Onr level 4 Filichev characteristic of speech therapy. General underdevelopment of speech: the fourth level. Selection of single-root words

The state of general underdevelopment of speech (OHP) is characterized by a violation of all aspects of the formation of speech skills. Its main distinguishing feature is the presence of problems both with the sound side (pronunciation), and with lexical and grammatical.
At the same time, children with general underdevelopment of speech do not have hearing and intelligence impairments.

Distinctive features of OHP:

The presence of problems both with the pronunciation of sounds, and with the skills of coherent expressive speech, mastering the rules of the grammatical structure and a poor active vocabulary.
Hearing is not broken. A specialist check is required.
Primary intelligence is normal. That is, a child at birth does not have a diagnosis of "mental retardation", etc. However, it should be borne in mind that a long-term uncorrected ONR can also lead to mental retardation.

It is possible to talk about the presence of a general underdevelopment of speech in a child only after 3-4 years. Until this time, children develop differently and "have the right" to some deviations from the average norms. Everyone has their own pace of speech formation. But after 3, you should already pay attention to how the child speaks. It is possible that he needs the help of a speech therapist.

The manifestation of OHP in children expresses differently based on their depth of impairment.

General underdevelopment of speech 1 level

Violation of this degree means the almost complete absence of speech in a child. Problems are visible, what is called the "naked eye".

What is manifested in:

The child's active vocabulary is very poor. For communication, he mainly uses babbling words, the first syllables of words, onomatopoeia. At the same time, he is not at all averse to talking, but in “his” language. A cat is “meow”, “bee-bee” - it can mean a car, a train, and the process of driving itself.
Gestures and facial expressions are widely used. They are always appropriate, carry a specific semantic load and, in general, help the child in communication.
Simple sentences either simply do not exist in the child's speech, or may consist of two amorphous words combined in meaning. "Meow bb" during the game will mean that the cat went by car. “Gav di” is both a dog walking and a dog running.
At the same time, the passive vocabulary significantly exceeds the active one. The child understands the addressed speech in a much larger volume than he can say himself.
Compound words (consisting of several syllables) are reduced. For example, a bus sounds like "abas" or "atobu". This indicates the unformed phonemic hearing, that is, the child does not distinguish between individual sounds.

General underdevelopment of speech level 2

The main striking difference from level 1 is the constant presence in the child's speech of a certain number of commonly used words, although not yet very correctly pronounced. At the same time, the beginnings of the formation of a grammatical connection between words are noticeable, although they are still inconsistent.

What to look for:

The child always uses the same word denoting a specific object or action in a distorted form. For example, an apple will always sound like "labako" in any context.
The active dictionary is rather poor. The child does not know the words denoting the features of the object (shape, its individual parts).
There is no skill for combining objects into groups (a spoon, a plate, a saucepan are dishes). Items that are close in some way can be called by one word.
Sound pronunciation is also far behind. The child does not pronounce many sounds well.
A characteristic feature of OHP level 2 is the appearance in speech of the beginnings of a grammatical change in spoken words depending on the number. However, the child can only in simple terms and in the event that the ending is under stress (goes - go). Moreover, this process is unstable and does not always manifest itself.
Simple sentences are actively used in speech, but the words in them are not coordinated with each other. For example, “daddy drink” - dad came, “guy gokam” - walked on a hill, etc.
Prepositions in speech can be omitted entirely or used incorrectly.
A coherent story - from a picture or with the help of questions from an adult - is already obtained, in contrast to the state at 1 level of OHP, but it is very limited. Basically, the child uses two-syllable inconsistent sentences from the subject and the predicate. “Guy gokam. See now. Ipy segica." (Walked on a hill, saw snow, sculpted a snowman).
The syllabic structure of polysyllabic words is broken. As a rule, syllables are not only distorted due to incorrect pronunciation, but also rearranged and simply thrown away. (Boots - bokiti, man - tevek).

General underdevelopment of speech level 3

This stage is characterized mainly by a lag in terms of grammatical and phonemic development of speech. Expressive speech is quite active, the child builds detailed phrases and uses a large vocabulary.

