Peculiarities of Motor and Speech Rhythmic Processes Formation in Children of Senior Preschool Age With Stuttering by Means of Logorhythmic Exercises

The problem of comprehensive diagnosing and speech therapy of primary school children with dysgraphia is considered in the article. Basic concepts such as: “development”, “speech therapy”, “dysgraphia” are characterized. Significant differences between the concepts “written speech” and “writing” are analyzed, which is important for better understanding and disclosure of the basic patterns of speech therapy of children with dysgraphia. It has been found out that the terms “speech development” and “development of speech” are not synonymous. It is noted that researchers often use these concepts as identical. It is noted that such terminological inconsistency creates ambiguity of interpretations, reduces the accuracy of the scientific approach to the problem of speech correction in general and the problem of dysgraphia in particular. It is emphasized that the importance of the problem of diagnosis and speech therapy of children with dysgraphia arises due to the close connection of speech pathology with school performance, psychological status and adaptation of children in the society. Based on the analyzed scientific publications on the correction of dysgraphia, it is established that the study of this disorder is complicated by the variety of scientific data (sometimes quite contradictory) and a significant number of interdisciplinary approaches. Understanding the process of learning the structure of the native language by primary school children who have difficulties in developing writing skills and dysgraphia, encourages the search for the most rational and effective ways to diagnose and correct speech development of this category of children. The author emphasized contemporary ideas about speech as a psychophysical phenomenon which is realized in conjunction with cognitive, emotional and personal components and ensures the comprehensive development of a child. A variety of mechanisms of impaired writing or its implementation require comprehensive diagnosis of speech development of children with dysgraphia;on this basis it is possible to activate speech therapy technologies for preventive and corrective action. Emphasis is placed on the complexity and multifaceted nature of the problem of dysgraphia, so it is necessary to study it grounding on the principles of complexity and systematicity, taking into account the interconnectedness and interdependence of the entire mental sphere and all forms of activity.

Comprehensive Diagnosis and Correction of Speech Development in Children With Dysgraphy as a Scientific Problem

Журавльова

2021

Substantiation of the Typology of Primary Systemic Speech Under Development

Tyshchenko

2021

The article considers the issue of the typology of speech development disorders that belong to the group of primary systemic speech underdevelopment (PSSU). The current state of science and practice development of speech-language pathology (SLP) allows us to identify within the once unified nosology several separate pathologies of speech activity which require separate study and use of differential methods for their diagnosis and overcoming. The author analyzes the historical way of forming scientific thought about alalia as a primary systemic underdevelopment of speech. He draws attention to some inaccuracies that have resulted from a certain inconsistency of the positions of individual scientists on the one hand, and the inertia of SLP practice on the other. This actually contributed to the consolidation in the SLP of somewhat outdated ideas about the nature of systemic speech underdevelopment and the variability of its expression in the speech activity of children. Outdated classifications inherited from the former USSR do not keep pace with the current pace of SLP development and do not fully reflect the state of our ideas about the nature and diversity of speech pathologies studied today. The author uses psycholinguistic approach to the analysis of PSSU, particularly for researching psychological mechanisms of speech associated with the functioning of the anterior and posterior tertiary fields of the dominant hemisphere, their role in the pathogenesis of different variants of motor alleles. This allowed the author to identify 10 separate disorders, 6 of them belonging to PSSU. Author raises the issue of making changes to the existing clinical and pedagogical classification and its coordination with the psychological and pedagogical classification of speech disorders currently used in domestic SLP practice. In particular, the author argues the necessity of introduction of speech disorders like apraxia and dyspraxia as separate nosologies into the classification as one of the variants of sound disorders; paraalalia as a separate form of PSSU and two variants of general speech underdevelopment with a predominant disorder in the assimilation of syntagmatic and paradigmatic organization of language signs, previously referred to as general speech underdevelopment of unknown etiology.

Ontogenetic and Disontogenetic Aspects of the Formation of Pre-Communicative and Basic Communicative Skills and Skills in Children of Early Age With Developmental Complications

Vozchykova

2024

The scientific article analyzes the structure of communicative activity and its components. Detailed analysis of the latest research and publications on the selected topic has been carried out. The author analyzed the criteria for assessing the normal development of speech at various stages of speech communication. It has been proven that speech is the main means of communication. The following speech functions have been characterized - cognitive, communicative and semantic, and their exceptional importance for the development of a preschooler has been proven. An overview of three stages of speech as a means of communication is made: pre-verbal, the stage of the emergence of speech and the stage of the development of speech communication. The levels of communicative and speech development of a child of early and preschool age have been determined. Communicative motives for the communication situation of a young child are analyzed. The emotional component of children's communication is considered as an incentive to directly master the speech process, as a means of communication. The leading role and types of role of emotional contacts are analyzed. The author's definitions of "pre-communicative abilities and skills", "basic communicative abilities and skills", "children with developmental complications" have been developed and their essence has been revealed. Levels and indicators of normal communicative and speech development are determined. The dysontogenetic aspect of the development of pre-communicative and basic communicative abilities and skills is analyzed. An analysis of the early manifestations of the pathological development of pre-communicative and basic communicative skills was carried out. Variants of communicative behavior disorders of young children with developmental complications are identified.