Not pronounced underdevelopment of speech. Characteristics of the levels of general underdevelopment of speech in children: symptoms and correction of OHP

Municipal educational institution

secondary school No. 33

CHELYABINSK

WORKING PROGRAMM

«CORRECTION OF THE GENERAL SPEECH UNDEVELOPMENT III ur. and NV ONR »

Teacher speech therapist

EXPLANATORY NOTE

In accordance with the Regulation "On the mechanism for creating work programs for the subject of the teacher of MOU No. 33", a work program has been developed

"Correction of violationswriting and reading conditioned by OHPIIIur.and NV ONR"atstudents1 S(K)class

The work program is carried out in accordance with normative and instructive-methodical documents Ministry of Education Russian Federation, Ministry of Education and Science of the Chelyabinsk Region:

1 .Law of the Russian Federation of July 10, 1992 N 3266-1 "On Education" (as amended on December 24, 1993, January 13, 1996, November 16, 1997, July 20, August 7, December 27, 2000 , December 30, 2001, February 13, March 21, June 25, July 25, December 24, 2002, January 10, July 7, December 8, 23, 2003, March 5, June 30, July 20, August 22 , December 29, 2004).

2. Instruction letter Min. general and vocational education RF dated 22.01.98 No. 20-58-07 in / 20-4 "On teachers - speech therapists and teachers - psychologists of educational institutions"

Letter from MORF dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general educational institution”

Letter of the MORF dated 09/04/1997 No. 48 “On the specifics of the activities of special (correctional) educational institutions I - VIII species "

Order of the State Educational Institution of the Administration of the Chelyabinsk Region dated 08.12.2000 No. No. 487 "On approval exemplary provisions on logopoints of general education schools and preschool educational institutions

Yastrebova A.V., Bessonova T.P. "Instructive - methodical writing about the work of a teacher - a speech therapist at a secondary school. (The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology). - M.1997.

By regulation on speech therapy center MOU No. 33

Regulations on work program on the course, academic subject (module) MOU No. 33

THEORETICAL BACKGROUND OF THIS PROGRAM BECOMES THE REPRESENTATIONS ABOUT:

Classifications of speech disorders (M.E. Khvattsev, F.A. Rau, O.V. Pravdina, S.S. Lyapidevsky, R.E. Levina, etc.)

Correction of speech disorders (F.A. Rau, S.S. Lyapidevsky, M.F. Fomicheva, T. B. Filicheva, N.A. Cheveleva, G.V. Chirkina, etc.)

Age features of the formation of speech function (L.S. Vygotsky, L.O. Badalyan, Gvozdeva)

The formation of phonemic processes in younger children school age having n/a general underdevelopment speeches (A.V. Yastrebova, L.N. Efimenkova)

Principles of analysis of speech disorders (E.A. Aleksandryan, L.T. Zhurba, E.M. Mastyukova, A.N. Leontiev, A.R. Luria, etc.)

Working programm“Correction of writing and reading disorders caused by OHP III ur. I NV ONR "for students in grade 1 drawn up in accordance with methodical recommendations on the organization, planning and content speech therapy classes with the main contingent of students of a general education school and reflects the basic directions of correctional education of students with various impairments in the development of oral and writing. (Yastrebova A.V., Bessonova T.P. "Instructive - methodological letter on the work of a teacher - speech therapist at a secondary school)

Children , having a general underdevelopment of speech belong to the category of students who primarily need speech therapy assistance. Without such help, they not only experience difficulties in the process of communication, but also find themselves among the persistently underachieving in their native language and mathematics. Timely and systematic help makes it possible to overcome the general underdevelopment of speech and, to a certain extent, prevent the negative consequences caused by it.

Group characteristic

The results of the diagnostics carried out at the logopoint of the MOU No. 33 indicate that the children of this group have gaps in the development of the phonetic side of speech (moreover, an erased form of dysarthria was detected in 3 students), the students have a defective pronunciation of the oppositional sounds of several groups. Substitutions and mixtures (often distorted sounds) predominate. Insufficient formation of phonemic processes. In addition, children do not have the skills of sound analysis and synthesis. There is also an underdevelopment of the lexical and grammatical side of speech: the lexical stock is limited by the framework of everyday topics, and is qualitatively inferior. The grammatical structure is not well developed. There are no complex syntactic constructions in speech, there are multiple agrammatisms in sentences of simple syntactic constructions.

In children with a delay mental development along with mental function disorders, various components of speech and the operation of speech elements at the practical level turn out to be unformed, which in turn limits the possibility of moving on to mastering speech at a higher level and to understanding complex linguistic patterns. Speech in children of this group is chaotic, fragmented, statements are broken , the retelling is detailed, primitive, with the introduction of direct speech and the inability to independently highlight the main idea. Therefore, children in correctional classes belong to the category of students who primarily need constant speech therapy assistance. Without such help, they not only experience difficulties in the process of communication, but also find themselves among the persistently underachieving in their native language and mathematics. Timely and purposeful elimination of speech disorders contributes to the development of cognitive and mental activity, better assimilation school curriculum and social adaptation.

The corrective work of this program is primarily aimed at filling the gaps in the sound side of speech and implements first stage programs.

The educational material of this correctional program was developed in accordance with the letter of the MORF dated December 14, 2000 No. 2 “On the organization of the work of a speech therapy center of a general educational institution” and the specifics of speech disorders in children of this group (ONR Shur. and n / in ONR in students 1C (K) class), based on 90 hours per year(three academic hours per week during the academic year).

