Summary table of the state of speech development of children. Dynamics of speech development in preschool age

Brief abstract of the article: There is a fairly wide choice methodological literature dedicated to the problem of didactic and methodological support speech therapy examination. But it can be quite difficult for a practicing teacher to understand the methodology of a particular diagnostic. There are difficulties in interpreting the criteria for assessing the quality under study.

Currently, speech therapists need universal, easy-to-use, humane in relation to the child diagnostic methods that allow not only to determine a speech disorder, but also to trace the dynamics speech development child.

Using materials from various literature, analyzing new developments in periodicals, Internet resources, and my own experience, I created a Test Speech Map that integrates versatile information about the child’s speech development and monitoring support into a single diagnostic space, which made it possible to organize the most high-quality corrective impact.

The test speech card is the main tool of a speech therapist in the system for diagnosing speech disorders and tracking the dynamics of children's speech development.

At the beginning school year speech therapists conduct a thorough comprehensive diagnosis, the task of which is to identify the nature of the pathology, its structure, and individual characteristics of the manifestation. The planning of individual and group lessons with children is directly determined by those indicators of deviations in speech development that were identified during the survey. As a result of the diagnosis, a holistic picture of the child's speech development should be formed, which makes it possible to predict and evaluate the future prospects for the formation of his communicative ability.

However, in order to organize an effective correctional impact and build a productive logo-corrective work, it is necessary not only to identify a speech disorder, but also to monitor the dynamics of speech development.

AT recent times The practice of conducting test diagnostics of preschool children has become widespread in the system of correctional work. With their help, speech therapists can monitor the development of children, track the ongoing changes in their speech development, and therefore correct the identified shortcomings in time. But, as a rule, this form of tracking the results of work is voluminous and expensive. a large number time.

There is a fairly wide selection of methodological literature on the problem of didactic and methodological support speech therapy examination. But it can be quite difficult for a practicing teacher to understand the methodology of a particular diagnostic. There are difficulties in interpreting the criteria for assessing the quality under study.

Currently, speech therapists need universal, easy-to-use, humane in relation to the child diagnostic methods that allow not only to determine the speech disorder, but also to trace the dynamics of the child's speech development.

Using materials from various literature, analyzing new developments in periodicals, Internet resources, my own experience, I created Test Speech Card, integrating into a single diagnostic space versatile information about the speech development of the child and monitoring support, which made it possible to organize the most high-quality corrective impact.

This Test Speech Card was developed on the basis of test diagnostics of speech examination, general and fine motor skills in children 3-6 years old with speech disorders T.V. Kabanova, O.V. Domnina.

The innovative essence of the proposed Test Speech Card lies in the fact that the results revealed in the diagnostic process can give both a general assessment of the child's speech development in points relative to the maximum possible, and a detailed descriptive description of the individual components of the speech system.

The quality and effectiveness of corrective work with children is controlled by a speech therapist twice a year:

1. at the beginning of the school year, diagnostics are carried out in order to identify the level of development of children and adjust the content of correctional work; Based on the diagnostic results, an individual plan of logo-correctional work is developed for each child.
2. at the end - in order to track the formation correct speech child and comparing the obtained and desired results, which allows you to get an idea of ​​\u200b\u200bwhat the children have achieved in their development in the process of systematic corrective work and correct the gaps found.

The two-stage system of the Speech Card allows you to quickly obtain data on the development of all components of the speech system in children and provide corrective support to the child, tracking the dynamics in his speech development.

The test tasks are accompanied by illustrative material and a description of the technology for processing the results obtained.

This Test Speech Card is a universal form of conducting a systematic and professional diagnosis of the speech development of children, which contributes to a deep and detailed study of the speech development of each pupil and helps to identify the most effective ways to correct speech pathology.

