Natalya V. Vershinina

Prevention of early school failure is the main factor in increasing the level of learning the substantive elements of the initial stage of education by primary school students, which principally characterizes the quality of education in a modern school. Foreign and domestic researchers agree that academic failure occurs from the very beginning of schooling. In this regard, the search for effective measures to prevent school failure becomes relevant. The direct dependence of success in learning on the level of speech development of the student is an indisputable fact for modern methodology. It is this fact that determines the need for early prevention, in particular, in the framework of the speech development of primary school students. The authors of the article come to the conclusion that one of the factors of success or failure of trainees is the level of intellectual and speech skills development as the most important component of their functional literacy. The purpose of the article is to model the process of organizing early prevention of first-graders' academic failure through the development of intellectual and speech skills. To achieve this goal, the following research methods were used: theoretical analysis of scientific, methodological and psychological-pedagogical literature; generalization and interpretation of scientific data; statistical processing of experimental data, method of pedagogical design. The article provides a detailed theoretical analysis of the stated problem, presents a classification of intellectual and speech skills, substantiates the components (target, content, technological, effective) of modelling the process of organizing early prevention of first-graders' academic failure through the development of intellectual and speech skills. As part of an experimental study, the level of early academic failure of first-graders was found, the main causes of its occurrence were defined, and the level of intellectual and speech skills formation in students was characterized. The main results of the study will ensure updating of all structural components in terms of the implementation of the proposed methodological model taking into account the specifics of primary general education. The theoretical significance of the article lies in the formulation and description of the main directions of modeling the process of organizing early prevention of first–graders' academic failure. The practical significance of the article is determined by the possibility of organizing work on the prevention of learning failure in the field of speech development based on the systematic development of intellectual and speech skills of first-graders.

The paper deals with the problem of formation of communicative speech culture of future teachers. The author notes that nowadays there is a contradiction between the requirements to a teacher of the modern school and his communication skills, which have increased, and the real level of speech training of students at pedagogical higher educational institutions, which remains insufficient. According to the author, an important step to solve the contradiction is formation of rhetorical skills of future primary school teachers.