The development of vocabulary of older preschoolers with general underdevelopment of speech (III level). Features of the development of vocabulary in children with general underdevelopment of speech

With this category of schoolchildren, it is necessary to carry out correctional and developmental work, in which, in addition to developing storytelling skills, it is necessary to develop in children the ability to quickly and correctly update words and grammatical means of formulating an utterance. Attention should also be paid to the work on planning the statement, the ability to control the linguistic and semantic correctness of the reproduced text.

Bibliography

1. Alekseeva M.M., Yashina B.I. Methods for the development of speech and teaching the native language of preschoolers: textbook. allowance for students. higher and avg. ped. textbook establishments. - 3rd ed. - M.: Information Center "Academy", 2000. - 400 p.

2. Akhankova E.V. The use of creative storytelling techniques in the process of correctional and speech therapy work with children of senior preschool age with general underdevelopment of speech / Mosk. ped. state un-t. - M., 2004. - 16 p.

3. Vorob'eva VK Methodology for the development of coherent speech in children with systemic underdevelopment of speech: textbook. allowance / V.K. Vorobyov. - M.: Astrel, 2006. - 158 p.

4. Lalaeva R.I. Methods of psycholinguistic research of oral speech disorders in children. - M., 2004. - 72 p.

A. A. Zherzdeva

Features of vocabulary in children of senior preschool age with OHP

A significant part of the modern child population is characterized by the presence of various disorders of speech development. The most severe violations of the speech system and the communicative sphere of children are observed with a general underdevelopment of speech. Domestic scientists N.S. Zhukova, R.I. Lalaeva, N.V. Serebryakova, T.B. Filicheva, G.V. Chirkina and others noted and characterized the originality of mastering the lexical system by children with general underdevelopment of speech. In children with OHP, vocabulary is formed at a slower pace; at the same time, they have an unformed inflection and word-formation processes, semantic and formal-linguistic components of vocabulary. Manifestations of violations of the formation of the lexical system of speech are diverse and require careful study.

To study the characteristics of the vocabulary of preschool children, we chose the method of N.V. Serebryakova. It includes two blocks that allow you to explore the passive and active vocabulary, lexical consistency and the structure of the meaning of the word. During the study, two groups of children were formed: experimental, which consisted of 15 children of senior preschool age with OHP (III level of speech development) and control - 15 children without speech disorders. The study was conducted at the beginning of the academic year.

As a result of the study, it turned out that the passive vocabulary of children with OHP is not sufficiently developed and corresponds to a level below the average age.

In the impressive vocabulary of children with OHP, there were no words denoting the names of fish (crucian carp, ruff, bream), flowers (forget-me-not, violet, aster), professions (welder, bricklayer), tools (planer). Semantic substitutions accounted for 83% of the total number of mistakes made by children (for example, elk - deer,

rook - crow, blackberry - blueberry, birch - aspen). This indicates inaccuracy in the assimilation of the meanings of words.

The study revealed that the active vocabulary of children with ONR is also not sufficiently formed. This is confirmed by the presence of numerous verbal paraphasias in the process of updating words (names of presented pictures) by children: cornflower - bell, aster - flower, blue - blue, knits - sews, shoes - dresses. Often the children could not name the picture at all, which testifies to the unformed structure of the meaning of words in them.

When conducting an associative experiment, it was found that in children with general underdevelopment of speech, random associations predominate - 29.1% of the answers, while in peers without speech disorders they were observed in 4.9% of the answers. Paradigmatic associations were noted in children with ONR in 24.5% of responses, syntagmatic - 14.7%, word-formation - 7.5%, thematic - 6.3%, associations of grammatical forms of words - 1.7%, phonetic -1.4 %. No response was observed in 14.4% of cases.

During the study, the children were offered tasks to classify objects (using pictures) and group words. Preschoolers with OHP had difficulty completing tasks, even when classifying semantically distant words. This was manifested in the slow speed of completing tasks, erroneous sorting of pictures, and errors in determining an extra word.

For example, from the series “magpie, butterfly, starling”, many children chose “starling”, arguing their choice by the fact that the starling does not fly; from the series “good, wooden, bad” they chose “bad”, explaining that the person is not good. This suggests that children with speech disorders have fuzzy ideas about generic relationships, they cannot identify the essential features of objects, compare them.

In the study of antonymy in children with general underdevelopment of speech, unlike peers without speech disorders, it was difficult to select antonyms for most stimulus words. The words “friend”, “sadness”, “take”, “brave” caused the greatest difficulties.

For example, not a single child with ONR picked up the correct antonym for the word "friend". Preschoolers with OHP erroneously completed 40.5% of tasks for the selection of antonyms, and their peers without speech disorders - 25%.

The task of selecting synonyms caused even more pronounced difficulties in children with OHP. Preschoolers made mistakes in the form of selecting the form of the original word, a related word, a word with the opposite meaning, a stimulus word with the particle “not”, a situationally close word, and also a word similar in sound to the stimulus word.

Preschoolers with OHP expressed difficulty in explaining the meanings of words. So, when explaining the meanings of nouns, which are generalizing concepts, the children did not explain, but specified the words (fruits - banana, apple). When explaining nouns of a specific meaning, preschoolers singled out individual non-essential features (spider - such a black one), or selected a generalizing concept (oak - tree).

Children with OHP replaced the explanation of the meanings of adjectives by using words opposite in meaning (high - small). They also instead

explanations used nouns that are characterized by this feature (yellow - chicken).

