Characteristics of the general underdevelopment of speech with onr. Logopedic characteristics of a preschool child with OHP-III level of speech development

- violation of the formation of all aspects of speech (sound, lexico-grammatical, semantic) in various complex speech disorders in children with normal intelligence and full hearing. Manifestations of OHP depend on the level of unformedness of the components of the speech system and can vary from the complete absence of common speech to the presence of coherent speech with residual elements of phonetic-phonemic and lexical-grammatical underdevelopment. OHP is detected during a special speech therapy examination. OHP correction involves the development of speech understanding, vocabulary enrichment, the formation of phrasal speech, the grammatical structure of the language, full-fledged sound pronunciation, etc.

General information

ONR (general underdevelopment of speech) is the lack of formation of the sound and semantic aspects of speech, expressed in gross or residual underdevelopment of lexical-grammatical, phonetic-phonemic processes and coherent speech. Among children with speech pathology, children with ONR constitute the largest group - about 40%. Profound developmental deficiencies oral speech in the future will inevitably lead to a violation of written speech - dysgraphia and dyslexia.

OHP classification

uncomplicated forms of ONR(in children with minimal brain dysfunction: insufficient regulation of muscle tone, motor differentiation, immaturity of the emotional-volitional sphere, etc.)
complicated forms of ONR(in children with neurological and psychopathic syndromes: cerebrasthenic, hypertensive-hydrocephalic, convulsive, hyperdynamic, etc.)
gross underdevelopment of speech(in children with organic lesions of the speech parts of the brain, for example, with motor alalia).

Taking into account the degree of OHP, 4 levels of speech development are distinguished:

1 level of speech development- "speechless children"; common speech is missing.
2 level of speech development – initial elements common speech, characterized by the poverty of the vocabulary, the phenomena of agrammatism.
3 level of speech development- the appearance of detailed phrasal speech with underdevelopment of its sound and semantic aspects.
4 level of speech development- residual gaps in the development of the phonetic-phonemic and lexical-grammatical aspects of speech.

A detailed description of the speech of children with OHP at various levels will be discussed below.

OHP characteristic

In the anamnesis of children with OHP, intrauterine hypoxia, Rhesus conflict, birth trauma, asphyxia are often detected; in early childhood- traumatic brain injury, frequent infections, chronic diseases. An unfavorable speech environment, a lack of attention and communication further hinder the course of speech development.

For all children with OHP, the first words appear late - by 3-4, sometimes - by 5 years. The speech activity of children is reduced; speech has an incorrect sound and grammatical design, it is difficult to understand. As a result of inferior speech activity, memory, attention, cognitive activity, mental operations suffer. Children with OHP are characterized by insufficient development of coordination of movements; general, fine and speech motor skills.

In children with OHP level 1, phrasal speech is not formed. In communication, children use babble words, one-word sentences, complemented by facial expressions and gestures, the meaning of which is not clear outside the situation. Vocabulary in children with OHP level 1 is severely limited; mainly includes individual sound complexes, onomatopoeia and some everyday words. In OHP level 1, impressive speech also suffers: children do not understand the meaning of many words and grammatical categories. There is a gross violation of the syllabic structure of the word: more often, children reproduce only sound complexes consisting of one or two syllables. Articulation is fuzzy, the pronunciation of sounds is unstable, many of them are inaccessible for pronunciation. Phonemic processes in children with OHP level 1 are rudimentary: phonemic awareness grossly violated, the task of phonemic analysis of the word is unclear and impossible for the child.

In the speech of children with OHP level 2, along with babble and gestures, simple sentences consisting of 2-3 words appear. However, the statements are poor and of the same type in content; often express objects and actions. With OHP level 2, there is a significant lag in quality and quantitative composition vocabulary from the age norm: children do not know the meaning of many words, replacing them with similar ones in meaning. The grammatical structure of speech is not formed: children do not use case forms correctly, experience difficulties in coordinating parts of speech, using the singular and plural, prepositions, etc. In children with OHP level 2, the pronunciation of words with a simple and complex syllabic structure is still reduced , a confluence of consonants. Sound pronunciation is characterized by multiple distortions, substitutions and mixtures of sounds. Phonemic perception at OHP level 2 is characterized by severe insufficiency; children are not ready for sound analysis and synthesis.

Children with OHP level 3 use extended phrasal speech, but in speech they use mostly simple sentences, finding it difficult to build complex ones. The understanding of speech is close to the norm, the difficulty is the understanding and assimilation of complex grammatical forms (participial and adverbial phrases) and logical connections (spatial, temporal, causal relationships). The volume of vocabulary in children with OHP level 3 increases significantly: children use almost all parts of speech in speech (to a greater extent - nouns and verbs, to a lesser extent - adjectives and adverbs); typically inaccurate use of item names. Children make mistakes in the use of prepositions, the coordination of parts of speech, the use of case endings and accents. The sound filling and syllabic structure of words suffer only in difficult cases. With OHP level 3, sound pronunciation and phonemic perception are still impaired, but to a lesser extent.

