Examination of children with speech disorders

Article:

The purpose of this article is to introduce defectologists to the work of consultation, as well as to provide some practical assistance to doctors and speech therapists conducting consultations with children with various speech disorders in institutions of various types.
Medical and pedagogical consultation is a scientific, practical and educational link in the work of the department. Reception is conducted by department employees: psychoneurologists, as well as speech therapists and employees of other departments of the defectology faculty - sign language and oligophrenopedagogy. If necessary, additional examinations of children are sometimes carried out in the laboratories of the faculty, the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR and other special institutions.

Consultation is of great importance for the preparation of speech therapist students. From those examined, children are selected for laboratory classes of third- and fourth-year students, and children with various pathologies are selected for demonstration at lectures and practical classes. Students of all courses are present during the examination, at first only observing the progress of the examination, and then becoming more and more actively involved in the work.

This equips future speech therapists with examination techniques, develops communication skills with children and their parents, and helps them understand the diagnosis of various disorders.

Children come to the consultation on referrals from doctors, speech therapists from kindergartens, schools and other institutions. Teachers from public and special schools often seek advice. The examination is carried out in their presence, and further measures to help the child are determined. Children are accepted without referrals at the request of parents.

As a result of the examination, a medical diagnosis, a speech therapy report is determined, and pedagogical data on the child’s condition and capabilities are summarized. In some cases, children are enrolled in speech therapy classes, which are conducted by students under the guidance of methodologists. If necessary, a recommendation is issued for the child or for placing him in a special school or kindergarten. The doctor prescribes appropriate treatment, and the speech therapist gives parents and teachers advice on how to help the child in his communication and speech development.

Many children are not limited to a one-time consultation visit, but remain under supervision. Periodic examinations over a number of years make it possible to track the dynamics of the general and speech development of children and clarify the effectiveness of the use of a particular drug in cases of speech pathology.

To correctly assess the existing disorder, a careful examination of the child’s development and condition is carried out. The examination includes the collection of anamnestic information (conditions of early development, previous diseases, etc.), the study of medical and pedagogical documentation for the child and objective data from a comprehensive comprehensive examination. The child’s speech is examined in connection with the identification of his personal and somatic characteristics.

A correctly collected general and speech history helps to establish a diagnosis and outline a plan for correcting the defect. During the conversation, the child’s mother can provide more complete anamnestic information. The age and health status of the parents, their use of alcohol and drugs, and the presence of chronic diseases and speech disorders in close relatives are specified. All this information has a certain significance in relation to the etiological aspects of existing disorders.

It turns out how many pregnancies the mother had, how they ended, how the pregnancy with this child and the birth proceeded, the absence or presence of asphyxia is clarified (whether the child immediately cried), its duration, and the nature of the measures taken.

Data on the child’s physical development, features of the formation of static and dynamic functions (when the child began to hold his head, sit, pick up toys, walk, etc.), the dynamics of the development of mental activity, character traits and behavior are determined.

Information about the child’s speech development is collected in more detail. The time of appearance, character is determined

For example, in children with impaired hearing, as a rule, there is babbling, but not babbling. The absence of babbling or its late appearance and paucity may also indicate alalia or

It is found out when the child’s period of independent pronunciation of the first words began and how it proceeded: how quickly the vocabulary grew, when phrasal speech appeared, how its grammatical design developed, and how the phonetic aspect of speech was formed.

When examining a student, the degree of development of his speech by the time he enters school, his level of preparation for school is clarified, and his learning history is recorded.

During the growth of a child, various diseases may occur, which sometimes have a pathological effect on the entire further course of general and speech development. Sometimes, after general infectious diseases that occur in a severe form, somatic intoxication of the nervous system occurs, and secondary encephalitis develops. All this can lead to disruption of speech formation.

In some cases, the causes of speech deviations are eating and sleeping disorders in early childhood, insufficient speech environment, inattention of adults to the child or excessive attention (the latter often leads to overload of the speech system), etc.

The living conditions and upbringing of a child cannot but affect his speech development (housing conditions, material security, regime, cultural level and profession of parents, etc.). The relationship between parents and their attitude towards the child and his speech defect are also important. Often, incorrect upbringing of a child: one of the parents forbids something, and the other allows it, one punishes, and the other regrets, sudden transitions from affection to scolding, quarrels in the presence of the child, intimidation, etc. - all the ground for speech disorders

It is found out whether there is bilingualism in the family, because in some cases this causes delayed speech development and even stuttering.

During the examination, attention is paid to studying the child’s documentation - extracts from the medical history, if the child is a child, expert opinions on the state of hearing, vision, characteristics from a kindergarten or school, which usually indicate learning difficulties, characteristics of the child’s behavior, personality, speech, speech therapist’s conclusions , if the child was engaged in training before the examination, the duration and effectiveness of speech therapy classes and the treatment provided are clarified.

During a joint examination of a child, the doctor and speech therapist pay attention to understanding, clarity, accuracy, pace and other qualitative aspects of completing tasks. It is important for the doctor to know how the speech therapist assesses the possibilities of the child’s general and speech condition in order to prescribe this or that treatment. The speech therapist must know what the doctor discovered during the examination in order to understand the child’s condition and determine an effective method of intervention in further speech therapy work. For example, a doctor, taking into account the physical condition of a child with a speech disorder, recommends the necessary regimen and restorative treatment. When working with a physically weakened, tired child, a speech therapist should diversify activities more, pause more often, giving the child rest while working. Only the correct dosage ensures effective work.

One of the main points of examining a child with a speech disorder is the study of the state of the central nervous system, which includes certain stages: study of the cranial nerves, motor sphere, sensory sphere, reflexes and their disorders, speech, mental state.

I. Study of cranial nerves Despite the fact that all XII pairs of cranial nerves do not participate equally in speech function, it is advisable to examine their condition in the generally accepted manner. Let us dwell in more detail only on those that are important in the function of speech.

The first pair is the olfactory nerve, through which odors are perceived.

A disorder of smell is expressed either by a complete lack of ability to distinguish odors, or by decreased perception, but sometimes there is increased sensitivity to certain odorous substances. More often, smell disorders depend on diseases of the nasal mucosa, less often associated with damage to the nervous system. When the cortical olfactory centers are damaged, olfactory hallucinations occur.

II pair – optic nerve. Currently, the importance of visual gnosis in the process of speech development is considered to have already been proven. A small child observes the movements of the speech organs and the facial expressions of the person speaking. The visual analyzer takes a special part in the formation of more complex speech functions: writing, reading, counting. The visual analyzer provides not only visual acuity and field of vision, color perception, but, mainly, object recognition.

When the visual analyzer is damaged, blindness and low vision occur. Through special studies, ophthalmologists identify these defects and partially compensate for them by selecting the necessary glasses that improve vision correction.

