Keyword: «severe speech disorders»

The research paper is devoted to the study of the possibilities of using didactic synquain, a short poetic form constructed according to certain rules, to form the lexical side of speech in older preschoolers with severe speech disorders. The use of didactic synquain contributes to the activation of vocabulary, the formation of the ability to classify and generalize, as well as with

This article examines the problem of monologue speech development in older preschool children with disabilities through storytelling technology. The psychological and pedagogical conditions that allow the introduction of this technology into the correctional process are revealed: the use of visualization, game motivation and step-by-step learning. The data obtained can be used by speech therapists in the organization of speech therapy work on the development of monologue speech in older preschoolers with severe speech disorders.

the article presents the comparative results of a study of lexical generalizations in older preschoolers with severe speech disorders and their peers without speech disorders. The article describes the program of the ascertaining experiment, which includes three series of tasks, and provides quantitative and qualitative data on the levels of development of lexical generalizations in children with severe speech disorders and their peers without speech disorders.

The article discusses the methodological aspects of the formation of optical-spatial representations in younger schoolchildren with severe speech disorders. It is noted that the insufficient development of these functions often leads to difficulties in mastering writing and the appearance of optical dysgraphy, which reduces the overall academic performance of schoolchildren. The paper highlights the main directions and describes the existing methods for correcting the underdevelopment of optical-spatial representations. Special attention is paid to neuroprotection as one of the effective pedagogical means of correction. The developed neuropropsis is also presented, the tasks of which affect all components of opto-spatial functions.

The article examines the specific features of dysgraphy caused by impaired language analysis and synthesis in younger schoolchildren with severe speech disorders. The complex of problems faced by the child is revealed: from the combined and separate spelling of words to the difficulties of constructing a grammatically correct sentence.