scholarly journals Development of lexical skillsin children with speech disorders and their principles

2020 ◽  
Vol 25 (3) ◽  
pp. 67-73
Author(s):  
S Turmakhanova ◽  
◽  
G Tanabayeva
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
Children With Disabilities ◽  
Speech Disorders ◽  
Speech Development ◽  
Educational Materials ◽  
Learning Methods ◽  
Close Relationship ◽  
Lexical Skills ◽  
Theoretical Foundations

The article discusses the theoretical foundations and ways of developing lexical skills and abilities of children with speech disorders. We considered effective methods for developing speech skills in children with disabilities. Defining learning methods by source of knowledge we studied the close relationship with their grouping by type of knowledge. In order to enrich the vocabulary of children with speech disorders, each teacher should pay special attention to the following processes of speech development in Kazakh language lessons. These are: the ability to correctly use a word in its meaning; the ability to correctly give a written game; the ability to use keywords. Depending on the features of language proficiency, the ability to use language tools for communication purposes, to improve the level of skills and abilities of language development, are considered on the basis of known language systems, language structures and language units, educational materials at school.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

scholarly journals Diagnostics of the Parameters of the Syllaborhythmic Speech Structure in Pre-School Children with Complex Disoders

2021 ◽  
Vol 6 ◽  
pp. 359-376
Author(s):  
Nataliia Babych ◽  
Kateryna Tychyna
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Structural Complexity ◽  
Multiple Disabilities ◽  
Rhythmic Movement ◽  
Speech Disorders ◽  
Speech Development ◽  
Targeted Interventions ◽  
Diagnostic Unit ◽  
Sensory Motor

A child’s language development is one of the main factors of the personal formation. The level of personal development determines the formation of social and cognitive skills in children. Speech development disorders, in particular mastering of syntagmatic constructions with different structural complexity, complicates children’s communication with peers and adults and impedes written language development. The purpose of this study is to examine the basic parameters of the compositional rhythmic speech structure (movement, rhythm and space) and to determine its development level in preschool children with multiple disabilities (disabilities in sensory, motor and speech systems). In order to examine these parameters a special technique consisting of four diagnostic units (“rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” and “complex rhythm of speech”) was developed. First, an empirical study for each diagnostic unit was conducted, and the findings suggested that majority of preschool children with sensory, motor and speech disorders have underveloped compositional structure of speech, which requires further targeted interventions. The study found that preschool children with multiple disabilities have a reduced ability to pronounce words with different structural complexity, impaired perception of lexical units and a disturbed ability to perform dynamic and rhythmic serial movements, which indicates an insufficient level of motor, rhythmic and spatial skills development. Then, a correlation analysis was performed, the results of which indicate that the diagnostic units – “rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” – are inextricably linked. When the skills assessed by the above-mentioned diagnostic units are developed, the skills, assessed by the “Complex rhythm of speech” diagnostic unit can begin their development as well. Determination of the child’s functioning level in each diagnostic unit will allow describing the effective strategies to influence parameters of compositional rhythmic speech in children with multiple disabilities based on potential capabilities and their maximal implementation in the speech therapy process.

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;

Round Table Discussion

PEDIATRICS ◽  
1952 ◽  
Vol 9 (3) ◽  
pp. 343-355
Author(s):  
HARLAN BLOOMER ◽  
CHARLES STROTHER ◽  
BURTIS B. BREESE ◽  
A. L. GLEASON
Keyword(s):  
Round Table ◽  
Speech Disorders ◽  
Child Growth ◽  
Speech Pathology ◽  
Round Table Discussion ◽  
General Plan ◽  
Close Relationship ◽  
The Individual ◽  
General Aspects ◽  
The University

Chairman Bloomer: In leading this round table I have with me Dr. Charles Strother, Professor of Clinical Psychology in the College of Medicine of the University of Washington at Seattle. I am from the University of Michigan Speech Clinic in Ann Arbor. We are very glad to be with you at this round table because it suggests the close relationship between the fields of speech pathology and pediatrics. We come to the American Academy of Pediatrics as representatives of the American Speech and Hearing Association which is the national organization for professional people interested in the study of speech disorders, their causes and their methods of treatment. Perhaps you are familiar with the official publication of the Association, the Journal of Speech and Hearing Disorders. We bring you greetings from the Association. I think you may be interested in a brief outline of our general plan of discussion for the afternoon. The first part of our discussion will review the importance of a knowledge of speech disorders to specialists in pediatrics. Next we shall discuss in some detail the nature of these disorders and the etiologic factors which are frequently encountered, and then we shall suggest methods for handling the speech problems which the individual child may present. We shall be glad to have your participation, your questions, and your comments at any time during our discussion. We feel that this subject is particularly timely because of the steadily increasing interest of pediatricians in the general aspects of child growth and development rather than in only the medical care of children.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

scholarly journals Features of mathematical concepts formation at school students on the basis of bilingual education