Impaired color perception (color agnosia) is relatively rare; the study is carried out using a set of special tables. There are cases when the visual disorder is more complex, for example, optical agnosia - the ability to see is preserved, but recognition of objects and actions is impaired. This is based on a violation of the analytical and synthetic functions of the brain, and hence difficulties arise in teaching children to write, read, and count. When irritated in the occipital lobe, visual hallucinations and

III-IV-VI pairs - a group of nerves with the help of which movements of the eyeballs and fixation of gaze are made; together with the branches of the sympathetic nervous system, it maintains its shape and regulates the size of the pupils and the width of the palpebral fissure.

When they are affected, paralysis or paresis of the corresponding muscles is observed, which leads to strabismus, limitation of movements of the eyeballs, gaze paralysis, and changes in the size of the pupil. Sometimes nystagmus is observed. Damage to these nerves makes it difficult to develop active attention and reading and writing skills.

V pair - trigeminal nerve, a mixed type nerve containing sensory, motor and secretory fibers. Sensitive nerve fibers approach the skin of the face, mucous membrane of the nose, and tongue (front part). The sensitivity of the facial skin and pain points (the exit points of the branches of this nerve), and conjunctival reflexes are examined.

The motor part innervates the masticatory muscles of the face; it is examined by tension in the masticatory muscles. As a result of contraction of the masticatory muscles, movements of the lower jaw occur.

When the peripheral branches of the trigeminal nerve are damaged, sensitivity on the face is impaired, there are acute attacks of pain (neuralgia), and sometimes paralysis or paresis of muscles occurs, as a result of which chewing is impaired and sound pronunciation is difficult (especially vowels).

Bilateral damage causes the lower jaw to sag, and irritation causes sharp muscle tension.

Perov's secretory sympathetic fibers regulate the production of saliva, etc. Irritation of this portion causes salivation, decreased taste of the front part of the tongue, lacrimation, redness of the face, etc. There are also no conjunctival reflexes.

VII pair - the facial nerve, which performs a motor function and innervates all facial muscles. The study pays attention to the quality of execution and symmetry of facial exercises. Most often the defeat is unilateral. On the affected side, the palpebral fissure is wider, the nasolabial fold is smoothed, and the corner of the mouth sags. But the weakness of the nerve is especially evident during exercise. On the affected side, it is impossible to raise the eyebrow upward, frown or move the eyebrows, close the eyes tightly, bare teeth or smile, puff out the cheeks, stretch out the lips in a tube, whistle, etc. All of the above symptoms are characteristic of peripheral paralysis. With central paralysis, only the lower branch of the nerve is affected and, therefore, there is a smoothness of the nasolabial fold, and with a smile or teeth, there is a noticeable reduction in the healthy side and a lag in the patient. There is a violation of the sound pronunciation of labial sounds.

VIII pair – auditory nerve. Speech develops on the basis of hearing, so damage to the auditory analyzer always affects the state of speech. Deaf children do not develop speech without special classes. In the hard of hearing, speech develops, but speech defects are noted, the severity of which depends on the degree and nature of the hearing disorder, on the time of onset of the disorder (with earlier and more severe hearing loss, speech suffers more), on living conditions and upbringing, on the mental and intellectual characteristics of the child. When hearing is impaired, the entire speech system suffers: vocabulary, grammatical structure, sound pronunciation.

Hearing acuity is examined in several ways. The simplest way is to test hearing with speech. This is an insufficiently accurate, subjective test, but in practice it is widely used. The study begins with whispered speech, then, if necessary, switches to voice speech, and if the child does not hear normal spoken speech at a distance of 6-8 meters, then this distance is gradually reduced. Hearing function is tested in isolation, in each ear separately. More precisely, the state of hearing is examined with a set of tuning forks and electrical equipment - audiometers. Air and bone conduction are studied. The location of the lesion is determined (sound-conducting or sound-receiving apparatus). In some cases, when the auditory analyzer is damaged, severe hearing impairment is not noted, but the recognition of sounds is impaired, the sounds do not correlate with their sources (auditory agnosia). In more severe cases, children with this disorder do not respond to speech and treat it like any other noise. These complex disorders of analytical and synthetic activity are associated with pathological features of the cerebral cortex.

Damage to the vestibular nerve is manifested by dizziness, nausea (or vomiting), imbalance, and nystagmus.

IX-X pairs - glossopharyngeal and vagus nerves. They contain sensory, motor and autonomic fibers, innervate the mucous membrane of the oral cavity and the muscles of the pharynx and soft palate.

With paralysis, the soft palate hangs down and does not contract during phonation. With bilateral damage, there is a violation of swallowing, and liquid food is thrown into the nose (the entrance to the nasopharynx is open). The reflex from the soft palate is reduced, breathing is impaired. Articulation of sounds is difficult.

Sensory nerve fibers supply the tongue, soft palate, and pharynx and contain taste fibers. The vagus nerve is associated with autonomic function, its damage affects the activity of the heart, breathing, and intestines.

XI pair - accessory nerve, motor, innervates the muscles of the neck. When the nerve is damaged, range of motion is limited

XII pair - hypoglossal nerve, motor nerve of the tongue. During the examination, the position of the tongue in the oral cavity is determined (whether there are any deviations from the midline). Then it is proposed to stick out the tongue, the possibility of lateral movements of the tongue, the ability to lift it, lick the lips, making circular movements are checked.

When affected, the tongue usually deviates towards the affected side, as the healthy nerve pushes the tongue out more strongly. Movement restrictions are observed and their nature changes: movements become difficult, slow, and awkward. All this affects the processes of chewing, swallowing and especially speech. Difficulties are noted, since the muscles of the tongue do not provide sufficient tension and motor coordination. The pronunciation of sounds is blurry and unclear.

The movements of the articulatory apparatus are checked not only in terms of dynamics, but also statics: the ability to maintain certain articulatory poses. Attention is paid to the presence of movements and the quality of their execution (speed, accuracy, clarity). The presence and nature of additional movements accompanying the main movement are taken into account.

Disturbances in the activity of the articulatory apparatus can be expressed by paralysis, paresis (with, dysarthria) and more complex disorders in the form of oral apraxia (with alalia, aphasia), when in the absence of muscles there is an inability to perform an articulatory movement or action. For example, a child can perform an involuntary movement (lick the jam on the upper lip, stick out his tongue towards the candy), but cannot perform the same movements in a voluntary manner, according to the instructions.

An examination may reveal hyperkinesis - involuntary, violent movements of the lips, tongue and facial muscles of various origins. The nature and features of the manifestation of hyperkinesis are studied.

II. Motor function testing Children with speech disorders often suffer from gross motor skills. Studying it in some cases helps to clarify the nature and location of the lesion. The volume of passive and active movements in the joints and muscle tone are revealed. Movement disorders may be associated with joint diseases. Changes in muscle tone occur due to damage to the nervous system. There are two types of paresis and paralysis: the central one is characterized by an increase in muscle tone, the revival of tendon reflexes and the presence of pathological reflexes*; the peripheral one is characterized by a decrease in muscle tone, a decrease or absence of tendon reflexes, atrophy and a decrease in muscle strength.

