Correctional and educational work with children with different level speech development, is carried out in special groups for children with general speech underdevelopment. According to the “Model Regulations on Preschool Institutions for Children with Speech Impairments,” these groups include:

a) children with the first level of speech development starting from the age of 3 with a period of study of 3 - 4 years;

b) children with level II of speech development starting from the age of 4 with a period of study of 3 years;

c) children with the III level of speech development starting from 4 - 5 years of age with a training period of 2 years.

Classes are conducted with subgroups and individually.

The formation of oral speech in children is based on learning to compose sentences of different types.

The sequence of assimilation of sentence structures and grammatical forms is determined by how speech develops normally. Educational material, the methodological techniques of each stage of work provide for gradual complication, but with mandatory reliance on what the child has already formed spontaneously or as a result of the previous speech therapy work.

Taking into account the age and characterological characteristics of speechless children, pronounced speech negativism, reduced emotional activity, it is necessary from the very first lessons to create in the child a good mood, a desire to “play” (study) with a speech therapist, to actively contact him. The success of the first steps is largely determined by the extent to which the speech therapist can interest the child, organize a situation that is exciting for him, and create an incentive for him to follow. When working with children with level I speech development, the main tasks are the following:

1. Development of speech understanding.

2. Development of active imitative activity in the form of pronunciation of any sound combinations.

3. Development of attention and memory.

From the very first lessons, variants of various exercises are used, aimed primarily at developing the child’s active attention, the ability to listen attentively to speech addressed to him, and perform tasks based on verbal structures. At the same time, the meanings of a number of words are clarified - names of objects, actions, signs. It is important that the subject vocabulary is specific, and the actions are visual and easy to demonstrate.

Appeals to children should be in the form of incentive and interrogative sentences, which should contain the same words in different grammatical forms. Such exercises are carried out in game form with extensive use of a visual situation, while an action response is allowed. For example: “Dunno came to visit us. He is looking for his friends. Who will help him find the dog Druzhka, the fox Alice, Puss in Boots? Show who has the dog Druzhok, where is the fox Alice. Who found Puss in Boots? Etc.

Sections: Working with preschoolers

Based on a thorough study of the speech development of children of the fifth year of life, classified as level III, a system of their upbringing and training in a special speech therapy group has been developed. Speech therapy classes are the main form of correctional education and are intended for the systematic development of all components of speech.

Based on the results of the survey, we developed special classes with experimental techniques for their implementation, which were divided into two types depending on the specific correctional tasks:

1. Classes on the formation of lexical and grammatical means of the language and the development of coherent speech. They include: understanding speech, developing a vocabulary, grammatically correct speech, and developing coherent speech.
2. Classes on the formation of the sound side of speech. They are based on: the development of phonemic hearing, clarification of the correct pronunciation of sounds found in expressive speech - consonants of early ontogenesis - P, B, M, T, D, N, F, K and vowel sounds - A, U, O, I.; on staging missing sounds; strengthening the skills of clearly reproducing 3-4 complex words of varying sound content; automation of delivered sounds in syllables, words, accessible phrases.

The guiding principle in the classroom is a person-centered approach to each child. The lesson blocks: “Development of phonemic perception” and “Formation of sound pronunciation and syllabic structure of words” included a series of progressively more complex games using the “Zaitsev’s Cubes” method, the purpose of which was:

• fostering stability of attention in each child in relation to various stimuli (first non-verbal and then verbal),
• development of phonemic hearing,
• developing correct articulation of the speech apparatus,
• development of correct speech breathing,
• prevention of dysgraphia and dyslexia in children.

Corrective activities include game exercises aimed at isolating and differentiating individual noises, non-speech sounds: tapping, patting, rustling paper, creaking doors, sounds of a tambourine, sounds of a glockenspiel, sounds of a piano, sounds of an accordion, sounds of cubes (iron, wooden, gold) and tables ON THE. Zaitsev with singing syllables to a tape recording. The Zaitsev's Cubes method is a complete relaxation of posture and behavior, so necessary for a small child, plus a constantly changing interesting game situation, elements of competition, and the joy of quick achievements. Persistent positive emotions are an excellent background for normalizing and activating all functional systems of the child’s body; this is the right path to health. The painful influence of persistent negative emotions has been proven not only on the nervous system, but also on other important systems of a child’s life – digestive, cardiovascular, and excretory. Another group of health-improving factors is the rhythm of activity. It manifests itself in the “warehouse” principle of learning, and in the rhythmic presentation of sound stimuli by the teacher, and in the rhythmic motor responses of children, and in motor-emotional accents dosed according to a certain rule, and in the rhythmic movements of the child’s hand (swinging cubes) for identification “ iron", "wooden", "gold". Rhythms, synchronizing neuropsychological processes, seem to “sway” the brain and promote a kind of functional resonance, facilitating perception and activity. This important means of the nervous system is especially useful when teaching children with various developmental defects.

(Application .Picture 1) Speech therapy subgroup lesson in the senior group with sounding cubes according to the method of Zaitsev N.A.

The “Cubes” method is also effective when working with mental retardation and in many other cases of delayed development of a child’s psyche. Thanks to the “Cubes”, speech deficiencies are corrected much faster, children with mental retardation, mental retardation, and cerebral palsy learn to read and are rehabilitated by the age of 5-6 years. “Cubes” help the hard of hearing and the deaf. Bringing speech to autistic children. And another important advantage of N.A.’s teaching methods. Zaitsev is the formation of correct posture, a high level of general motor activity, improved diction, correct gaze fixation and many other factors associated with the possibility of active emancipation of the child’s individual abilities. The cubes vary in color: “gold”, “iron”, “wooden”, white-green, one gray-brown-white-green, one white-brown. The cubes are different in volume: large and small, large and small double, as if glued to each other - two-story. The cubes are filled so that they also differ in the sound heard when they are shaken. Deaf, hard of hearing and visually impaired children have a higher ability to distinguish by weight, vibration, and smell. You can work with greater reliance on these sensations. The “golden” cubes are filled with rings cut from a copper tube. The “iron” cubes contain balls from bearings or nuts. The beans rattle well in the “wooden” cubes. The child “hears” the cubes with his fingers, distinguishes by weight and volume so easily that he can sort them into types even with his eyes closed. “Golden,” “iron,” and “wooden” cubes are also given different scents by lightly spraying them with cologne or perfume.

