of techniques using specific visual supports, aimed at the adequate use of predicative units in independent statements of various lengths, contributed to the formation of predication, improvement of communication skills in children with rhinolalia, dysarthria and alalia.

3. In the process of correctional speech therapy training, all preschoolers showed significant quantitative and qualitative changes in the state of predicative vocabulary, which was expressed in the following: trends in the assimilation of paradigmatic (associative), syntagmatic (predicative) connections and derivational relations; positive dynamics of development of the lexical-semantic component in the structure of the meaning of predicates; shortening responses using gestures, random reactions, single-root substitutions, refusals; expanding the length of the utterance; playing a text message.

4. Analysis of statements of various lengths, carried out as part of a control experiment and aimed at identifying the effectiveness of the experimental methodology we proposed, confirmed that as a result of correctional speech therapy training in children with ODD (level II), there was a significant expansion in the volume of predicative vocabulary, which shortened the transition time to a higher level of speech development.

The conducted research has prospects for development in terms of continuing the study of predicative vocabulary in preschoolers with OSD (III level), as well as further development and improvement of methods aimed at eliminating syntactic agrammatism in primary schoolchildren with severe speech impairments.

General underdevelopment of speech (GSD) is a violation of the formation of all components of the speech system in their unity, in other words, sound structure, phonemic processes, vocabulary, grammar and semantic aspects of speech, in children with intact physical hearing and initially intact intelligence. OHP is characterized by the presence of late manifestations of speech, a poor vocabulary, agrammatisms, deficiencies in sound pronunciation and the formation of phonemes.

Speech underdevelopment in children is likely to be expressed to varying degrees: from a complete absence of speech or a babbling state to expanded speech, but with elements of a violation of phonemic processes, vocabulary and grammar. Three levels of OHP are usually distinguished, with the first and second characterized by deeper degrees of underdevelopment, and at the third, higher level, children have only isolated difficulties in the development of the sound structure of words, vocabulary and grammatical structure of speech. According to R.E. Levina (1968) classifies three levels of speech underdevelopment as 1 - absence of common speech, 2 - rudiments of common speech and 3 - extensive speech with elements of underdevelopment in the entire speech system. The indicated levels do not directly correlate with the age and mental indicators of the child: older children may have worse speech

Level I of speech development, which are referred to as “speechless children,” is characterized by an absolute or almost absolute absence of speech at an age when typically developing children have fully formed speech. Children 5-6 years old, and sometimes older, have a poor active vocabulary and usually use babbling words, onomatopoeia and sound complexes. These are sound complexes formed by the children themselves and incomprehensible to others, complemented by gestures and facial expressions. The child replaces “the car went” with “bibi”, “floor” and “ceiling” with “li” and accompanies speech with a pointing gesture. In terms of sound, babble consists both of elements similar to words (“utu” - rooster, “spruce” - pussy), and of sound combinations completely different from the correct word (“e” - sparrow).

In parallel with babbling words and gestures, children often use individual common words, but usually these words are not fully complete in structure and sound composition and are used with erroneous meanings. Children do not at all distinguish between the names of objects and actions. Polysemy is often used when a child uses the same babbling word or sound combination to mean different concepts (“bibi” airplane, steamship, “bobo” hurts, lubricate, give an injection). The names of actions are almost always replaced by the names of objects: open the “tree” (door), play a ball simply “ball”; the names of the objects are replaced by the names of the actions: bed “sleep”, plane “fly”. Children practically do not speak phrases; when children try to talk about a certain event, they can say practically only individual words or one or two distorted sentences. They tend to use one-word sentences. The stage of using one-word sentences also occurs during normal speech development, but it does not last longer than 5-6 months and includes a certain number of words. In case of severe speech underdevelopment, this period may be delayed for a long time.

In independent speech, children with OHP exceed one- and two-syllable formations, while in speech repeated after adults, a tendency is visible to reduce the repeated word to one or two syllables (cubes “ku”, pencil “das”). due to the lack of constant articulation, the variable nature of speaking the same word is noted: door “tef”, “vef”, “vet”. Children are unable to use morphological elements to express grammatical meanings. Speech is dominated by “root” words that lack endings. Most often, these are unchangeable sound complexes, and only a certain number of children attempt to identify the names of objects, actions, and qualities.

Children's passive vocabulary is much broader than active vocabulary. Because of this, it seems that children almost all understand speech addressed to them only on the basis of a prompting situation, and do not understand many words at all. Often there is a lack of understanding of the meaning of grammatical changes to a word. Thus, children react the same way to the request “Give me a pencil” and “Give me pencils”, do not understand prepositions, and do not correlate the number forms of verbs and adjectives with different situations. Along with this, one can observe a confusion of meanings of words that have a common sound (brand frames, village trees).

Level II of speech development (the beginnings of common speech) is characterized by the fact that children’s speech capabilities increase. In addition to gestures and babbling words, there appear, although distorted, quite constant, commonly used words. Children's statements are poor; the child is mainly limited to listing directly perceived objects and actions. But still, the active vocabulary increases, becomes quite diverse, words that denote objects, actions, and sometimes quality are differentiated in it. Children begin to use personal pronouns, sometimes prepositions and conjunctions in typical meanings. There is an opportunity to talk more or less in detail about well-known actions, about family, about yourself. However, underdevelopment of speech continues to clearly manifest itself in ignorance of many words, incorrect sound pronunciation, violation of the structure of the word, distortion of grammatical meanings, even in this case, the meaning of what is being told can be understood outside of a visual situation. Changing a word can be random; when using it, many different shortcomings are allowed (“I’m playing mint” - I’m playing with a ball). Words are often used in a narrow sense, the level of verbal generalization is very low.