Sometimes an increase in muscle tone is associated with damage to the subcortical nodes, which is expressed by rigidity; occur in a jerky manner (gear wheel phenomenon).

Each movement involves a specific group of muscles, the order of their contraction is regulated by the central nervous system.

Coordination of movements is a complex system of motor and sensory connections of the cortex, subcortex, brain stem, cerebellum, and spinal cord. In pathology, there may be a violation of coordination such as ataxia, which occurs when the pathways of deep sensitivity are disrupted, when the vestibular or cerebellar system is damaged, as well as when the frontal lobe is damaged. A distinction is made between dynamic, or locomotor, ataxia, which manifests itself during movements, and static, which is expressed by difficulties in maintaining a given position.

When the subcortical nodes are damaged, poverty and slowness of movements occur; hyperkinesis may occur in the form of convulsions, tics, athetosis, etc.

In some cases, when examining the motor sphere, disorders are noted. The child finds it difficult to act with real and imaginary objects (salt bread, pour water, comb his hair, etc.); he cannot perform simple actions according to instructions (close his eyes, spread his fingers, etc.), and cannot imitate actions. In more severe cases, the child becomes completely helpless, does not master the skills necessary in everyday life: he cannot dress, wash himself, and does not know how to feed himself. The speech of such children is usually impaired.

III. Sensitivity study. Sensitivity testing is possible with the active participation of the person being examined, so this study is difficult in children. Superficial sensitivity is tested: pain, temperature, tactile and deep (muscular-articular sensation). Violation of surface sensitivity is expressed in the form of a decrease, absence, distortion or increase in the perception and discrimination of irritations. When deep sensitivity is impaired, coordination disorder (ataxia) occurs. In some cases, complex types of sensitivity are studied (sense of localization, position of the body and its parts, etc.).

IV. Study of reflexes and their disordersReflexes are divided into cutaneous, mucous membrane, tendon and periosteal. The state of reflexes and their disorders are judged by the response and the presence of asymmetry. When the central nervous system is damaged, reflexes from the skin, mucous membranes, and tendons may be absent or reduced, or high, brisk reflexes or their unevenness may be observed. The appearance of pathological reflexes is mainly associated with damage to the pyramidal and corticonuclear tracts. The inhibitory effect of the cortex on the underlying formations is disrupted. Pathological reflexes are caused in the arms and legs - these are reflexes and others.

In case of speech impairment, the so-called reflexes of oral automatism are of particular importance: sucking or proboscis reflex and palmar-chin reflex (Marinesko-Rodovich). These reflexes can be evoked in newborn children, because the formation of the pyramidal tract and the myelination of its fibers have not yet occurred; in this case, the reflexes are physiological (temporary) and disappear as the child develops.

V. Speech research. During the examination, the state of perception (understanding of speech) and reproduction (own speech) is established.

To clarify the understanding of addressed speech, the child is asked to show named pictures or objects, follow some instructions, etc. Understanding of grammatical forms is checked with special attention to complex constructions: “show the pen with a pencil, the pencil with a pen,” understanding of tenses, prepositional and other constructions: “ put it in, on, under the table, show what they eat, what they eat from, what they eat with, etc., what do they use to lock the door?, what color is the grass?, what is a plant? Who is an astronaut? etc.). In the course of completing such tasks, it is possible to find out the child’s passive vocabulary and establish the level of understanding. If present, its degree and nature are specified. Attention is paid to testing phonetic hearing and sound analysis, i.e., the child’s ability to distinguish speech sounds in their sequence in words and the ability to differentiate phonemes that are similar in sound are determined. For example: the child is offered paired pictures where the words are different.

As a result of an indicative conversation with the child, a conclusion is made about the vocabulary, its quantitative and qualitative composition. In some cases, the vocabulary is poor, and the structure of the word may be distorted (paraphasia, elision, contamination). The child’s speech is checked for the presence of generalizing words (furniture, dishes, clothes, etc.) and automated speech skills (days of the week, months, poems, songs). If forgetting of words is noted, then attention is paid to compensating for this defect: he remembers himself or needs a hint of a sound, syllable, remembers or says another word, etc.

During a conversation and a story based on pictures, the child’s ability to use phrasal speech and its quality, the use of various parts of speech and the nature of existing agrammatisms are clarified. You can invite the child to compose a phrase with words, explain the meaning of the word, highlight groups of words, name the action being demonstrated, or demonstrate the action for the task (climb, climb, jump, etc.).

Definitions for the word, contrasting words according to the main parts of speech are selected: good - bad, big - small, etc. Sometimes the child is asked to correctly arrange the words of a deformed sentence, finish what he started or reconstruct a certain phrase, insert words in the required grammatical form into the proposed story and other exercises.

Reading and writing are tested for literate children. In a number of cases, when formally oral speech can be called correct, difficulties are revealed in written speech. Knowledge of letters is checked, the degree of mastery of reading skills is established (letter by letter, , whole words), the pace of reading and the nature of the distortions encountered (reading by erroneous guess, substitution of sounds, words, etc.) are determined. Attention is paid to expressiveness and adherence to punctuation marks when reading.

The student's written work is analyzed. There may be errors in sound substitutions, distortion of word structure, etc. Sometimes dysgraphia reflects defects in oral speech, but more often the interaction between oral and written speech is more complex.

Graphic errors and specularity may occur, which is usually associated with spatial disturbances. Grammar errors often occur due to ignorance of the rules or inability to apply them. In some cases, writing errors are associated with a student’s performance impairment.

When looking through math notebooks, pay attention to writing numbers, performing actions, and formulating questions when solving problems, since sometimes, due to difficulties in grammatical formatting, the questions are meaningless (“Allocate the area of the garden in the length of all its sides?”, “How much flour is needed?” brought the most of all days each?”).

Students are asked to write a dictation, depending on the degree of mastery of literacy - a dictation of letters, syllables, words, text. Material for writing and reading is usually taken below the child’s capabilities (for half a year, a grade), so that it is quite accessible in terms of difficulty. It is better if during the examination the child is offered not school textbooks known to him, but some equivalent aids. Knowledge in various subjects within the school curriculum is tested.

When examining a stutterer, it is noted in what type of speech hesitations occur (conjugate speech, reflected speech, answers to questions, automated, spontaneous), what type of convulsions (tonic, mixed) and their localization (articulatory, vocal, respiratory apparatus).

Attention is drawn to the presence of general and speech “tricks”, Na (fear of speech). The rate of speech, voice volume, etc. are noted.

