Anastasia N. Smyshlyaeva

Children with mental retardation have problems developing coherent speech. They serve as an obstacle to expanding the child's communication opportunities with peers and adults. In addition, these problems may affect the child's further successful assimilation of school curriculum material. Therefore, the issue of timely identification and correction of problems associated with the development of monologue speech in preschoolers with mental retardation is urgent. The article is devoted to the problem of monologue speech development in preschoolers with mental retardation. The results of the diagnostic experiment are presented, and the pedagogical conditions ensuring the effectiveness of correctional and developmental work are determined.