“Iron” cubes are for voiced warehouses, “wooden” ones are for deaf ones. Cubes with warehouses for vowels are “golden”. The presence of large (for hard words) and small cubes (for soft words) reflects, in contrast to voicedness-voicelessness, another important acoustic characteristic of Russian speech: its two-volume, two-tone quality, i.e., the pronunciation of hard words with a large, and soft words with smaller resonator volume. Zaitsev, like no one else, understood that the abstract-logical underdevelopment of a child’s brain is compensated by the unprecedented power of perception of impulses coming from tactility, vision, hearing, smell, and intuition. Having found methodological solutions that are so necessary for the child’s development, basing his cognitive activity on play, N. A. Zaitsev demands from an adult an internal readiness for a rather difficult, intellectually and physically intense activity. Zaitsev's game will be a game only for a child. For an adult, it’s a fairly strict system of techniques, recommendations and requirements, but the kids sing, jump, run, clap their hands and somehow, by the way, learn to read. The set contains 52 cardboards that can be easily assembled into cubes and tables. The cubes and tables are presented all at once, with all the cubes at once, and we begin to operate, adding words, writing them with a pointer on the table, from the first lessons. Warehouses are depicted on cubes and tables. Everyone knows the problem: he knows the letters, but cannot read. We don’t teach letters, we teach them straight away! It is from warehouses that we compose words, from warehouses we read them. There is a connection between phonetics and grammar and spelling in cubes and tables, for example, LIVE, SEW, ZHENYA NECK, CHAIN ​​CUP, PLATFORM, I WANT, LOOKING, PIKE, etc. in cubes or according to tables through zhy-shy zhe-she-tse, Well, there’s no way to write it, except in the most inconvenient, irrational way. “Berries” are on the “golden” cubes and in the tables.

Tables and cubes... sing! Learning to read with singing turned out to be more effective, fun, and interesting for all children. Some children can only be reached through singing. There have been such cases: he was silent for five, even ten years - then he began to sing, began to read and... spoke! You can accompany singing with clapping, stamping, dance movements, hitting a tambourine, etc. - the result will be even better.

There are 14 songs in the recording: from the first to the seventh - for table 1; from eighth to eleventh – for table 2; chants 12, 13, 14 are alphabetical, the “words” for them are in table 3. Each of the chants in combination with tables is a matrix in which in the expected place at the expected time you get the expected result. We see, we hear, we move our eyes from cell to cell, first following the pointer moved by the teacher, then, having strengthened the skills of fixation and shifting our gaze, we easily track on our own. Eye muscle training? Not only. Let us recall the conjecture of the great I.M. Sechenov: “All the infinite variety of manifestations of brain activity is finally reduced to just one phenomenon - muscle movement.” Subsequent studies confirmed the integrative-circular connection of muscle fibers with the central nervous system, carried out using a system that is directly related not only to the motor part of the muscles, but also to the sensory part. Pronouncing and singing words in this order is the most rational from the point of view of a number of phoneticians, phonopedists, and vocal teachers, since this is where the development of the voice takes place. The following toponymy is used in the classes: the city of Letters, the vowel area, the consonant area, Hard Commands street, Soft commands street, Most Sound street, Voiced street, Deaf street, Bezzvnykh dead end, Unpaired lane, Vowel area, Evil Error dungeon, Goldilocks castle, country Living Words and a wonderful place called Zvukoman. Characters: gnomes, dwarfs, giants (Evil Zvukomor, Ugomon, Usik, Krasa, Malek, Gloomy, Zol, Gloomy, Nasty, Rodent, Biter, Gloom, Quack, Memeka, Eider, Igogo, Fang, Purr, Gnaw, Kakli); kings, queens, princes, princesses, fairies, children (Manya, Nana, Aman, Nyura, Irene, Norman, Zina, Lisa Irma, Arom, Erna, Miron, Mary, etc.

In the block of lessons “Formation of coherent speech” used various sentence structures, developed skills in composing 2- and 3-word sentences. In classes on the formation of coherent speech, graphic modeling was used, based on the methodological instructions of the following authors: V.P. Glukhova, Yu.F. Gargushi, I.Yu. Kondratenko, S.V. Boykov, TRIZ system.

Target: work on the structure of the phrase, its grammatical and intonation design. Teach children to listen and understand short stories and incorporate practiced grammatical structures into coherent speech. Finding something in common that unites various objects and phenomena, establishing relationships between these objects.

Subject: A simple common saying.

Goals:

• learn to use a simple common saying,
• practical mastery of the accusative case form without a preposition. The task uses graphic sentence diagrams:

Sasha bought a jacket. Dasha bought a skirt. Etc. ( Application .Figure 2)

The same for verbs: stands, lies, walks, sleeps. The naming of the action is accompanied by a demonstration of the action of presenting its graphic symbol.

Subject: Word formation.

Target: learn to form nouns using diminutive suffixes.

Symbols depicting a grandmother and granddaughter: ( Application .Figure 3)

Subject: Development of coherent speech.

Target: Application .Figure 4)

Subject: Drawing up a graphic plan for a story on the theme: “Autumn.”

Target: teach a short retelling based on a diagram. ( Application .Figure 5)

1. Sun. (The sun is shining.)
2. Rain. (It rains often.)
3. Leaves. (The leaves on the trees change color.) L. Hedgehog. (Animals are preparing for winter.)
5. Birds. (Birds fly away to warmer climes.)
6. Carrot, apple. (People harvest vegetables and fruits)

Subject: Drawing up a graphic plan for a story on the topic: “Wild Animals.”

Target: Teach a short retelling based on the diagram. ( Application .Figure 6)

The task of including visual models in the learning process is facilitated by:

• strengthening understanding of the meanings of parts of speech and grammatical categories;
• development of understanding of logical-grammatical structures and holistic speech utterances;
• the efficiency of the process of forming a coherent speech utterance in children with general speech underdevelopment increases.