VI. Mental state examination During the examination, the doctor and speech therapist study not only speech, but also the child as a whole; When examining speech, the psychological characteristics of the child, the characteristic features of his personality, and the state of his intellect are inevitably revealed. When working with manuals, it is revealed how the child establishes an internal logical connection between events, how he comprehends a series of plot and sequential pictures, what is his stock of concepts, information, and orientation in the environment. During the examination, the child’s attitude towards the examination, criticality towards himself and, in particular, towards the state of speech are clarified. The child’s contact, behavior, ability to organize play, its quality and duration are taken into account. If necessary, special techniques are used to check attention, performance and memory.

The doctor and speech therapist not only observe and evaluate the results of certain tasks, but also help the child, taking into account the process of activity itself, the interests of the child, his attitude towards success, failure, the nature of difficulties and ways to overcome them, and the ability to use help.

The correctness or incorrectness of speech and actions, the nature of the child’s mistakes are judged not on the basis of one answer, which may turn out to be random, but on a number of similar tasks on identical material.

To interest the child, visual material and games are widely used during examination. Even K.D. Ushinsky considered showing pictures and telling stories based on them as a means of making children talk. In addition to various pictures (subject, phrase, plot, serial), environmental material is also used for clarity purposes, actions are performed according to verbal instructions, and actions with one object in relation to others are played out.

The examination material is strictly dosed to avoid fatigue of the child, types of activities are alternated, and rest is provided during work.

During the examination, it is necessary to be sensitive to the child and parents who come to the consultation with a desire to receive appropriate help, with faith in the improvement of the child’s condition.

The examination is carried out in the presence of parents so that they can see the child’s capabilities and difficulties so that they can correctly evaluate the advice of specialists.

Examination techniques cannot be standardized; they are always individually targeted. This allows for a better examination with minimal loss of time. During a conversation about home, favorite activities, toys, friends, the level of speech and general development of the child is revealed, and depending on this, the entire course of the examination is built, relevant material is presented, and certain tasks are proposed.

Depending on the nature and severity of the speech disorder, the entire examination scheme or some of its sections is used, the specifics of the approach to the child are determined, and the selection of techniques and methods necessary for the examination is determined.

Examination of children with speech disorders requires a lot of patience, attention, and effort. In some cases, a one-time examination is not enough; a repeat examination or long-term systematic observation of the child during classes, during play activities, and at home is necessary. Then the child’s characteristics can be identified that go unnoticed during a one-time examination.

A properly organized comprehensive examination allows more accurate speech disorders, which is very important for choosing appropriate methods of speech therapy and general pedagogical work, as well as for adequate treatment.

TECHNOLOGIES FOR EXAMINING CHILDREN'S SPEECH article on speech therapy on the topic

TECHNOLOGIES FOR INVESTIGATING CHILDREN'S SPEECH

A child’s correct speech is inseparable from his full development. Understanding the speech of others, expressing one’s own desires and thoughts, communicating with adults and peers - all this actively introduces the child into life, enriches thinking, promotes intellectual development and the formation of a harmoniously developed personality.

A speech therapy examination of a child is extremely necessary to determine the level of his speech development. Recently, there has been an increase in the number of children with minimal brain dysfunctions, which lead to impaired development of higher mental functions, including speech. Diagnostic testing of such children presents certain difficulties, because This group of children has not only speech, but also communicative and emotional-volitional disorders of varying severity.

Thus, a diagnostic study, on the one hand, makes it possible to determine the violation or immaturity of functional systems, including speech, and thereby approach the cause of the difficulties experienced by the child, and on the other hand, a comprehensive diagnosis helps to determine special correctional teaching methods that can provide assistance in overcoming these difficulties.

1. EXAMINATION OF THE SOUND SIDE OF SPEECH

Examination of speech sounds in children begins with a thorough examination of isolated pronunciation. Then they examine the sounds in words and sentences. The following groups of sounds are checked:

vowels: A, O, U, E, I, Y; ·
whistling, hissing, affricates: S, Sь, 3, Зь, Ц, Ш, Ш, Шch; ·
sonorous: P, Pb, L, L, M, Mb, H, Нь; ·
unvoiced and voiced paired P-B, T-D, K-G, F-V - in hard and soft sound: P'-B', T'-D', K'-G', F'-V'; ·
soft sounds combined with different vowels, e.g. PI, PYA, PE, PYU (also DY, M, T, S).

During the examination, it is necessary to note the nature of the child’s pronunciation of isolated sounds, indicating the nature of the violation (for example, the sound S is interdental: the sound Ш is replaced by the interdental S; the sound Ch is replaced by Тъ, etc.).

The examination is carried out individually. The adult offers to look at and name the pictures he brought (checking sound pronunciation). The child names them independently, or repeats the names after the adult (with a directed designation of an object by a word).

- Let's play with sounds and words. I will say them, and you repeat them. Listen:

lo-lo-lo, it’s warm in the sun; li-li-li, there are bloodworms in the jar; ra-ra-ra, the kids are playing; ri-ri-ri, bullfinches have arrived; sa-sa-sa, a wasp is flying towards us; si-si-si, animals are traveling by taxi; for-for-for, here comes the goat; zi-zi-zi, feel free to brake; sha-sha-sha, the fur coat is very good; sha-sha-sha, the bream has no bristles; beetle-beetle-beetle, the cockchafer came out; cha-cha-cha, the porridge is too hot; tso-tso-tso, the chicken laid an egg.

The speech therapist then finds out how the child uses sounds in speech. When checking, attention is paid to substitutions, distortions, and omissions of sounds. For this purpose, the pronunciation of words is examined. Sets of pictures are presented, including words from the sounds being tested; words of different syllabic structures are selected. The pronunciation of hissing and whistling sounds can be found in the example of the words dog, wheel, nose, pine, shepherd, cash register, hat, fur coat.

Particular attention is paid to how these sounds are pronounced in sentences. For example: The cat has a bushy tail. Sasha gave way to the old woman. The bear cub climbed a pine tree. The hen has five fluffy chicks. Birds are chirping in the thicket. and etc.

The pronunciation of sonorant sounds Р, Рь, Л, Ль, М, Мь, H, Нь is studied in isolation, as well as in syllables and words (desk, boat, plate, rabbit, briefcase, propeller, painter, rails, piano, wings, etc. ). Suggestions for review: The couple broke the plate. A painter is painting a stall. The ship is decorated with flags. The eagle is on the mountain, the feather is on the eagle. And etc.

When examining the pronunciation of voiced and voiceless consonants (P-B, T-D, K-G, F-V, S-3), it must be taken into account that the degree of deafening of consonants by children may not always manifest themselves to the same extent. Words for repetition: squirrel, carriage, cubes, paper, bell, teddy bear. Suggestions for repetition: A squirrel is jumping on an oak tree. The children saw a woodpecker's hollow in the forest. Zina's teeth hurt. Sonya ties a blue bow. The snake hisses and the beetle buzzes. and etc.