The limited vocabulary is accompanied by ignorance of many words that denote parts of an object (branches, trunk, roots, tree), dishes (dish, tray, mug), vehicles (airplane, helicopter, boat). There is a distortion in the use of words-signs of objects that denote shape, color, material. Often children try to explain incorrectly named words with gestures: stocking - “leg” and the gesture of putting on a stocking. The same phenomenon is observed with ignorance of actions; the name of the action is replaced by the designation of the object to which this action is directed or with which it is performed, the word is accompanied by a corresponding gesture: sweep - “floor” and a display of the action; cuts bread - “bread” or “knife” and cutting gesture.

Children begin to use phrases. In them, nouns are used mainly in the nominative case, and verbs in the infinitive or in the singular and plural form of the present tense; at the same time, the verbs do not agree with the nouns either in number or gender (“I am a washer”). Changes in nouns by case occur, but are random, and phrases are used without knowledge of grammatical meanings (“plays with the ball”, “went down the hill”). Also, when the grammatical structure of speech is violated, nouns change by number: “two ears”, “two stoves”. Instead of the past tense form of the verb, they usually use the present tense form and vice versa (“Vitya is eating the Christmas tree” - instead of “will go”, “Vitya was drawing the house” - instead of “is drawing”). Adjectives are rarely used and do not agree with other words in the sentence (“asin eta” - red ribbon, “asin adas” - red pencil). Prepositions are used infrequently and distortedly, often simply missed: “I was a Christmas tree” (I was on a Christmas tree), “Sopaka lives in a booth” (the dog is lying in a booth). Children practically do not use conjunctions and particles. Children with this level of speech development often strive to find the right grammatical form and the right word structure, but these attempts are practically unsuccessful: “On, on, it became summer. summer. summer”, “At the Deleve house. tree."

Speech understanding improves and passive vocabulary increases. Gradually, the distinction of some grammatical forms appears, but it is unstable. It becomes possible to distinguish by ear the singular and plural of nouns and verbs, the masculine and feminine forms of adjectives are absent, the meanings of prepositions differ only in familiar situations. The pronunciation of sounds and words remains largely distorted. However, it is possible to distinguish correctly and incorrectly pronounced sounds, and the number of the latter often reaches 16-20 sounds. Most of all, children find it difficult to pronounce one- or two-syllable words with a combination of consonants in the word. Violation of sound pronunciation is much more noticeable in extended speech. Often words, individually pronounced correctly or with slight distortions, in a phrase lose their resemblance to the original word (there is a lion in a cage - “Kleki vef”, “Kretki ref”)

Level III of speech development is the presence of phrasal speech with elements of violation of vocabulary, phonetics, grammar and phonemic concepts. Children's active vocabulary is still very limited; it is dominated by nouns and verbs. Pronunciation capabilities and the reproduction of words of different syllabic structures improve, but most children continue to experience deficiencies in the pronunciation of individual sounds and a violation of the structure of the word. Everyday speech becomes more or less developed, but in it there is often inaccurate knowledge and use of many words. Free communication is very difficult, and contact with surrounding children usually occurs in the presence of parents or educators, who provide an explanation for the child’s statements. Meanwhile, children in many cases no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life. They can talk quite clearly about their family, themselves and their peers, the events of the surrounding reality, and write a short story. Not knowing this or that word, children use another word that denotes a similar object (“conductor-cashier”, “chair-sofa”). Sometimes the desired word is replaced by another, similar in sound composition (resin - “ash”). The same thing happens with the names of actions unfamiliar to the child: instead of “plane” he says “clean”, instead of “cut” he says “tear”, instead of “knit” he says “weave”.

From time to time, children resort to strange explanations in order to name an object or action. For many children, verbs such as “to drink” and “to feed” have almost no difference in meaning. Children use different pronouns in their speech. Of the adjectives, only those that denote directly perceived characteristics of objects are used - size, shape, some properties (sweet, warm, hard, light). Speech is impoverished due to the rare use of adverbs, although many of them are familiar to children. Prepositions are used quite often, especially to express spatial relations (in, to, on, under, for, from), but a large number of mistakes are made; prepositions can be omitted or replaced. This indicates a lack of understanding of the meanings of even the simplest prepositions. Meanwhile, children often search for the correct use of prepositions in speech: “I took the book from. V. from the closet." The grammatical forms of the language remain insufficiently formed. The most typical errors are: incorrect agreement of adjectives with nouns with adjectives in gender, number, case (“The books are on large (large) tables” - books are on large tables), incorrect agreement of numerals with nouns (“three bears” - three bears , “five fingers” - five fingers, “two pencils” - two pencils), errors in the use of plural case forms (“In the summer I was in the village with my grandmother. There is a river, a lot of trees, geese”), errors in the use of prepositions. Usually children use only the simplest phrases. If necessary, children experience great difficulty in constructing complex sentences, for example, to describe their sequential actions with different objects or when talking about a chain of interconnected events based on a picture. When making a sentence based on a picture, children, while correctly naming the characters and the action itself, often do not include in the sentence the names of the objects used by the characters. In independent statements there is often no correct connection of words in sentences that express temporal, spatial and other relationships. When he wants to talk about spring, the child says: “Today all the snow has already melted, a month has passed.” He understands that first the snow melted, and then a month passed, but he was unable to express this cause-and-effect relationship in a sentence. Understanding of everyday speech is generally better, but sometimes ignorance of individual words and expressions and confusion of semantic meanings of words that sound similar are revealed.