Test speech card of a preschooler for children 5 years old:

Test speech card of a preschooler for children 6 years old:

Picture material for test speech cards:

1. Akimenko V.M. Logopedic examination of children with speech disorders. Rostov n/a, 2011
2. Bezrukova O.A., Kalenkova O.N. Methodology for determining the level of speech development of preschool children. M., 2008
3. Kabanova T.V., Domnina O.V. “Test diagnostics: examination of speech, general and fine motor skills in children aged 3-6 years with speech disorders. M., 2008

Boriskina Vitaly Sergeevna,
teacher speech therapist,
MBDOU " Kindergarten combined type No. 26",
Aleksin

, teacher-speech therapist, Chelyabinsk.

It is interesting when the results of work in the areas of speech correction are expressed not only in numbers, percentages, but also in diagrams, graphs, etc. Visually, it is immediately clear what successes and what the child has achieved, and what else needs to be paid attention to.

A system was invented for drawing individual graphs of the dynamics of overcoming speech pathology.

These graphs are created on the basis of the results of the examination of the child's speech, records in the speech map. If someone is interested in my version, you can use it in your work. Or, by analogy, develop your own calculation system, in relation to the speech card used.

First, we take the results of the initial diagnostics. We evaluate all the answers of the child in the speech chart according to a 4-point system:
3 points - task completed
2 points - the task was completed inaccurately, with the help of a teacher
1 point - the task was completed with a large number of errors
0 points - task not completed
Then we summarize the scores for each section of the speech map. And depending on the number of tasks in each section, we determine the coefficient.

For example: the child completed 5 tasks and scored 10 points: (the maximum in this section can be 15 - 100%). Then we carry out simple calculations: 100%: 15 x 10 = 66.7% and mark this number on the graph The child completed 8 tasks and scored 18 points (the maximum in this section can be 24 - 100%). Calculate again: 100%: 24 x 18 = 75% and mark this amount on the graph.

When determining the percentage of formation of the correct sound pronunciation, I proceeded from the fact that there are 42 phonemes in the Russian language. This means that each phoneme accounts for 100%: 42 \u003d 2.4% We consider how many sounds the child skips, replaces or distorts. For example, unnormalized 7 sounds: 7 x 2.4% \u003d 16.8% Then 100% - 16.8% \u003d 83.2%. This means that the sound pronunciation corresponds to - 83.2% and this indicator is noted on the graph.

The examined components of speech.

Then we connect the marked percentages with a line and get a graph of the formation of speech components at the time of the examination.

When carrying out the following diagnostics, we similarly determine the percentages of formation of speech components and again build a broken line. I mark the repeated diagnosis with a different color. Therefore, you can immediately see how “straightened” our broken line is (according to the results of the final diagnosis, it should become straight), what skills and abilities the child has fully formed - 100%, and what else needs to be worked on.

In the process of working on scheduling, the calculation system is very quickly mastered, and drawing up an individual schedule for each child does not take much time. But it gives a lot of positive moments to both the teacher and parents, when you can see how a broken line with its small peaks and deep pits turns from a straight line - into a symbolic straight path without obstacles, along which our child will "go" to new knowledge and skills.

It is possible to supplement the graph with colored fields, on which it will be visible general level child's speech development. For example, a part of the graph plane from 0% to 40% is marked in red; part from 40% to 95% - in yellow; The part above 95% is in green. If the broken line is in the yellow field, the child has an average level of speech development. And if in the red field (or its most of) – low level speech development. This will once again be a visual signal of the need for more attention to the child. And it will help to turn on the game moment for the preschooler: “transfer” the line to the green field.

I will be glad if my work will interest speech therapists and help in corrective work. I have been working with charts since 2006.

original nootropic drug for children from birth and adults with a unique combination of activating and sedative effects

Speech retardation in children: early diagnosis and correction

N.N. Zavadenko, Department of Neurology, Neurosurgery and medical genetics Faculty of Pediatrics, State Budgetary Educational Institution of Higher Professional Education "Russian National Research Medical University named after N.I. Pirogov" of the Ministry of Health of the Russian Federation;
E.V. Kozlova, GBUZ "Morozov Children's City clinical Hospital DZM, Moscow

Keywords: developmental dysphasia (alalia), diagnosis, complex correction, nootropic drugs, Pantogam
Keywords: dysphasia (alaliya), diagnosis, complex correction, nootropic medicines, Pantogam

Speech formation is one of the main characteristics general development child. Speech for a child is the most important means of communication with the outside world, communication and interaction with other people, as well as obtaining information for cognitive activity and the development of thinking. Therefore, the development of speech is closely interconnected with the formation of all other intellectual abilities.