The pronunciation of soft and hard consonants is examined using the example of their combinations with the vowels I, Ya, E, Yo in the words: children, kitten, glass, linen, five. Suggestions for review: A cat has five kittens. Guys love raisins. Aunt Nyura made cranberry jelly. and etc.

With the help of special tasks, the ability to switch articulatory movements is revealed. The child is usually asked to repeat a sound or syllable series several times, and then the sequence of sounds or syllables changes. It is noted whether switching is easy. A-I-U, U-I-A, etc.; KA-PA-TA, PA-TA-KA, TA-PA-KA; PLA-PLU-PLO, PLO-PLU-PLA, etc.; Drip-pack-drip-pack... RAL-LAR-RAL-LAR...

The ability to pronounce syllables with multiple consonants is also tested: SKLA, VZMA, ZDRA, etc. To examine a child’s ability to pronounce words of varying syllabic complexity, he is presented with object pictures, to which he gives a name; then the same names are proposed for reflected pronunciation. The results of both types of tasks are compared and it is noted which is easier for the child to complete. It is also important to note whether the words whose syllabic structure is distorted consist of learned or unlearned sounds. The nature of the distortion is noted:

· reduction in the number of syllables: matok instead of hammer,

simplification of syllables: tul instead of chair,

comparison of syllables: tattoo instead of stool,

adding the number of syllables: komanamata instead of room,

· rearrangement of syllables and sounds: devereux instead of tree.

You should check the ability to pronounce sounds in sentences consisting of correctly pronounced sounds and defective ones. To identify minor violations of the syllabic structure of words, the child is presented for repetition with sentences consisting of words of increased sound-syllable complexity: Petya drinks bitter medicine. A policeman is standing at the intersection. An astronaut controls a spaceship. etc. The identified sound defects are grouped in accordance with phonetic classification. In speech therapy literature, it is customary to distinguish four types of sound pronunciation defects:

no sound
sound distortion
sound replacement
sound mixing

2. INVESTIGATION OF THE STRUCTURE AND FUNCTIONS OF THE ARTICULATION APPARATUS is important for determining the possible causes of disturbances in the sound aspect of a child’s speech and planning corrective exercises. During the examination, it is necessary to assess the degree and quality of violations of the motor functions of the organs of articulation and identify the level of available movements. First of all, the speech therapist should characterize the features and defects of an anatomical nature. Lips: cleft upper lip, post-operative scars, shortened upper lip. Teeth: incorrect bite and teeth alignment, deformation of the upper dentition, etc. Hard palate: narrow dome-shaped (Gothic); cleft of the hard palate (submucous cleft). Submucosal cleft palate (submucosal cleft) is usually difficult to diagnose because covered by mucous membrane. You need to pay attention to the back of the hard palate, which, when phonating the vowel A, is retracted and has the shape of an equilateral triangle. The mucous membrane in this place is thinned. In unclear cases, the otolaryngologist should determine the condition of the palate through careful palpation. Soft palate: short soft palate, its splitting, forked small tongue (uvula), its absence. In speech therapy practice, children with anomalies in the structure of the articulatory apparatus are often encountered. These, first of all, include rhinolalic children with a through cleft of the hard and soft palate, a cleft of the soft palate or only the uvula, as well as children with a shortened soft palate and a submucosal cleft. Palatine clefts are usually accompanied by deformations of the jaws, abnormal development and position of teeth, unfused upper lip, deformed nostrils, etc. The movements of the muscles of the face, tongue and lips are sluggish, the rudiments of the soft palate and uvula are inactive, hanging passively. The muscles of the tongue and the back wall of the pharynx are poorly developed.

3. SURVEY OF PHONEMATIC PERCEPTION

In order to identify the state of phonemic perception, techniques are usually used aimed at:

recognition, discrimination and comparison of simple phrases;
highlighting and memorizing certain words among others (similar in sound composition, different in sound composition);
distinguishing individual sounds in a series of sounds, then in syllables and words (different in sound composition, similar in sound composition);
memorizing syllable series consisting of 2-4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA);
memorizing sound sequences.

To identify the possibilities of perceiving rhythmic structures of varying complexity, the following tasks are proposed: tap out the number of syllables in words of different syllabic complexity; guess which of the presented pictures corresponds to the rhythmic pattern specified by the speech therapist. Peculiarities of distinguishing speech sounds are revealed by repeating isolated sounds or pairs of sounds. Difficulties in phonemic perception are most clearly manifested when repeating close-sounding phonemes (B-P, S-SH, R-L, etc.). The child is asked to repeat syllabic combinations consisting of these sounds. For example, SA-SHA, SHA-SA, SA-SHA-SA, SHA-SA-SHA, SA-ZA, ZA-SA, SA-ZA-SA, ZASA-ZA, SHA-ZHA, ZHA-SHA, SHA- ZHA-SHA, ZHA-SHA-ZA, SHA-ZA, ZA-ZA, ZHA-ZA-ZA, ZHA-ZA-ZA. Particular attention should be paid to distinguishing between sibilants, sibilants, affricates, sonorants, as well as voiceless and voiced ones. When performing such tasks, some children experience obvious difficulties in repeating sounds that differ in acoustic characteristics (voiced - deaf), while others find it difficult to repeat sounds that differ in articulatory structure.

4. SPEECH COMPREHENSION TEST

Understanding speech, or “semantic perception of speech,” is a necessary condition for communication. It includes the perception of speech sounds (phonemes), recognition of words, understanding of the meaning of words, relationships between words, phrases and the meaning of spoken speech.

To study the understanding of words (the nominative function of a word), the following techniques can be used: 1. The child must show the objects called by the speech therapist. It is easier to name objects whose images he sees in the pictures presented to him: lightning, beak, nail, net, oar, sign, stool, gate, frying pan, glove, hat, cap, hat, beetle, ant, mosquito, body, cabin etc. The child is presented with a series of pictures (3-4-5) and asked to show where the beak is, where the oar is, etc.

Particular attention should be paid to understanding words that are similar in sound composition, the distinction of which requires the most subtle phonemic analysis. The words selected for examination should have a similar sound-syllable structure, but differ in both vowel and consonant sounds. Pairs of “conflicting” pictures are presented, and the speech therapist names one of them. The same task can be used to examine reading comprehension. Then one of the words denoting objects is written on a separate card, and the child, after reading, points to the corresponding picture. For example: Word Hammer Pictures (Milk Hammer); Word Crow Pictures (Crow Gate), etc.

Various types of tasks involving the choice of words of various lexical types: synonyms, antonyms, polysemantic words are aimed at identifying this linguistic ability. To correctly perform such tasks, a higher level of speech understanding is required, at which speech and mental operations interact to a greater extent.

Here are some types of tasks.