The phonetic design of speech lags significantly behind the norm, and various violations of sound pronunciation continue to be noted. Characteristic is the undifferentiated pronunciation of some sounds, the sounds S (“syapya” instead of “boots”), Ш (“syuba” instead of “fur coat”), Ts (“syaplya” instead of “heron”). Insufficient development of phonemic hearing and perception leads to the fact that children suffer from the formation of sound analysis and synthesis of words, which subsequently does not allow them to successfully master reading and writing.

CONCLUSIONS ON CHAPTER 1

The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. A child’s mastery of the surrounding world occurs in the process of non-speech and speech activity through direct interaction with real objects and phenomena, as well as through communication with adults. In the process of vocabulary formation, the meaning of the word is clarified, as well as the development of thinking and other mental processes.

The prerequisites for speech development are determined by two processes. One of these processes is the non-verbal objective activity of the child himself, that is, the expansion of connections with the outside world through a specific sensory perception of the world. The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child.

The development of vocabulary is largely determined by the social environment in which the child is raised. Depending on the socio-cultural level of the family, the age norms of the vocabulary of children of the same age fluctuate significantly, since the vocabulary is acquired by the child in the process of communication.

In the process of verbal communication, a child does not simply borrow words from the speech of others, does not simply passively consolidate words and phrases in his mind, mastering speech, he analyzes the speech of others, identifies morphemes and creates new words by combining morphemes. Thus, in the process of mastering word formation, the child carries out the following operations: calculating a morpheme from words - generalizing the meaning and the connection of this meaning with a certain form - synthesizing morphemes in the formation of new words.

Limited vocabulary makes it difficult to develop coherent speech and the transition from dialogic to contextual speech. Thus, in order for children to fully master speech, work should be aimed at developing lexical skills.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MOSCOW STATE UNIVERSITY M.A?. SHOLOKHOV?

DEFECTOLOGICAL FA?CULTET

KA?PHAEDRA? Speech therapy

Diploma on the topic:

Formation of vocabulary in preschool children with general speech impairment

Moscow? 2013

Introduction

The relevance of research. God's and developed speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary memory, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written speech, interfering with full preparation for studying at school.

Is the child’s speech well developed? preschool age? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical acquisition of lexical means of the language. Emotional vocabulary? is part of the lexicon? and contributes to a more accurate awareness and description of a person’s moods, feelings, experiences, a better assessment of current events, eh? as well as solving communicative problems (N.D. A?rutyunova?, Ch.A?. Izmailov, D.M. Shmelev).

One of the most important problems in general and special psychology is the development of speech. Is this due to the fact that she? plays a huge role in a person’s life. Developing speech acts at the beginning as a means of communication, designation, and later becomes a tool of thinking and expression of thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za?Porozhets, 1980; A?.R.Luria, 1956; L.S. Tsvetkova?, 1972, etc.).

If a child normally learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities to master grammatical categories and forms. based on direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.

Has the problem been repeatedly studied in the scientific literature? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova, I.Yu. Kondra?tenko, R.I. La?la?eva?, L.V. Lopa ?tina?, E.M. Ma?styukova?, N.V. Serebryakova?, T.V. Tuma?nova?, T.B. Filicheva?, G.V. Chirkina?, etc.). The studies highlight the features of the development of vocabulary in children of this category. Methodological recommendations have been developed to promote the formation of vocabulary in children with speech disorders.

In the monograph by I.Yu. Kondra?tenko presents the main directions and methods? speech therapy work on the formation of vocabulary in children with general speech underdevelopment of older preschool age.

In recent years, the attention of scientists has been attracted by the problem? the use of visual models in the correctional and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists claim that the use of models can improve the quality of teaching and education of children with speech pathology. Scientific research confirms that visual models are the form of highlighting and designating relationships that is available? children of preschool age? (L.A?. Wenger, L.M. Fridman?n, etc.).

Timely and systematic speech therapy help allows you to overcome general speech underdevelopment. That is why it is necessary to know the developmental features of children with general speech underdevelopment and how these features affect? development of children's speech, huh? It is also important to determine methods of correctional work that will improve the quality of speech, including vocabulary, in such children. Is the relevance of the work determined? the need to search? effective ways to form vocabulary in children with general speech impairment. The study of vocabulary is no less relevant at the present time, which is due to its significance for speech development in general, huh? and also for the process? communication and development of cognitive activity of children with special needs development.

Object of study: the process of vocabulary formation in preschoolers with SEN.

Subject of the study: features of the formation of the lexical aspect of speech in children with ODD.

On the? based on a?lisa? Was there any literature studied? determined? Objective.

Goal: To develop a system of games and activities that promote the formation of vocabulary in children of older preschool age? with general underdevelopment of speech.

Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ODD depends on the formation of the complex? correctional measures and assumes the formation in children of the ability to plan their own utterance, independently navigate in the conditions of the complexity of differentiating words and sounds, and independently determine the content of their statements.