The goal of a speech therapist in a general education school - the provision of speech therapy assistance to students with developmental disabilities oral speech, which in the future may cause a violation of written speech, i.e. prevention of secondary violations, as well as correction of existing violations of written speech.

The purpose of this work program:

correction of oral speech disorders in students of the first C (C) class of a general education school, due to

ONR III ur and NV ONR

Program objectives:

Elimination of defects in pronunciation

Development of phonemic analysis and synthesis

Development language analysis and synthesis at the level of syllable, word, sentence and text

Formation and development of grammatically correct speech

Formation and development of expressive coherent speech

Vocabulary Enrichment

Clarification of hearing-pronouncing differentiations of phonemes

Development and refinement of spatial and temporal landmarks

The development of analyzers involved in the act of writing: auditory, visual, kinesthetic

The development of cognitive processes: visual attention, auditory attention, auditory and visual memory, logical thinking

In addition to specific ones, there are a number of common tasks,

decision, which is carried out at all stages corrective work:

Activation of speech activity of students; development of communication skills

Formation of the prosodic side of speech

Activation of attention, memory, thinking

Development of fine finger motor skills

Development of language intuition

Individualization of remedial education

In parallel, work is underway to develop and improve psychological prerequisites for learning:

Develop attention span

Observation, especially to linguistic phenomena

The ability to remember, switch

cognitive activity

Self-control skills and techniques

The system of correctional education for the prevention of violations of written speech, according to this program, is conditionally divided into three levels of correction: phonetic, lexical and syntactic.

The program consists of three stages of correctional and developmental work; stages are in turn divided into periods.

Istage programs "Development of the phonetic-phonemic aspect of speech" is divided into two periods:

1 period. Formation of phonemic processes.

2 period. Elimination of defects in sound pronunciation.

Corrective work at the phonetic level involves solving the following tasks:

The development of sound analysis and synthesis of words (from simple shapes to complex)

Development phonemic perception

IIstage programs "Development of the lexical and grammatical side of speech" also divided into two periods:

1 period. Formation of the grammatical structure of speech

2 period. Clarification and expansion of vocabulary

Starting correctional work at the lexical level, it is necessary to highlight the main tasks of this stage of work:

Quantitative growth of the dictionary (due to the assimilation of new words and meanings)

Qualitative enrichment of the dictionary (by mastering the semantic and emotional shades of the meanings of words, figurative meaning words and phrases)

Development of syllabic analysis and synthesis

Observation of the phenomena of synonymy and antonymy of words

IIIstage programs "Development of coherent speech" includes the final period:

Formation of a full-fledged independent speech.

Corrective work at the syntactic level requires solving the followingmain tasks of this stage:

Assimilation by students of the combination of words in a sentence, conscious construction of sentences

Enrichment of students' phrasal speech

FEATURES OF PLANNING CORRECTIONAL WORK.

Due to the fact that in children with OHP due to mental retardation, the leading disorder is underdevelopment cognitive activity, the whole process of speech therapy work should be aimed at the formation of mental operations of analysis, synthesis, comparison, abstraction, generalization. That. tasks such as:

Correction of certain aspects of mental activity:

development visual perception and recognition;

development of visual memory and attention;

development of spatial representations and orientation;

development of ideas about time;

development of auditory attention and memory;

Development different kinds of thinking:

development of visual-figurative thinking;

development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).

Corrective work is built in accordance with the basic principles:

The principle of complexity (coverage of the whole complex of speech disorders: oral speech, reading and writing)

Pathogenetic principle (taking into account the mechanisms of impaired speech, reading and writing)

The principle of taking into account the symptoms and severity of disorders

The principle of relying on a safe link of mental function, analyzers, on their interaction.

The principle of the phased formation of mental actions

The principle of gradual complication of tasks and speech material, taking into account the "zone of proximal development"

The principle of consistency

Ontogenetic principle (taking into account the sequence of formation of mental functions that takes place in ontogenesis)

General didactic (visibility, accessibility, individual approach)

Methods of logopedic influence.

Within the framework of the correction program, the main place is occupied by practical methods. These include different kinds exercises

Constructive (construction of letters from elements, from one letter to another) - while working to refine the optical-spatial orientations

Creative - while working on the formation of sound-letter analysis and synthesis

Despite the stage-by-stage planning, the work is being built, integrated, covering all the stages at the same time, but giving the leading role to solving the problems of the current stage of corrective work. For example, in the process of solving the main task of the first stage - streamlining the phonetic and phonemic side of speech - the prerequisites for normalizing the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.

Work on periods within the stage proceeds in parallel. The formation of phonemic processes occurs simultaneously with the correction of sound pronunciation, i.e. The second period is woven into the first. At this stage, it is permissible to break a group lesson into individual lessons (for example, when setting up a sound).

The formation of the grammatical structure of speech goes simultaneously with the expansion of vocabulary. Lexical topics are planned in the structure of topics for the formation of the grammatical structure of speech.

When selecting speech material, the age and individual characteristics of children, the specifics of speech disorders in this group are taken into account. The work is carried out without the use of extracurricular terms in a purely practical sense.

textbooks and teaching aids not provided, handouts are used in the classroom. Evaluation of the results of children's activities in remedial classes is not carried out. The development of oral and written speech is being monitored.

IMPLEMENTATION OF THE WORK PROGRAM IS PROVIDED WITH METHODOLOGICAL AIDS:

Yastrebova A.V., Bessonova T.P. "Instructive - methodological letter on the work of a speech therapist teacher at a secondary school."