2017 ◽  
Vol 6 (1) ◽  
pp. 219-225
Author(s):  
Natalia Ivanovna Spiridonova
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Speech Development ◽  
Educational Process ◽  
Russian Language ◽  
Educational Materials ◽  
School Students ◽  
Mathematical Concepts ◽  
Primary Means ◽  
The Republic

The paper deals with mathematical concepts formation at students on the basis of bilingual education. It describes the results of experimental work, including the questioning of students and teachers, aimed at identifying preferences of native or the Russian language as the language of instruction, screening efforts to identify the level of mathematical language learning at pupils of 5-6 classes on the basis of the two languages. As a result of psycho-pedagogical and educational materials and dissertations analysis the author describes peculiarities of bilingual educational process aimed at mathematical concepts formation in educational institutions of the Republic of Sakha (Yakutia). This process takes place in stages and is implemented through the combined action. The author concludes that the primary means of performing steps corresponding to the steps of mathematical concepts formation can be bilingual didactic complex, aimed at concepts formation and pupils mathematical speech development. The findings of the study can be used as the basis for designing a technique of mathematical concepts formation in terms of bilingualism, for educational materials creation, as well as used by school teachers with native language training.

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 Cognitive phenotype in neurofibromatosis type 1

Engrami ◽  
2020 ◽  
Vol 42 (2) ◽  
pp. 69-79
Author(s):  
Jelena Todorović ◽  
Dragan Pavlović ◽  
Mirna Zelić ◽  
Lana Jerkić
Keyword(s):  
Executive Functions ◽  
Genetic Disorders ◽  
Neurofibromatosis Type ◽  
Speech Disorders ◽  
Speech Development ◽  
High Rate ◽  
Planning Problem ◽  
Preschool Period ◽  
Visuospatial Perception

Neurofibromatoses are a set of different genetic disorders that have a common characteristic of the appearance of nervous system tumors. There are three forms of the disease, of which type 1 neurofibromatosis (NF 1) is the most common. NF 1 is an inherited autosomal-dominant disease, with a high rate of new mutations. In addition to the many physical manifestations and complications that occur in persons with NF 1, there are also numerous cognitive difficulties, including lower general intellectual functioning, learning difficulties, but also problems in attention, visual abilities, executive functions, and speech. Attention disorders are up to three times more common in people with NF 1, while learning disabilities are present in more than half of these subjects. Disturbances in the field of visuospatial perception are recognisable even in the preschool period. About 80% of children with NF1 exhibit various speech and language disorders: slow early speech development, slower vocabulary enrichment, syntactic, semantic and phonological speech disorders. Disruption of executive functions will manifest itself in the areas of working memory, organisation, planning / problem solving. This will reflect as the underperformance in academic achievement. Nearly one-third of these persons have emotional and social problems.

scholarly journals IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Erika Rufaidah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Skills ◽  
Role Playing ◽  
Social Emotional ◽  
Improvement Strategy ◽  
Learning Methods ◽  
Planning Strategy ◽  
Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed  is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

Give Them a Chance to Talk

PEDIATRICS ◽  
1949 ◽  
Vol 3 (6) ◽  
pp. 869-870
Author(s):  
RUTH W. METRAUX ◽  
CATHERINE S. AMATRUDA
Keyword(s):  
Cerebral Palsy ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Speech Therapist ◽  
The Common ◽  
Sound Discrimination ◽  
Detailed Outline

This is a small cardboard covered handbook in photo-offset print, designed mainly for the speech therapist working with children handicapped by cerebral palsy. It contains a brief description of cerebral palsy (athetoid, spastic and ataxic), classification and description of the common speech disorders, an outline of the sequences of speech development together with a guide to the assessment of speech (articulatory) maturity, and a description of speech and sound discrimination tests. A detailed outline of the methods of speech therapy used in the athetoid, the spastic, and the ataxic child follows.

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