Formation of the complex? Corrective measures occur under the influence of the inclusion of language ability in correctional and speech therapy work with children who have general speech underdevelopment.

In accordance with the purpose and subject of the study, the following tasks were formulated:

a?analysis of?scientific and methodological literature on the research problem;

study of medical-psychological-pedagogical documentation of children;

conducting observations and establishing experiments;

experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.

The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tum?nova T.V. on the study of children with general speech impediment.

The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tkachenko, I.Yu. Kondra?tenko.

The organization of the research was carried out on? ba?ze on? base of the Kuzyaevsky kindergarten? No. 44.

The experiment involved 20 preschool children aged 5-6 years with level 3 ODD.

To solve the stated problems and test the put forward hypothesis, the following research methods were used:

studying literature on the research topic; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, stating, teaching and control experiments;

quantitative and qualitative analysis of data from ascertaining and control experiments, statistical analysis of the results of experimental training.

Theoretical significance.

Theoretically justified, developed? and a?probirova?na? differentiated?nn?i technique? formation of vocabulary in children with ODD (level 3) taking into account the ontogenetic course? development, structure of the primary defect? and individual capabilities of children.

In the study yes?na? characteristic? state of the lexical aspect of speech of preschoolers with ODD (level 3). Doka?for?on? the effectiveness of using a methodological system of techniques using additional visual supports, implemented in speech therapy work with children with ODD (level 3) for the acquisition of correct lexical processes.

The practical significance of the work was? in obtaining data that is important for the development of methods of correctional influence when studying the characteristics of vocabulary in preschool children? with OHP level 3.

Chapter? 1. Historical and theoretical review of the literature on the problem of vocabulary formation in preschool children with general speech underdevelopment

.1 Brief historical review of the literature

Mystery? human word? got up?la? before scientists since ancient times. Even the ancient Greeks posed the question of whether language is the fruit of an agreement between people or whether it reflects the natural similarity between a word and the thing it calls.

The first linguists to base the description of language? and linguistic elements of understanding systemic relations, were Baudouin de Courtenay Ivan Alexa Androvich and Ferdine nd de Saussure.

F. de Saussure (1857-1913) - Swiss<#"justify">Chapter 2. Experimental work on correcting violations of the lexical aspect of speech in children with ODD

2.1 The purpose and objectives of the experimental part of the study in children with ODD

speech underdevelopment preschooler vocabulary

In the process of child development, both general and speech, his vocabulary is enriched. At the same time, its qualitative development occurs. Therefore, when a child begins to meaningfully perceive the meaning of a word, the level of its generalization and the level of distraction in the content of the words that he assimilates also increases. To determine the level of speech development of a child and determine the most rational and differentiated ways of correction, you should know the level of formation of the lexical and grammatical qualities of a preschooler. To do this, it is necessary to conduct a special, qualified examination.

Therefore, the purpose of the study was to identify the characteristics of vocabulary in preschool children with general speech underdevelopment.

Research objectives:

to study the state of the speech vocabulary of preschoolers with ODD and compare it with the results of children without speech disorders;

to determine the level of development of speech vocabulary in preschool children with ODD.

In order to correctly understand and assess the level of speech development of a preschooler, it is proposed to use the “Scheme of the systemic development of normal child speech” compiled by A.N. Gvozdev, where he proposes to use the patterns of children’s mastery of their native language as a conditional standard. The “Scheme...” proposes to correlate the state of speech identified during the examination with the data of the conditional standard of the norm, which makes it possible to establish the phase of development of abnormal child speech and assess the degree of formation of various components of the language in it. (Annex 1)

But before you begin a speech examination, you should collect a speech history. R.E. Levina suggests the following questions for conversation with parents:

) Conditions of education:

where the child was raised (at home with his mother, grandmother, in a preschool with day or round-the-clock stay);

what is the speech environment like: bilingual environment, speech deficiencies in the family. Did you receive speech therapy help, if so, what kind and for how long;

whether you were in hospitals for a long time.

) Behavior:

does he communicate with children of his own age or prefers to be (play) alone;

calm, restless, affectionate, conflicting.

) Games and interests:

what toys he likes, whether he uses the toys for their intended purpose or not;

how he feels about his toys: the child breaks them, the toy quickly gets boring, the child prefers only one toy, etc.

how he plays: silently or accompanies his playing actions with various sound combinations (not necessarily words).

) Motor development:

does he know how to fasten and unbutton buttons, untie and tie shoelaces;

Which hand does he eat, hold a pencil?

if the child is eating or being fed.

) Observations of teachers:

find out from the parents, so that they ask the teachers: how the child copes with the program material (what is especially difficult - drawing, speech development, etc.);

if there is a characteristic from a preschool educational institution, then you need to familiarize yourself with it.

) Early speech development:

when he began to react to sound and recognize loved ones;

when and how the babbling period occurred (active, monotonous, inactive);

when I began to understand the requests made (before a year, after a year, etc.);

when he began to actively repeat words after adults;

when parents noticed a speech delay.

) What parents are currently concerned about:

complete lack of speech;

distorts words;

Guidelines:

The proposed tasks for examining speech understanding are arranged in order of increasing complexity of their implementation.

Therefore, if a task is not available to a child, then it is inappropriate to offer subsequent ones, and, conversely, if the child has a higher understanding of speech, one should immediately move on to more complex tasks.