With OHP level 4, children experience specific difficulties in pronunciation and repetition of words with a complex syllabic composition, have a low level phonemic perception, make mistakes in word formation and inflection. The vocabulary of children with OHP level 4 is quite diverse, however, children do not always accurately know and understand the meaning of rarely occurring words, antonyms and synonyms, proverbs and sayings, etc. In independent speech, children with OHP level 4 experience difficulties in the logical presentation of events, often miss the main thing and "get stuck" on minor details, repeat what was said earlier.

Speech therapy examination for ONR

At the preliminary stage of the diagnostic examination of speech, the speech therapist gets acquainted with the medical documentation (examination data of a child with ONR by a pediatric neurologist, pediatrician and other children's specialists), finds out from the parents the features of the course of the early speech development of the child.

When diagnosing oral speech, the degree of formation of various components of the language system is specified. Examination of children with OHP begins with studying the state of coherent speech - the ability to compose a story from a picture, a series of pictures, retelling, a story, etc. Then the speech therapist examines the level of development of grammatical processes (correct word formation and inflection; coordination of parts of speech; construction of a sentence, etc. .). Examination of vocabulary in OHP allows you to assess the ability of children to correctly correlate a particular word-concept with the designated object or phenomenon.

The further course of the examination of a child with ONR involves the study of the sound side of speech: the structure and motility of the speech apparatus, sound pronunciation, syllabic structure and sound filling of words, the ability to phonemic perception, sound analysis and synthesis. In children with OHP, it is necessary to diagnose auditory-speech memory and other mental processes.

The result of the examination of the state of speech and non-speech processes in a child with ONR is a speech therapy conclusion, reflecting the level of speech development and the clinical form of the speech disorder (for example, ONR level 2 in a child with motor alalia). ONR should be distinguished from speech development delay (SRR), in which only the rate of speech formation lags behind, but the formation of language means is not disturbed.

OHP correction

Speech therapy work on the correction of OHP is differentiated, taking into account the level of speech development. So, the main directions in OHP level 1 are the development of understanding of addressed speech, the activation of independent speech activity of children and non-speech processes (attention, memory, thinking). When teaching children with OHP level 1, the task of correct phonetic formulation of the statement is not set, but attention is paid to the grammatical side of speech.

At OHP level 2, work is underway on the development of speech activity and understanding of speech, lexical and grammatical means of the language, phrasal speech and the refinement of sound pronunciation and the evoking of missing sounds.

At speech therapy classes for the correction of OHP level 3, the development of coherent speech, the improvement of the lexical and grammatical side of speech, the consolidation of the correct sound pronunciation and phonemic perception are carried out. At this stage, attention is paid to preparing children for literacy.

aim speech therapy correction at OHP level 4, it is the achievement by children of the age norm of oral speech necessary for successful schooling. To do this, it is necessary to improve and consolidate pronunciation skills, phonemic processes, the lexical and grammatical side of speech, extended phrasal speech; develop graphomotor skills and primary reading and writing skills.

Education of schoolchildren with severe forms of OHP of levels 1-2 is carried out in schools for children with severe speech disorders, where the main attention is paid to overcoming all aspects of speech underdevelopment. Children with OHP level 3 study in special education classes at a public school; with OHP level 4 - in regular classes.

Forecast and prevention of OHP

Corrective and developmental work to overcome OHP is a very long and laborious process, which should begin as early as possible (from 3-4 years). Sufficient experience has been accumulated successful learning and education of children with different levels of speech development in specialized (“speech”) preschool and school educational institutions.

Prevention of OHP in children is similar to the prevention of those clinical syndromes in which it occurs (alalia, dysarthria, rhinolalia, aphasia). Parents should pay due attention to the speech environment in which the child is brought up, with early age stimulate the development of his speech activity and non-speech mental processes.

Psychological characteristics of children with general speech underdevelopment (OHP)

Characteristics of children with ONR. General speech underdevelopment (OHP) is a complex speech disorder in which children with normal hearing and initially preserved intelligence have a late onset of speech development, a poor vocabulary, agrammatism, pronunciation and phenom formation defects. These manifestations together indicate a systemic violation of all components of speech activity.

The peculiarity of the development of the vocabulary and grammatical structure of the language with a general underdevelopment of speech is shown in the studies of M.V. Bogdanov-Berezovsky, V.K. Orfinskaya, B.M. Grinshpun, T.B. Filicheva and others.