Methodological guide for the work of a speech therapist in correctional classes(R.I. Lalaeva).

Logopedic albums (Tkachenko T.A.)

Notes of classes and workbooks by E.V. Mazanova, program and methodological developments and workbooks by L.M. Kozyreva , L.N. Efimenkova

CONTROL AND MEASURING MATERIALS.

Used for diagnostics and monitoring

"Test method for diagnosing oral and written speech" T.A. Fotekova,

Collection of materials for the diagnosis of writing and reading in junior schoolchildren(compilers: N.V. Strunina, Yatsuk T. A. MOU No. 14 Chelyabinsk 2010)

FROM ROCK OF THE IMPLEMENTATION OF THE PROGRAM MATERIAL.

The program for the correction of OHP Shur for students of the C (K) class is designed for 3 years of study.

The first year of study - the implementation of the 1st stage of the correctional program - provides 87-90 hours, which corresponds to the educational schedule of the Ministry of Education for 2011-2012 academic year and features of the organization of the work of the logopoint.

Evaluation of the results of children's activities in remedial classes is not carried out. The development of oral and written speech is being monitored.

Results of corrective work

the first year of study under the program “Correction of OHP III level. And NV OHP in students of 1 C (K) class "in speech therapy classes.

Students should know:

The structure of the articulatory apparatus

Acoustic-articulatory differences and similarities of sounds

On the importance of correct breathing

Basic grammatical terms: speech, sentence, phrase, word, syllable, stress, vowels and consonants, voiced and voiceless consonants, the position of a sound in a word, the designation of a sound by a letter.

Students should be able to:

Clearly pronounce all the sounds of the Russian language in the speech stream

Name the differences between vowels and consonants

Pronounce sounds correctly

Perform sound-syllabic analysis and synthesis of words

Differentiate sounds that have subtle acoustic-articulation differences, correctly designate them in writing

Determine the place of stress in a word

Correctly designate letters that have an optical-mechanical similarity in writing

Calendar-thematic planning

Speech therapy is carried out in stages:

• preparatory,
• sound setting,
• automation of sound and, in cases of replacing one sound with another or mixing them,
• stage of differentiation.

I. Preparatory stage. The purpose of this stage is to prepare for the correct perception and reproduction of sound. At this stage, work is going on simultaneously in several directions:

– formation of precise movements of the organs of the articulatory apparatus;
– formation of a directed air jet;
- development of fine motor skills of the hands;
- development phonemic hearing;
- development of reference sounds.

II. Sound stage. The goal of this step is to get the right sound. isolated sound. In order to work out the pronunciation of an isolated sound, we need to combine those worked out on preparatory stage movements and positions of the organs of the articulation apparatus and create an articulation base given sound, add air jet and voice (if needed). The next stage - sound automation is transferred only when the child can easily, without prior preparation, without searching for the desired articulation, pronounce the set sound (but not onomatopoeia).

III. Stage of audio automation. The purpose of this stage is to achieve the correct pronunciation of sound in phrasal speech, that is, in ordinary speech. At this stage, gradually, consistently delivered sound is introduced into syllables, words, sentences (poems, stories) and into the child's independent speech.

VI. stage of differentiation. Sometimes it turns out that in the process of automation, the child begins to freely include the delivered sound in spontaneous speech. And if he does not mix it with another sound (often with the one he replaced it with before the correction work began), then there is no need for further work on it. AT speech therapy practice often there are cases when further continuation of work on the sound is required to distinguish it from other sounds, that is, differentiation.

Causes and types of speech disorders

Often, when counseling, parents ask questions about the causes of speech pathology. So, the cause of speech impairment can be:

• intrauterine pathology;
• hereditary predisposition, genetic abnormalities;
• adverse childbirth and its consequences;
• diseases suffered by a child in the first years of life;
• the child communicates with people with speech disorders;
• the baby grows in unfavorable social and living conditions;
• the child has experienced stress or fear.

On the speech therapy center children with simple speech disorders are enrolled:

• phonetic-phonemic underdevelopment of speech (in children with dyslalia, dysarthria or an erased form of dysarthria) - FFNR;
• pronunciation disorder individual sounds(in children with dyslalia, dysarthria or an erased form of dysarthria) - FNR.
• NVONR - mild general underdevelopment of speech or OHNR of the fourth level (in children with dysarthria or an erased form of dysarthria).

Phonetic-phonemic underdevelopment (FFND) - violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes in children with normal hearing and intelligence

In children with FFNR:

• the same sound can serve as a substitute for two or more sounds;
• complex sounds are replaced by simple ones;
• there is an unstable use of a number of sounds in various words.

When correcting FFNR, speech therapy work is carried out in the following areas:

• Formation of pronunciation skills;
• Development of phonemic perception, sound analysis and synthesis skills;
• Development of attention to the morphological composition of words, changing words and their combinations in a sentence;
• Educating the ability to correctly compose simple common and complex sentences;
• Development of coherent speech by working with a story, retelling;
• Vocabulary development by drawing attention to the ways of word formation

Unsharply expressed general underdevelopment of speech (NVONR) is a speech disorder in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (lexicon, grammar).

NVONR This is a combined violation. Defective speech activity leaves an imprint on the development of higher mental functions. In children, there is an instability of attention, difficulties in its distribution, a decrease in memory and memorization productivity, it lags behind in the development of verbal logical thinking. Without special education children hardly master analysis and synthesis, comparison and generalization. There are also violations in the motor sphere.