Select suitable objects for the above definitions: Wet - Heavy - Joyful - etc.
Match the name of the whole with the name of its part: For example: dress - sleeve, door -.... fence –…, house –…. ·
Choose the name of objects based on their actions: ... – shines; ... – writes; ... – sews; ... – hanging. and so on.
Choose words that are opposite in meaning: big - small; truthful -...; narrow - … ; sour - … ; diligent - ...; brave - ...; durable - ...; empty - …; clear - ...;cheerful - .... etc.

Sentence Comprehension Survey

Understanding sentences is the next stage in studying the impressive side of speech, and although it presupposes understanding words, it is not limited to this condition. Understanding sentences of varying complexity requires awareness of various grammatical relations and the ability to retain a series of words in speech-auditory memory (A. R. Luria). One of the most common methods of examining speech understanding is the implementation of verbal instructions of varying complexity presented by ear. The child is asked to perform a series of actions, first single, and then a series of them: for example, “open the door”, “clap your hands”, “show how to comb your hair”, etc.; “put the chalk on the windowsill”, “put the flower pot on the desk.”

Grammatical Form Comprehension Survey

One of the features of the speech of the examined children is the discrepancy (in some cases quite pronounced) between active and passive speech. Among them there may be children whose active vocabulary consists of a limited number of distorted, babbling words, while the passive vocabulary is quite developed and the understanding of everyday speech, at first glance, is not in doubt. Therefore, during the examination, an experimental situation must be created in which the completion of tasks eliminates the need for an oral response from the subject. Children are asked to act according to speech instructions, the correct implementation of which is possible only if the child understands the given grammatical forms. The examination should be carried out in such a way that the child, in accordance with the instructions, can select the desired item (or card) or the required number of items. A conclusion about whether the child understands the grammatical form being studied should be made on the basis of several answers. To study the understanding of the singular and plural forms of nouns, a set of pictures depicting one or more similar objects is used. Pictures are presented in pairs. Items can also be used. Sample pictures from the set: ball – balls – mushrooms; pencil - pencils. Instructions: “Give me a pencil”, “Give me pencils”; “Show me where the pencil is”, “Show me where the pencils are”; "Put the pencil(s) on the book"

To study the understanding of masculine and feminine forms, past tense verbs, pictures are used that depict a boy and a girl performing the same action or being in the same state: The girl caught a fish - the boy caught a fish; The girl broke the cup - the boy broke the cup; The girl dropped the book - the boy dropped the book.

An important stage in examining a child is to study the understanding of the meaning of prepositions. Usually, prepositions used to convey spatial relationships are selected for research: in, on, under, behind, from, behind, in front, between, through. Instructions to follow may be as follows: “Put the matryoshka doll on the glass”; “Put the bread on the plate”; “Put a pencil between the nesting dolls”; “Put a pencil between the matryoshka doll and the book”; “Put the ruler in the book”; “Put the pencil in the book”; “Put your pen near the flower,” etc.

5. INVESTIGATION OF THE GRAMMARAL STRUCTURE OF THE LANGUAGE

In the practice of speech therapy examination, the technique of composing sentences based on supporting words, as well as on individual words located in disorder (deformed sentences) is often used. In the first case, the child is offered (orally or on a card) 2-3 isolated words and the instruction: “Make a sentence, supplementing it with the appropriate words.” Typically, the words presented are given in their initial form, so that when included in a sentence, the child independently transforms them into the desired grammatical form. In the second case, the child is offered words from which a sentence can be made, for example: With, branches, jumped over, onto, squirrel, branch. Instructions: “Restore the correct word order and pronounce the composed phrase.” The words for this task can be given on separate cards. The child, using these cards, places them in the right order. He must also determine which of the links taking part in the formation of the grammatical structure of the language is broken. Based on this, the examination should be aimed at studying the construction of a sentence, or grammatical changes in words in it, or the morphological forms of a word. One of the indicators of the level of formation of the grammatical structure of a language is proficiency in sentence construction skills. When examining the grammatical structure, it is important to establish which grammatical structures, expressing various types of connections and relationships, are accessible to the child. For this purpose, they use the technique of composing sentences based on the picture offered to him, in which a sentence of a given design is “programmed”. First of all, the child’s ability to construct a simple, unexpanded sentence is revealed; then - the ability to use a simple common sentence consisting of 3-4 words, i.e. with a definition, an addition, a circumstance (with and without prepositions). Using the same technique, children’s ability to construct sentences with homogeneous members is revealed. A more complex version of this technique is aimed at identifying the child’s ability to construct sentences with a large spread (with 6-7 different members), as well as change the structure of the original sentence.

INDICATORS OF SPEECH DEVELOPMENT

1. Sound culture of speech

1) Consistent, clear sound pronunciation.

2) Unstable pronunciation of individual sounds (pure sound occurs, but not in all positions, not automated.)

3) Violation of sound pronunciation.

2. Dictionary

1) Correct completion of all tasks (selection of exact definitions, verbs of motion, generalizing names (animals)), synonyms.

2) Coped with 3 out of 4 tasks (couldn’t find a synonym for the word).

3) Coped with 1-2 tasks.

3. Grammar

1) Accurate form and word formation (correctly completed all tasks on the formation of names of baby animals in the singular and plural, on the formation of plural genitive forms, nouns in the sketch with Gafam).

2) When completing tasks on form and word formation, he allowed up to 3 innovations (this also includes the formation of the genitive plural from the diminutive names “nose”, “mouth” and the like - avoiding grammatical difficulties).

3) More than three innovations with correct answers, individual refusals.

4. Coherent speech

1) Independent compilation of a short creative story (the presence of creative elements of improvisation)

2) Independent retelling of a traditional fairy tale or the beginning of a technique (reproductive speech).

3) Together with a speech therapist, a creative story and/or fairy tale (no independent, detailed statements).

This list of questions, of course, cannot be called exhaustive. It depends on what task the speech therapist sets for himself. The only important thing is that everything works out for you and the goal is achieved.

Bibliography:

Gromova, O. E. Methodology for the formation of the initial children's vocabulary [Text] / O. E. Gromova. – M.: TC Sfera, 2003. – 176 p.
Pechora, K. L. Development and education of early and preschool children. Current problems and their solutions in preschool and family settings [Text] / K. L. Pechora. – M.: Scriptorium 2003, 2006. – 96 p.
Chirkina, G.V. Methods for examining children’s speech [Text]: a manual for the diagnosis of speech disorders / ed. G. V. Chirkina. – M.: ARKTI, 2003. – 239 p.
Sheremetyeva, E.V. Prevention of speech development deviations in young children [Text] / E.V. Sheremetyeva. – M.: National Book Center, 2012. – 168 p.