The general underdevelopment of speech has a different degree of severity: from the complete absence of speech means of communication to expanded speech with elements of phonetic and lexical and grammatical underdevelopment. Based corrective tasks, R.E. Levina made an attempt to reduce the monotony of speech underdevelopment to three levels. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.

the first level is characterized by the almost complete absence of verbal means of communication or their very limited development during the period when speech in normally developing children is already fully formed.

second level - R.E. Levina points to the increased speech activity of children, they develop phrasal speech. At this level, the phrase remains phonetically and grammatically distorted.

the third level is characterized by the appearance of extended everyday speech without gross lexical and grammatical deviations. Overcoming OHP in preschoolers. educational method. allowance / Under the total. ed. T.V. Volosovets. - M.: V. Sekachev, Research Institute of School Technologies, 2008. P. 17-19.

cognitive processes ( sensations, perception, memory, imagination, thinking) are the main part of any human activity, including speech, and provide the information necessary for it. They allow you to set goals, make plans, determine the content of upcoming activities, play in your mind the course of activities, your actions and behavior, anticipate the results of your actions and manage them as you complete them.

Speaking about the general abilities of a person, they mean the level of development and characteristics cognitive processes. The better these processes are developed, the higher his abilities, the more abilities he possesses. The level of development of cognitive processes determines the ease and effectiveness of learning, including the development of oral and written speech.

Peculiarities visual perception in children with speech disorders

G.L. Roserhart-Pupko (1966) directly speaks of the close interaction of speech and visual object perception. Perception and speech are interdependent in their formation: constancy and generalization of perception, on the one hand, and mobility visual images on the other hand, they are formed and developed under the influence of the word. So, as a result of research visual perception in preschool children with speech pathology, data were obtained on the lack of formation of a holistic image of an object, while simple visual recognition of real objects and their images does not differ from the norm. (L.I. Belyakova, Yu.F. Garkusha, O.N. Usanova, 1991).

Preschoolers with OHP also have a low level of development letter gnosis: they hardly differentiate normal and mirror spelling of letters, do not recognize letters superimposed on each other, find difficulties in naming and comparing letters that are similar graphically, in naming printed characters given in disorder. In this regard, many children are not ready to master the letter. When studying the features orientation in space it turned out that they find it difficult to differentiate the concepts of “right” and “left”; they cannot navigate in own body especially when tasks get more difficult.

Violation of the intonation side of speech. Patients do not distinguish speech intonations, their speech is not expressive, devoid of modulations, intonation monotony.

Features of attention in children with speech impairment

The attention of children with speech impairment is characterized by a number of features: instability, more low level arbitrary attention, difficulties in planning their actions.

Children find it difficult to focus on the analysis of conditions, the search for various ways and means in solving problems, the implementation is reproductive in nature.

It is much more difficult for children with speech pathology to concentrate on fulfillment under the conditions of a verbal instruction than under the conditions of a visual one. The nature of the errors and their distribution over time qualitatively differ from the norm.

Features of voluntary attention in children with alalia are clearly different in the nature of distractions. So, if children with a speech norm look at the experimenter, try to determine by his reaction whether they are performing the task correctly, then for children with alalia, the predominant distractions are: “looked out the window”, “performs actions not related to the task”.

Features of thinking in speech disorders

T.B. Filichev and G.A. Chirkina, describing the features of the intellectual sphere of children with OHP, note: “Having, on the whole, full-fledged prerequisites for mastering mental operations that are accessible to age, children, however, lag behind in the development of visual-figurative thinking, without special training they hardly master analysis, synthesis, comparison, which is a consequence of defective speech activity.

In the study by V.V. Yurtaykin identified two main types of difficulties in children with OHP in the developmental process cognitive activity: difficulties in assimilation of the symbolic function and the use of signs to replace real objects, and difficulties in retaining in memory and updating images of representations in the process of solving cognitive problems. Logopsychology. Educational method. allowance / ed. - comp. S.V. Lautkin. - Vitebsk: Publishing house of the UO "VGU im. P.M. Masherova", 2007. With. 55-66

It is necessary to distinguish between the general underdevelopment of speech (OHP) and the delay in the rate of its formation. The reasons for the delay in the development of speech are usually pedagogical neglect, insufficiency speech communication child with others, bilingualism in the family. The most accurate distinction between these states is possible in the process of diagnostic learning. hallmarks, indicating a more severe speech diagnosis, will be the presence of an organic lesion of the central nervous system, more pronounced insufficiency of mental functions, the impossibility of self-mastery of language generalizations. One of the important diagnostic criteria is the possibility of learning by a child with a slow rate of speech development. grammar rules of the native language - understanding the meaning of grammatical changes in words, the absence of confusion in understanding the meanings of words that have a similar sound, the absence of violations of the structure of words and agrammatisms, which are so characteristic and persistent in general underdevelopment of speech (N.S. Zhukova, E.M. Mastyukova, T. B. Filicheva, 1990).

