Keyword: «speech therapy correction»

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.

This article examines the features of correctional work aimed at the formation of the intonation side of speech in preschoolers with phonetic and phonemic underdevelopment (FFNR). The theoretical foundations and practical approaches to the organization of classes are presented. A system of step-by-step work with children is proposed, including game, musical, rhythmic and interactive methods that ensure the development of prosodic expressiveness of speech. The importance of diagnosis, complexity and consistency of the correction process is emphasized.

The article examines contemporary methods and techniques for correcting speech and non-speech disorders in older preschool children with dysarthria. Special attention is paid to the comprehensive approach, which encompasses speech therapy, development of articulatory and gross motor skills, correction of breathing and voice formation, as well as game-based and psychological support. Examples of effective exercises and techniques are presented, enabling normalization of muscle tone, improvement of coordination, and stimulation of speech activity. The significance of collaboration among specialists (speech therapist, defectologist, psychologist, neurologist) and parents is emphasized, ensuring more successful elimination of dysarthric manifestations and readiness for school education. The material builds on the results of Russian research and practice in the field of speech therapy and outlines the prospects for introducing innovative digital resources into the correction process.