When explaining the meanings of verbs, the children “included” them in the phrase (go - down the street), called words similar in semantics (run - go), used a demonstration of the action. Some children with OHP refused to explain words, citing ignorance of the word.

Children with OHP demonstrated difficulties in completing the task of matching action words and defining words to nouns. For example, “rain and snow do what?” - are pouring; "Snow and sheet what?" - "soft".

Preschoolers with OHP showed difficulties and made a large number of mistakes, completing an unfinished sentence with a word. For example, "The door is being opened..." - ... I don't know. “Milk is liquid, but sour cream ...” - ... not liquid.

Summarizing the results of the study, we can say that the vocabulary of preschoolers with OHP (the third level of speech development) at the beginning of their stay in the older group is not sufficiently formed.

This is manifested in the limited volume of the passive and active vocabulary, a large number of verbal paraphasias, difficulties in updating the dictionary, the prevalence of random associations, difficulties in classifying and grouping words, even semantically distant ones, and a large number of errors in the selection of antonyms and synonyms. The listed features testify to the insufficient formation of semantic fields in preschoolers with OHP. The volume of semantic fields is small, which limits the number of semantic links. Antonymic and synonymic rows in children with OHP of older preschool age are also insufficiently formed.

Bibliography

1. Zhukova N.S. and others. Overcoming the general underdevelopment of speech in preschoolers: book. for a speech therapist / N.S. Zhukova, E.M. Mastyukova, T.B. Filichev. - St. Petersburg: KnigoMir, 2011. - 320 p.

2. Lalaeva R.I., Serebryakova N.V. Correction of general underdevelopment of speech in preschoolers (formation of vocabulary and grammatical structure). - St. Petersburg: SOYUZ, 1999. - 160 p.

3. Filicheva T.B., Chirkina G.V. Correctional education and upbringing of 5-year-old children with general underdevelopment of speech. - M., 1991. - 44 p.

N. P. Zadumova

To the question of the features of text retelling by preschoolers with general underdevelopment of speech

Numerous linguistic, psycholinguistic and psychological studies have been devoted to the study of coherent speech and the patterns of its formation.

Connected speech is realized in two main forms - dialogue and monologue. Monologue speech is a coherent, logically consistent statement that proceeds for a relatively long time, is not designed for an immediate reaction of the audience and requires preliminary consideration. For a monologue, segments of significant size are typical, consisting of structurally and meaningfully interconnected statements and designed for passive and indirect perception.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MOSCOW STATE? RSTVENNY GUMA? NITA? RNY UNIVERSITY them. M.A?. SHOLOKHOV?

DEFECTOLOGICAL FA?CULTET

CA? PHEDRA? LOGOPEDIA

Diploma on the topic:

Formation of vocabulary in preschool children with general underdevelopment of speech

Moscow? 2013

Introduction

The relevance of research. God? That? I and developed? I speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written language, violating the full preparation for schooling.

Is the child's speech well developed? preschool age? hundred? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical assimilation of the lexical means of the language. Emotion? Flax? I vocabulary? is part of the lexicon? and contributes to a more accurate understanding and description of moods, feelings, experiences of a person?, a better assessment of ongoing events, huh? as well as solving communicative problems (N.D. A? Rutyunova?, Ch.A. Izmailov, D.M. Shmelev).

One of the most important problems in general and special psychology is the development of speech. Is it because she? plays a huge role in human life?. Developing speech acts in the beginning as a means of communication, designation, in the future it becomes an instrument of thinking and expressing thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za? Porozhets, 1980; A?.R. Luria, 1956; L.S. Tsvetkova?, 1972, etc.).

If normally a child learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities for mastering grammatical categories and forms? the basis of direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.

In the scientific literature, the problem has been repeatedly investigated? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova?, I.Yu. Kondra?tenko, R.I. Lala?eva?, L.V. Lopa Tina, E.M. Mastyukova, N.V. Serebryakova, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, etc.). In the studies, the features of the development of the vocabulary of children in this category were highlighted. We have developed methodological recommendations that contribute to the formation of vocabulary in children with speech disorders.

In the monograph of I.Yu. Kondra?tenko presented the main directions and methodology? speech therapy work on the formation of vocabulary in children with general underdevelopment of speech of older preschool age.

In recent years, the attention of scientists has been attracted by the problem? the use of visual models in corrective and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists argue that the use of models can improve the quality of education and upbringing of children with speech pathology. Scientific research confirms that it is visual models that are the form of highlighting and designating relationships that is available? children of preschool age? hundred? (L.A. Wenger, L.M. Fridman and others).

Timely? I and systematic? I logopedic? I help allows you to overcome the general underdevelopment of speech. That is why it is necessary to know the features of the development of children with general underdevelopment of speech and how these features affect? development of children's speech, huh? it is also important to determine the methods of corrective work to improve the quality of speech, including vocabulary, in such children. Is the relevance of work determined? the need for a search? effective ways of forming vocabulary in children with general underdevelopment of speech. The study of vocabulary is no less relevant at the present time, due to its significance for speech development in general, huh? also for the process? communication and development of cognitive activity of children with ONR.

Object of research: the process of formation of vocabulary in preschoolers with OHP.

Subject of research: features of the formation of the lexical side of speech in children with ONR.