Many preschool teaching methods are based on the use of visual models. A method of teaching preschoolers literacy, developed by D.B. Elkonin and L.E. Zhurova, involves the construction and use of a visual model (diagram) of the sound composition of a word. A number of authors Yu.F. Garkusha, N.M. Vetrova, E.L. Ageeva, L.I., Tsekhanskaya, attaches great importance the formation of ideas about logical relationships, the formation of graphic modeling in productive activities of preschool children both with normally developed speech and children with speech pathology. At the beginning of learning how to write a descriptive story, the visual model includes a number of diagrams that guide children to name the main features of the object being described. For example, in the task “Describe vegetables and fruits”, diagrams direct the child’s attention to the designation of the shape, color, smell, juiciness, taste of the described vegetables or fruits. In subsequent lessons, the teacher teaches children to describe an object based on models that include a number of visual supports that remind each child of the sequence and nature of the parts that should make up the story. For example, in the task “Tell about a pet,” the visual model of the story-description includes the following stylized images: “mirror” - the appearance of the animal; “person” – what benefit does an animal bring to a person; “pan” – what the animal eats; “house” – where it lives; “stroller” - what the babies are called; “ear” - how an animal makes its voice. During the storytelling process, the speech therapist uses additional supports to help the child determine the sequence of presentation of individual parts of the story (for example, when describing appearance animal). Gradually, children learn to plan their statements and describe objects without the help of visual supports.

To develop communication skills in children, we chose the variable basic program “Origins”. The innovative development of this program is that: working in microgroups, children learn to communicate and think, since it involves generalization of objects, referring to the words of L.S. Vygotsky: “Communication involves generalization and development of verbal meaning.”

Classes begin with dividing children into teams. Effective teams don't just happen; they are created on purpose. In all models, the teacher (speech therapist, educator) manages the creation of the team and accompanies its formation and development. The team formation model includes several stages.

Stage I in the formation of the team- getting to know each other. This is not about formal acquaintance, but about setting a common goal for the team, principles and rules for realizing this goal; determining your place in achieving the team’s goals; and the roles of each participant. The main feature of this stage is “awareness”. Awareness of your membership in the team, awareness of team goals and objectives.

Stage II. Conflict. This is the “storm” stage of team development and one of the most difficult. The exchange of opinions inevitably leads to polarization of different points of view and resistance from individual team members. Communication difficulties arise between team members; emotions that were initially hidden spill out. The role of the teacher is to help the team overcome this crisis both in terms of developing relationships in the team, distributing roles, and in terms of clarifying everyone’s positions and clarifying team tasks.

Stage III. Cooperation. The main distinguishing feature of this stage is the development of cooperation, and the main goal is to create a favorable microclimate in the team’s work. This is the most productive stage in the team’s work. Team members begin to understand that its success becomes possible only by combining the individual capabilities of everyone. The team has succeeded!

Stage IV. Productive work. The very name of the stage emphasizes that the most effective stage of a team’s work is the stage of achieving real results. The teacher’s task is to develop reflective and creative activities among team members. This stage is not possible without self-analysis of the steps taken, without assessing the results obtained in comparison with the assigned tasks, and the ways of their implementation. The effectiveness of a team depends on many interrelated factors. These include clearly formulated, realistic goals, a good microclimate in the team, and the psychological compatibility of its members. But, above all, it is effective management of the team as an integral group of like-minded people.

The model of team formation has great variability. We form teams through certain tasks: on the speech therapist’s table there are pictures for generalizing objects (these can be “Vegetables”, “Fruits”, “Animals” or any others depending on the lexical topic), and on the children’s tables there are also pictures with generalization. Children take any picture and are distributed in the direction where the generalizing element is located.

The following individual speech therapy classes on the formation of the sound aspect of speech in children with general speech underdevelopment of level III, caused by natal pathology, and with general speech underdevelopment of level III, caused by an erased form of dysarthria with the use of educational games by Voskobovich V.V. (game “Reader”, “Folds”). The purpose of these games is to develop reading skills for preschoolers.

(Application .Figures 7 – 9)

When you bend the corners along the dotted line, you get different words. These squares can be used to create various shapes and, at the same time, words, both meaningful and funny. The “Folds” card can be both sung and read by children, then the card is combined with the “Nakhlobushka”. In the cover, cuts are made along the dotted line from the scissors to the dots, then the “cover cover” is put on the “Folds” card so that the column of the warehouse song is visible in the window. If the name “Nakhlobushka” and the upper warehouse in the window do not match, then this “Nakhlobushka” is someone else’s. In this case, the words to read can be both meaningful and “funny” (abracadabra).

Thus, specially organized and developed by us speech therapy classes with experimental techniques for their implementation help reduce the severity of speech disorders in children with general speech underdevelopment. We see confirmation of our hypothesis after the positive results of examining children for PMPK.

Bibliography.

1. Basic child development program for preschoolers “Origins”. Center "Preschool Childhood" named after. A.V. Zaporozhets. – M: 2001. – Publishing house “Karapuz”, 303 p.
2.Boykova S.V. Development of vocabulary and grammatical structure of speech in preschoolers: card index of tasks with more complexity. – St. Petersburg: KARO, 2005, 100 p.
3. Voskobovich V.V. Musical illustrated manual for teaching children early reading “Folds”. LLC "Initex LTD Co", 1992.
4. Glukhov V.P. From the experience of speech therapy work on the formation of coherent speech in preschool-age children with special needs development skills in storytelling classes. Journal: “Defectology”, 1994, No. 4, p. 63 – 69.
5. Glukhov V.P. On the formation of coherent descriptive speech in older preschoolers with general speech underdevelopment. Magazine. “Defectology”, 1990, No. 6, pp. 63 – 69.
6. Zaitsev N.A. Letter. Reading. Check. – St. Petersburg: Lan, 2000. – 224 p.
7. Correctional pedagogical work in preschool institutions for children with speech disorders. Toolkit. (Edited by Garkusha Yu. F.) – M.: Sekachev V. Yu., “Center for Humanitarian Literature “RON”. 2001.–157 p.
8. Filicheva T.B., Chirkina G.V. Elimination of general speech underdevelopment in preschool children: A practical guide. – M.: Iris-press, 2004. – 224 p.

General speech underdevelopment level 2 is a severe form of speech impairment in children, which is characterized by low capabilities for independent speech production. The child expresses himself in simple phrases, but makes many verbal errors and agrammatisms. The vocabulary is poor, inflection and word formation skills are not developed, sound pronunciation and phonemic operations are severely impaired. The degree of OHP is determined using a psychological and speech therapy examination. Key priorities correctional work: improving speech perception, expanding vocabulary, forming a common phrase, developing grammatical language skills.