• Systematically engage with the child on the instructions of a speech therapist, teacher-psychologist;
• Carry out the appointment of a neurologist;
• Contribute to the development of the motor sphere of the child;
• Promote the development of fine motor skills of the hands;
• Promote all major mental processes through children's board games, loto.

dysarthria– This is a violation of the pronunciation side of speech, resulting from an organic lesion of the central nervous system.
The main distinguishing feature of dysarthria from other pronunciation disorders is that in this case it is not the pronunciation of individual sounds that suffers, but the entire pronunciation side of speech.

Dysarthric children have limited mobility of speech and facial muscles. The speech of such a child is characterized by fuzzy, blurry sound pronunciation; his voice is quiet, weak, and sometimes, on the contrary, sharp; the rhythm of breathing is disturbed; speech loses its fluency, the pace of speech can be accelerated or slowed down. In kindergartens and schools general type there may be children with mild degrees of dysarthria (other names: erased form, dysarthria component).

The child's education is carried out in different directions: the development of motor skills (general, fine, articulatory), the correction of sound pronunciation, the formation of the rhythmic-melodic side of speech and the improvement of diction. In order for a child to develop strong skills in the entire motor sphere, it is required long time and the use of a variety of forms and methods of teaching. To achieve results as quickly as possible, work should be carried out in conjunction with a speech therapist; consultations of a neuropsychiatrist and a specialist in physiotherapy exercises are also necessary.

Children with a conclusion are not subject to admission to the speech center:

• "General underdevelopment of speech";
• "impaired mental function";
• "stuttering".

Therefore, the teacher-speech therapist gives recommendations to the parents of children with complex speech disorders on the passage of the PMPK by the child, which decides the issue of transferring the child to an institution where compensatory groups function, in order to maximum effect in the work on the correction of speech disorders in order to exclude the occurrence of persistent specific difficulties in mastering the skills of writing and reading.

Practice shows that for the full speech development of preschool children, close interaction with the parents of children attending Kindergarten. The work of parents to overcome speech disorders in children is indispensable.
To successfully correct the speech of children, parents need to:

• follow all the recommendations of a speech therapist;
• perform the treatment prescribed by the neurologist;
• ensure that the child regularly attends speech therapy classes;
• do homework with the child (issued once a week);
• control the child's speech.

And if you “leave it to chance”, then the child will have problems at school:

• errors in writing and reading;
• decrease in self-esteem;
• conflicts with teachers, parents, classmates.

How to work with a child at home

Memo to parents for organizing classes on the instructions of a speech therapist

• To consolidate the results of speech therapy, your children need constant homework. Class time (15-20 minutes) should be fixed in the daily routine. The constant time of classes disciplines the child, helps to assimilate educational material. It is advisable to inform the child about what tasks he will perform tomorrow.
• Classes can be held during walks, trips. But some types of activities require a mandatory calm business environment, as well as the absence of distractions.
• It is necessary to teach the child to independently complete tasks. You should not rush to show how to complete the task, even if the child is upset by the failure. Assistance to the child must be timely and reasonable.
• It is necessary to determine who exactly from the adult environment of the child will deal with him on the instructions of the speech therapist; it is necessary to develop uniform requirements that will be presented to the child.
• When receiving an assignment, carefully read its content, make sure that you understand it. In case of difficulty, consult with a teacher or speech therapist.
• Pick up visual or game material that you need for classes. Think about what material you can make together with your child.
• Be patient with your child, be attentive to him during classes. You must be friendly, sympathetic, but quite demanding. encourage him to further work, encourage success, teach to overcome difficulties.

How to work with sound

• Speak the sound with your child.
• Find out how the lips, teeth, tongue are located when pronouncing this sound.
• Whether you use your voice when making this sound.
• Together with your child, find words that begin with this sound, then come up with words where this sound occurs at the beginning of the word, in the middle and at the end.
• Draw a letter that denotes this sound in a notebook, mold it from plasticine, cut it out of paper, construct it from counting sticks.
• Draw objects that begin with this sound.
• In a notebook, write the letter in the cells according to the model.
• Come up with games with the sound you've been working on.
• Speak speech material to this sound.

Articulation gymnastics

In order for the sound pronunciation to be clear, strong and mobile organs of speech are needed - tongue, lips, soft palate. Since all speech organs are composed of muscles, therefore, they are amenable to training.
primary goal articulatory gymnastics: strengthen the muscles of the lips, tongue and develop their mobility.

Breathing exercises

Necessary condition proper development, good growth - the ability to breathe properly. A child can easily be taught how to breathe correctly.

The main parameters of the correct oral exhalation:

- exhalation is preceded by a strong inhalation through the nose - "gaining a full chest of air";
- exhalation occurs smoothly, and not in jerks;
- during exhalation, the lips fold into a tube, one should not compress the lips, puff out the cheeks;
- during exhalation, air exits through the mouth, air should not be allowed to exit through the nose (if the child exhales through the nose, you can pinch his nostrils so that he feels how the air should come out);
- breathe out until the air runs out;
- while singing or talking, you can not get air with the help of frequent short breaths.

Exercises for the development of proper speech breathing: "Snowflake", "Whistles" Bubble», « Autumn leaves”, “Pinwheel”, “Dandelion”.

Games and exercises for the development of phonemic hearing

Speech sounds are special complex formations inherent only to humans. They are produced in a child within a few years after birth. The long way for a child to master the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. If the child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. When perceiving speech, the child is faced with a variety of sounds in its flow: phonemes in the flow of speech are changeable. He hears many variants of sounds, which, merging into syllabic sequences, form continuous components.