On the? on the basis of a? on? lisa? studied literature? rounds was? defined? goal of the work.

Purpose: To develop a system of games and activities that contribute to the formation of vocabulary in children of older preschool age? with a general lack of speech development.

Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ONR depends on the formation of the complex? corrective measures and involves the formation in children of the ability to plan their own utterance, independently orient themselves in the face of the complexity of differentiating words, sounds, independently determine the content of their statements.

Formation of the complex? correctional measures are influenced by the inclusion of language ability in correctional and speech therapy work with children with general speech underdevelopment.

In accordance with the purpose and subject of the study, the following tasks were formulated:

and? analysis of scientific and methodological literature on the problem of research;

study of medical-psychological-pedagogical documentation of children;

conducting observations, ascertaining experiments;

experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.

The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tumanova T.V. on the study of children with general speech underdevelopment.

The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tka?chenko, I.Yu. Kondra?tenko.

The organization of the study was carried out on? ba?ze on? ba? Ze Kuzyaevsky kindergarten? Yes? No. 44.

The experiment involved 20 preschool children aged 5-6 years with OHP level 3.

To solve the set tasks and test the hypothesis put forward, the following research methods were used:

the study of literature? rounds on the topic of research; research; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, ascertaining, teaching and control experiments;

quantitative and qualitative analysis of the data of ascertaining and control experiments, statistical analysis of the results of experimental training.

Theoretical significance.

Theoretically substantiated? on?, work? and a? testing? on? differentiated? nna? I technique? formation of vocabulary in children with ONR (level 3), taking into account the ontogenetic course? development, structure of the primary defect? and individual abilities of children.

In the study, yes? characteristic? the state of the lexical side of speech of preschoolers with OHP (level 3). Doka?for?on? the effectiveness of the methodological system of techniques using additional visual supports, implemented in speech therapy work with children with ONR (level 3) for mastering the correct lexical processes.

The practical significance of the work was? in obtaining data that are important for the development of methods of corrective influence in the study of the characteristics of vocabulary in preschool children? with OHP level 3.

Chapter? 1. Historical and theoretical review of the literature on the problem of the formation of vocabulary in preschool children with general underdevelopment of speech

.1 Brief historical review of the literature

Mystery? human word? got up? la? before scientists from yes? Vnih times. Even the ancient Greeks raised the question of whether the language is the fruit of an agreement between people or does it reflect the natural similarity between the word and the thing called by it.

The first linguists, who laid the basis for the description of the language? and linguistic elements of understanding systemic relations were Baudouin de Courtenay Yvan Aleksandrovich and Ferdinand de Saussure.

F. de Saussure (1857-1913) - Swiss<#"justify">Chapter 2

2.1 Purpose and objectives of the experimental part of the study in children with ONR

speech underdevelopment preschooler vocabulary

In the process of development of the child, both general and speech, his vocabulary is enriched. At the same time, its qualitative development is also taking place. Therefore, when a child begins to meaningfully perceive the meaning of a word, the level of its generalization, the level of distraction in the content of the words that he learns, also increases. To determine the level of speech development of a child and to determine the most rational and differentiated ways of correction, one should know the level of formation of the lexical and grammatical qualities of a preschooler. For this, it is necessary to conduct a special, qualified examination.

Therefore, the aim of the study was to identify the characteristics of the vocabulary of preschoolers with general underdevelopment of speech.

Research objectives:

to study the state of speech vocabulary in preschoolers with OHP and compare it with the results of children without speech disorders;

to determine the level of formation of the vocabulary of speech in preschoolers with OHP.

In order to correctly understand and assess the level of speech development of a preschooler, it is proposed to use the "Scheme of the Systemic Development of Normal Children's Speech" compiled by A.N. Gvozdev, where he proposes to use the patterns of children's mastery of their native language as a conditional standard. In the "Scheme ..." it is proposed to correlate the state of speech identified during the examination with the data of the conditional standard of the norm, which allows you to establish the phase of development of abnormal children's speech and assess the degree of formation of various components of the language in it. (Appendix 1)

But before proceeding with the examination of speech, it is necessary to collect a speech history. R.E. Levina suggests the following questions for a conversation with parents:

) Conditions of upbringing:

where the child was brought up (at home with his mother, grandmother, in preschool with a day or round-the-clock stay);

what is the speech environment like: bilingual environment, shortcomings of speech in the family. Did you receive speech therapy assistance, if so, what kind and for how long;

Have you been in hospital for a long time?

) Behavior:

communicates with children of his age or prefers to be (play) alone;

calm, restless, affectionate, conflict.

) Games and Interests:

what toys he likes, whether he uses toys for their intended purpose or not;

how he treats his toys: the child breaks them, the toy quickly gets bored, the child prefers only one toy, etc.

how he plays: silently or accompanies his playing actions with various sound combinations (not necessarily words).

) Motor development:

whether he knows how to fasten and unfasten buttons, untie, tie shoelaces;

which hand he eats, holds a pencil;

if the child is eating or being fed.

) Observations of educators:

find out from the parents so that they ask the educators: how does the child cope with the program material (which is especially difficult - drawing, speech development, etc.);

if there is a characteristic from the DOW, then you need to familiarize yourself with it.

) Early speech development:

when he began to react to the sound, to recognize loved ones;

when and how the babbling period proceeded (actively, monotonously, inactively);

when he began to understand the requests made (before a year, after a year, etc.);

when he began to actively repeat words after an adult;

when parents notice a delay in speech.