ICD-10

F80.1 F80.2

General information

The doctrine of speech levels in children with speech pathology was put forward in 50-60. last century, professor of speech therapy R. E. Levina. She identified three levels of speech underdevelopment: 1 – speechlessness, 2 – the appearance of common speech, 3 – extensive phrasal speech with lexico-grammatical (LG) and phonetic-phonemic (FF) errors. Thus, the second level of speech development is distinguished by higher language abilities compared to level 1 OHP. However, a low degree of proficiency in speech means (grammatical, lexical, phonetic, phonemic) requires their further development by methods of special correctional training. Later, a 4th level of speech development was added to this classification, characterized by residual signs of FF and PH underdevelopment.

Causes of level 2 OHP

Severe speech defects have a polyetiological nature. Main role Biological factors play a role in their occurrence: complications of pregnancy (preeclampsia, immunological conflict, intrauterine hypoxia), consequences of difficult childbirth (asphyxia of the newborn, birth injuries), diseases of early childhood (infections occurring with neurotoxicosis, TBI). Children with level 2 ODD are often seen by a neurologist for perinatal encephalopathy; at the age of 2-3 years they are diagnosed with delayed speech development. The speech therapy conclusion may sound like alalia, dysarthria, aphasia, rhinolalia.

In some cases, severe speech problems are not associated with early organic damage to the central nervous system. This group of poorly speaking children may exhibit educational deficiencies (communication deficit, pedagogical neglect), a hereditary predisposition to late speech development, hospitalism syndrome and other biosocial prerequisites. Often OCD becomes a consequence of a complex of various factors, when there are both cerebral disorders and unfavorable conditions for the child’s development.

Pathogenesis

With level 2 OHP, a low degree of formation of all language subsystems is noted. On the lexical level, an insufficient vocabulary base is revealed, which causes difficulties in expressing thoughts, building the syntactic structure of sentences and competent presentation. Phonetic-phonemic underdevelopment is expressed by distortion of the sound-syllable pattern of words, and the preschooler’s unpreparedness for sound analysis and synthesis. Specific mechanisms of speech underdevelopment depend on etiological factors. Thus, with perinatal organic brain lesions, speech deficit may be associated with misunderstanding of speech or the impossibility of its motor implementation. In the case of malformations of the peripheral speech organs, one’s own speech activity is primarily impaired, and secondarily – phonemic processes.

Symptoms of OHP level 2

Speech develops with a delay, the first independent phrases appear by 3-4 years or later. Sentences are short, simple, consist of 2-3 words, often denoting everyday objects and actions. Conjunctions, prepositions, and adjectives are rarely used when constructing statements. Along with the phrase, the child continues to use gestures and amorphous words. Speech understanding is significantly improved. The vocabulary is becoming more diverse, but still lags behind the age norm. With level 2 OHP, children do not know the names of body parts, colors, details of objects, or general concepts. The skills of word formation and inflection have not been developed, case forms are used incorrectly, there is no consistency between the members of the sentence, and the singular and plural are not differentiated.

The syllabic image of the word is disrupted: there is a rearrangement and shortening of syllables, and elision of consonants when they are combined. Lack of phonemic perception is manifested by the child’s inability to identify the desired sound and determine its position in a word, or select a word with a given sound. In spontaneous speech there are numerous sound pronunciation defects: confusion, distortion of phonemes, replacement of consonants (affricates, soft/hard, voiceless/voiced, hissing/whistles). The isolated sound can be pronounced normatively. Thus, with the second degree of OHP, the speech means used remain significantly distorted.

Children with speech underdevelopment, as a rule, have some deviations in the motor and mental spheres. They often exhibit unformed finger praxis, clumsiness of movements, and poor coordination. Disturbances in speech motor skills are possible due to undifferentiated articulatory postures and changes in the tone of the muscles of the speech organs. Features of the course of mental processes include a decrease in auditory-speech memory, weakness of attention, and insufficient development of verbal-logical thinking. Because of this, children are reluctant to get involved in play and learning activities, are often distracted, get tired quickly, and make a lot of mistakes when performing various kinds of tasks.

Complications

Without targeted training, children with level 2 SLD experience significant difficulties in mastering school curriculum. Against the background of underdevelopment of language components, specific disorders of school skills are formed - agrammatic dysgraphia and dyslexia. Due to poor command of phrasal speech, the child cannot fully communicate with peers and establish himself in the children's team. Children with limited speech activity are aware of and have a hard time experiencing their defect, which negatively affects their personal and mental development. Despite the primary preservation of intelligence, in the absence of timely correction of OHP, borderline intellectual failure may occur.

Diagnostics

A speech therapy examination includes a study of medical history and assessment of the condition of all components of oral speech. At the first meeting with the child and parents, the speech therapist needs to find out probable reasons speech underdevelopment, the degree of understanding and proficiency of the child’s speech, features of motor and mental development. Diagnostics of oral speech includes studying the level of formation:

• Connected speech. The child is asked to retell the text he listened to, compose a story using visual aids, and answer questions. At the same time, semantic and syntactic errors, incorrect order and connection of words in a sentence, violation of the logic and sequence of presentation are identified. Even with the help of leading questions and tips from a speech therapist, the child is not able to accurately convey the content of the story.
• Lexico-grammatical processes. When completing tasks, difficulties in selecting the right words, ignorance of geometric shapes, colors, general categories, synonyms and antonyms are noticeable. With the same amorphous word, a child can designate a whole series of objects that are similar in purpose or function. The phrase is constructed ungrammatically, with violations of agreement, incorrect changes in words in numbers and cases.
• Syllabic structure and phonetic-phonemic processes. Words that are complex in sound and syllabic composition are pronounced distorted. The number of syllables is reduced to two or three. The statements are difficult to understand due to multiple defects in sound pronunciation. In children with level 2 OSD, up to 15-20 sounds of almost all groups may be impaired. Sound analysis and synthesis tasks are not available to the child.

The second level of speech development is differentiated from other degrees of speech impairment (ONR 1 and ONR 3 levels), as well as hearing loss, systemic underdevelopment of speech in mental retardation and mental retardation. When conducting diagnostics, it is important to understand which speech pathology is the basis of OHP - the forms and methods of the correction process will depend on this.