Games that develop phonemic hearing: the game "Be careful!", "Catch the sound", "Catch the word", "Correct me."

Games and exercises for the development of the grammatical structure of speech

The child learns the grammatical structure of the language in the process of communicating with adults and peers. From the speech of others, children borrow words in different grammatical forms and gradually begin to independently use a variety of grammatical means. However, the process of mastering the grammatical structure of speech is complex and lengthy.

Games that need to be used to develop the grammatical structure of speech: “One is a lot”, “Count (from 1 to 5)”, “What is missing?”, “Change the sentence”, “Name it affectionately”.

1. Bolshakova S.E. Speech disorders and their overcoming. M., 2005.
2. Correctional and pedagogical work in preschool institutions for children with speech disorders / Ed. . Yu.F. Garkusha. M., 2000.
3. Lopatina L.V. Logopedic work with children preschool age with minimal dysarthria. SPb., 2004.
4. Repina Z.A., Buyko V.I. Logopedic lessons. Yekaterinburg, 2005.
5. Shashkina G.R., Zernova L.P., Zimina I.A. Logopedic work with preschoolers. M., 2006

General speech underdevelopment (OHP) is a deviation in the development of children, which manifests itself in the unformedness of the sound and semantic aspects of speech. At the same time, underdevelopment of lexico-grammatical and phonetic-phonemic processes is observed, there is no coherent pronunciation. ONR in preschool children is more common (40% of the total) than other speech pathologies. The general underdevelopment of speech should be taken very seriously, since without correction it is fraught with consequences such as dysgraphia and dyslexia (various writing disorders).

The symptoms of ONR in a child should be taken seriously, as it can lead to a whole range of problems.

• OHP level 1 - the complete absence of coherent speech.
• Level 2 OHP - the child has initial elements common speech, but the vocabulary is very poor, the child makes many mistakes in the use of words.
• OHP level 3 - the child can build sentences, but the sound and semantic sides are not yet sufficiently developed.
• Level 4 OHP - the child speaks well, allowing only some shortcomings in the pronunciation and construction of phrases.

In children with general underdevelopment of speech, pathologies obtained even in fetal development or during childbirth are most often detected: hypoxia, asphyxia, trauma during childbirth, Rh conflict. AT early childhood underdevelopment of speech may be the result of traumatic brain injuries, frequent infections, any diseases in chronic form.

OHP is diagnosed by the age of 3, although the “prerequisites” for speech underdevelopment can form even at the stage of pregnancy and childbirth

When a baby has a general underdevelopment of speech of any degree, he starts talking quite late - at 3 years old, some - only by 5 years old. Even when the child begins to pronounce the first words, he pronounces many sounds indistinctly, the words have not correct form, he says indistinctly, and even close people can hardly understand him (see also:). Such a speech cannot be called connected. Since the formation of pronunciation is not correct, it negatively affects other aspects of development - memory, attention, thought processes, cognitive activity, and even coordination of movements.

Underdevelopment of speech is corrected after determining the level. It directly depends on its characteristics and diagnosis, what measures will need to be taken. Now let's get more detailed description each level.

Level 1 OHP

OHP level 1 children are not able to form phrases and build sentences:

• They use a very limited vocabulary, and the bulk of such a lexicon consists of only individual sounds and onomatopoeic words, as well as a few of the simplest, most frequently heard words.
• The sentences they can use are one word, and most of the words are babble like a baby's.
• They accompany their conversation with facial expressions and gestures that are understandable only in this situation.
• Such children do not understand the meanings of many words, they often rearrange syllables in words and instead full word pronounce only its part, consisting of 1-2 syllables.
• The child pronounces sounds very indistinctly and indistinctly, and some of them are not able to reproduce at all. Other processes associated with working with sounds are also difficult for him: to distinguish sounds and single out individual ones, combine them into a word, recognize sounds in words.

The speech development program for the first stage of OHP should include an integrated approach aimed at developing the speech centers of the brain

At level 1 OHP in a child, first of all it is necessary to develop an understanding of what he hears. It is equally important to stimulate the skills and desire to independently build a monologue and dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). Correct sound pronunciation at this stage, it is not as important as grammar, that is, the construction of words, word forms, endings, the use of prepositions.

Level 2 OHP

At OHP level 2, in addition to incoherent speech babble and gestures, children already show the ability to build from 2-3 words simple sentences, although their meaning is primitive and expresses, most often, only a description of an object or an action.

• Many words are replaced by synonyms, as the child does not determine their meaning well.
• He also experiences certain difficulties with grammar - he pronounces endings incorrectly, inserts prepositions inappropriately, poorly coordinates words with each other, confuses the singular and plural, and makes other grammatical errors.
• The child still pronounces sounds indistinctly, distorts, mixes, replaces one with another. The child still practically does not know how to distinguish individual sounds and determine the sound composition of a word, as well as combine them into whole words.

Features of corrective work at level 2, OHP consists in the development of speech activity and meaningful perception of what is heard. Much attention is paid to the rules of grammar and vocabulary - vocabulary replenishment, compliance with the norms of the language, the correct use of words. The child learns to correctly build phrases. Work is also underway on correct pronunciation sounds, various errors and shortcomings are corrected - rearranging sounds, replacing one with another, learning to pronounce missing sounds and other nuances.