) What parents are currently worried about:

complete lack of speech;

distorts words;

Methodical instructions:

The proposed tasks for the examination of speech understanding are arranged according to the increasing complexity of their implementation.

Therefore, if the task is not available to the child, then it is inappropriate to offer subsequent ones, and, conversely, if the child is at a higher understanding of speech, one should immediately move on to more complex tasks.

) zero:

a child with intact hearing does not perceive the speech of others;

sometimes reacts to his own name;

less often on intonations of prohibition and encouragement.

) situational level of speech understanding development:

understands requests related to the everyday objective world;

knows the names of his loved ones and the names of his toys, can show body parts of himself, of his parents.

) normative level of speech understanding:

well oriented in the names of objects depicted in individual pictures, but with difficulty orienting in the names of actions depicted in plot pictures (walks, sits, reads);

completely does not understand the issues of indirect cases (what, with whom, to whom?).

) predictive level of speech comprehension:

knows many names of actions, distinguishes the meanings of several primitive prepositions (put on the box, in the box, near the box); does not distinguish between grammatical forms of words.

) dissected level:

distinguishes between changes in the meanings introduced by individual parts of the word (morphs) - inflections, prefixes, suffixes (table - tables; flew away - flew in). (hereinafter Appendix 1a)

The technique proposed by R.I. Lalaeva, E.V. Maltseva and A. Luria - a technique for examining speech with a point-level evaluation system. This technique is useful for:

diagnostics;

clarifying the structure of the speech defect and assessing the severity of violations of different aspects of speech;

building a system of individual correctional work;
recruitment of groups based on the commonality of the structure of speech disorders;
tracking the dynamics of the child's speech development and evaluating the effectiveness of corrective action. The structure of the methodology. Express version consists of four series.

Series I - study of the sensorimotor level of speech:

Checking phonemic perception - 5.

Study of the state of articulatory motility - 5.

Sound pronunciation - 15.

Checking the formation of the sound-syllabic structure of the word - 5.

For the entire series, the highest score is 30 points.

Series II - the study of the grammatical structure of speech: five types of tasks. There are 5 samples left in the tasks. The maximum number of points is 30.

Series III - Vocabulary and Word Formation Study: Baby Animal Names. Formation of relative, qualitative and possessive adjectives. The maximum number of points is 30.

Series IV study of coherent speech: story based on a series of plot pictures and retelling. The maximum number of points is 30.
Express method includes 77 tasks, not counting the verification of sound pronunciation. All tasks are combined in the IV series with the same maximum marks of 30 points. The highest score for the entire technique is 120. Taking this figure as 100%, we can calculate the percentage of the success of speech tests. The obtained values can also be correlated with one of four levels of success. level - 96-120bb = 80% -100% level - 78-95bb = 65% -79.9% - 53b and below = 44.95%

After calculating the percentage of success for each series, an individual speech profile is drawn:

) phonemic perception;

) articulatory motility;

) sound pronunciation;

) sound-syllabic structure of the word;

) grammatical structure of speech;

) word formation;

) connected speech.

In written by L.F. Spirova and A.V. According to the hawk method of examining speech in children, methods of examining not only children with a complete or partial absence of verbal means of communication, but also children who own verbal means of communication are proposed. As a rule, it is recommended to conduct a survey to identify the level of lexical means of the language that the child owns, in the form of a game.

In general, when conducting the survey process according to this method, it is proposed to pay attention to the following points:

how the child behaves, considering the toy or object depicted in the picture, what actions he performs with him. If he names an object, you should pay attention to how he recognizes it: individual sounds instead of a word (machine - beep); individual sound combinations that make up the word; babbling words (water - hell); onomatopoeia. Here we define how onomatopoeia coexist with common words;

whether the child is able, imitating a sound or a sound complex, to reproduce one syllable, two syllables, or the whole word from the named words;

whether the child shows independence in using the sound means available to him or acts in response to an impulse.

In this case, it should also be revealed whether the child is guided by external situational signs when naming an object, or whether his actions and the sound complexes he uses already have a stable meaning and a generalizing character.

It should be noted that a reliable assessment of the data of the survey of the child's vocabulary is distinguished only by comparing the results obtained in the process of using various techniques.

To examine the vocabulary, it is proposed to compile an approximate list of those words that normally children, as a rule, understand and use in speech.

Thus, in the process of examination, it turns out not only the volume of the subject, verbal dictionary, but also the dictionary of signs.

Also, this includes nouns that combine both specific and generic concepts:

words denoting objects and their parts, domestic and wild animals and their cubs, people's professions, etc.;

verbs denoting the actions of objects;

adjectives denoting various qualities, size of objects, color, shape;

adjectives referring to the material from which objects are made.

When examining vocabulary, tasks should be varied, while observing a gradual increase in complexity. It is very important to find out such a moment: is the child able to form new words in a suffix-prefix way. You also need to check not only the presence of commonly used words in speech, but also words that are close in lexical meaning (verbs: sews, embroiders; flies, flies). Here, special attention should be paid to the formation of relative adjectives with different meanings, how they relate to food (mushroom soup), to the material from which the object is made (wooden fence), to plants (birch grove), etc.

Thus, having studied several methods, we can draw the following conclusion - the examination should take place in a complex. In the process of analyzing the words correctly named by the child, an idea is created about the volume of his active vocabulary, about his quantitative and qualitative characteristics.