Signs of a lag in the development of speech are a reason for an urgent appeal to specialists, including a doctor (pediatrician, pediatric neurologist, ENT doctor, child psychiatrist), speech therapist, psychologist. This is all the more important, because it is in the first years of life that deviations in the development of brain functions, including speech, are best corrected.

For the normal development of speech, a certain level of formation of the structures of the brain, the articulatory apparatus, the safety of hearing, as well as a full-fledged speech environment from the first days of a child's life are necessary. Speech zones of the cerebral cortex, located in the dominant hemisphere, take part in the implementation of speech (in right-handers - in the left, in left-handers - in the right). Speech and auditory analyzer(sensory speech center, Wernicke's center) is located in the temporal lobe of the dominant hemisphere and is responsible for the perception and differentiation of auditory signals, a complex process of understanding speech.
speech motor analyzer(motor center of speech, Broca's center) is located in the frontal lobe and provides a program of speech utterance, that is, the motor side of speech. The decisive period for the formation of speech is the period from the first year of life to 5-6 years. The standards for the development of speech are given in table 1.

Table 1.
Indicators of the normal development of speech in children from 1 year to 6 years

The reasons for the lag in the development of speech there may be a pathology of the course of pregnancy and childbirth, the influence of genetic factors, dysfunctions of the articulatory apparatus, damage to the organ of hearing, a general lag in the mental development of the child, factors of social deprivation (insufficient communication and education). Difficulties in mastering speech are also characteristic of children with signs of a lag in physical development, who have suffered serious illnesses at an early age, are weakened, and receive malnutrition. Less often, a delay in the development of speech is associated with the presence of autism in a child or a general lag in mental development. In such cases, an in-depth psychoneurological examination is indicated.

The most severe speech development disorders include alalia. They are based on an insufficient level of development of the speech centers of the cerebral cortex, which can be congenital or acquired in the early stages of ontogenesis, in the pre-speech period.

Complete or partial loss of speech due to local lesions of the speech areas of the cerebral cortex is called aphasia. Aphasia is the decay of already formed speech functions, therefore such a diagnosis is made only after 3-4 years. With aphasia, there is a complete or partial loss of the ability to speak or understand addressed speech. In cases of early damage to the speech centers in children, speech develops, but with a pronounced lag. Domestic experts refer to this condition as "alalia", but the international term "dysphasia" or "developmental dysphasia" is more accurate. Similar to aphasia, motor and sensory alalia (dysphasia) are distinguished.

prospects mental development, educational success, school and social adaptation children with developmental dysphasia depend on its early detection. As a reaction to speech insufficiency, many children with dysphasia develop neurotic traits, isolation, negativism, self-doubt, internal tension, increased irritability, and resentment. With low speech activity, the general cognitive activity child. Speech in developmental dysphasia does not serve as a full-fledged means of communication, organization of behavior and individual development. Intellectual insufficiency and a limited stock of knowledge, observed in patients at different age periods, are thus of a secondary nature. It is this feature that distinguishes patients with dysphasia from children with general mental retardation or mild mental retardation, which are characterized by a uniform incomplete formation of all higher mental functions and intellectual abilities. On the other hand, it is necessary to distinguish between dysphasia and tempo retardation of speech development due to a lack of stimulation of speech development under the influence of unfavorable conditions. social factors(lack of communication and education).

Motor alalia (dysphasia).
The cause of motor alalia is a violation of the functions of the motor speech analyzer (motor center of speech). The child has difficulty organizing speech movements, their coordination, so speech development is delayed. Speech comprehension is not impaired. Independent speech does not develop for a long time or remains at the level individual sounds, words. Parents note silence, characterize children as understanding addressed speech, but not wanting to speak. Instead of speech, children use facial expressions and gestures, especially in emotionally charged situations.

