scholarly journals Sound-syllabic structure of speech formation specificities of children with general underdevelopment of speech

2019 ◽  
pp. 58-62
Author(s):  
Anzhela Rashidovna Fomina ◽  
Emma Arslanovna Azhumarova
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Qualitative Description ◽  
Primary School Children ◽  
Syllabic Structure ◽  
Speech Motor ◽  
Speech Therapists

The article deals with the features of underdevelopment of speech of 1–4 level of preschool and primary school children in terms of the formation of sound-syllabic structure. The quantitative and qualitative description of characteristic errors and shortcomings in speech of children with General underdevelopment of speech (motor alalia, dysarthria, rhinolalia), the influence of insufficiency of mastering the sound-syllabic structure on the formation of writing is given. The authors rely on the results of modern research of scientists in the field of speech therapy: Titova T.A., Levina R. E., Filicheva T.B., Markova A.K., Usanova O.N.  Materials of the article can be used by speech therapists and teachers in the analysis and classification of identified speech disorders of children with underdevelopment of speech in the field of sound-syllabic structure.

scholarly journals Speech behavior of bilingual primary school children in a multinational region

2021 ◽  
Vol 103 ◽  
pp. 01047
Author(s):  
Nonna N. Murovanaya ◽  
Yulia Y. Kurbangalieva ◽  
Tatiana N. Korenyakina ◽  
Bella V. Rykova ◽  
Nailya I. Abdullaeva
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Russian Language ◽  
Primary School Children ◽  
Bilingual Children ◽  
Characteristic Type ◽  
New Information ◽  
The Republic

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.

scholarly journals Interactive game as a means of preventing dysgraphy in primary school children with mental retardation

2021 ◽  
Author(s):  
Ekaterina V. Usenkova ◽  
◽  
Alina S. Yakovleva ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Primary School Children ◽  
School Age ◽  
Interactive Game ◽  
Important Link ◽  
Primary School Age ◽  
Interactive Play

The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.

scholarly journals READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS

2019 ◽  
Vol 2 ◽  
pp. 114
Author(s):  
Daina Petrova
Keyword(s):  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Mental Development ◽  
Primary School Children ◽  
School Age Children ◽  
Didactic Material ◽  
Intensive Reading ◽  
Primary School Age ◽  
Reading Teaching

The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.

scholarly journals Development of intellectual and creative abilities as a pedagogical phenomenon

2021 ◽  
Vol 18 (4) ◽  
pp. 115-128
Author(s):  
Yuliana Y. Yumashina
Keyword(s):  
Primary School ◽  
School Children ◽  
Divergent Thinking ◽  
Research Problem ◽  
Speech Disorders ◽  
Primary School Children ◽  
Creative Development ◽  
Study Objective ◽  
Main Components ◽  
Objective Indicators

The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

scholarly journals Improving effectiveness of scoliotic posture prevention and correction in primary school children

2021 ◽  
Vol 97 ◽  
pp. 01032
Author(s):  
Artem Moment ◽  
Denis Semyonov ◽  
Elena Karpenko ◽  
Irina Kolbasova ◽  
Lena Rubenkova ◽  
...  
Keyword(s):  
Early Diagnosis ◽  
Primary School ◽  
School Children ◽  
Theory And Practice ◽  
Primary School Children ◽  
Physical Culture ◽  
Primary School Students ◽  
School Students ◽  
Fitness Training

For several decades the problem of prevention and correction of posture disorders in primary school children has not lost its relevance. Statistics show that 68-94 % of primary school students have posture disorders. A special place in the classification of posture disorders is occupied by a scoliotic posture. Such a statement indicates that health improving physical education does not fully solve the tasks assigned to it. Analysis of literature sources allowed us to establish two main reasons for the low effectiveness of prevention and correction of scoliotic posture in primary school children. The first reason relates to the low effectiveness of early diagnosis scoliotic posture, and the second reason is low overage of the aspects of the problem, revealing the model of periodization of fitness training with the children in the theory and practice of physical culture. The results of previous studies have allowed us to suggest ways to improve the effectiveness of prevention and correction of scoliotic posture in primary school children, namely: to expand the range of traditional methods of early diagnosis of scoliotic posture through motor and postural diagnostics; to use a nonlinear model of periodization of physical activity to create optimal conditions for leveling muscle imbalance and the formation of rational motor automatisms and patterns in the context of health training.

scholarly journals Developing Writing Self-Check of Primary School Children in Inclusive Education Context

2021 ◽  
Vol 35 ◽  
pp. 84-96
Author(s):  
I. J. Murashova ◽  
◽  
E. A. Serebrennikova ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Speech Disorders ◽  
Speech Development ◽  
Primary School Children ◽  
Speech Pathology ◽  
Education Curriculum ◽  
General Education Curriculum

Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

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