Level 2 OHP correction

Speech therapy work should be carried out in close contact with medical specialists: pediatrician, pediatric neurologist, maxillofacial surgeon, rehabilitation specialist. Due to the underlying neurological disorder, the child should receive courses of drug therapy, therapeutic massage, and physiotherapy. With open rhinolalia, surgical correction of facial deformities (“cleft palate”, “cleft lip”) is performed. From 3-4 years of age, children are enrolled in speech therapy preschool educational institution group for 3 years of study. During this time, the child’s speech should become grammatically and phonetically correct and approach the age norm. The contents of the work include:

• Activation and expansion of vocabulary. In accordance with the program, lexical topics are studied, subject and role-playing games are conducted, and dramatizations are staged. The child is taught to name objects, signs and actions, understand general words, and spatial relationships between objects.
• Development of lexical and grammatical means. Within the framework of the direction, work is being done to develop skills in word formation, inflection, and mastery of such grammatical categories as number, case, gender. By the end of training, the child should accurately use ordinal numbers, words in the genitive, dative and instrumental cases, and answer the questions “where?”, “where?”, “whose?”, “how many?” grammatically correctly. and etc.
• Formation of phrasal and connected speech. The skills of constructing simple sentences are consolidated, and the skills of writing short stories are developed. The child learns nursery rhymes and couplets. He is taught to adequately and completely answer the questions posed and formulate them independently.
• Improving pronunciation skills. At the initial stage, work is carried out on distinguishing non-speech and speech sounds and developing articulation. For dysarthria and rhinolalia, speech therapy massage is indicated. After clarifying the correct pronunciation of preserved phonemes, work begins on the production of sounds in the sequence in which they appear in ontogenesis. Automation and differentiation are carried out according to generally accepted rules.

Prognosis and prevention

In most cases, the speech prognosis for level 2 OSD is favorable. In the process of correctional training, there is a gradual expansion of verbal activity and an increase in the level of speech development. When going to primary school children should continue to study at the school speech center, since they constitute a risk group for the development of writing and reading disorders. Primary prevention of ONR is to prevent early damage to speech centers and organs, leading to severe speech pathology. In order to prevent learning difficulties and lag in cognitive development, it is necessary to timely identify severe speech defects and their correction.

Characteristics of general speech underdevelopment and the main directions of correctional work with children with special needs development

The development of speech in ontogenesis involves the development of the richest vocabulary language, mastery of language laws and norms native language, their practical application, the ability to use the learned material, coherently, consistently convey the content of the text or independently compose a coherent text. To fully master coherent speech, a sufficient level of speech and intellectual development is required.

The formation of coherent speech in children becomes many times more complicated if there is a general underdevelopment of speech. An obstacle to the successful formation of coherent speech is a violation of all components of the speech system. In this case, children experience difficulties in semantic programming and linguistic design of a coherent utterance, and shortcomings in the formation of logical-semantic and formal-grammatical operations for producing a coherent utterance.

Various speech disorders, to one degree or another, negatively affect the entire mental development of the child and affect his activities and behavior. Severe speech impairments can affect mental development, especially the formation of higher levels of cognitive activity. Limited verbal communication can negatively affect the formation of a child’s personality, cause mental layers, specific features of the emotional-volitional sphere, and contribute to the development of negative character traits (shyness, indecisiveness, isolation, negativism, feelings of inferiority).

Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.

With normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed.

General speech underdevelopment (GSD) is a complex speech disorder in which children with normal hearing and primary intact intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation. These manifestations together indicate a systemic disorder of all components of speech activity.

General underdevelopment of speech has varying degrees of severity from the complete absence of speech means of communication to extensive forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

At the first level of speech development, children completely lack verbal means of communication, although facial and gestural speech is relatively preserved. Children at this level use mainly babbling words, onomatopoeia, individual nouns and verbs of everyday content, and fragments of babbling sentences, the sound design of which is blurry, unclear and extremely unstable, to communicate. Most often, words are ambiguous. The differentiated designation of objects and actions is replaced by the name of objects and vice versa. Speech lacks morphological elements to convey grammatical relations. Characteristic feature The first level of speech development is the absence of grammatical connections between words and morphological elements to convey grammatical relations, the use of one-word sentences. A child’s speech is understandable only in a specific situation and cannot serve as a means of full communication.

The passive vocabulary of children at the first level of speech development is much wider than the active one. This creates the impression that children understand everything, but cannot say anything themselves.

Despite the fact that children's passive vocabulary is wider than their active one, speech understanding remains limited compared to healthy children the same age. Particular difficulties arise in understanding the meaning of grammatical changes in words. Children do not distinguish between the forms of singular and plural nouns, past tense verbs, feminine and masculine forms, do not understand the meaning of prepositions. Sound pronunciation is characterized by uncertainty. The phonetic composition of the words used is limited to the sounds of early ontogenesis of speech, there are no sounds that require an upper rise of the tongue, there is no consonant cluster, and the rhythmic-syllabic structure of words is distorted.

Low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the life around them.

The second level of speech development (according to R.E. Levina) indicates increased speech activity in children. The beginnings of common speech are marked by the fact that, in addition to gestures and babbling words, distorted but fairly constant common words appear. Phrasal speech, which appears at this level, differs from the normative phrase phonetically and grammatically. The vocabulary is becoming more diverse, but remains limited in quality and quantity. Children do not know the names of the color of an object, its shape, size, and replace words with similar meanings. Spontaneous speech of children is characterized by the presence of diverse means of communication, including the following lexical and grammatical categories of words: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. The pronounced agrammatism characteristic of this level makes it difficult to understand speech. It remains incomplete, because Many grammatical forms are not sufficiently differentiated by children. At this level of development, children begin to use some prepositions that they use incorrectly: they are confused in meaning or omitted altogether. Conjunctions and particles are rarely used. Children's statements are usually poor and primitive; the child is limited to listing directly perceived objects and actions. Words are often used in a narrow sense, the level of verbal generalization is very low. The same word can be used to name many objects that are similar in shape, purpose or other characteristics.