The first words and phrases appear late. Parents note that, in addition to the lag in speech, in general, children develop normally. As vocabulary increases, children's difficulty in mastering word structure becomes more noticeable. Speech is slow, impoverished, vocabulary is poor, limited to everyday topics. There are many reservations (paraphasias), permutations, perseverations in speech. Growing up, children understand these mistakes, try to correct them.

Sensory alalia (dysphasia).
At the heart of the delay in the development of speech are disorders of its understanding. The child hears but does not understand the addressed speech. This is due to violations of the functions of the speech-auditory analyzer (sensory center of speech). This leads to disorders in the analysis and synthesis of speech signals, as a result of which a connection is not formed between the sound image of the word and the object or action it denotes. The child hears but does not understand the addressed speech.

The degree of underdevelopment of the speech-auditory analyzer can be different. In more severe cases, the child does not understand the speech of others at all, treats it as noise, devoid of meaning, does not even respond to his own name. In other cases, he understands individual words, but loses them against the background of a detailed statement. In addressing him, the child does not catch all the words and their shades, and therefore gives the wrong reaction. Often children look at the face of the speaker. In this case, speech understanding is improved by reinforcing the auditory impression on the part of the visual analyzer - "reading from the face" occurs. Sometimes a child understands only one person (mother, teacher) and does not understand when someone else says the same thing.

When pronouncing words, numerous errors in stress, sound substitutions, and distortions are allowed, and with each new repetition, the nature of the distortions and substitutions usually changes. The child learns new words and phrases slowly. The child's statements are inaccurate and difficult to understand. He is not critical of his own speech.
There are incoherent repetitions of all known to the child words (logorrhea), repetitions of words, phrases (echolalia), while the words are not comprehended and are not remembered. In general, the speech of a child with sensory alalia can be characterized as increased speech activity against the background of impaired understanding of the speech of others and insufficient control over their own speech.

Sensory alalia in pure form is much less common than motor alalia, much more often sensory deficiency accompanies motor alalia. In these cases, they speak of motor alalia with a sensory component.
The existence of mixed forms of alalia testifies to the functional continuity of the speech-motor and speech-auditory analyzers. A thorough examination of a child with alalia allows us to clarify the nature of the disorders, establish the leading inferiority in the structure of speech disorders and determine the best approaches to their correction.

Speech underdevelopment in dysphasia (alalia) is quite deep and requires not only changes in the conditions of education, but also the help of specialists in the form of consultations or regular classes. Correction of this form of speech pathology takes a long time and requires great effort. Along with speech therapy and psychological and pedagogical correction, children with alalia are recommended to prescribe repeated courses of therapy with nootropic drugs.

If special measures are not taken, then the process of mastering speech will not only be delayed in time, but will become distorted.
Lack of early assistance school age leads to the appearance of a number of consequences of underdevelopment of speech. This is a violation of the communication process and the difficulties of adaptation caused by them in the children's team, immaturity in emotional sphere and behavior, insufficient cognitive activity, difficulties in mastering school curriculum. Lack of speech or its underdevelopment necessarily affects at school age, when developmental deficiencies oral speech create serious obstacles to the formation of written speech, the formation of reading and writing skills.

Treatment.

The main directions of correction for violations of the formation of speech in children are: speech therapy, psychological and pedagogical, psychotherapeutic assistance to the child and his family, as well as drug treatment(in the form of repeated courses of nootropic drugs). Of particular importance in organizing assistance to such children is the complexity of the impact and continuity of work with children of specialists in various fields (doctors, speech therapists, psychologists, teachers). It is important that the joint efforts of specialists be aimed at early detection and correction of disorders in the formation of oral and written speech in children. Planning and implementation of corrective measures, including drug therapy, should be carried out according to individual plans for every child.

When carrying out a complex correction in the development of speech of children with alalia, positive dynamics can be traced, they consistently move from one level of speech development to another, higher one, acquire new speech skills and abilities. It is well known that correctional assistance provided in sensitive for the formation of speech is effective. age period from 2.5 to 5 years, when the speech function is actively developing. But it should be noted that the earlier the trouble in the development of the child's speech is noticed and specialists begin to work with him, the better the results will be, because the reserve capabilities of the child's brain are highest in the first years of life.

