Developmental phonological disorders and normal speech development: a review and illustration

1989 ◽  
Vol 5 (3) ◽  
pp. 304-319 ◽  
Author(s):  
Pamela Grunwell
Keyword(s):  
Speech Development ◽  
Phonological Disorders ◽  
Normal Speech

scholarly journals Speech disorders in young and preschool children

2018 ◽  
Vol 63 (6) ◽  
pp. 23-30
Author(s):  
K. V. Yagunova ◽  
D. D. Gaynetdinova
Keyword(s):  
Conflict Of Interest ◽  
Clinical Manifestations ◽  
Diagnostic Techniques ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Pathology ◽  
Speech Therapist ◽  
Unified Classification System ◽  
Development Risk ◽  
Normal Speech

With every coming year more and more children suffer from speech problems, making their parents visit various specialists (pediatrician, neurologist, speech therapist, defectologist), who use their diagnostic techniques to detect speech disorders. The absence of a unified classification system and diagnostics leads to the late correction of speech disorders. The article considers main reasons for disturbances in normal speech development, risk factors of speech pathology, clinical manifestations of some types of speech disorders, various approaches to diagnosis and systematization of speech disorders.Conflict of interest: The authors of this article confirmed the lack of conflict of interest and financial support, which should be reported.

scholarly journals ОСОБЕННОСТИ ФОРМИРОВАНИЯ САМОСТОЯТЕЛЬНОГО ПОСТРОЕНИЯ РАССКАЗА У СТАРШИХ ДОШКОЛЬНИКОВ С НОРМОЙ И НАРУШЕНИЯМИ РЕЧЕВОГО РАЗВИТИЯ

2020 ◽  
Author(s):  
Natalya Shcherbakova
Keyword(s):  
Comparative Analysis ◽  
Preschool Children ◽  
Empirical Data ◽  
Morphological Structure ◽  
Speech Development ◽  
Preschool Age ◽  
Verbal Activity ◽  
Impaired Speech ◽  
Intensive Development ◽  
Normal Speech

Представлено исследование становления связной речи детей дошкольного возраста с нормой и нарушениями речевого развития. Проанализированы концепции ведущих отечественных ученых относительно изучения особенностей речевого развития у детей с общим недоразвитием речи. В рамках данной проблемы актуальным является рассмотрение вопросов формирования навыков самостоятельного построения рассказа у старших дошкольников с нормой и нарушениями речевого развития. Это связано с тем, что овладение рассказыванием представляет собой качественный переход на абсолютно новый уровень речемыслительной деятельности, что имеет значение в общем психическом развитии ребенка. Обосновывается мысль о том, что дошкольный возраст является благоприятным для интенсивного развития монологической речи, связного высказывания. Дошкольники в полной мере усваивают навыки владения семантическим, синтаксическим и морфологическим строем родного языка. Рассматриваются и обобщаются особенности речевого развития детей дошкольного возраста с общим недоразвитием речи. Приводятся эмпирические данные относительно ошибок в освоении детьми дошкольного возраста навыков самостоятельного построения рассказа. Достоверность результатов обоснована сравнительным анализом особенностей формирования построения рассказа детьми дошкольного возраста с общим недоразвитием речи и нормой речевого развития. С помощью сравнительного анализа выявляются словарные, грамматические, синтаксические затруднения детей дошкольного возраста в построении связного высказывания. Обосновывается необходимость разработки рекомендаций по коррекции особенностей самостоятельного составления рассказа у старших дошкольников с общим недоразвитием речи. This article is devoted to the study of the formation of coherent speech of preschool children with normal and impaired speech development. The article analyzes the concept of the leading Russian scientists to study the features of speech development in children with general underdevelopment of speech. Within the framework of this problem, it is urgent to consider the issues of formation of an independent construction of a story in older preschoolers with the norm and disorders of speech development. This is due to the fact that the mastery of storytelling is a qualitative transition to a completely new level of verbal activity of a child, which is important in the overall mental development of a child. The idea that preschool age is favorable for intensive development of monological speech and coherent utterance is substantiated. Preschoolers fully learn the skills of semantic, syntactic and morphological structure of the native language. The article discusses and summarizes the features of speech development of preschool children with General underdevelopment of speech. The article presents empirical data on the errors in the development of independent storytelling in preschool children. The reliability of the results is substantiated by the comparative analysis of the peculiarities of formation of the plot of preschoolers with general underdevelopment of speech and normal speech development. On the basis of the comparative analysis, vocabulary, grammar and syntactic difficulties of preschool children in construction of the coherent statement are revealed. In conclusion, on the basis of the above conclusions, the need to develop recommendations for correcting the features of self-compilation of a story among older preschoolers with general underdevelopment of speech is justified.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