The sound-pronunciation side of speech remains unformed. The most characteristic features during this period are the replacement of some sounds with others and the mixing of sounds. The pronunciation of whistling, hissing, and affricates is impaired. One of the common and specific defects remains difficulty in mastering the syllabic structure of words. Children are characterized by impaired auditory differentiation of sounds both within the main phonetic groups and sounds of different phonetic groups, which indicates a lack of phonemic perception and unpreparedness to master sound analysis and synthesis.

Children with the third level of speech development have developed phrasal everyday speech without lexico-grammatical and phonetic insufficiency, but there is inaccurate knowledge and use of many words and a number of grammatical forms and categories of language are not fully formed. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. Often they replace the desired word with another one of similar meaning. Children with this level of speech development are characterized by impaired auditory differentiation of sounds. There are difficulties in phonemic analysis and synthesis, and a violation of the syllabic structure of the word.

Although children use extensive phrasal speech, they experience great difficulty in composing sentences independently. The lack of formation of the grammatical structure of speech is manifested in the incorrect use of prepositional-case constructions. Children often miss prepositions or don't use them at all. Almost all children have deviations when using the nominative and genitive plural forms of some nouns (windows-windows, chairs-chairs) in speech. Errors are often made in the use of phrases that include cardinal numerals (five chairs). Children with the third level of speech development exhibit undeveloped word formation skills. Against this background, there is inaccurate knowledge and use of many words. Children's coherent speech is characterized by a lack of clarity and consistency of presentation.

According to N.S. Filicheva, a description of such a speech defect as general speech underdevelopment would be incomplete without characterizing the additional fourth level of speech development. This includes children with mildly expressed impairments in vocabulary, phonetics, and grammar. These violations more often appear during a detailed examination, when performing specially selected tasks. Children assigned to the fourth level make, at first glance, a rather favorable impression: they do not have gross violations of sound pronunciation, but only insufficient differentiation of sounds. The peculiarity of the violation of the syllabic structure of the word in these children is that, while understanding the meaning of the word, they cannot retain its phonemic image in memory, and therefore distortions in sound content occur. The degree of lag in the correct use of words that are complex in structure is especially evident in comparison with the norm.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction create the impression of general blurred speech. The unformed sound-syllable structure and the mixing of sounds indicate that the process of phoneme formation is not yet completed.

There are also some shortcomings in the semantic side of the language. The subject vocabulary of children is varied, however, it does not contain words denoting some animals, birds), plants, body parts, etc.

Significant difficulties for children of this level are caused by the formation of words with the help of augmentative suffixes, errors in the use of diminutive nouns, nouns with singularity suffixes (sand-grain of sand), difficulties in the formation of unfamiliar complex words (beekeeper-beekeeper).

The insufficient level of formation of the lexical means of the language is especially clearly evident in children’s understanding and use of phrases and proverbs with a figurative meaning.

The peculiarity of the coherent speech of children with the fourth level of general speech underdevelopment is that in a conversation, when composing a story on a given topic, a picture, a series of plot pictures, there are violations of the logical sequence, getting stuck on minor details, omissions of main events, repetition of individual episodes. When talking about events from their lives, composing a story on a free topic with elements of creativity, children mainly use simple, uninformative sentences. Children experience difficulties in planning their utterances and selecting appropriate linguistic means.

Overcoming and preventing speech disorders contribute to the harmonious development of the creative powers of the individual, eliminating obstacles to the realization of his social orientation and the acquisition of knowledge. Therefore, speech therapy, being a branch of defectology, at the same time participates in solving general pedagogical problems.

Correctional and educational work with children with different levels of speech development is carried out in special groups for children with general speech underdevelopment. The tasks and content of speech therapy work arise from the analysis of the structure of speech disorders, as well as the intact and compensatory capabilities of children. The formation of oral speech in children is based on learning to compose sentences of different types.

When working with children with level I speech development, the main tasks are the following:

1. Development of speech understanding.
2. Development of active imitative activity in the form of pronunciation of any sound combinations.
3. Development of attention and memory.

The classes use variations of various exercises aimed primarily at developing the child’s active attention, the ability to listen attentively to speech addressed to him, and perform tasks based on verbal structures. At the same time, the meanings of a number of words are clarified - names of objects, actions, signs. It is important that the subject vocabulary is specific, and the actions are visual and easy to demonstrate.

Since speechless children have difficulty understanding grammatical relations and they focus only on the lexical meanings of words, it is necessary to include in classes a series of exercises aimed at preschoolers mastering the categories of number of nouns, verbs, tense, etc.

The speech therapist gradually develops primary speaking skills in children in the following sequence:

Stage I – construction of one-word sentences and sentences from amorphous root words.

Stage II – construction of two-word sentences using the simplest grammatical forms of the word.

Stage III – expansion of the scope of proposals. Construction of the first complex sentences.

At this stage of speech therapy work, the main tasks are not the production of sounds and memorization of words correctly pronounced by children, but the accumulation of passive and active vocabulary (regardless of the child’s pronunciation abilities), the assimilation of the simplest grammatical forms and the use of evoked words in sentences.

Children who have reached level II of speech development must not only answer questions, but also independently ask them to each other. First of all, these are questions about objects surrounding the child and actions that are well known to him.

Due to the fact that children with general speech underdevelopment experience great difficulty in memorizing poetry, it is necessary to include in speech therapy classes the memorization of poetic texts, starting with small couplets.

At this time, children are taught to compose stories based on the picture. When selecting paintings, they are guided by two conditions: the painting must depict a small number of characters, and it must have a clearly defined plot, where the beginning and end of the action can be easily traced.

As the subject and verbal vocabulary is refined, preschoolers are introduced to the signs and qualities of objects and actions, and their verbal designations. Children are taught to compare objects that differ first in one and then in several characteristics (size, shape, color, material, etc.):

Correctional education for children with level III speech development includes:

a) further improvement of coherent speech, practical acquisition of lexical and grammatical means of the language;

b) formation of correct pronunciation: education of articulatory skills, phonetic aspects of speech, syllabic structure and phonemic perception;

c) preparation for learning to read and write and mastering the elements of literacy.

