Keyword: «severe speech disorders»

The article notes that school children with severe speech impairments have underdeveloped reading activity. Children find it difficult to navigate the text of the work. School children can not describe the idea of the text. Great difficulties arise when evaluating literary heroes, their inner world. Events are perceived fragmentarily. In general, students with severe speech impairments demonstrate reader immaturity.

The article deals with the question of the relationship between verbal and non-verbal means of communication in correcting severe speech disorders at various stages of speech therapy work. In modern speech therapy, the question of the correlation of additional means of communication is considered primarily for people with aphasic disorders, while pre-school speech therapy uses primarily verbal means of influence.

The article reports on the difficulties of children with speech pathology in mastering native language. The role of literature lessons in the development among these schoolkids ability to reproduce and independently build monologues is noted. Diagnostic materials are proposed, with the help of which Russian language teacher can evaluate the quality of descriptive stories by children of average school age with severe speech disorders. The main results of 6th grade pupils with speech pathology survey using three diagnostic tasks are presented. Specific mistakes made by children are analyzed.

This article examines the state of independent written expressions among students of 5-6 grades with severe speech disorders. To study the state of independent written expressions, a number of diagnostic techniques were analyzed. The article describes the research methodology, organization of practical research and analysis of the results obtained.

The article presents the results of the study of descriptive stories of schoolchildren with severe speech disorders. It is reported that these children find it difficult to structure the description and reveal its contents. Schoolchildren find it difficult to characterize heroes based on author's text and reproductions of paintings. It is noted that the most difficult problem for them is to give a description of a landscape picture.