2.2 Organization of research and analysis of speech development

An experimental study of the lexical side of the speech of preschoolers with OHP was carried out on the basis of preschool educational institution No. 44 of the Kuzyaevsky district of Moscow) for 2 weeks. The participants of the experiment were children of senior preschool age (5-6 years old).

The experimental group consisted of 5 children with OHP of the 3rd level, an erased form of dysarthria.

The control group also consisted of 5 children with OHP of the 3rd level

During the experiment, the temporary and generally approved norms for the presence of a preschool child in the walls of the preschool educational institution were observed:

the usual environment for children;

survey in the morning;

tasks are offered to children in their free time.

The process of the experiment was preceded by observing the children in the classroom, on a walk, and getting to know them.

The studies were carried out individually with each subject and under the same conditions for all. To do this, in order to study the state of the vocabulary of speech in children with OHP level 3, two series of tasks were compiled.

The first series is the identification of understanding, i.e. the level of development of impressive speech. The second series is the identification of the use of the names of objects in speech, i.e. the level of development of expressive speech. (Appendix 2)

In order to quantitatively analyze the results, in the course of the study, a scoring system was developed for each block of tasks.

Evaluation of results:

points - is given to a child who has accurately completed the task.

points - given to a child who, when completing a task, made 1 - 2 mistakes.

points - given to a child who made 3 - 4 mistakes.

points - given to a child who made 5 - 6 mistakes.

point - given to a child who made more than 6 mistakes during the task.

points - is given to the child who the child did not cope with the task.

Conclusions about the level of development.

High level (24 - 30 points)

Children correctly named and showed the subject group, actions, signs, etc.

Intermediate level (16 - 23 points)

The subjects were not named by the children, the vocabulary is less than the norm for age. But these children, with the support of a speech therapist, correct their mistakes.

Low level (15 points or less)

Children, even with the help of a speech therapist, could not use, retreated from the task.

Thus, when conducting the results of these two series of tasks with an experimental approach to the study, it became permissible to determine the degree of formation of the lexical reserve of speech of children of the older preschool age group.

Processing, the results obtained in the course of the survey of children of senior preschool age, it became clear that in the course of the study it is necessary to pay attention to two essential points:

quantitative assessment of children's activities;

high-quality processing, which indicates the specifics of errors.

At the final stage of the examination of children in the experimental and control groups, an analysis of the mistakes made was made.

The first block of tasks, as mentioned above, was aimed at understanding, i.e. impressive speech.

Experimental group:

Children with OHP made mistakes in the entire series on impressive speech. In particular: Yana K. (ONR, level 3) did not show what a “cuff” is, and Pavel S. (ONR, level 3) did not know what to show to the question: What is a coil?

Control group:

In the process of examining impressive speech in children with OHP of the 3rd level, the tasks also caused difficulties, but less pronounced.

Diagram No. 1 reflects the data showing the level of formation of impressive speech in children of the experimental and control groups.

Diagram 1 - Levels of formation of impressive speech in children of the experimental and control groups

According to the results of the examination, it is clearly seen that in children with OHP of the 3rd level, the passive vocabulary is not sufficiently developed. Whereas in children with OHP level 3 is quite high.

A study conducted on the second block of tasks related to determining the level of formation of expressive speech showed that children with general underdevelopment of speech also have an underdeveloped active vocabulary.

This is manifested, for example, in the fact that preschoolers with OHP level 3 do not know such words that define the names of berries, varieties of fish, types of flowers, breeds of wild animals, birds. They also find it difficult to define words denoting parts of the human body, parts of clothing and vehicles (cuff, headlight, body), various working tools and working professions.

Such words as: ram, deer, raven, crane, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser, in the process of their actualization caused difficulties for many children with OHP of the 3rd level.

It was also noted that noticeable differences between children with OHP level 3 in the experimental group and children with OHP level 3 in the control group are observed in the actualization of verbs and adjectives, i.e. predictive vocabulary.

Revealed in preschoolers with OHP level 3 in the experimental group and difficulties in naming many adjectives that are used in the speech of children with normal speech development. These are such definitions as narrow, sour, fluffy, smooth, square, etc.

In the vocabulary of preschoolers with OHP level 3, associated with the verb, there was a predominance of words that denote actions. With these actions, the child daily encounters, performs or observes them. These are such verb forms as sleep, wash, wash, bathe, dress, go, run, eat, drink, clean, etc.

In the course of the survey, it turned out that it was more difficult to assimilate words that have a generalized or abstract meaning, as well as words that denote the state, assessment, qualities or signs of objects and phenomena. Another characteristic feature of the vocabulary of children with OHP is the inaccuracy in the use of words, which is expressed in verbal paraphasias. It should be noted the diversity of these manifestations.

All this is reflected in diagram No. 2.

Diagram 2 - Levels of formation of expressive speech in children of the experimental and control groups

According to the diagram, it can be seen that the discrepancies in the volume of the passive and active vocabulary are quite pronounced and are one of the features of the speech of children with OHP of the 3rd level. These discrepancies are more significant than expected by the norm. At the same time, it was noted that some children with OHP understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm. Nevertheless, the use of words, their actualization in expressive speech, cause great difficulties. It is worth paying special attention to this when organizing corrective work on the formation of vocabulary among preschoolers with OHP of the 3rd level.