Table 2.
Dynamics of indicators of speech development in children with dysphasia (according to parents)

The timely use of nootropic drugs contributes to the most complete correction of speech development disorders. We analyzed the effect of the nootropic drug Pantogam on speech and behavior in children with developmental dysphasia. A comprehensive examination of 50 patients aged 3 to 5 years with a disorder in the development of expressive speech (F 80.1 according to ICD-10) and a picture of general underdevelopment of speech of the 1st-2nd level was carried out. All children were referred to a neurologist after a speech therapy examination, dynamic observation was carried out on an outpatient basis. The study group excluded children whose speech development lag was due to hearing loss, mental retardation, autism, severe somatic pathology, malnutrition, as well as the influence of adverse social factors (insufficient communication and education).

In the course of an open controlled study, patients with developmental dysphasia were divided into two groups, which were observed in dynamics for 2 months: group 1 - 30 children (25 boys, 5 girls) who were treated with Pantogam; Group 2 (control) group - 20 children (15 boys, 5 girls) did not receive drug therapy. All children were consulted by a speech therapist and their parents were provided with recommendations for stimulating speech development.

Pantogam (homopantothenic acid) is the calcium salt of D(+)-pantoyl-gamma-aminobutyric acid. According to the chemical structure, it is close to natural compounds and is the highest homologue of D (+)-pantothenic acid (vitamin B5), in which beta-alanine is replaced by gamma-aminobutyric acid (GABA). Homopantothenic acid is a natural metabolite of GABA in nervous tissue. Unlike GABA, it penetrates the blood-brain barrier, is practically not metabolized by the body, and its pharmacological effects are due to the action of the whole molecule, and not individual fragments. The nootropic effects of homopantothenic acid are polymodal, associated with its stimulating effect on the processes of tissue metabolism in neurons, the effect on neurotransmitter systems and contribute to the normalization of the functioning of the brain at the level of individual neurons and their synaptic connections.

Pantogam was prescribed in the form of syrup 100 mg/ml at a daily dose of 500–600 mg (30–35 mg/kg) for 2 months, as monotherapy, in 2 doses in the morning (after breakfast) and in the afternoon (after daytime sleep and afternoon tea) . To reduce the likelihood of side effects, a gradual dose increase was carried out in the first 7–10 days of administration.

On the eve of the beginning of the course of treatment (day 0) and at the end of it (day 60), children with dysphasia underwent a neurological and psychological-speech therapy examination.
Indicators of the state of speech in children were analyzed according to special technique. At the first examination, parents were asked to fill out forms that indicated: all the words that he pronounces on this moment the child, how exactly they are pronounced and what they mean (taking into account the many distortions in the pronunciation of words in children with dysphasia); all the phrases spoken by the child, how they sound and what they mean. Then the parents were required to keep a detailed diary of observations for 2 months, in which they should note all the new words and phrases that the child began to pronounce, indicating the dates of the appearance of these words and phrases. In addition, at the first examination and after two months, parents were asked to evaluate the general state of speech of children with alalia on the following scales: speech perception (impressive speech), speech attention and colloquial (expressive) speech. Each of the indicators was evaluated on a 10-point system. Parents were questioned before and after treatment to identify manifestations of minimal brain dysfunctions. Completing the questionnaire provides not only fixation of certain symptoms, but also a conditional assessment of the degree of their severity in points. Statistical analysis of the results was carried out using the nonparametric Wilcoxon test.

Table 2 shows the dynamics of speech development indicators in children with dysphasia according to parents' assessments using scales. Initially, in all groups, the indicators of expressive speech were the lowest. In the group of patients who received a course of treatment with Pantogam, a significant improvement was achieved on all three scales: expressive, impressive speech and speech attention. In children of the control group, speech characteristics did not change significantly over the same period.