Differential diagnosis of speech disorders and mental retardation can be difficult, since general mental underdevelopment is always accompanied to one degree or another by underdevelopment of speech, and on the other hand, with severe speech underdevelopment, a child often has a delayed or uneven development of his intellect. In some cases, diagnosis can be successful only as a result of a dynamic study of the child in the process of remedial training. Unlike children with disabilities mental development, having a total intellectual defect that captures all types of mental activity, in children with severe speech disorders, the greatest difficulties are caused by tasks that require the participation of speech.

In contrast to mentally retarded children, children with OHP do not exhibit inertia of mental processes; they are capable of transferring the learned methods of mental actions to other, similar tasks. These children need less help in forming generalized modes of action if they do not require a verbal response. Children with OHP have more differentiated reactions, they are critical of their speech insufficiency, and in many tasks they consciously try to avoid a speech response. Their activities are more focused and controlled. They show sufficient interest and ingenuity when performing tasks. If the distinction between children with ONR and mental retardation encounters some difficulties, then the differentiation of OHP and ZPR in many cases cannot be carried out. In children with mental retardation, as well as with OHP, there is a weakness of voluntary attention and shortcomings in the development of visual and verbal-logical thinking.

It should be added that children with speech pathology, as well as children with mental retardation, in foreign literature belong to a single group - children with learning difficulties. Trofimova N.M., Duvanova S.P., Trofimova N.B., Pushkina T.F. Fundamentals of special pedagogy and psychology. - St. Petersburg: Peter, 2005. - 304 p.: ill. - (Series "Tutorial"), p. 186-187

The reasons general underdevelopment speeches

Speech arises in the presence of certain biological prerequisites and, above all, the normal maturation and functioning of the central nervous system. Among the factors contributing to the emergence of general underdevelopment of speech in children, there are unfavorable external (exogenous) and internal (endogenous) factors, as well as external conditions. environment. These factors can affect both in the prenatal period of development and during childbirth, as well as in the first years of a child's life.

Among the pathogenic factors affecting the nervous system in the prenatal period, toxicosis, intoxication, maternal metabolic disorders during pregnancy, the effects of certain chemicals, alcohol, nicotine, narcotic substances, radiation. Various lesions are possible due to Rh incompatibility of the blood of the mother and fetus.

A special role in the occurrence of speech underdevelopment belongs to genetic factors. in the presence of the so-called speech weakness or hereditary predisposition to speech disorders, general underdevelopment of speech can occur under the influence of even minor adverse external influences.

Other adverse factors that cause damage to speech functions are natural and postpartum lesions. The leading place in this group of pathologies is occupied by asphyxia and intracranial birth trauma. Asphyxia ( oxygen deficiency) leads to severe lesions of many parts of the nervous system.

Reversible forms of general speech underdevelopment can occur against the background of negative socio-psychological influence: deprivation during the period of intensive speech formation, lack of speech motivation from others, conflict relationships in the family, incorrect methods of education, etc. Overcoming OHP in preschoolers. Teaching aid / Under the general. ed. T.V. Volosovets. - M.: V. Sekachev, Research Institute of School Technologies, 2008, p. twenty

Characteristics of general underdevelopment of speech

OHP is a speech disorder in which children with normal hearing and relatively intact intelligence have underdevelopment of all components of the speech system (phonetic-phonemic and lexico-grammatical).

This is due to the fact that in the process of optogenesis, all components develop in close relationship, and the underdevelopment of any one component causes the underdevelopment of other components of the speech system. The speech experience of children with OHP is very limited, the language tools they use are imperfect. They do not fully satisfy the need for oral learning. Therefore, the colloquial speech of children with these speech disorders turns out to be poor, laconic, closely related to a specific situation. Outside of this situation, it often becomes incomprehensible. Coherent (monologue) speech, without which there can be no full assimilation of the knowledge acquired by children, either develops with great difficulty, or, in general, is completely absent.

All these deviations in the development of speech are not independently overcome and do not disappear. Therefore, the speech development of such children can be ensured only if a system of corrective measures is used that provides for the formation of speech practice, during which the phonemic and lexical-grammatical patterns of the language are mastered, speech is taught as a means of communication and generalization.

The allocation of OHP is the allocation of a specific symptom complex. This group is a complex nosology and mechanisms. There are different categories of children:

1) children with motor and sensory alalia;

2) children with delayed speech development as a symptom of mental retardation;

3) children with erased dysarthria;

4) children with delayed speech development of unexpressed etiology.

