Keyword: «general speech underdevelopment (level iii)»

The article reveals the relevance of sound pronunciation correction and presents the structure of speech defect in children with general speech underdevelopment (level III). The results of speech therapy examination of sound reproduction in older preschool children with general speech underdevelopment (level III) are described. The pedagogical conditions of the effectiveness of the use of Su-jok balls in the correction of sound reproduction in individual speech therapy classes for older preschool children with general speech underdevelopment (level III) are presented.

This article reveals the features of monologue speech, the advantages and effectiveness of using eideonics in the formation of monologue speech in older preschool children with general speech underdevelopment (level III).

This article examines the key aspects of the formation of inflection and adjective formation skills in older preschool children with general speech underdevelopment (level III). The results of the ascertaining stage of the study are presented, which made it possible to identify the main difficulties faced by children in the process of mastering these skills. In addition, the results of a proven effective method of speech therapy aimed at developing these skills in older preschool children with general speech underdevelopment (level III) are also analyzed.

The article presents the results of research and experimental work through the use of children's fiction for the development of coherent speech in older preschool children with general speech underdevelopment (level III), the use of techniques that allow to examine monological and dialogic speech in older preschool children with general speech underdevelopment (level III).

This article examines the patterns of mastering the syllabic structure of words in children aged 5–6 years with general speech underdevelopment (level III), and also examines the experience of using logorhythmics in the process of forming the syllabic structure of a word. The following methods were used in the course of the study: analysis of psychological and pedagogical literature and pedagogical experiment. 9 children with general speech underdevelopment (level III) participated in the pedagogical experiment. I used speech therapy rhythmics to correct the syllabic structure of the word, and in the process, changes in the syllabic structure of the word in children were noted, which indicates the effectiveness of using this method.