Conclusions on the second chapter:

goals and objectives defined for the experimental part of the study in children with OHP of the 3rd level suggested the analysis of methods;

the analysis of the methods made it possible to determine the direction of research work using an integrated approach;

the experimental stage of the research work revealed great difficulties in the use of words that have a general concept, denoting the features and qualities of objects, their actualization in colloquial speech in children with OHP of the 3rd level;

corrective work with children with OHP of the 3rd level should be carried out based on the deviations identified at the experimental stage of the study.

Chapter 3

3.1 Development of vocabulary in play activities

All correctional and developmental work on the development of vocabulary in preschoolers with OHP consists of 3 stages:

stage - diagnostic. Purpose: to examine the level and characteristics of the development of vocabulary in preschoolers with OHP.

stage - final-assessment (will be presented in section 3.2). Purpose: final diagnostics in order to identify the dynamics.

stage - diagnostic.

The diagnostic research program consisted of four blocks.

Block: aimed at identifying the presence in the dictionary of children of words - generalizing concepts.

Block: aimed at identifying children's knowledge of the verb dictionary.

Block: aimed at revealing in children knowledge about the signs of objects.

Block: aimed at identifying in children the ability to select antonyms for words, the ability to use them in speech.

Task number 1. Exercise "Classification of objects by pictures."

) The purpose of the methodology: to determine the level of development of the subject passive vocabulary. The subject classification method is used to study the processes of generalization and abstraction.

Task number 2: The game "The fourth extra"

) The purpose of the methodology: to determine the level of development of mental operations of analysis and generalization in a child.

Task number 3. The game "Name the extra word."

) The purpose of the methodology: to determine the level of formation of the generalization operation, the ability to highlight essential features.

Criteria for evaluating tasks of block 1:

score - the task was completed incorrectly, and at the same time there was the help of the experimenter;

points - the task was completed independently, but incorrectly;

points - the task was completed correctly, but with the help of the experimenter;

Task number 1. Exercise "Show who is doing what."

The purpose of the technique: the study of the passive vocabulary. Diagnosis of the level of understanding of verbs.

Criteria for evaluation:

score - not fulfilled;

points - completed with errors;

points - performed correctly.

Task number 3 Exercise "Who is doing what?"

The purpose of the methodology: the study of the state of the verbal (predicative) dictionary.

Criteria for evaluation:

score - no answer given;

score is the correct answer.

Task number 1. Exercise "Pick up pictures."

) The purpose of the technique: the study of the state of the passive dictionary. Diagnosis of the level of understanding of signs.

Task number 2. Exercise "Guess".

The purpose of the technique: Diagnosis of the level of understanding of signs.

Criteria for evaluation:

score - the task was completed incorrectly;

points - the task was completed correctly, but with the help of an adult;

points - the task was completed independently and correctly.

Task number 1. Exercise "What? Which? Which?"

The purpose of the technique: the study of the state of the passive dictionary. Diagnosis of the level of understanding of words with the opposite meaning.

Task number 2. Exercise "Choose words - enemies."

) The purpose of the technique: to study the level of understanding of words with the opposite meaning.

Task number 3. Exercise "Finish the sentence"

Task number 4. Exercise "Say the opposite."

) The purpose of the technique: to study the level of ability to select words with the opposite meaning.

Criteria for evaluation:

score - no answer given;

points - the answer is given, but not correct;

score is the correct answer.

The maximum number of points in the performance of all series of tasks was: 295 points. Of these, for block 1 - 76 points, for block 2 - 57 points, for block 3 - 36 points, for block 4 -126 points.

An analysis of the data obtained for four blocks of the diagnostic program (for 3 years) can identify the following quantitative characteristics of the level of development in children with OHP of the 3rd level.

295 points - high level (83 - 100% of correctly completed tasks)

245 points - average level (58 - 83%)

Less than 170 points - low level (less than 58%)

High level - tasks are performed independently and correctly.

Intermediate level - tasks were completed independently, but there were errors; the task was completed correctly, but with the help of the experimenter (leading questions, examples, etc.);

Low level - most of the tasks were not completed (no answer, or the wrong answer was given, even with additional help from the experimenter)

Most of the diagnosed children (83%) showed an average level of development of the lexical side of speech, and 17% of children showed a low level. There were no children with a high level of vocabulary development.

We characterized children from the group with an average level of vocabulary formation as follows: children use extended speech means, but underdevelopment of speech is still very pronounced. Their speech contains a fairly large number of words (nouns, verbs), sometimes adjectives appear. But the words used by children are characterized by inaccuracy in meaning and sound design. The inaccuracy of the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes, in order to explain the meaning of a word, children use gestures, and in the process of searching for a word, phrases.

This group of children is characterized by a sharp discrepancy between the volume of the active and passive vocabulary, the lack of formation of semantic fields, difficulties in updating the dictionary, especially the predicative dictionary (verbs, adjectives).

For a low level of development of the lexical side of speech, a pronounced underdevelopment of speech is characteristic. The speech contains mainly nouns, the vocabulary of verbs and adjectives is insufficient. Characterized by inaccurate use of words, frequent verbal paraphasia.

The next stage is correctional training.

The proposed method of remedial education consists of didactic games divided into four series (according to the blocks highlighted in our diagnostic program).

GAME SERIES

The first series of games is aimed at enriching the vocabulary of preschoolers with OHP with nouns and their activation in speech.

housewarming doll

Exercise children in the use and understanding of generalizing words: furniture, clothes, shoes, dishes, toys;

To educate in children, goodwill, respect for toys, the desire to play with peers.