Directions and methods of studying children's speech in domestic and foreign linguistics

Recently, there has been growing interest in the study of spoken speech. If previously the main material for linguistic research was written text, then with the advent of technical means of recording speech and all kinds of computer programs for analyzing speech production, it became possible to study spoken speech in all its manifestations. One of the current trends in the study of spoken speech is the study of the processes and features of language acquisition by children. “The fact that the overwhelming majority of children in a relatively short period of time is able to master their native language - at least to the extent that they need to express the communicative meanings necessary for them - is no longer in doubt, although the method , which they use in constructing their own language system, has not yet been studied in sufficient detail" [5, p. 24].

Children's speech as a material for research has long attracted specialists from various fields of scientific knowledge - psychologists, teachers, linguists, speech therapists, and speech pathologists. However, recently there has been a transition from the descriptive nature of research, which could not be dispensed with at earlier stages, to a focus on understanding the essence of phenomena [3, p.40].

American linguist D. Ingram [6, p.7] in relation to foreign studies of children's speech identified three periods in the history of their development:

1) period of diary entries (1876–1926)

2) cross-sectional studies (1926–1957)

3) longitudinal studies (1957 - present).

One of the “first classical works devoted exclusively to children’s language” [4, p. 8] was the work of Clara and Wilhelm Stern “Die Kindersprache” (1907). The method of diary entries was used by Thierry William Preyer (TW Preyer, 1882) and Granville Stanley Hall (G. Stanley Hall, 1894). The latter founded the magazine “Pedagogical Seminary”, which published diary entries of children’s speech: “Bateman (1916), Brandenburg (1915), Chamberlain and Chamberlain (1904, 1905, 1909), Pelsma (1910), Nice (1917, 1920)” [6, p.10].

The diary entries contained a large number of specific facts about the development of the language system of an individual child. At the same time, however, it was rarely possible to find any theoretical provisions in them, for example, the principles of the formation of a child’s language system. Diary entries were most often descriptive in nature.

The second period, according to D. Ingram, begins with the publication in 1926. experimental work by M. Smith (Madorah Smith). Her study contained a detailed analysis of several aspects of language in 124 children aged 2 to 5 years. Similar studies were made by McCarthy (1926). The new period was characterized by the fact that a fairly large number of children of the same age group were involved in the study and their speech samples were compared. Following Smith and McCarthy, a number of researchers analyzed the speech characteristics of twins (Day, 1932; Davis, 1937), gifted children (Fisher, 1934), as well as children from different social classes (Young, 1941; Templin, 1957). The cross-sectional research method, in contrast to diary entries, made it possible to collect a fairly large amount of linguistic material. The main disadvantage of the method was that it did not allow observations of the language development of an individual child.

Fundamentally different were longitudinal studies, which involved “visiting a child at predetermined intervals for a reasonable period of time in order to collect representative material” [6, p. 22]. Among the researchers are M. Brain (1963), W. Miller (1964), S. Ervin (1964), L. Bloom (1970) and R. Brown (R. Brown, 1973).

In Russian linguistics, the study of children's speech has its own long-standing traditions. Just as in foreign linguistics, the first works on children's speech, mainly descriptive, were based on observations of the development of the speech of one's own child. The most famous of them are “The Soul of a Child” by I. A. Sikorsky (1890), “Fundamentals of New Pedagogy” by V. P. Vakhterov (1913), “My Child” by A. F. Levonevsky (1914).

One of the first “large-scale experimental studies of children’s speech” [7] can be called long-term observations of speech innovations (“utterances”) of dozens of children by K. Chukovsky, published in the book “From Two to Five.” The book was published in 1928 and was republished during Chukovsky’s lifetime under different titles 20 times. The author was interested in children's language and children's consciousness. As Chukovsky noted in the afterword to his book, “its goal... is to seriously explore those areas of the mental and mental life of young children that have not yet been subjected to research” [8].

A striking example of scientific observations of the development of one’s own child’s speech is the diary of A. N. Gvozdev “From first words to first grade,” which has become widely known both in domestic and foreign linguistics. Gvozdev conducted observations for 7 years, starting at the age of 1;8. The material he collected formed the basis for several fundamental studies he subsequently conducted on the patterns of child acquisition of phonetics and grammar of the Russian language. For a long time, studies of children's speech in our country were based on the material of his diary entries.

Children's speech as an object of research was the focus of attention of domestic psychologists, in particular, L. S. Vygotsky, D. B. Elkonin, S. L. Rubinstein. Using speech material produced by children, they studied the problem of the relationship between thinking and speech. Swiss psychologist Jean Piaget, known primarily for his work on the study of children's speech, argued that the speech of a young child is egocentric and does not perform communicative functions: “This speech is egocentric primarily because the child speaks only about himself... The child speaks to himself, as if he was thinking out loud. He doesn’t address anyone” [4, p. 17]. L. S. Vygotsky, in contrast to Piaget, showed that egocentric speech performs a very important function, namely, it represents the basis for the child’s internal speech: “... apparently, egocentric speech, ... in addition to the fact that it simply accompanies child activity, very easily becomes thinking in the proper sense of the word, that is, it takes on the function of a planning operation, solving a new problem that arises in behavior” [2, p. 93].

According to Vygotsky, speech and thinking have different genetic roots. Thinking is directly interconnected with “instrumental activity”, speech - with “emotional infection through a sound signal” [2]. At the age of about one and a half years, the child’s thinking and speech are combined, the result of which is the appearance of verbal-logical thinking. This means that the child begins to comprehend the speech sounds used by adults. According to Vygotsky, the word in relation to thinking is a sign that turns thinking into a higher mental function. This function is the basis of his thinking.

N. I. Zhinkin, A. A. Leontyev, A. R. Luria, I. A. Zimnyaya studied the mechanisms of generating speech utterances.

For quite a long time, researchers were interested exclusively in the verbal period of speech ontogenesis. Thus, many periodizations of speech development were developed, which included as a “preparatory stage” the period before the first words independently produced by the child, within the framework of which all speech production of children up to about one year was included.

E. N. Vinarskaya was one of the first to pay special attention to the pre-verbal stage. She identified two periods in the pre-speech development of a child: the period of the so-called “phonetic universals” and the following “period of phonetic images and gestures” (paralinguistic means of emotional expressiveness). According to E. N. Vinarskaya, screaming is the primary negative emotion of a child. This is due to the fact that the basis of the body’s self-regulation is the defensive reflex. Over time, as communicative-cognitive development occurs, it is replaced by an indicative-exploratory reflex with corresponding emotional-positive reactions - humming and babbling. The author refers to the latter as signs of “paralinguistic means of emotional expressiveness.” E. N. Vinarskaya also described in detail deviations from normal speech development - alalia, oligophrenia, autism. An important feature in the concept of speech development by E. N. Vinarskaya was the consideration of the process of speech development from the position of the unity of biological and social factors. Thus, the importance of the mother’s emotional behavior, which is exerted “on the emerging system of value guidelines of the emerging personality,” was especially emphasized [1, p. 148].