After exercises on composing simple sentences, they move on to learning the practical use of complex sentences with conjunctions “and”, “a”. Children must master the ability to establish the sequence of events and express it correctly in words. Further improvement of the narrative form of speech includes learning to compose different types stories (based on a series of paintings, based on questions, on a given topic, retelling, etc.). If the level of speech development in children is already approaching the norm, you can use such forms of work as selective retelling, short retelling, creative storytelling.

Work on clarifying and enriching the vocabulary, forming the syntactic structure of speech is combined with exercises on training the articulatory apparatus, evoking missing sounds using methods generally accepted in speech therapy. Along with classes on the formation of lexical and grammatical skills, classes on the formation of correct sound pronunciation, phonemic hearing, and word formation skills continue.

Such work helps not only provide children with full verbal communication, but also ultimately prepare them for studying in a general education or special school.

General speech underdevelopment is a complex speech disorder in which children with normal hearing and initially intact intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation. OHP has varying degrees of severity: from the complete absence of verbal means of communication to extensive speech with elements of phonetic and lexico-grammatical underdevelopment. Based on this, four levels of speech development are distinguished (according to the classification of R.E. Levina, T.B. Filicheva), reflecting the typical state of language components in children, as well as the state of their coherent speech.

A slowdown in speech development, difficulties in mastering vocabulary and grammatical structure, coupled with the peculiarities of perceiving addressed speech, limit the child’s speech contacts with adults and peers and prevent the implementation of full-fledged communication activities. Thus, the spontaneous speech development of a child with general speech underdevelopment proceeds slowly and in a unique way, as a result of which various parts of the speech system for a long time remain unformed.

Due to the fact that coherent speech is formed gradually over a long period of time under the influence of the child’s increasingly complete mastery of the laws of his native language, insufficient attention is paid to the timely elimination of this violation in preschool age can lead to significant difficulties in school.

The success of the speech correction process depends, first of all, on the timely start and effectiveness of the chosen method of correctional influence, taking into account the identified violations and the psychological and pedagogical characteristics of this group of children.

BIBLIOGRAPHY

1. Volkova L.S. Characteristics of children with general speech underdevelopment. [Electronic resource] Access mode:http://www.studfiles.ru/preview/2365507/ Access date: 01/13/17
2. Levina R.E. General speech underdevelopment. [Electronic resource] Access mode:http://www.studfiles.ru/preview/2378465/ Access date: 01/17/17
3. Filicheva T.B. et al. Fundamentals of speech therapy: Textbook. manual for pedagogical students. Institute for specialties “Pedagogy and psychology (preschool)” / T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina. – M.: Education, 1989. – 223 p.

Explanatory note.

The work program is developed in accordance with the Law Russian Federation“About education.” Content work program complies with federal state educational standards established in accordance with paragraph 2 of Art. 7 of the Law of the Russian Federation “On Education”, educational standards and requirements; goals and objectives of the educational program of the institution.

The creation of this program is based on the experience of working at a preschool speech center, supported by modern correctional and developmental programs of the Ministry of Education of the Russian Federation, scientific and methodological recommendations:

G.V. Chirkina. Preschool programs educational institutions compensatory type for children with speech impairments.-M.: Education, 2009;

Filicheva T.B., Chirkina G.V. Corrective education and upbringing of 5-year-old children with general speech underdevelopment. -- M., 1991;

T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in special conditions kindergarten: At 2 o'clock. M.: Alpha, 1993.

These programs are designed to work in the conditions of speech therapy groups in a kindergarten, and therefore are not entirely suitable for use at a speech therapy center in a kindergarten. This explains the importance of writing a work program, the use of which will help children with speech impairments master the basic educational program; will make it possible to help children in a timely manner, that is, even before entering school, in overcoming all the difficulties that cause school maladjustment.

Characteristics of the speech of children with speech development level II.

This level is defined as the beginnings of common speech, distinctive feature which is the presence of a two-, three-, and sometimes even four-word phrase: “Let me drink moko” - let me drink milk; “baska atat nika” - grandmother reads a book; “give me a chance” - let me play; “Vizi asanya meat” - here lies a big ball. By combining words into phrases and phrases, one and the same child can both correctly use the methods of coordination and control and violate them: “ti yoza” - three hedgehogs, “moga kukaf” - many dolls, “sinya kadasy” - blue pencils, “let badika” - pours water, “tasin petakok” - red cockerel, etc. In children’s independent speech, simple prepositions or their babbling variants sometimes appear (“tidit a tue” - sits on a chair, “shield a toi” - lies on the table); There are no complex prepositions.

The lack of practical mastery of the morphological system of the language, in particular word-formation operations of varying degrees of complexity, significantly limits the speech capabilities of children, leading to gross errors in the understanding and use of prefixed verbs, relative and possessive adjectives, nouns with the meaning of an actor (“Valya papa” - Valya papa , “alil” - poured, watered, poured out, “gibi soup” - mushroom soup, “dyka kvot” - hare’s tail, etc.). Along with these errors, significant difficulties are observed in the assimilation of generalizing and abstract concepts, the system of antonyms and synonyms. As at the previous level, the polysemantic use of words and various semantic substitutions are preserved.

Characteristic is the use of words in a narrow sense. With the same word, a child can name objects that are similar in shape, purpose, function, etc. (“fly” - ant, beetle, spider; “tufi” - shoes, slippers, boots, sneakers, sneakers). Limited vocabulary is also manifested in ignorance of many words denoting parts of the body, parts of an object, dishes, transport, baby animals, etc. (“yuká” - hand, elbow, shoulder, fingers, “stui” - chair, seat, back ; “bowl” - plate, saucer, dish, vase; “fox” - little fox, “mánka voyk” - wolf cub, etc.). There are noticeable difficulties in understanding and using in speech words denoting the characteristics of objects, shape, color, material.

Coherent speech is characterized by insufficient transmission of certain semantic relationships and can be reduced to a simple listing of events, actions or objects. It is extremely difficult for children with level II speech development to compose stories and retellings without the help of an adult. Even with hints and leading questions, children cannot convey the content of the storyline. This most often manifests itself in the listing of objects and actions with them, without establishing temporal and cause-and-effect relationships.

The sound side of children's speech is not fully formed and lags significantly behind the age norm: multiple disturbances in the pronunciation of 16-20 sounds are observed. The statements of preschoolers are difficult to understand due to pronounced violations of the syllabic structure of words and their sound content: “Dundas” is a pencil, “akvaya” is an aquarium, “vipised” is a bicycle, “misaney” is a policeman, “hadika” is a refrigerator.

