Keyword: «monologue speech»

The article indicates the expediency of improving speaking skills with the use of lexical games at the lessons of a foreign language at school. The authors of the article consider in detail the concepts of monological and dialogical speech, identify the main conditions for conducting lexical games at the lessons of a foreign language. The article describes in detail the personal experience of the authors in the application of this technology in English lessons in elementary school on the basis of the 3rd grade.

Improving coherent monologue speech is of key importance in the overall development of speech in preschoolers. The problem that we consider in our study is the examination of the specific aspects of coherent monologue speech development in preschool children with general speech underdevelopment and planning of a correctional and developmental process using fairy tales, taking into account their specific speech development. The purpose of the article is to justify the practicability and effectiveness of using fairy tales in speech therapy work for the development of monologue speech in preschool children with general speech underdevelopment. Diagnostic results using V.P. Glukhov’s method indicate that children in this category have a low level of coherent monologue speech development, which emphasizes the relevance and significance of the study. The article reveals the essence of speech therapy work aimed at improving monologue speech in preschool children with general speech underdevelopment through the use of fairy tales.

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).

In the age of innovative progress, speech therapy instructors are interested in finding new methods and means of speech therapy work. The study of the characteristics of the monologue speech development in preschoolers with severe speech disorders, planning and implementation of educational work using information and communication technologies have become the field of our research. Diagnostic examination according to V.P. Glukhov's method allowed us to find out that preschoolers with severe speech disorders lack the ability to compose a coherent story. The article presents an approach to using multimedia presentations in combination with traditional technologies in speech therapy for the development of monologue speech in preschoolers with severe speech disorders.

The article analyzes the theoretical and applied aspects of the formation of monologue speech, its difference from dialogic speech. The study examined the features of the development of monologue speech in preschoolers with general speech underdevelopment. The diagnosis was carried out according to the methods of V.P. Glukhov. Low indicators of preschool children's speech development have been revealed. The main directions of the speech therapist teacher's correctional work are described. Special attention is paid to mnemonics as one of the innovative methods of correcting the monologue speech of older preschoolers with OCD.