) zero:

a child with intact hearing does not perceive the speech of others;

sometimes reacts to his name;

less often on intonations of prohibition and encouragement.

) situational level of development of speech understanding:

understands requests related to the everyday objective world;

knows the names of his loved ones and the names of his toys, can show body parts to himself and his parents.

) standard level of speech understanding:

is well versed in the names of objects depicted in individual pictures, but has difficulty oriented in the names of actions depicted in plot pictures (walks, sits, reads);

does not understand questions of indirect cases at all (with what, with whom, to whom?).

) predicative level of speech understanding:

knows many names of actions, distinguishes the meanings of several primitive prepositions (put on the box, in the box, near the box); does not distinguish between the grammatical forms of words.

) dissected level:

distinguishes between changes in meanings introduced by individual parts of the word (morphs) - inflections, prefixes, suffixes (table - tables; flew away - flew in). (hereinafter Appendix 1a)

The technique proposed by R.I. Lalaeva, E.V. Maltseva and A. Luria - a technique for examining speech with a point-level assessment system. This technique is convenient for:

diagnostics;

clarification of the structure of a speech defect and assessment of the severity of violations of different aspects of speech;

building a system of individual correctional work;
recruitment of groups based on the common structure of speech disorders;
tracking the dynamics of the child’s speech development and assessing the effectiveness of correctional interventions. Structure of the methodology. The express version consists of four series.

Series I - study of the sensorimotor level of speech:

Phonemic awareness test - 5.

Study of the state of articulatory motor skills - 5.

Sound pronunciation - 15.

Checking the formation of the sound-syllable structure of a word - 5.

For the entire series, the highest score is 30 points.

Series II - study of the grammatical structure of speech: five types of tasks. There are 5 samples left in the tasks. The maximum number of points is 30.

Series III - Exploring Vocabulary and Word Formation Skills: Baby Animal Names. Formation of relative, qualitative and possessive adjectives. The maximum number of points is 30.

Series IV study of coherent speech: a story based on a series of plot pictures and retelling. The maximum number of points is 30.
The express method includes 77 tasks, not counting the test of sound pronunciation. All tasks are combined into series IV with the same maximum scores of 30 points. The highest number of points for the entire method is 120. Taking this figure as 100%, you can calculate the percentage of success in performing speech tests. The obtained values ​​can also be correlated with one of four levels of success. level - 96-120bb=80%-100% level - 78-95bb=65%-79.9% level - 54-76bb=45%-64.9% level - 53b and below = 44.95%

Having calculated the percentage of success of each series, an individual speech profile is drawn:

) phonemic awareness;

) articulatory motor skills;

) sound pronunciation;

) sound-syllable structure of the word;

) grammatical structure of speech;

) word formation;

) coherent speech.

In written by L.F. Spirova and A.V. The Hawk method of examining speech in children offers methods for examining not only children with a complete or partial absence of verbal means of communication, but also children who know verbal means of communication. As a rule, it is recommended to conduct an examination to identify the level of lexical means of the language that a child speaks in the form of a game.

In general, when conducting the examination process using this technique, it is proposed to pay attention to the following points:

how the child behaves when looking at the toy or object shown in the picture, and what actions he performs with him. If he names an object, you should pay attention to how he pronounces it: individual sounds instead of a word (car - beep); individual sound combinations that make up a word; babbling words (water - hell); onomatopoeia. Here we determine how onomatopoeia coexists with common words;

whether the child, imitating a sound or a sound complex, can reproduce one syllable, two syllables or an entire word from the named words;

whether the child shows independence when using the sound means available to him or acts in response to impulses.

In this case, it should also be determined whether the child is guided by external situational signs when naming an object, or whether his actions and the sound complexes he uses already have a stable meaning and a generalizing character.

It should be noted that a reliable assessment of the data from a survey of a child’s vocabulary is identified only by comparing the results obtained in the process of using various techniques.

To examine vocabulary, it is proposed to compile an approximate list of those words that children normally understand and use in speech.

Thus, in the process of examination, not only the volume of the subject and verbal dictionary, but also the dictionary of signs is revealed.

Also, this includes nouns that combine both specific and generic concepts:

words denoting objects and their parts, domestic and wild animals and their young, professions of people, etc.;

verbs denoting the actions of objects;

adjectives denoting various qualities, size of objects, color, shape;

adjectives that indicate the material from which objects are made.

When examining vocabulary, you should vary tasks, while observing a gradual increase in difficulty. It is very important to find out this point: whether the child can form new words in a suffix - prefix way. You also need to check not only the presence of commonly used words in speech, but also words that are close in lexical meaning (verbs: sews, embroiders; flies, takes off). Here, special attention should be paid to the formation of relative adjectives with different meanings, how they relate to food (mushroom soup), to the material from which the object is made (wooden fence), to plants (birch grove), etc.

Thus, having studied several methods, we can draw the following conclusion - the examination should be carried out in a complex manner. In the process of analyzing the words correctly named by the child, an idea is created about the volume of his active vocabulary, about its quantitative and qualitative characteristics.

2.2 Organization of research and analysis of speech development

An experimental study of the lexical aspect of the speech of preschool children with ODD was carried out on the basis of preschool educational institution No. 44 of the Kuzyaevsky district of Moscow) for 2 weeks. The participants in the experiment were children of senior preschool age (5-6 years old).

