Keyword: «text»

The article reveals the peculiarities of texts content understanding by junior schoolchildren with hearing impairments. To assess this ability, a complex of three diagnostic tasks is proposed. The results of children examination are presented. It is reported that junior schoolchildren with hearing impairments distort the content of the texts read. Children focus on individual words, and not on the content of the story as a whole. Students do not define semantic links between parts of texts.

The author of the article proposes diagnostic tools, the use of which makes it possible to determine the features and development level of skills to produce stories with elements of creativity among preschoolers with speech pathology. The technology of using diagnostic materials in the practice of a speech therapist is described. It is reported about the research, during which the abilities of children to build original texts were studied. The ability of preschool children with a general underdevelopment of speech to solve speech and creative tasks is analyzed.

The article discusses the functional-pragmatic and linguistic parameters of the differentiation of discourse types and the texts that form them, and proposes an analytical apparatus for solving a number of tasks related to the study of certain communicative interaction aspects, including the modal component of the texts.

The article reflects data on the state of verb vocabulary of preschool children with speech pathology. It presents the results of conducted research. The specific types of errors, that children make, are indicated. It is reported that the pathology of speech causes not only the limited vocabulary. Preschoolers find it difficult to include verbs in phrases and texts. This negatively affects the development of communication skills and the preparation of children to learn reading.

On the basis of synthesis of experience and materials of methodical researches in this work have tried to show use of the text at Russian lessons as a basis for development and improvement of all-educational skills, activization of cognitive and cogitative activity of pupils and the organization of work on the complex analysis of the text.