The level of general underdevelopment of speech can be different: from the complete absence of speech teaching aids, to extended speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Levina R.E. (26) identified three levels of general speech underdevelopment:

1. the heaviest;

2. medium;

3. lighter.

Level 1 OHP.

There is an almost complete absence verbal means communication. Children of four or five years of age have a very poor vocabulary, which includes no more than 20 words. The child uses either words - onomatopoeia ("bee-bee"), or babbling words (fragments of a full expanded word, for example, "utu" instead of "rooster"). These sound components are accompanied by facial expressions and a large number of gestures. There are also many words of diffuse meaning: one word has many meanings (for example, “paw” is everything with which they move: legs, wheels, and paws). The word has no specific meaning. Sometimes the same object is called different words. The child changes one word for another (for example, the action is replaced by the name of the object, "shelter" (bed) instead of "sleep"). The sound structure of words is very roughly distorted; as a rule, a monosyllabic structure is reproduced, less often a two-syllable one.

Phonemic perceptions, analysis and synthesis are absent. The phonetic side of speech is also grossly disturbed, the sound pronunciation is blurred. At this level of speech development, it is difficult to determine what sound the child is making. The passive vocabulary is wider than the active one, but speech understanding is still limited by the situation. The grammatical structure of speech is practically not formed. Inflection and word formation is absent. A phrase appears, but there is no exact connection between the words, there is no grammatical arrangement, there is no connection in the form of prosodic and intonation, i.e. phrasal speech is either completely absent at the first level of OHP, or is characterized by fragmentation.

Level 2 OHP.

At the second level, the child's speech capabilities increase significantly. Children have a fairly large vocabulary. The speech is dominated by nouns, few verbs, and even fewer adjectives. A lot of verbal errors are observed in the speech of children (for example, “frightens” instead of “cleans”, “erases”, “washes”), especially verbal ones. There is a lot of confusion, there is an inaccuracy in the meanings of words. There are a lot of amorphous verbs in the child's speech (“does”, “goes”, “stands”, etc.). The child uses phrasal speech. There are common offers. From the point of view of the number of words, the sentences are quite voluminous, but the phrase is grammatically framed incorrectly. Not all forms differentiate correctly. The child incorrectly uses non-prepositional case forms (incorrect agreement of nouns and adjectives in the neuter gender, especially in oblique cases). Prepositional case constructions are reproduced incorrectly. For example, "" I was Lelka", instead of "I was at the Christmas tree." In general, prepositions and conjunctions are rarely used. Children with the 2nd level of OHP are characterized by gross violations of the grammatical structure of speech. A large number of agrammatisms are observed when using nouns, verbs ; adjectives are used extremely rarely, because they are of an abstract nature. Children have learned only simple forms of inflection. Word formation is grossly disturbed. It is practically absent, except for diminutive forms. In children with the 2nd level of speech underdevelopment, sentences are syntactically much better are formed than in children with OHP level 1. Understanding of speech is significantly improved. The child differentiates many acoustically close words, but not all. The phonemic side of speech is disturbed, the child cannot distinguish the sound from the background of the word. The sound-syllabic structure of words is more developed (the child reproduces two three words).But there is a gross distortion of polysyllabic words, especially syllables with produced variantly (e.g. "hell" instead of "star"). Violation of sound pronunciation is polymorphic in nature. Vowels and sounds that are simple in articulation are correctly pronounced. As a rule, confluences and replacements are observed. Substitutions characterize the delay in the phonetic development of the child.

Thus, in children with OHP level 2, morphological and syntactic agrammatisms, primitive coherent speech are observed, speech understanding remains incomplete, tk. many grammatical forms differ insufficiently.

Level 3 OHP.

This level is characterized by the fact that everyday speech becomes more developed, there are no gross phonetic and lexical and grammatical violations. The sound side is relatively formed, but there remain violations of the pronunciation of sounds that are complex in articulation and violations of the sound-syllabic structure of the word. Particularly large violations are observed in all forms of coherent speech (a story based on a plot picture, a story on a given topic). There are inaccuracies in the use of many words, verbal paraphasias (for example, "feed" instead of "water" the child says, "jacket" instead of "sweater"). There is a lack of formation of semantic fields. AT active dictionary there are nouns, verbs, but few adjectives, complex prepositions and conjunctions, but they still exist. In active speech, mostly simple common sentences are used. There are great difficulties in the use of complex sentences. There is insufficient formation of inaccurate differentiation of the forms of inflection and word formation. Agrammatisms are observed in those forms that appear late in optogenesis. For example, the agreement of nouns and adjectives in the neuter gender, the use of complex prepositions “because of”, “from under”. Very often there are no connecting links in complex sentences. There is a violation of complex forms of phonemic analysis and synthesis. Violations in mastering reading and writing are expressed.