Table 3
Dynamics of indicators of expressive speech in children with dysphasia

Table 3 shows the dynamics of objective indicators of expressive speech in children with dysphasia over a two-month follow-up period. In contrast to the control group, children treated with Pantogam were characterized by a significant improvement in all analyzed parameters: there was a significant increase in the number of spoken words ( active dictionary), the average and maximum number of syllables in spoken words, the number of phrases in colloquial speech, average and maximum number of words in phrases. In the control group, only an increase in the volume of the active dictionary and the number of phrases was noted, but if during treatment with Pantogam these indicators increased by more than 3 times, then in the control group - only 1.5 times.

Table 4
Evaluation of treatment outcomes in children with developmental dysphasia according to parental questionnaires using a structured questionnaire

The results obtained allow us to conclude that nootropic drugs have a significant positive effect on the state of speech of children with developmental dysphasia.
As the survey of parents showed (Table 4), during the treatment with Pantogam in the group of examined children, there was a significant decrease in the severity of cerebrasthenic symptoms (fatigue, emotional instability, tearfulness, poor appetite, headaches, difficulty falling asleep, restless superficial sleep), psychosomatic disorders (causeless pain in the abdomen and other parts of the body, enuresis, parasomnia), motor awkwardness and difficulty in fine motor skills. At the same time, the characteristics of attention improved, there was a regression of hyperactivity, emotional and volitional disorders (behaves inappropriately for age, shy, afraid of not being liked by others, overly touchy, cannot stand up for himself, considers himself unhappy), behavioral problems, aggressiveness and reactions of the opposition. Compared to this, the control group showed some reduction in psychosomatic disorders and anxiety.

The results obtained allow us to conclude that the nootropic drug Pantogam has a significant positive effect on the state of speech in children with general underdevelopment speech of the 1st-2nd level, due to developmental dysphasia. Meanwhile, it must be taken into account that the manifestations of dysphasia (alalia) are usually characterized by persistence and cannot be completely overcome in short time. In cases where the results of the first course of drug therapy are insufficient, the issue of increasing the duration of treatment, prescribing a second course of nootropics after a break should be decided individually.

It is advisable to prescribe nootropic drugs in the form of monotherapy, while paying special attention to the individual selection of the most optimal dosages and duration of treatment.

In conclusion, we once again emphasize the need for early detection, timely and comprehensive diagnosis and correction of developmental disorders of oral and written speech in children, combining efforts in solving these issues of doctors, speech therapists, psychologists, and parents.

The bibliography is under revision.

Dynamics of speech formation in ontogeny.

How speech is formed

As you know, timely and complete mastery of speech is important condition development of the child's personality. The process of speech formation covers several age stages.

Particularly productive and important in this regard is the period of early and younger preschool age from 0.8-1 to 3-4 years.

During this short period of time, the child masters the basic laws of the language. By the age of 3-4, his vocabulary consists of approximately 800-1000 words, while the child practically does not use onomatopoeia and light versions of words. He knows how to build the main types of sentences in compliance with the norms of grammatical design. A four-year-old child can retell the content of a simple fairy tale, talk about his actions, analyze the everyday situation.

This period is most detailed, by stages, described by experts in the field of children's speech. Below we provide a table in which the sequence of the appearance of certain phenomena in children's speech is given and the age standards for their appearance are indicated. This time is not strictly mandatory, the timing and, to some extent, the sequence of development of speech forms may vary in accordance with the individual characteristics and gender of the child. The table in column 3 provides average statistical data on the terms during which certain forms of communication and language units may appear in accordance with the development norm. These periods are quite extended, which is explained by the individual characteristics of the development of the child. However, if in a certain period these forms do not appear, or you see single manifestations, this should alert you.

It is known that the speech development of boys and girls differs in some originality. For girls, an earlier onset of speech is characteristic. They have a rapidly growing vocabulary of words denoting objects. Girls learn phrasal speech relatively late, but they try to speak correctly, “like adults.”

Boys' speech is characterized by a later onset. First of all, they form a dictionary of names of actions, a grammatical structure is formed relatively early, but boys often speak “in their own language”.

The same situation is expressed differently by boys and girls. For example, a child wants a ball. Most likely, the boy will shout loudly: “Give!”, And the girl will quietly moan: “Ball!”. For parents, the difference is small, but for a specialist it is significant.

Wait to worry!