Who is more likely to collect

To fix generalizing concepts in the dictionary of children: vegetables, fruits;

Teach children to group vegetables and fruits;

To cultivate speed of reaction to the word of a speech therapist, endurance and discipline.

Hunter and shepherd

Exercise children in the grouping of wild animals and domestic animals;

Learn to use the generalizing words wild animals, domestic animals correctly;

Cultivate attention, speed of reaction to the word.

name three things

Activate children's vocabulary;

Exercise children in the classification of objects.

GAME SERIES

The second series of games is aimed at enriching the vocabulary of preschoolers with OHP verbs and their activation in speech.

Who is bigger!

Complete the predictive vocabulary.

Strengthen the skills of agreeing a noun with a verb.

Improve the skills of forming a verb from a noun.

Develop visual and auditory attention, memory.

Who lives in the house?

Expand and consolidate the predictive vocabulary.

Develop the ability to recognize a bird or animal by characteristic actions.

Improve skills in working with action symbols.

Develop visual attention, memory, activate thinking.

We go, we swim, we fly.

Develop a predictive vocabulary.

To fix the differentiation of objects according to the method of movement.

To fix the structure of a simple sentence according to the “subject-action” model

To consolidate the concept of animate and inanimate objects.

Develop visual attention.

Who do you want to become?

Expand your predictive vocabulary.

Improve the skills of using future tense verbs in speech.

To consolidate knowledge about the professions of people.

GAME SERIES

The third series of games is aimed at enriching the vocabulary of preschoolers with OHP words - signs and their activation in speech.

When does it happen?

To consolidate the knowledge of children about the seasons and their signs.

Which subject?

To consolidate children's ideas about the size of objects;

Learn to classify objects according to a certain attribute (size, color, shape);

Develop speed of thought.

What is it made of?

To teach children to group objects according to the material from which they are made (metal, rubber, glass, wood, plastic);

Activate feature dictionary.

GAME SERIES

The fourth series of games is aimed at enriching the vocabulary of preschoolers with OHP antonyms and synonyms and their activation in speech.

The organization of didactic games by the teacher is carried out in three main areas: preparation for the didactic game, its conduct and analysis.

Say otherwise

Expand your vocabulary.

Train in the selection of verbs that are close in meaning (synonyms). Develop visual attention, observation.

Dull and cheerful

Complete your predictive vocabulary

To consolidate the recognition of the emotional state of a person by facial expressions,

Develop visual attention, observation,

Introduce children to synonyms and antonyms.

Vice versa

Learn to compare the meanings of words;

Strengthen knowledge of words - antonyms

Develop in children quick wit, quick thinking.

3.2 Results of the training experiment

Analyzing the quality of the performance of all four series of tasks by preschoolers with OHP before and after the correctional work, it was found that the greatest difficulties in children with OHP before the correctional and developmental work were associated with the implementation of the third and fourth blocks of tasks.

And after the correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.

Difficulties in completing tasks, even after corrective work, were caused by the incompleteness of the speech development process, because semantic fields are just beginning to be organized in five-year-old children, differentiation within the semantic field has not yet been formed, and more time is needed to improve the processes of searching for words, translating them from passive to active vocabulary.

Children of the experimental group showed the following results: 6 children scored 24-30 points - a high level, 3 children scored 16-23 points each - an average level, 1 child scored less than 15 points - a low level.

Children of the control group showed the following results: 4 children) scored 24-30 points - a high level, 3 children scored 16 - 23 points each - an average level, 3 children scored less than 15 points - a low level.

Diagram 3 - Comparative characteristics of the state of the speech vocabulary of the experimental and control groups

Thus, we can conclude that the formation of vocabulary in preschoolers with OHP occurs more efficiently when using the correctional and developmental complex developed by us with the use of didactic games.

Conclusion

It can be seen from the work that a large number of studies are devoted to the development of vocabulary, in which this process is considered in various aspects, such as: psychophysiology, psychology , linguistics? and psycholinguistics

The material of the work shows that, as a rule, OHP is one of the manifestations of violations of the physical and neuropsychic development of the child, due to the use of alcohol, nicotine? and narcotics by the mother during pregnancy.

As the main causes of occurrence, as the material of the work of ONR Filichev shows? T.B., Chirkina? G.V. highlight the adverse effects of the speech environment, adverse conditions of education, huh? as well as a lack of communication - the so-called postnatal factors.

Often, under the condition of the unfavorable influence of environmental factors, in combination with mild organic insufficiency of the central nervous system or with a genetic predisposition, speech development disorders acquired? yut more persistent character and manifest themselves in the form of a general underdevelopment of speech

In 2001 Filichev? T.B. singled out? the fourth level of general underdevelopment of speech, which includes children with mild residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech

From the second section, it can be seen that the discrepancies in the volume of the passive and active vocabulary are quite pronounced and are one of the features of the speech of children with OHP. These discrepancies are more significant than expected by the norm. At the same time, it was noted that some children with OHP understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm.

The material of section 3 shows all correctional and developmental work on the development of vocabulary in preschoolers with OHP consists of 3 stages:

stage - diagnostic. Purpose: to examine the level and characteristics of the development of vocabulary in preschoolers with OHP level 3.

stage - correctional training. Purpose: correction of the revealed violations with the help of the developed complex of didactic games.

stage - final-assessment. Purpose: final diagnostics in order to identify the dynamics.