The purpose of the program is form a full-fledged phonetic system of the language, develop phonemic perception and skills of initial sound analysis and synthesis, automate auditory pronunciation skills in various situations, develop lexical and grammatical means of the language and coherent speech.

Program objectives - development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of the pronunciation side of speech; development of independent phrasal speech.

Planning activities with diagnosed children ONR (II level) divided into 3 training periods:

I period - 2nd half of September - November, 11 weeks, 29 lessons - 3 lessons per week.

II period- December - February, 13 weeks, 34 lessons - 3 lessons per week.

III period- March-May, 14 weeks, 36 lessons - 3 lessons per week.

Total 99 classes per year.

1st half of September - examination of children, filling out speech cards, paperwork.

Form of training organization- subgroup and individual.

On individual lessons work is being done on:

1. Activation and development of differentiated movements of the organs of the articulatory apparatus;

2.Preparation of the articulatory base for the assimilation of missing sounds;

3. Formulation of missing sounds, their differentiation by ear and the initial stage of automation at the level of syllables and words.

The frequency of individual lessons is determined by the nature and severity of the speech disorder, age and individual psychophysical characteristics of the children; the duration of individual lessons is 20 minutes.

Purpose of individual lessons consists in choosing and applying a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact with the child, activate control over the quality of sounding speech, correct speech defects, smooth out neurotic reactions.

In these classes, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in forward and backward syllables, words of a simple syllabic structure.

On subgroup classes work is being done on:

1. Development of lexical and grammatical means of the language (development of understanding of speech, clarification and expansion of vocabulary, formation of general concepts, practical skills of word formation and inflection, ability to use simple common sentences).

2. Development of coherent speech (teaching children to express themselves independently, developing the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of pictures or their series in a logical sequence, to compose a descriptive story).

For subgroup classes, children of the same age category who have similar nature and severity of speech disorders are brought together, 2-3 people each, the frequency of subgroup classes is 3 times a week, individual classes are 2 times a week.

Target subgroup classes- development of speech understanding; activation of speech activity and development of lexical and grammatical means of the language; development of independent phrasal speech.

In these classes, children should learn to adequately assess the quality of speech statements. The composition of the subgroups is an open system and changes at the discretion of the speech therapist depending on the dynamics of preschoolers’ achievements in pronunciation correction.

Directions of correctional and developmental work:

formation of full-fledged pronunciation skills;

development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age;

development of attention to the morphological composition of words and changes in words and their combinations in a sentence;

enriching the dictionary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

developing the skills to correctly compose simple and complex common sentences; use different sentence structures in independent coherent speech;

development of coherent speech in the process of working on retelling, with the formulation of a certain correctional task for the automation in speech of phonemes specified in pronunciation;

formation of preparation for learning to read and write and mastering the elements of literacy

Educational and thematic plan of the correctional and developmental program:

Planned results of speech therapy work:

correctly articulate the given speech sounds in various phonetic positions and forms of speech;

differentiate learned sounds;

find words with a given sound in a sentence;

correlate objects with their qualitative characteristics and functional purpose;

recognize familiar objects by verbal description;

compare familiar objects according to individual, most clearly visible characteristics;

understand simple grammatical categories: singular and plural nouns, imperative and indicative moods of verbs, nominative, genitive, dative and accusative cases, some simple prepositions;

reflectively and independently reproduce the rhythmic-intonation structure of two- and three-syllable words from preserved and learned sounds;

correctly use individual case endings of words used within prepositional constructions in independent speech;

use phrases and simple uncommon sentences in independent speech (“My bear”, “Masha, sing”, “Masha, give me a doll”, etc.).

Distribution of topics by month:

September:"Autumn".

October:“Our body” “Vegetables”, “Fruits”, “Vegetables-fruits”, “House and its parts”, “Clothes”.

November:“Clothes”, “Shoes”, “Furniture”, “Dishes”.

December:"Dishes", " New Year's celebration", "Pets", "Winter", "Winter fun".

January:“Winter”, “Wintering birds”, “Wild animals”, “Wild animals in winter”, “Domestic birds”.

February:“Domestic Birds”, “Migratory Birds”, “Food”, “Our Army”, “Family”, “Early Spring”.

March:“Early spring”, “Mother’s holiday”, “Spring”, “Transport”, “First spring flowers”, “ Houseplants».

April:“Indoor plants”, “Wild animals in spring”, “Toys”, “ Aquarium fish", "Insects".

May:“Road Rules”, “Mail”, “Summer. Flowers in the meadow."

Literature

1. G.V. Chirkina. Programs of preschool educational institutions of a compensatory type for children with speech disorders. - M.: Education, 2009.

2. Filicheva T.B., Chirkina G.V. Corrective education and upbringing of 5-year-old children with general speech underdevelopment. -- M., 1991.

3. T.B. Filicheva, G.V. Chirkina. Preparing children with general speech underdevelopment for school in a special kindergarten: At 2 o’clock. Moscow: Alfa, 1993.

4. T.B Filicheva, T.V Tumanova. Children with general speech underdevelopment. Education and training. Educational and methodological manual. M.: Publishing House GNOM and D, 2000.

5. N.V. Nishcheva. Corrective developmental work program for children with disabilities.

6. Z.E. Agranovich. A collection of homework for overcoming lexical and grammatical speech underdevelopment in preschoolers with special needs speech disorders: Detstvo-Press, 2002

7. O.I.Krupenchuk. Teach me to speak correctly.-S.P.: Litera, 2001

8. Efimenkova L. N. Speech formation in preschoolers: (Children with general speech underdevelopment). Book for a speech therapist. 2nd ed., revised. M.: Education, 1985

9. G.S. Shvaiko. Game exercises for speech development.-M.: education, 1988

10. N.V. Solovyova. Preparation for teaching literacy to children with speech impediments. - M.: TC Sfera, 2009

11. N.V. Nishcheva. Multi-colored fairy tales.-S.P.: Childhood-Press, 2001

12. O.B.Inshakova. Album for a speech therapist.-M.: Vlados, 2003

13. A.V. Yastrebova. A set of classes on the formation of speech and thinking activity in children.-M.: ARKTI, 2001