CONGENITAL AND INFANTILE APHASIA

PEDIATRICS ◽  
1952 ◽  
Vol 9 (1) ◽  
pp. 48-54
Author(s):  
D. W. VAN GELDER ◽  
L. KENNEDY ◽  
J. LAGUAITE
Keyword(s):  
Clinical Features ◽  
Speech Development ◽  
Abnormal Behavior ◽  
Definition Of ◽  
Mental Defectives ◽  
Normal Speech

The clinical features of infantile aphasia include failure or delay in development of speech. When speech develops, it is frequently garbled. Hearing and intelligence may be normal although both are difficult to evaluate. Abnormal behavior may appear in these children simply because they lack normal opportunities to express themselves. It is pointed out that many of the children of 4 to 5 years of age with delayed speech development may not simply be "deviates from the norm" but may actually suffer from mild degrees of aphasia. Earlier recognition and proper guidance for milder types of aphasia will depend ultimately on better definition of the pattern and rate of normal speech development. At present, there apparently is little or no agreement either as to frequency or actuality of this syndrome in childhood. Unfortunately, mild cases are apt to be passed over and more severe ones are often tragically mislabeled as mental defectives.

On the Nature of Phonological Development

1989 ◽  
Vol 32 (4) ◽  
pp. 787-794 ◽  
Author(s):  
Paul R. Hoffman ◽  
Janet A. Norris
Keyword(s):  
Elementary School ◽  
Speech Production ◽  
School Children ◽  
Elementary School Children ◽  
Speech Development ◽  
Considerable Proportion ◽  
Phonological Development ◽  
Phonological Process ◽  
Psychological Model ◽  
Normal Speech

Spelling errors of 45 elementary school children were analyzed for phonological process patterns. A considerable proportion of errors involved both syllabic reduction and feature changes similar to those seen in normal speech development. Results are discussed with respect to application of phonological constructs to the study of development of speech production. An alternative psychological model of development is proposed in outline.

scholarly journals Giant sublingual hamartoma with medial cleft tongue: a case report and literature review

2020 ◽  
Vol 48 (8) ◽  
pp. 030006052094208
Author(s):  
Juan Li ◽  
Chi Mao ◽  
Lian Ma ◽  
Xia Zhou
Keyword(s):  
Case Report ◽  
Literature Review ◽  
Oral Cavity ◽  
Multidisciplinary Approach ◽  
Relevant Literature ◽  
Speech Development ◽  
Histopathological Analysis ◽  
Staged Surgery ◽  
Cleft Tongue ◽  
Normal Speech

Hamartomas commonly occur in respiratory and digestive organs, such as the lungs, pancreas, and liver; they rarely occur in the oral cavity, especially in the sublingual region. This report describes a 5-month-old boy who presented with a giant sublingual hamartoma and medial cleft tongue. He underwent corrective operations at 5 months, 11 months, and 31 months of age. Histopathological analysis revealed features suggestive of hamartoma. There have been no signs of recurrence. The boy exhibited normal speech development at 3 years of age; all other oral functions were unaffected at that time. This report includes a review of relevant literature. The findings in this report and previous literature suggest that a multidisciplinary approach, carefully planned staged surgery, and rehabilitation are needed to achieve favorable outcomes in patients with hamartoma in the oral cavity.