Analyzing the quality of the performance of all four series of tasks by preschoolers with OHP level 3 before and after corrective work, it was found that the greatest difficulties in children with OHP level 3 before corrective and developmental work were associated with the implementation of the third and fourth blocks of tasks. And after the correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.

The material of section 3 also showed that the learning experiment confirmed the effectiveness of correctional and speech therapy work on the formation of a dictionary through didactic games.

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Mikhailova Angelica
Vocabulary features of preschoolers with OHP level III.

Article developed

Teacher GBOU secondary school No. 296

Structural unit

Branch preschool education

Frunzensky district

Mikhailova Angelica Alekseevna

PECULIARITIES OF VOCABULARY IN PRESCHOOL CHILDREN WITH LEVEL III OHP.

Formation disorders vocabulary of children with OHP level III are manifested in the limited vocabulary, a sharp discrepancy between the volume of the active and passive vocabulary, inaccurate use of words, numerous verbal paraphrases, unformed semantic fields, difficulties in updating the dictionary.

In the works of many authors, it is emphasized that children with ONR of various genesis have a limited vocabulary, significant individual differences are characteristic, which are largely due to different pathogenesis. Next feature the speech of children with OHP is more significant than normal in the discrepancy in the volume of passive and active vocabulary. preschoolers with OHP understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech, updating the dictionary causes great difficulties.

One of the expressed features the speech of children with ONR is the discrepancy in the volume of passive and active dictionary: children understand the meaning of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult.

The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of berries, flowers, wild animals, birds, tools, professions, parts of the body and face. The verb dictionary is dominated by words denoting daily household activities. It is difficult to assimilate words that have a generalized meaning, and words denoting the assessment, state, quality and attribute of the subject. Words are both understood and used inaccurately, their meaning is unduly expanded, or, on the contrary, it is understood too narrowly. There is a delay in the formation of semantic fields.

With OHP, the formation of a grammatical structure occurs with greater difficulties than mastering a dictionary. m: the meanings of grammatical forms are more abstract, the rules for grammatical change of words are diverse.

Mastery of grammatical forms of inflection, ways of word formation, various types of sentences occur in children with OHP in the same sequence as in normal speech development; the insufficiency of the grammatical structure is manifested in a slower pace of assimilation of the laws of grammar, in the disharmony of the development of the morphological and syntactic systems of the language.

In the works of N. S. Zhukova, L. F. Spirova, T. B. Filicheva, S. N. Shakhovskaya, the following violations of the morphological system of the language in children with ONR were identified.

This is a misnomer:

Endings of nouns, pronouns, adjectives;

Case and generic endings of cardinal numbers;

Personal endings of verbs;

Endings of verbs in the past tense;

Prepositional case constructions.

Violation of the syntactic structure of the sentence is expressed in the omission of members of the sentence, the wrong order of words, the absence of complex structures.

Especially large differences between children with normal and impaired speech development are observed when updating the predicative dictionary. At preschoolers with OHP, difficulties are revealed in naming many adjectives used in the speech of their normally developing peers. In the verb dictionary preschoolers with OHP, words denoting actions that the child performs or observes on a daily basis predominate. It is difficult to assimilate words of a generalized meaning, words denoting evaluation, quality, signs, etc.

Violation of the formation vocabulary in these children it is also expressed in the difficulty of finding a new word, in violation of the actualization of the passive dictionary.

characteristic feature vocabulary of children with OHP is the inaccuracy of the use of words, which is expressed in verbal paraphrases. In some cases, children use words in an overly broad sense, in others, a too narrow understanding of the meaning of the word appears. Sometimes children with OHP use the word only in a certain situation, the word is not entered into the context when speaking in other situations. Thus, the understanding and use of the word is still situational. Among the numerous verbal paraphrasies in these children, the most common are the substitutions of words belonging to the same semantic field.

Substitutions of adjectives indicate that children do not distinguish essential features, do not differentiate the qualities of objects. Common are, for example, substitutions: high - long, low - small, narrow - thin, short - small, etc. Adjectives are replaced due to the undifferentiated signs of size, height, thickness, width.

Along with the mixing of words according to generic relations, there are replacements of words based on other semantic features.

Developmental Disorders vocabulary in children with OHP, it also manifests itself in a later formation lexical consistency, organization of semantic fields, qualitative originality of these processes.

As in the norm, children of 7-8 years old also undergo qualitative changes in the ratio of syntagmatic and paradigmatic reactions. If at the age of 5-6 the number of syntagmatic associations significantly exceeds the number of paradigmatic associations, then at the age of 7 paradigmatic associations prevail over syntagmatic ones. However, this predominance in children with OHP, according to R.I. Lalayeva, is not as significant as in children with normal speech development.

Children with OHP, in comparison with the norm, are much more in need of systematic classes.

Used Books:

1. Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming the general underdevelopment of speech in preschoolers. – M.: Enlightenment, 1990.

2. Lalaeva R. I., Serebryakova N. V. Formation vocabulary and grammatical structure preschoolers with general underdevelopment of speech. - St. Petersburg: Publishing House "SOYUZ", 2001.

3. Filicheva T. B., Soboleva A. V. Development of speech preschooler. – Yekaterinburg: Infra - M, 1996.

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