At the second level of OHP, it is also important to connect phonetics, that is, work with sounds and their correct pronunciation.

Level 3 OHP

Children of the 3rd level of OHP can already speak in extended phrases, but basically they build only simple sentences, not yet coping with complex ones.

• Such children understand well what others are talking about, but still find it difficult to perceive complex speech turns (for example, participles and participles) and logical connections (causal relationships, spatial and temporal relationships).
• The lexicon in children of the 3rd level of speech underdevelopment is significantly expanded. They know and use all the main parts of speech, although nouns and verbs prevail over adjectives and adverbs in their conversation. At the same time, the child may still make mistakes when naming objects.
• There is also an incorrect use of prepositions and endings, stress, incorrect agreement of words with each other.
• The rearrangement of syllables in words and the replacement of some sounds by others are already extremely rare, only in the most severe cases.
• The pronunciation of sounds and their distinction in words, although broken, but in a simpler form.

Level 3 speech underdevelopment suggests classes that develop connected speech. The vocabulary and grammar of oral speech are being improved, the mastered principles of phonetics are being consolidated. Now the children are already preparing for the study of literacy. You can use special educational games.

Level 4 OHP

Level 4 OHP or mild general underdevelopment of speech is already characterized by a rather large and diverse vocabulary, although the child has difficulty understanding the meanings of rare words.

• Children cannot always understand the meaning of a proverb or the essence of an antonym. The problem can also be created by the repetition of words that are complex in composition, as well as the pronunciation of some difficult-to-pronounce combinations of sounds.
• Children with unsharply expressed general underdevelopment of speech still poorly determine the sound composition of a word and make mistakes in the formation of words and word forms.
• They get confused when they have to state events on their own, they can skip the main thing and pay too much attention to the secondary, or repeat what has already been said.

Level 4, characterized by a mildly pronounced general underdevelopment of speech, is the final stage of correction classes, after which children reach the required norm of speech development of preschool age and are ready to enter school. All skills and abilities still need to be developed and improved. This also applies to the rules of phonetics, and grammar, and vocabulary. The ability to build phrases and sentences is actively developing. Underdevelopment of speech at this stage should no longer be, and children begin to master reading and writing.

The first two forms of speech underdevelopment are considered severe, so they are corrected in specialized children's institutions. Children who have speech underdevelopment of level 3 attend classes in remedial education classes, and from the last level onr - general education classes.

What is the examination?

Speech underdevelopment is diagnosed in preschool children, and the sooner this happens, the easier it will be to correct given deviation. First of all, the speech therapist conducts preliminary diagnostics, that is, he gets acquainted with the results of the examination of the child by other children's specialists (pediatrician, neurologist, neuropathologist, psychologist, etc.). After that, he clarifies in detail with the parents how the speech development of the child proceeds.

The next step in the examination is oral speech diagnostics. Here, the speech therapist clarifies how the various language components have formed:

1. The degree of development of coherent speech (for example, the ability to compose a story from illustrations, retell).
2. The level of grammatical processes (the formation of various word forms, agreement of words, building sentences).

Further study sound side of speech: what features does the speech apparatus have, what is the sound pronunciation, how developed is the sound filling of words and syllabic structure how the child reproduces the sounds. Since underdevelopment of speech is a very difficult diagnosis to correct, children with ONR undergo a complete examination of all mental processes (including auditory-speech memory).

Identification of OHP requires a highly qualified specialist, as well as the availability of examination results by other children's specialists.

Preventive actions

The general underdevelopment of speech is corrected, although this is not so simple and takes a long time. They start classes from early preschool age, preferably from 3-4 years old (see also:). Correctional and developmental work is carried out in special institutions and has a different direction depending on the degree of speech development of the child and individual characteristics.

To prevent underdevelopment of speech, the same techniques are used as for deviations that cause it (dysarthria, alalia, aphasia, rhinolalia). The role of the family is also important. Parents need to contribute as actively as possible to speech and common development of his child, so that even the unsharply expressed development of speech does not manifest itself and does not become an obstacle to the full development of the school curriculum in the future.

WHAT YOU NEED TO KNOW ABOUT SPEECH DEFECTS

Stages of speech development

2-3 months: cooing (pronunciation of sounds"a", "s", "y" , sometimes combined with"G" );

7-9 months: babble (pronunciation of the same syllables:"ma-ma-ma", "dya-dya-dya", "ba-ba-ba");

9-11 months: the baby begins to imitate the sounds of adult speech;

11-13 months: the first meaningful words appear from two identical syllables ("father", "mother", "woman", "uncle");

2-3 years: the first offers appear;

These are the stages in the development of a child's speech in the norm. Any deviation from the norm at any stage requires expert advice. If you notice any deviation, do not let everything take its course.

· In no case do not listen to advice like: "Ours also had this, but now he has started talking." The child will speak, the only question is what kind of speech it will be.

· Parents, remember: “old” speech defects are much more difficult to correct!!! Imagine that the speech of a child is clay: while it is wet, it is easy to give it the right shape. But try to mold something from the already dried clay. The result will be at least deplorable!