The experimental group consisted of 5 children with level 3 ODD, an erased form of dysarthria.

The control group also included 5 children with level 3 ODD

During the experiment, temporary and generally accepted norms for the presence of preschool children within the preschool educational institution were observed:

a normal environment for children;

conducting the examination in the first half of the day;

assignments are offered to children in their free time.

The process of conducting the experiment was preceded by observing children in classes, on walks, and getting to know them.

The studies were carried out individually with each subject and under the same conditions for all. For this purpose, in order to study the state of speech vocabulary in children with level 3 SLD, two series of tasks were compiled.

The first series is to identify understanding, i.e. the level of development of impressive speech. The second series is identifying the use of names of objects in speech, i.e. the level of development of expressive speech. (Appendix 2)

For the purpose of quantitative analysis of the results, during the research process, a scoring system was developed for each block of tasks.

Evaluation of results:

points - given to the child who completed the task correctly.

point - given to a child who made 1-2 mistakes while completing the task.

points - given to a child who made 3 - 4 mistakes.

points - given to a child who made 5 - 6 mistakes.

point - given to a child who made more than 6 mistakes while completing the task.

points - given to a child who did not complete the task.

Conclusions about the level of development.

High level (24 - 30 points)

Children correctly named and showed the subject group, actions, signs, etc.

Intermediate level (16 - 23 points)

The children did not name any objects; their vocabulary was less than normal for their age. But these children, with the support of a speech therapist, correct their mistakes.

Low level (15 points or less)

The children, even with the help of a speech therapist, could not use it and retreated from completing the task.

Thus, when conducting the results of these two series of tasks using an experimental approach to research, it became permissible to determine the degree of formation of the vocabulary of speech of children of the senior preschool age group.

Processing the results obtained during the examination of children of senior preschool age, it became clear that during the study it is necessary to pay attention to two significant points:

quantitative assessment of children's activities;

high-quality processing, where the specifics of errors are indicated.

At the final stage of the examination of children in the experimental and control groups, the mistakes made were analyzed.

The first block of tasks, as mentioned above, was aimed at understanding, i.e. impressive speech.

Experimental group:

Children with SLD made mistakes in the entire series concerning impressive speech. In particular: Yana K. (ONR, level 3) did not show what a “cuff” is, and Pavel S. (ONR, level 3) did not know what to show when asked: What is a coil?

Control group:

During the examination of impressive speech in children with level 3 SLD, the tasks also caused difficulties, but less pronounced.

Diagram No. 1 reflects data showing the level of development of impressive speech in children of the experimental and control groups.

Diagram 1 - Levels of development of impressive speech in children of the experimental and control groups

According to the results of the survey, it is clearly seen that in children with level 3 SEN, the passive vocabulary is not sufficiently developed. Whereas in children with OHP level 3 it is quite high.

A study conducted on the second block of tasks related to determining the level of development of expressive speech showed that children with general speech underdevelopment have an insufficiently developed active vocabulary.

This is manifested, for example, in the fact that preschoolers with level 3 OHP do not know words that define the names of berries, types of fish, types of flowers, breeds of wild animals, birds. They also find it difficult to define words denoting parts of the human body, parts of clothing and vehicles (cuff, headlight, body), various working tools and working professions

Words such as: ram, deer, raven, crane, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser, in the process of updating them caused difficulties for many children with level 3 OHP.

It was also noted that noticeable differences between children with level 3 SLD in the experimental group and children with level 3 SLD in the control group are observed in the actualization of verbs and adjectives, i.e. predicative dictionary.

Preschoolers with level 3 SLD in the experimental group also showed difficulties in naming many adjectives that are used in the speech of children with normal speech development. These are definitions such as narrow, sour, fluffy, smooth, square, etc.

In the vocabulary of preschoolers with level 3 SLD, associated with verbs, there was a predominance of words that denote actions. The child encounters, performs or observes these actions every day. These are verb forms such as sleep, wash, wash, bathe, dress, walk, run, eat, drink, clean, etc.

During the examination, it turned out that it was more difficult to assimilate words that have a generalized or abstract meaning, as well as words that denote the state, assessment, qualities or characteristics of objects and phenomena. Another characteristic feature of the dictionary of children with ODD was noted - inaccuracy in the use of words, which is expressed in verbal paraphasias. It should be noted the diversity of these manifestations.

All this is reflected in diagram No. 2.

Diagram 2 - Levels of development of expressive speech in children of the experimental and control groups

The diagram shows that the discrepancies in the volume of passive and active vocabulary are quite pronounced and are one of the features of the speech of children with level 3 SLD. These discrepancies are more significant than normal. It was noted that some children with ODD understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm. Nevertheless, the use of words and their actualization in expressive speech cause great difficulties. This is worth paying special attention to when organizing correctional work on the formation of vocabulary in preschoolers with level 3 ODD.

Conclusions on the second chapter:

the goals and objectives identified for conducting the experimental part of the study in children with level 3 ODD suggested an analysis of the methods;

the analysis of methods allowed us to determine the direction of research work using an integrated approach;

the experimental stage of the research work revealed great difficulties in the use of words that have a general concept, denoting the characteristics and qualities of objects, their actualization in colloquial speech in children with SLD of the 3rd level;

correctional work with children with level 3 SLD should be carried out based on the deviations identified at the experimental stage of the study.