Thus, at the third level of OHP, the greatest difficulties are observed in the construction of an arbitrary phrase.

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In this article:

It would seem that in modern world there are so many sources of information, high-tech means of communication, such a wide availability of books, television children's educational and entertainment channels, various specialized centers for children of all levels and ages, that the general underdevelopment of speech in children should become a diagnosis long gone. It would be so if it were not for the deterioration of the environment, the cultural degradation of society, and the decrease in the degree of psychological security.

Whether the family will be able to withstand adverse external factors in order to give the child everything necessary for his full development depends directly on the parents. But even the most caring mothers and fathers are not immune from the possible lag of the child in the formation of the most important skill on which the scenario of the whole life of the baby depends - correct, free, rich speech.

Backlog or temporary recession?

A temporary slowdown in speech development in young children is indeed possible. But it is only visible, apparent. If a child develops harmoniously, shows the skills typical of his age, continues to interact vividly, adequately, respond to communication, but the speech expression of his reactions suddenly stops, this may mean that he is living through another period of passive language acquisition.

Passive perception in all people lags behind the active manifestation of accumulated knowledge. In the same way, a child first absorbs everything new and only then begins to apply it in everyday life.

Mastering new skills is not evenly progressive, it is undulating. The conversion of quantity into quality is carried out in different ways in different age periods. Sometimes children immediately begin to give out “uphill” what they heard, and sometimes they quiet down. At this time, there is an internal adaptation to fresh impressions, the transition of understanding into a skill of application, which is then accompanied by a sharp leap forward.

Such periods of attenuation and
there may be several jumps from birth to 3 years, but by the age of 3, proportionally developed children should have basic speech skills.

It is worth sounding the alarm if the child shows clear signs of disharmony, a systemic speech disorder.

General underdevelopment of speech: characteristic signs

OHP is a speech disorder in children with a normal level of intelligence development (corresponding to age), who do not have physiological problems with hearing. About such children, experts say that they lack phonemic hearing, that is, the ability to distinguish individual sounds, as a result - a distorted understanding of the meaning: the child hears the spoken word not the way it was pronounced.

With OHP, all speech skills suffer: sound formation, word formation, grammatical structure, semantic load. AT colloquial speech Children make mistakes that are common to younger children.

The dynamics of the speech development of such children does not correspond to the pace of development of their psyche. With a lag in the development of conversational skills, children with OHP do not differ much from their peers in general development: they show an active interest in the world around them, emotionally react to situations, play with pleasure, and understand everyday speech.

Typical manifestations

unintelligible, incomprehensible conversation;
grammatically incorrect construction of phrases;
low activity of speech interaction, lagging behind the understanding of words from their independent use;
late age of pronouncing the first words and simple phrases (from 3 to 5 years, instead of 1.5-2).

In general psychological development:

In the development of large and fine motor skills:

inaccuracy in performing small movements;
slowness of action, a tendency to freeze in one position;
impaired coordination of movements;
undeveloped rhythm;
disorientation in space and time when performing tasks for movement.

General underdevelopment of speech: classification

Speech therapists divide OHP into 4 groups.

Level 1

Possession of skills characteristic of babies: onomatopoeia, babble, babble words, parts of everyday words, pieces of babbling phrases. Children pronounce sounds indistinctly, actively help themselves with gestures and facial expressions.

In children with OHP group 1, the gap between passive and active vocabulary
much more than the norm, while they show a keen interest in communication.

Speech characteristic:

blurred pronunciation of sounds;
the predominance of one-syllable or two-syllable words;
shortening long words to two or three syllables;
replacement of words-actions by words-objects;
designation in one word of different objects or different actions;
confusion in consonant, but different words;
in some cases - the absence of speech.

Level 2

Increasing speech development: mastering more commonly used
words, the use of simple phrases, the replenishment of the active dictionary with distorted but constantly used names.

Children of the 2nd group of OHP are able to master some grammatical forms in simple words, usually with shock endings ( singular- plural).

Peculiarities:

Level 3

building phrases,
extended speech with a general lag in all speech skills.

Children with OHP group 3 have access to the basics of the grammatical structure: the correct use of simple forms, the use of almost all parts of speech, the complication of sentences. They already have enough life experiences to increase their vocabulary, the correct name of actions, objects, and their properties. Children are able to compose a simple story, but freedom of communication is still difficult.

Speech characteristic:

Level 4

An increase in vocabulary in the presence of individual gaps in grammar and lexical diversity, low assimilation of new material, inhibition in learning to read and write.

With OHP 4 groups, children know how to use simple prepositions correctly, less often reduce long words, but the speech still distorted: there is a "falling out" of the words of some sounds.