scholarly journals FEATURES OF THE DEVELOPMENT OF THINKING ACTIVITY IN PRESCHOOLERS WITH SPEECH IMPAIRMENT

2021 ◽  
Vol 7 (4) ◽  
pp. 51-60
Author(s):  
Elena Kolchik ◽  
Vladislava Ushakova
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Speech Therapy ◽  
Speech Development ◽  
Mental Activity ◽  
Thought Processes ◽  
Speech Impairment ◽  
Distinctive Features ◽  
Cause And Effect ◽  
Normal Speech

The article is devoted to the problem of the development of cognitive processes, namely, mental activity, in older preschoolers with general speech underdevelopment. The study involved 300 older preschoolers (155 boys and 145 girls), of whom 150 preschoolers with general speech underdevelopment, studying in speech therapy groups, and 150 preschoolers with normal speech development, average age 5,5 years. The distinctive features of the development of thought processes in preschoolers with general speech underdevelopment in comparison with children with normal speech development have been identified and analyzed. The degree of formation of the ability to generalize and highlight significant features, build logical connections and identify cause-and-effect relationships in preschoolers has been determined. The prevailing types of thinking in preschool children have been revealed.

scholarly journals Evaluation of the adaptive potential of first-graders with normal speech development and speech disorders

2019 ◽  
Vol 14 (2) ◽  
pp. 345-351
Author(s):  
Voloshina Ludmila Nikolaevna ◽  
Lyudmila K. Buslovskaya ◽  
Alexey Ju. Kovtunenko ◽  
Victoria К. Klimova ◽  
Yulia P. Ryzhkova
Keyword(s):  
Physical Activity ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Physical Development ◽  
Speech Disorders ◽  
Speech Development ◽  
The Body ◽  
Adaptive Potential ◽  
Somatic Health ◽  
Normal Speech

The modern Russian school is focused on the active socialization and individualization of children with disabilities. Inclusive education determines the possibility of teaching children with disabilities varying severity in the conditions of primary general education, outside correctional classes. This situation dictates the need to study and assess the adaptation of children with disabilities to learning in a new social role - the role of the student. Psychophysiological adaptation is an important condition for the preservation and strengthening of students' health. Accordingly, the control of the adaptation processes of the body, the state of health, the level and harmony of physical development is a prerequisite for the development of a system for diagnosing and correcting maladaptive states. The objective of our research was to evaluate and compare the results of the study of physical development, somatic health, and adaptive capabilities of younger students with normal speech development and speech disorders during entering the school. The physical development of students was assessed using the somatometric, somatoscopic, and physiometric methods. The adaptive potential of the body was measured by R.M. Baevsky’s method. Somatic health levels were determined by Apanasenko’s method. Speech development was evaluated according to the test method for diagnosing oral speech by Fotekova, attitude to school and emotional background - by  Orekhova’s test. Based on the analysis of the results of this examination, the students were divided into 2 groups: #1 - with normal speech development, #2 - with speech disorder. It was established that physical development in 67% of younger schoolchildren with normal speech development and 75% with speech disorders is either disharmonious or sharply disharmonious. Somatic health levels in 73% of primary school students are low, 21% are below average, the process of adaptation of children to new living conditions is characterized by the stress of physiological mechanisms and is often carried out at the expense of functional reserves, which is especially typical of children with speech disorders. Disproportionate physical development, low level of somatic health and unfavorable adaptation are caused, apparently, by a number of factors, the first of which is the lack of physical activity of children..         Keywords: adaptative potential, physical activity, misadaptation, health, stress, body functionality, inclusive education, speech disorders, elementary school;

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