Chapter 3. Corrective work on the formation of vocabulary in preschoolers with general speech underdevelopment in didactic games

3.1 Development of vocabulary in gaming activities

All correctional and developmental work on the development of vocabulary in preschoolers with ODD consists of 3 stages:

stage - diagnostic. Purpose: to examine the level and characteristics of vocabulary development in preschoolers with ODD.

stage - final-evaluative (will be presented in section 3.2). Goal: final diagnosis to identify dynamics.

stage - diagnostic.

The diagnostic research program consisted of four blocks.

Block: aimed at identifying the presence in children’s dictionaries of words that generalize concepts.

Block: aimed at identifying children's knowledge of verb vocabulary.

Block: aimed at identifying children’s knowledge about the characteristics of objects.

Block: aimed at identifying children’s ability to select antonyms for words and the ability to use them in speech.

Task No. 1. Exercise “Classification of objects by pictures.”

) The purpose of the technique: to determine the level of development of the subject passive vocabulary. The subject classification method is used to study the processes of generalization and abstraction.

Task No. 2: The game “Fourth wheel”

) The purpose of the technique: to determine the level of development of mental operations of analysis and generalization in a child.

Task No. 3. Game “Name the extra word.”

) The purpose of the technique: to determine the level of formation of the generalization operation, the ability to highlight essential features.

Criteria for assessing assignments of block 1:

point - the task was completed incorrectly, and there was help from the experimenter;

points - the task was completed independently, but incorrectly;

points - the task was completed correctly, but with the help of the experimenter;

Task No. 1. Exercise “Show who does what.”

The purpose of the technique: research of passive vocabulary. Diagnostics of the level of understanding of verbs.

Criteria for evaluation:

point - not completed;

points - completed with errors;

points - done correctly.

Task No. 3 Exercise “Who does what?”

The purpose of the technique: to study the state of the verbal (predicative) dictionary.

Criteria for evaluation:

point - no answer given;

points - the answer is correct.

Task No. 1. Exercise “Pick up pictures.”

) The purpose of the technique: to study the state of the passive dictionary. Diagnosis of the level of understanding of signs.

Task No. 2. Exercise “Guess.”

The purpose of the technique: Diagnosis of the level of understanding of signs.

Criteria for evaluation:

point - task completed incorrectly;

points - the task was completed correctly, but with the help of an adult;

points - the task was completed independently and correctly.

Task No. 1. Exercise “Which one? Which? Which?"

The purpose of the technique: to study the state of the passive dictionary. Diagnostics of the level of understanding of words with opposite meanings.

Task No. 2. Exercise “Choose words - enemies.”

) The purpose of the technique: to study the level of understanding of words with opposite meanings.

Task No. 3. Exercise “Complete the sentence”

Task No. 4. Exercise “Say the opposite.”

) The purpose of the technique: to study the level of ability to select words with opposite meanings.

Criteria for evaluation:

point - no answer given;

point - the answer is given, but not correct;

points - the answer is correct.

The maximum number of points for completing all series of tasks was: 295 points. Of these, for block 1 - 76 points, for block 2 - 57 points, for block 3 - 36 points, for block 4 - 126 points.

Analysis of the data obtained for four blocks of the diagnostic program (over 3 years) allows us to identify the following quantitative characteristics of the level of development in children with level 3 ODD.

295 points - high level (83 - 100% of correctly completed tasks)

245 points - average level (58 - 83%)

Less than 170 points - low level (less than 58%)

High level - tasks completed independently and correctly.

Intermediate level - tasks completed independently, but there were mistakes; the task was completed correctly, but with the help of the experimenter (leading questions, examples, etc.);

Low level - most of the tasks are not completed (no answer, or the wrong answer is given, even with additional help from the experimenter)

The majority of diagnosed children (83%) showed an average level of development of the lexical side of speech, and 17% of children showed a low level. There were no children with a high level of vocabulary development.

We characterized children from the group with an average level of vocabulary development as follows: children use extensive speech means, but speech underdevelopment is still very pronounced. Their speech contains a fairly large number of words (nouns, verbs), sometimes adjectives appear. But the words children use are characterized by inaccuracy in meaning and sound design. Inaccuracy in the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes, in order to explain the meaning of a word, children use gestures, and in the process of searching for a word, use phrases.

This group of children is characterized by a sharp discrepancy in the volume of active and passive vocabulary, unformed semantic fields, and difficulties in updating the vocabulary, especially the predicative vocabulary (verbs, adjectives).

A low level of development of the lexical side of speech is characterized by pronounced underdevelopment of speech. The speech contains mainly nouns; the vocabulary of verbs and adjectives is insufficient. Characterized by imprecise use of words and frequent verbal paraphasias.

The next stage is correctional and educational.

The correctional teaching method I proposed consists of didactic games divided into four series (in accordance with the blocks allocated in our diagnostic program).

GAME SERIES

The first series of games is aimed at enriching the vocabulary of preschoolers with special needs with nouns and activating them in speech.

Doll housewarming

Exercise children in the use and understanding of general words: furniture, clothes, shoes, dishes, toys;

To instill in children goodwill, respect for toys, and a desire to play with peers.

Who is most likely to collect

Consolidate general concepts in children's dictionaries: vegetables, fruits;

Teach children to group vegetables and fruits;

Cultivate quick reaction to the speech therapist’s word, endurance and discipline.