Maybe your child is just an exception to the rule that proves the rule!

Tatiana Krasovskikh
Analytical report on the results of monitoring the dynamics of the speech development of pupils for 3 years of study

Analytical reference

on the results of monitoring the dynamics of speech development

pupils for 3 years of study

(2009/10 academic year, 2011/2012 academic year, 2012/2013 academic year)

September 2013

Monitoring was held in GBOU secondary school No. 572 of the structural divisions: Preschool (№8) YuVOUO of Moscow. main goal monitoring was the definition dynamics of speech development of pupils, identifying problems and improving the state of corrective work. object monitoring were pupils ZPR groups who visited the institution for two years (senior and preparatory group for school) and pupils of the ONR group who visited the institution also for two years. main method monitoring was to study the results diagnostic examinations by level speech development of children for 2009/10 school. year, 2011/2012 year, 2012/2013 academic year year.

tasks monitoring was:

Definition dynamics of the level of speech development of pupils in the main areas of correctional and speech therapy work;

Correction developmental learning and its software and methodological support;

Quality definitions speech therapy impact and organization of correctional learning.

The basis of diagnosis (starting, intermediate and final) pupils with OHP, the technique of Filicheva T. B. and Chirkina G. V., proposed by the authors to study the state of oral speech of preschool children, was adopted. The survey was conducted according to six main parameters speech development:

phonemic processes;

sound pronunciation;

Dictionary;

The grammatical structure of speech;

connected speech;

- literacy.

The basis of diagnosis (beginning and end of training of the year) in the group with mental retardation, the method of O. A. Bezrukov, O. G. Prikhodko, O. I. Sluzhakova, N. S. Cheley was adopted to determine the level of formation speech and language competence. The survey was carried out according to the following parameters:

phonemic hearing;

Phonemic perception;

sound pronunciation;

The grammatical structure of speech;

Syllabic structure of the word;

- literacy.

During the course, we studied diagnostic results for three years. Compiled "Summary table dynamics of the level of speech development for 3 years of study» (Annex 3) and diagrams dynamics of speech development(Appendix 4, 5.6).

Annex 3 presents dynamics of speech development of pupils for 3 years. At analysis indicators were taken into account at low, medium and high levels speech development at the beginning and end of the course of the year. AT result in the preparatory group pupils with OHP, the following data:

representations:

- in 2009/2010 academic year year: Start of the year low level - 27% of children, the end years - 0%; average at the beginning years - 64%, in the end years - 9%;high level at the beginning years - 9%, in the end years - 91%.

Conclusion dynamics in the formation phonemic representations in 2009/2010 academic year year, 100% of children have a positive dynamics

In the formation of skills sound pronunciation:

- in 2009/2010 academic year year: Start of the year low level - 9% of children, at the end years - 0%; average level at the beginning years - 55%, at the end - 9%; high level at the beginning years - 36%, in the end years - 100%;

Conclusion: traced positive dynamics in the formation of sound pronunciation skills in 2012/2013 academic year. 100% of children have a positive dynamics

-in the formation of a dictionary:

- in 2009/2010 academic year year: to start years of low level among pupils was not observed; average at the beginning years - 72%, middle level at the end years - 19%; high level at the beginning years - 28%, in the end years –81%.

Conclusion: on learning outcomes dynamics in the formation of a dictionary pupils.

speeches:

- in 2009/2010 academic year year: Start of the year low level - 27% of children, at the end years - 0%; average level at the beginning years - 64%,the end years - 19%; high level at the beginning years - 9%, in the end years - 81%.

Conclusion: on learning outcomes there is a significant positive dynamics pupils.

In the formation of communication skills speeches:

- in 2009/2010 academic year year: Start of the year low level - 45% of children, at the end years - 0%; average at the beginning years - 55%, in the end years-19%; high level at the beginning years - 9%, in the end years - 81%.

Conclusion: 100% of children have a positive dynamics in the formation of coherent speech skills.