The whole complex of problems and research conducted on the material of children's speech formed the basis of a new young science - ontolinguistics. Under the leadership of S. N. Tseitlin, the Laboratory of Children's Speech was created; scientific conferences are held annually at which modern researchers present the results of their work in this area. In addition to the study of mastery of the sound side of speech (E. A. Ofitserova, I. M. Rumyantseva), the formation of morphological, syntactic and lexical components of the language system (A. A. Bondarevich), issues of children's bilingualism are studied (O. V. Abakumova, N. V. . Gagarin), the formation of communicative and textual competencies in a child (M. A. Elivanova, N. A. Lemyaskina). Comparative studies of children's speech using the material of two or more languages are very popular, allowing one to trace universal and nationally specific features of language acquisition (I. P. Amzarakova, A. A. Petrova, M. E. Shurova).

Literature:

1. Vinarskaya E. N. “Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition" (M; 1987 -160 pp.)

2. Vygotsky L. S. “Thinking and Speech”

3. Paramonova L. G. “The formation of sound pronunciation in ontogenesis: norm and pathology.” Materials of the international scientific conference “Problems of ontolinguistics-2013” (St. Petersburg; 2013 -528 pp.)

4. Piaget J. “Speech and thinking of a child” (M; 1994–528 pp.)

5. Tseitlin S. N. “The individual language system of a child: some touches to the portrait.” Materials of the international scientific conference “Problems of ontolinguistics-2013” (St. Petersburg; 2013 -528 pp.)

6. D. Ingram “First Language Acquisition: Method, Description and Explanation” (Cambridge University Press; 1989–588 pp.)

7. “Problems of ontolinguistics 2012.” Proceedings of the international scientific conference. https://libed.ru/konferencii-psihologiya/638633–1-problemi-ontolingvistiki-2012-materiali-mezhdunarodnoy-nauchnoy-konferencii-posvyaschennoy-130-letiyu-dnya-rozhdeniya.php

8. Korney Chukovsky. Collected works in 15 volumes. T. 2: - “From two to five.” https://www.chukfamily.ru/Kornei/Prosa/Ot2do5/Posleslovie

Methods for examining the development of speech in children of senior preschool age

Methods for examining the development of speech in children of senior preschool age

Methodology “Inspection of the speech of older preschool children”
(Ushakova V.S., Strunina V.M., Yashina V.I.)
The examination methodology allows us to identify the child’s success in mastering program tasks for speech development, the degree of proficiency in phonetics, vocabulary, grammar and coherent speech in constructing different types of statements.

1 series of tasks (vocabulary and grammar)

Task 1. You already know a lot of words. Tell me what words you know? What does the word doll mean (ball, bunny, dishes)? (You can name the word spoken by the child.)

1) The child correctly explains the meaning of words (these are toys; they eat and drink from dishes).

2) Names the signs and actions separately.

3) Names 1-2 words.

Task 2. What kind of dishes do you know? What is it made of?

1) The child names several types of dishes (tea, table, kitchen) and the material from which they are made (metal, clay, glass, porcelain).

2) Names two types of dishes.

3) Names one type.

Task 3. Choose words that are opposite in meaning: long, light, fast;, talk, laugh, ask; loud, a lot, easy.

1) The child correctly selects opposite words.

2) Names words with the particle “not”.

3) Selects words inaccurately.

Task 4. What is deep, shallow, (high, light)?

1) The child completes all tasks, understands the figurative meaning of the word, names words, coordinating them in gender and case (deep hole, deep sea, light breeze).

2) Selects words for two adjectives.

3) Completes one task, selects a word for only one adjective.

Task 5. What animals do you know?

Tell me, who is the hare's cub? (Hare.) Cubs? (Little bunnies), the hare has a lot of... (bunnies). Similar questions are asked about other animals (fox, bear, hedgehog, giraffe, hippopotamus, etc.)

1) The child names all the animals, as well as all the babies, in the correct grammatical form.

2) Names only one form correctly.

3) Doesn't complete the task.

Task 6. What can you do with a needle? What is it for? Make up a sentence using the word "needle".

1) The child names different actions (sew, embroider, inject), composes a complex sentence (“A needle is needed to sew”).

2) Names two actions (prick mushrooms, sew), makes a simple sentence (“They sew with a needle”).

3) Names one action.

Second series of tasks (speech sound culture)

Exercise 1.

Do you pronounce all the sounds correctly?

1) The child answers in the affirmative and pronounces all the sounds.

2) Answers in the affirmative, but does not pronounce sonorants.

3) Does not pronounce hissing and sonorant sounds.

Task 2 .

Select pictures whose names contain the sound “l”? (horse, elephant, squirrel, wolf); "l'"? (lion, fox, leopard). What animals have the sound “r” in their names (tiger, cow, ram, giraffe); "r'" (turtle, chicken).

1) The child selects pictures for each given sound.

2) Selects 2-3 pictures.

3) Points to one picture.

Task 3. Name words that contain the sounds “s” and “sh”? (old woman, Sasha, drying), “w”, “z” (iron, life).

1) The child distinguishes between soft and hard sounds, differentiates hissing sounds.

2) Names more than two words

3) Names a word without the suggested sounds.

Task 4. What tongue twister do you know? Say it quickly - slowly, quietly - loudly - in a whisper.

1) The child speaks clearly, changes the pace of speech, and regulates the strength of his voice.

2) Doesn’t pronounce clearly enough.

3) does not have the ability to slow down or speed up the pace.

Task 5. Say the sentence: “I’ll go to school” so that we hear that this makes you happy, surprises you, or you ask about it.

1) The child conveys the given intonations.

2) conveys only interrogative intonation.

3) Repeats narrative intonation.

Task 6. Name what sounds the word “ball” consists of? "pen"? What is the first sound, second, third? How many syllables are there in these words?

1) The child names all the sounds, their sequence and syllables.

2) Does not name all sounds and syllables

3) It breaks the sequence in the names of sounds.

Third series of tasks (connected speech)

Task 1. The teacher asks the child to describe the hedgehog (from a picture, a toy).

1) The child composes a description that contains three structural parts: beginning, middle, end. “This is a hedgehog. It is brown and prickly. The hedgehog has sharp spines on its back. The hedgehog needs them to prick mushrooms and berries. The hedgehog takes care of his hedgehogs.”

2) Tells, skipping the beginning (or end).

3) Lists individual qualities.

Task 2.

The teacher shows the child a series of pictures (3-4) united by a plot and invites the child to arrange them in sequence and compose a story.

1) Arranges in the correct sequence, composes a coherent story.

2) tells with the help of an adult.

3) Lists what is shown in the pictures.

Task 3. The teacher invites the child to compose a story (fairy tale) on a independently chosen topic.

1) The child comes up with a story (fairy tale) and gives its name.

2) Make up a story with the help of an adult.

3) Talks about adult questions.