Hunter and shepherd

Exercise children in grouping wild animals and domestic animals;

Learn to correctly use generalizing words wild animals, domestic animals;

Cultivate attention and speed of reaction to words.

Name three things

Activate children's vocabulary;

Exercise children in classifying objects.

GAME SERIES

The second series of games is aimed at enriching the vocabulary of preschoolers with OHP verbs and activating them in speech.

Who is bigger!

Replenish the predicative vocabulary.

Strengthen the skills of agreeing a noun with a verb.

Improve the skills of forming a verb from a noun.

Develop visual and auditory attention, memory.

Who lives in the house?

Expand and consolidate predicative vocabulary.

Develop the ability to recognize a bird or animal by its characteristic actions.

Improve skills in working with action symbols.

Develop visual attention, memory, activate thinking.

We drive, swim, fly.

Develop a predicative vocabulary.

Strengthen the differentiation of objects by method of movement.

Strengthen the structure of a simple sentence according to the “subject action” model

Reinforce the concept of animate and inanimate objects.

Develop visual attention.

Who do you want to become?

Expand the predicative vocabulary.

Improve the skills of using future tense verbs in speech.

Strengthen knowledge about people's professions.

GAME SERIES

The third series of games is aimed at enriching the vocabulary of preschoolers with special needs with words - signs and their activation in speech.

When does this happen?

To consolidate children's knowledge about the seasons and their signs.

Which subject?

Strengthen children’s ideas about the size of objects;

Learn to classify objects according to a certain characteristic (size, color, shape);

Develop quick thinking.

What is it made of?

Teach children to group objects according to the material from which they are made (metal, rubber, glass, wood, plastic);

Activate the feature dictionary.

GAME SERIES

The fourth series of games is aimed at enriching the vocabulary of preschoolers with SEN with antonyms and synonyms and activating them in speech.

The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis.

Say otherwise

Expand your verb vocabulary.

Train in the selection of verbs that are similar in meaning (synonyms). Develop visual attention and observation.

Sad and cheerful

Replenish the predicative dictionary,

Strengthen the recognition of a person’s emotional state by facial expressions,

Develop visual attention, observation,

Introduce children to synonyms and antonyms.

Vice versa

Learn to compare the meanings of words;

Strengthen knowledge of words - antonyms

To develop children's intelligence and quick thinking.

3.2 Results of the training experiment

Analyzing the quality of performance of all four series of tasks by preschoolers with SLD before and after correctional work, it was found that the greatest difficulties in children with SLD before correctional and developmental work were associated with completing the third and fourth blocks of tasks.

And after correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.

Difficulties in completing tasks, even after correctional work, were caused by the incompleteness of the speech development process, because in children of five years old semantic fields are just beginning to be organized, differentiation within the semantic field has not yet been formed and time is still needed to improve the processes of searching for words and translating them from passive into active vocabulary.

The children of the experimental group showed the following results: 6 children scored 24-30 points - high level, 3 children scored 16-23 points - average level, 1 child scored less than 15 points - low level.

Children in the control group showed the following results: 4 children scored 24-30 points - high level, 3 children scored 16-23 points - average level, 3 children scored less than 15 points - low level.

Diagram 3 - Comparative characteristics of the state of speech vocabulary of the experimental and control groups

Thus, we can conclude that the formation of vocabulary in preschoolers with SLD occurs more effectively when using the correctional and developmental complex we developed using didactic games.

Conclusion

It is clear from the work that a large number of studies are devoted to the issue of vocabulary development, in which this process is examined in various aspects, such as: psychophysiology, psychology , linguistics? and psycholinguistics

The material of the work shows that, as a rule, OHP is one of the manifestations of disorders of the physical and neuropsychic development of a child, due to the use of alcohol, nicotine. and drugs by the mother during pregnancy.

As the main causes of occurrence, as the material from the work of ONR Filichev shows? T.B., Chirkina? G.V. highlight the unfavorable influence of the speech environment, unfavorable conditions of education, and? Also, a lack of communication is the so-called post-natal factors.

Often, under the condition of the unfavorable influence of surrounding factors, in combination with a mild organic deficiency of the central nervous system or with a genetic predisposition, speech development disorders acquire? have a more persistent character and manifest themselves in the form of general underdevelopment of speech

In 2001 Filicheva? T.B. allocated? the fourth level of general speech underdevelopment, which includes children with mildly expressed residual manifestations of lexical-grammatical and phonetic-phonemic speech underdevelopment

From the second section it is clear that the discrepancies in the volume of passive and active vocabulary are quite pronounced and are one of the features of the speech of children with ODD. These discrepancies are more significant than normal. It was noted that some children with ODD understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm.

The material in section 3 shows all correctional and developmental work on the development of vocabulary in preschoolers with ODD consists of 3 stages:

stage - diagnostic. Purpose: to examine the level and characteristics of vocabulary development in preschoolers with level 3 SLD.

stage - correctional and educational. Goal: correction of identified violations using a developed set of didactic games.

stage - final-evaluative. Goal: final diagnosis to identify dynamics.

Analyzing the quality of performance of all four series of tasks by preschoolers with level 3 SLD before and after correctional work, it was found that the greatest difficulties for children with level 3 SLD before correctional and developmental work were associated with completing the third and fourth blocks of tasks. And after correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.

The material in section 3 also showed that the training experiment confirmed the effectiveness of correctional speech therapy work on vocabulary formation through didactic games.

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