AT literacy:

- in 2009/2010 academic year year: Start of the year low level – 28% of children, at the end years - 0%; average at the beginning years - 72%, in the end years - 28%; high level at the beginning years - 0%, in the end years - 72%;

Conclusion: on learning outcomes there is a significant positive dynamics in learning literacy in 100% of children.

AT as a result of monitoring in a group of pupils with ZPR received the following data:

In the formation of phonemic hearing:

- in 2011/2012 academic year year: Start of the year low level 50% of children, at the end years - 7%; average at the beginning years - 50%, in the end years - 86%;high level at the beginning years - 0%, in the end years - 7%;

- in 2012/2013 academic year year: Start of the year years - 0%; average at the beginning years - 79%, in the end years - 14%;high level at the beginning years - 7%, in the end years - 86%.

Conclusion: traced positive dynamics speakers at the end of 2011/2012 remained - 7% - these are cases of complex speech dynamics in the formation of phonemic representations.

In the formation of phonemic perception:

- in 2011/2012 academic year year: Start of the year low level 76% of children, at the end years - 7%; average at the beginning years - 14%, in the end years - 86%;high level at the beginning years - 0%, in the end years - 7%;

- in 2012/2013 academic year year: Start of the year low level - 21% of children, at the end years - 0%; average at the beginning years - 72%, in the end years - 14%;high level at the beginning years - 7%, in the end years - 79%.

Conclusion: traced positive dynamics in the formation of phonemic representations, without positive dynamics at the end of 2010/2011. remained - 7% - these are cases of complex speech disorders in children with mental retardation due to organic damage to the central nervous system. In 2012/13 ac. d. 100% of children have a positive dynamics in the formation of phonemic representations.

In the formation of skills sound pronunciation:

- in 2011/2012 academic year year: Start of the year low level - 71% of children at the end years - 21%; average at the beginning years - 29%, in the end years - 65%;high level at the beginning years - 0%, in the end years - 14%;

- in 2012/2013 academic year year: Start of the year low level - 21% of children, at the end years - 0%; average at the beginning years - 65%, in the end years - 21%;high level at the beginning years - 14%, in the end years - 79%;

Conclusion: traced positive dynamics in the formation of sound pronunciation skills, without positive speakers 2011/ 2012 stayed - 21% of children, children continued education in the preparatory group. In 2012/2013 ac. 100% of children have a positive dynamics in developing pronunciation skills.

In the formation of grammatical structure speeches:

- in 2011/2012 academic year year: Start of the year low level - 42% of children at the end years - 15%; high level at the beginning years - 15%, in the end years - 50%;

- in 2012/2013 academic year year: Start of the year low level - 21% of children, at the end years - 0%; average at the beginning years - 79%, at the end - 21%; high level at the beginning years - 0%, in the end years - 79%.

Conclusion: on learning outcomes there is a significant positive dynamics in the formation of the grammatical structure of speech pupils.

In formation syllabic structure the words:

- in 2011/2012 academic year year: Start of the year low level - 65% of children at the end years - 21%; average at the beginning years - 35%, in the end years - 65%;high level at the beginning years - 0%, in the end years - 14%;

- in 2012/2013 academic year year: Start of the year low level - 21% of children, at the end years - 0%; average at the beginning years - 65%, in the end years - 14%;high level at the beginning years - 14%, in the end years - 86%;

Conclusion: in 2012/2013 ac. year there is 100% positive dynamics in the formation of the syllabic structure of the word.

AT literacy:

- in 2012/2013 academic year year: Start of the year low level - 72% of children, at the end years - 0%; average at the beginning years - 28%, in the end years - 14%;high level at the beginning year –0%, in the end years - 86%;

In this way, monitoring for 3 years of study shows positive dynamics in all areas of correctional and speech therapy work.

Analysis of results corrective work in graduation group 2012/13ac. year showed that 100% of children mastered the preparatory groups: 85% of children (high level) complete correction speech violations - speech is the norm, in 15% of children (average level)- Speech is within the normal range. All graduates preparatory group continued education in the 1st grade of a secondary school.

Such indicators of correctional and speech therapy work confirm the effectiveness of the teacher's use of methodological techniques and technologies to overcome the systemic underdevelopment speech in children with mental retardation development.