Difficulties of speech behavior:

fuzzy speech even with the correct pronunciation of sounds due to lethargy of articulation;
dull, unimaginative narration in simple, inexpressive sentences;
violation of logic in an independent story;
difficulties in the selection of expressions;
distortion of possessive, diminutive words;
replacing a certain property of an object with an approximate one;
substitution of names of objects with similar properties.

General underdevelopment of speech: causes

Gross pathologies of the brain and nervous system in children with ONR, as a rule, are not found.

Doctors consider physiological and social reasons to be the sources of speech lag:

ONR is not a sentence

Violation of speech development is not irreversible. However, without interference
parents in close cooperation with professionals, the rudiments of conversational skills will fade away.

It's never too late to catch on, but the best option would be to contact specialists at the age of 3, when, according to accepted standards, the child should already be able to talk coherently. There will be enough time ahead to have time to correct speech, the general physical and mental development of the child before entering school.

Perhaps you should start worrying sooner. They may still be careful not to make an accurate diagnosis, but doctors will examine the physiology of the child, in case of violations they will prescribe appropriate treatment, and the speech therapist will advise a homework program for the development of fine motor skills and the formation of the foundations of correct pronunciation.

It is best to send the child to a speech therapy kindergarten. It is good if a child care institution practices an integrated approach to
correctional work with children, where speech therapists work together with defectologists, psychologists and specialists in children's neuroses.

An alternative to correctional kindergarten - centers child development with a medical focus. No matter what specialists the parents of their baby entrust, the treatment will be delayed and will not be effective enough if all responsibility is shifted to the shoulders of educators, speech therapists and physicians.

It is necessary to have patience in order to overcome the difficulties of painstaking work together with specialists. corrective work: follow the recommendations of a speech therapist, continue to study at home according to the program prescribed by him, do not ignore the medication prescribed by the doctor, engage in physical education with the child, games that develop mental abilities, fine motor skills, walk more, play, talk.

In a word, love.

And, of course, do everything to minimize adverse factors in the family, and if necessary, isolate the child from people who negatively affect his psyche.

1.2 Psychological and pedagogical characteristics of children with OHP (etiology, classification)

For the first time, a scientific explanation for such a deviation in development, which is the general underdevelopment of speech (OHP), was given by R.E. Levina and a team of researchers from the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR (G.N. Zharenkova, G.A. Kashe, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, etc.) in the 50–60s . 20th century

OHP in children with normal hearing and primary intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system related to both the sound and semantic side of speech is impaired.

Under the level of underdevelopment of speech R.E. Levina, singled out the "lack of common speech", which is characterized by a complete or almost complete inability to use ordinary speech means communication (alalia, hearing-muteness).

General underdevelopment of speech - various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side, with normal hearing and intact intelligence.

General underdevelopment of speech in pure form is extremely rare: only 30% of the children of the group show signs of OHP without disturbing neuropsychic activity. The rest have both psychoneurological and somatic problems.

Defective speech activity leaves an imprint on the formation of the sensory, intellectual and affective-volitional spheres.

Characteristics of children with general underdevelopment of speech.

One of the leading signs is a later onset of speech: the first words appear by 3–4, and sometimes even by 5 years. Speech is agrammatic and insufficiently phonetically framed, obscure.

Inadequate speech activity leaves its mark on the formation of sensory, intellectual and affective-volitional spheres in children. Lack of attention span, limited opportunities its distribution. With a relatively intact semantic, logical memory in children, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements, and sequences of tasks. Features of thinking children lag behind in the development of verbal and logical thinking, without special training they hardly master analysis and synthesis, comparison and generalization.

Due to the general somatic weakness, they also have a certain lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity. Difficulties are observed when performing movements according to verbal instructions. Children with OHP lag behind the norm of developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its components. There is insufficient coordination of the fingers, underdevelopment of fine motor skills. Slowness is detected, stuck in one position. OHP can be observed in the most complex forms of children's speech pathology: alalia, aphasia, as well as rhinolalia, dysarthria - in those cases when vocabulary, grammatical structure and gaps in phonetic and phonemic development are simultaneously detected.

Etiology of general underdevelopment of speech.

The reasons for the general underdevelopment of speech can be different, and accordingly the structure of abnormal manifestations will be different:

1. Weakness of acoustic-gnostic processes. In these cases, with intact hearing, a reduced ability to perceive speech sounds is observed. As a result of violation auditory perception- lack of discrimination acoustic features characteristic for each phoneme, while the pronunciation of sounds and the reproduction of the word structure suffer a second time.

2. Organic damage or underdevelopment of parts of the central nervous system.

3. Physical weakness of the child, frequent somatic diseases.

4. General underdevelopment of speech can also be caused by social reasons (bilingualism, multilingualism, raising a child by deaf adults).

Classification of children with ONR.