Signs of speech disorders

· by the end of the 1st monththe child does not cry before feeding;

· by the end of the 4th monthdoes not smile when spoken to and does not babble;

· by the end of the 5th monthdoes not listen to music;

· by the 7th monthdoes not recognize the voices of loved ones, does not respond to intonations;

· by the end of the 9th monththere is no babbling and the child cannot repeat sound combinations and syllables after adults, imitating the intonation of the speaker;

· by the end of the 10th monththe baby does not wave his head as a sign of denial or a pen as a sign of goodbye;

· by 1 yearthe child cannot utter a word and does not fulfill the simplest requests (“give”, “show”, “bring”);

· by year 4 monthscan’t call mom “mom” and dad “dad”;

· by the year 9 monthscannot pronounce 5-6 meaningful words;

· by 2 yearsdoes not show the parts of the body that are called to him; does not fulfill complex requests (“go to the room and take a book there”) and does not recognize relatives in photographs;

· by 2.5 yearsdoes not know the difference between the concepts of "big" and "small";

· at 3 years oldcannot retell short poems and fairy tales, cannot determine which of the objects is the largest, cannot say what his name and surname are;

· at 4 years olddoes not know the names of flowers, cannot recite a single poem;

Types of speech defects

V Dyslalia is the most common violation.
Peculiarities : good vocabulary, correct construction sentences and agreement of words; but there is a defective pronunciation of some sounds.

V dysarthria - pronunciation disorder caused by insufficient work of the nerves connecting the speech apparatus with the central nervous system(that is, insufficient innervation); with dysarthria, the pronunciation of all groups of sounds suffers.
Peculiarities : "blurred" speech, violation of voice formation, rhythm, intonation and tempo of speech.

V Rhinolalia- this is a violation of the timbre of the voice caused by anatomical defects of the speech apparatus ("cleft palate, cleft lip")
Peculiarities : the voice acquires a "nasal sound".

V Stuttering- violation of the pace, rhythm, fluency of speech caused by convulsions of the muscles of the facial apparatus; occurs at the age of 2 - 2.5 years.
Peculiarities : forced stops in speech, repetition of individual sounds and syllables, adding extra sounds before individual words("a", "and").

Prevention of stuttering

• the speech of others should be unhurried, correct and distinct;
• you need to limit the contact of the baby with stuttering;
• do not allow scandals and conflicts with a child;
• avoid mental and physical injuries (especially the head);
• do not overload the child with information and impressions;
• do not get ahead of the development of the child and do not try to make him a child prodigy;
• do not intimidate the child with scary tales and all sorts of grandmothers-hedgehogs;
• do not leave the child as a punishment in a dark room, do not beat the child;

V General speech underdevelopment (OHP)- characterized by a violation of pronunciation and discrimination of sounds, a small vocabulary, difficult word formation and inflection, undeveloped coherent speech.

1st level OHP - the complete absence of speech or the presence of only its elements.
Peculiarities :

• children's vocabulary consists of babbling words like "lyalya" , "bibi";
• the same word can mean different things ("lyalya" - this is both a doll and a girl);
• often the names of objects are used instead of the names of actions and vice versa: "tui" (chair) - sit, "to sleep" (sleep) - bed;
• such children do not know how to build phrases; they say single-word sentences like "give";
• many sounds are not pronounced;
• complex words are reduced to simple ones: "aba" ( dog), "alet" (airplane);

2nd level OHP
Peculiarities:

• a fairly large vocabulary; two-word and three-word phrases;
• the words used are heavily distorted and the links between the words in the sentences have not yet been formalized; for example: "kadas ledit toi" (the pencil is on the table);
• the agreement of words is broken; for example: "isa bezal" (the fox ran);
• in compound words, syllables are often rearranged or new ones are added; for example: "lysiped" (bike);

3rd level OHP

Peculiarities:

• misuse of endings and mismatch of words: "chairs" (chairs); "the slipper lies" (there is a slipper); "red sun" (Red sun); "two rolls" (two rolls);
• simplification of complex sentences: "from the table" (from the table);
• the vocabulary is large enough, but there may be no knowledge of the nuances (for example, the child may not know such parts of the body as the wrist, elbow, bridge of the nose);
• incorrect formation of diminutive forms: "chair" (high chair); relative adjectives: "glass" (glass); possessive adjectives: "fox skin" (fox skin); and verbs with prefixes: "sew a button" (sew on a button);
• the syllabic structure of the word is reproduced correctly, with the exception of compound words; for example: "policeman" (policeman);
• sounds are pronounced correctly, except for some complex sounds: "R" , "l" ;
• violated sound analysis and synthesis (the child cannot distinguish the first and last sounds in a word, poorly selects pictures for a given sound);

HB ONR (unsharply expressed general underdevelopment of speech)

Peculiarities:

· minor violations of all components of the language are detected

· as a rule, there is only insufficient differentiation of sounds (“r-r-l-l”, “sch-ch-sh”, “t-ts-s-s”)

· mistakes when using: nouns with diminutive suffixes, adjectives formed from nouns, adjectives with suffixes characterizing emotional-volitional and physical state objects, possessive adjectives WOLF - "VOLKIN"; FOX - "FOX";

· errors in the use of nouns genitive and accusative cases plural, complex prepositions ( « FOXES AND DOGS WERE FEEDING IN THE ZOO» ); in the use of some prepositions ( LOOKED FROM THE DOOR- "LOOKED OUT AND DOORS" , fell off the table - “FALL FROM THE TABLE”, "THE BALL LIES NEAR THE TABLE AND CHAIR" INSTEAD OF BETWEEN TABLE AND CHAIR;

· of particular difficulty for these children are the constructions of sentences with different subordinate clauses: omissions of conjunctions ( "MOM WARNED I DID NOT WALK FAR" - TO NOT WALK FAR); union replacement ("I RUN WHERE THE PUPPY SAT" - WHERE THE PUPPY SAT); inversion (“FINALLY, EVERYONE SAW THE LONG LOOKING FOR WHICH KITTEN”- WE SEE A KITTEN WHICH HAVE BEEN LOOKING FOR A LONG TIME);