According to the severity of the manifestation of the defect, 4 levels of OHP are conventionally distinguished. Levels 1–3 are identified and described in detail by R.E. Levina, level 4 is presented in the works of T.B. Filicheva.

I level of speech development is characterized by limited speech means of communication. The active vocabulary of children consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes. Pointing gestures and facial expressions are widely used.

There is almost no differentiated designation of objects and actions. The names of the actions are replaced by the names of the objects (to open - "door" (drer)), and vice versa - the names of the objects are replaced by the names of the actions (bed - "pat"). A small vocabulary reflects directly perceived objects and phenomena.

In the speech of children, root words devoid of inflections predominate. The "phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. The passive vocabulary of children is wider than the active one.

The sound side of speech is characterized by phonetic uncertainty. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low possibilities of their auditory recognition. In pronunciation, there are oppositions of vowels - consonants, mouths - nasals, some explosives - fricatives. Phonemic development is in its infancy.

hallmark speech development of children of this level is limited ability perception and reproduction of the syllabic structure of the word.

Level II of speech development is characterized by increased speech activity of the child. Communication is carried out through a constant, though still distorted and limited, stock of common words. Children only use simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, clothing, furniture, and professions is revealed.

The limited possibilities of using the subject dictionary of actions and signs are noted. Children do not know the names of the color of the object, its shape, size, they replace words that are close in meaning.

Mistakes in use grammatical constructions:

- mixing of case forms (“driving a car” instead of driving a car);

- often the use of a noun in I. p., and the verb in the infinitive or third person singular and plural of the present tense;

- in the use of the number and gender of the verb, when changing the noun by numbers ("two kasi" - two pencils, "de tup" - two chairs);

- lack of agreement of adjectives with a noun and numerals with a noun.

Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form (“the book goes that” - the book lies on the table); it is also possible to replace the preposition (“we die on the divide” - the mushroom grows under a tree). Unions and particles are rarely used.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. Violation of the pronunciation of the softness and hardness of sounds, hissing, whistling, affricate, voiced and deaf ("to write a book" - five books; "daddy" - grandmother;). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllabic structure of the word. With the correct reproduction of the contour of words, sound filling is violated: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashka” - chamomile, “kunika” - strawberry).

The insufficiency of phonemic perception, their unpreparedness for mastering sound analysis and synthesis is revealed.

Level III of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonoras), when one sound replaces simultaneously or several sounds of a given or close phonetic group. For example, soft sound“s”, which itself is still not clearly pronounced, replaces the sound “s” (“syapogi”), “sh” (“syuba” instead of a fur coat), “u” (“mesh” instead of brush); replacement of a group of sounds with simpler articulations. The substitution is marked when the sound is in different words pronounced differently; mixing sounds, when the child pronounces certain sounds correctly in isolation, and interchanges them in words and sentences. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions.

Agrammatism is noted: errors in agreeing numerals with a noun, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships.

Correctly repeating three to four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables. Many errors are observed in the transmission of the sound filling of words: permutations and replacements of sounds and syllables, reductions in the confluence of consonants in a word.

In free statements, simple common sentences predominate, almost never used complex structures.

Level IV of speech development is characterized by difficulties in expressing the antonymic relations of the following words: run - step, run - walk. Features of the grammatical design of speech in children reveal errors in the use of genitive and accusative plural nouns (for example: foxes and dogs were fed at the zoo), complex prepositions; Violation of the agreement of adjectives with nouns.

Of particular difficulty for these children are the constructions of sentences with different subordinate clauses:

- omissions of unions: “my mother warned me that I did not go far” (so that I would not go far);

- replacement of unions: “I ran where the puppy was sitting” (where the puppy was sitting);

- inversion: “finally, everyone saw for a long time looking for which kitten; (they saw a kitten that they had been looking for for a long time).

Next distinctive feature children of the 4th level is the originality of their coherent speech:

- in a conversation, when compiling a story on a given topic, picture, series of plot pictures, violations of the logical sequence, “stuck” on minor details, omissions of main events, repetition of individual episodes are revealed;

- talking about events from his life, making up a story on free theme with elements of creativity, they use mostly simple uninformative sentences;

- difficulties remain in planning their statements and selecting appropriate language means.

Information about the work "Features of the lexical and grammatical side of speech in preschool children with general underdevelopment of speech ( Level III)»

Preschoolers, after analyzing the scientific and pedagogical literature on this issue and setting ourselves a working hypothesis, we set the goal of the experiment to identify the level of development of word formation in children of senior preschool age with general underdevelopment of speech. For this, two groups of children of senior preschool age were selected: control (children with normal speech development) and ...

Deviations in the development of children suffering from speech anomalies are not spontaneously overcome. They require from the teacher specially organized work to correct them.)