Causes of speech disorders

• negative factors during pregnancy and childbirth;
• "pedagogical neglect" - a child according to different reasons does not receive enough attention to itself; here we are talking not only about the lack of regular classes with the child, but first of all about communication with the child as a whole;
• perinatal encephalopathy (PEP) is one of the most common diagnoses; this concept combines brain damage of various origins before, during or after childbirth; this diagnosis does not mean inferiority a child, but such a baby needs a very qualified specialist;
• frequent illnesses, infections, injuries up to 3 years;
• hereditary factors;
• hearing loss;
• anatomical features maxillofacial apparatus;
• thumb sucking;

At any age, children actively imitate the speech of an adult, so if you speak incorrectly, your baby will learn the wrong speech. To avoid this, it is important to remember two "golden no":

V It is forbidden distort words, imitate children's pronunciation and "lisping".
Need : When talking with your baby, make sure that your speech is clear and expressive, competent, simple, clear.

V It is forbidden allow the child to designate surrounding objects with sound pronunciation.
For example: a child is asked: “Who is this?” - pointing at the dog, and he answers "woof-woof."
Need : If the child does not speak well, or does not speak yet, then the following scheme can be used:
do not ask or insist that the child pronounce the word → ask the child to point to the object that you name → and only then explain “how it sounds” or “how it says”;

"Name as many signs as you can" Purpose: agreement of adjectives with nouns in gender and number.

The speech therapist invites the children to look at each bird. He asks to name as many features characteristic of each bird as possible, taking into account its shape, size, color.

Lexical material:

Migratory birds: crane, starling, swallow.

"Help Me Tell"

Purpose: to teach how to correctly select the prefixes necessary for the meaning of under-, with-, re-.

Equipment: not required.

The speech therapist invites the children to listen carefully to the story. He asks for help in choosing the right prefixes.

"Spring has come. The sun warmed up. Birds began to return home from warm countries.

The starling flew first to the dacha (at) ... He (under) ... was flying in his birdhouse. Sat on a perch. And sang a joyful spring song. Then suddenly he was frightened of someone, took off, (re) ... flew through the birdhouse and (y) ... flew somewhere into the distance. We stood upset and upset. The next morning we again saw the starling sitting on the birdhouse and singing a joyful spring song. The whole family was glad to have a spring guest!”

"Affectionate Girl"

Purpose: the formation of words with the help of diminutive suffixes -k-, -chk-.

Equipment: not required.

The speech therapist tells the children a little fairy tale: “Once upon a time, two girls lived in a village. One was very angry - she would not give water to a traveler, she would not say a kind word. And the second girl was kind. She loved everyone in the world, she greeted everyone with an affectionate word. He will meet a lost traveler, a lost little animal - he will feed everyone, give him drink and endow him with an affectionate word.

The speech therapist invites the children to think and say what a kind girl would call the birds that flew to her.

Lexical material:

• Starling - ... (starling).
• Nightingale - ... (nightingale).
• Cuckoo - ... (cuckoo).
• Crane - ... (crane).

"What a bird it is!"

Purpose: agreement of nouns with adjectives in gender, number, case.

Equipment: subject pictures depicting birds.

The speech therapist puts a picture in front of the children depicting the bird he is going to talk about. Is reading short story about the appearance of the bird.

Start the game by describing the appearance of two contrasting appearance birds (wagtail and crane).

Puts a picture of birds in front of the children.

Invites them to clap their hands when they hear the word, matching the description the bird whose picture is in front of them.

For example:

Legs long as stilts (crane), silver-gray plumage (crane), dazzling white plumage (swan) ...

The nightingale has magical singing, and modest plumage. The plumage is light gray below, and the back is darker. The breast and neck are white, and the tail is reddish-brown. Not a single bright spot in the plumage!

Quite a large and beautiful bird. She has a shiny black plumage with beautiful streaks. The starling can imitate the singing of other birds. The beak is long.

A beautiful, proud bird. The plumage is dazzling white. The beak is red, on the paws there are membranes to make it easier to swim. They flap their wings, wash each feather and the skin underneath. The beak squeezes feathers.

Long legs like stilts, long beak. The plumage is silver-gray, on the head there is a dark cap, decorated with a red speck.

In the fall, they are preparing to fly to hot countries. The cranes are chirping.

The color of the drake is bright, elegant: the neck is blue-green. Duck family dives, swims, raises splashes. Grease the feathers. The greased feather is inflated with air and helps to fly and swim. With dirty feathers, a bird cannot swim and fly.

"One is Many"

Purpose: to form the plural of nouns.

Equipment: subject pictures.

The speech therapist invites the children to play: he will show pictures of birds, and the children are invited to name them if there were a lot of these birds.

For example: duck - ducks.

Lexical material

• Nightingale ... (nightingales);
• crane ... (cranes);
• crossbill ... (crossbill);
• waxwing ... (waxing).

"Whose feather!"

Purpose: to form possessive adjectives from nouns.

Equipment: not required.

The speech therapist asks the children to answer whose pen it is. Rhyme:

I'll start and you say
Give me a word.

• Duck feather. Whose? - ... (duck) feather.
• Crane feather. Whose? - ... (crane) feather.
• Swan feather. Whose? - ... (swan) feather.
• Goose feather. Whose? - … (goose feather.