Problem points:

Communication with others is mainly in the presence of parents, who act as assistant translators.
Unsteady pronunciation of sounds that the child has learned to pronounce separately. IN independent speech they still sound blurry.
Difficult to pronounce sounds are replaced by others. It is more difficult to give whistling, hissing, sonorous and affricates. One sound can replace several at once. For example, the soft “s” often plays different roles (“syanki” - sled, “syuba” - “fur coat”, “sayapina” - “scratch”).
The active vocabulary is noticeably expanding. However, the child is not yet aware of the little-used vocabulary. It is noticeable that in his speech he mainly uses everyday words that he often hears around.
The grammatical connection of words in sentences, as they say, leaves much to be desired, but at the same time the child confidently approaches the construction of complex and complex structures. (“Papa pisyol and pyinesya Mise padaik, like Misya haase yourself vey” - Papa came and brought Misha a gift, AS Misha behaved well. As we can see, the complex construction is already “asking from the tongue”, however, grammatical agreement of words is not yet given ).
From such incorrectly formulated sentences, the child can already compose a story. Sentences will still describe only a specific sequence of actions, but there is no longer a problem with the construction of phrases.
Inconsistency becomes a characteristic grammatical errors. That is, in one case, the child can correctly coordinate the words among themselves, and in the other, they can use the wrong form.
There are difficulties in the correct coordination of nouns with numerals. For example, "three cats" - three cats, "a lot of sparrows" - a lot of sparrows.
The lag in the formation of phonemic abilities is manifested in errors in pronouncing “difficult” words (“gynasts” - gymnasts), in the presence of problems in analysis and synthesis (the child finds it difficult to find words that begin with a specific letter). This, among other things, delays the child's readiness for successful learning.

General underdevelopment of speech level 4

This level of OHP is characterized by only individual difficulties and errors. However, adding up to the overall picture, these violations prevent the child from mastering the skills of reading and writing. Therefore, it is important not to miss this condition and contact a speech therapist to correct errors.

Characteristic signs:

The problem of incorrect sound pronunciation is absent, the sounds are “delivered”, however, the speech is somewhat slurred, inexpressive and is characterized by fuzzy articulation.
Periodically, there are violations of the syllabic structure of the word, elision (omission of syllables - for example, “hank” instead of “hammer”), replacing one sound with another, rearranging them.
Another characteristic mistake is the incorrect use of words meaning a sign of an object. The child does not clearly understand the meaning of such words. For example, "the house is long" instead of "tall", "the boy is short" instead of "low", etc.).
Difficulties are also caused by the formation of new words with the help of suffixes. (“hare” instead of “hare”, “platenko” instead of “dress”).
Agrammatisms occur, but not very often. Basically, it can be difficult to agree on nouns with adjectives (“I write with a blue pen”) or when using nouns in plural nominative or genitive(“They saw bears and birds in the zoo”).

It is important to note that all the disorders that distinguish OHP level 4 are not common in children. At the same time, if the child is offered two answers, he will choose the correct one, that is, there is criticality to speech, and the formation of the grammatical structure approaches the necessary norms.

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

However, these processes do not proceed successfully in all cases: in some children, even with normal hearing and intelligence, the formation of each of the components of the language is sharply delayed: phonetics, vocabulary, grammar. This violation was first established by R.E. Levina and defined as a general underdevelopment of speech.

All children with general underdevelopment of speech always have a violation of sound pronunciation, underdevelopment of phonemic hearing, a pronounced lag in the formation vocabulary and grammatical structure.

General underdevelopment of speech can manifest itself in varying degrees. Therefore, there are three levels speech development.

Ilevel of speech development characterized by the absence of speech (the so-called "speechless children").

For communication, children of this level mainly use babbling words, onomatopoeia, individual nouns and verbs of everyday content, fragments of babbling sentences, the sound design of which is blurry, indistinct and extremely unstable. Often the child reinforces his "statements" with mimicry and gestures. A similar state of speech can be observed in mentally retarded children. However, children with primary speech underdevelopment have a number of features that make it possible to distinguish them from oligophrenic children (mentally retarded children). This primarily refers to the volume of the so-called passive dictionary, which significantly exceeds the active one. In mentally retarded children, such a difference is not observed. Further, in contrast to oligophrenic children, children with general underdevelopment of speech use differentiated gestures and expressive facial expressions to express their thoughts. They are characterized, on the one hand, by a great initiative of speech search in the process of communication, and on the other hand, by sufficient criticality to their speech.

Thus, with the similarity of the speech state, the prognosis of speech compensation and intellectual development in these children is ambiguous.

A significant limitation of the active vocabulary is manifested in the fact that with the same babble word or sound combination the child denotes several different concepts ("bibi" - an airplane, dump truck, steamer; "bobo" - hurts, lubricates, injects ). It is also noted that the names of actions are replaced by the names of objects and vice versa ("adas" - pencil, draw, write;"tui" - sit, chair).

Characteristic is the use of one-word sentences. As N. SZhukova notes, the period of a one-word sentence, a sentence of amorphous root words, can also be observed during the normal speech development of the child. However, it is dominant only for 5-6 months and includes a small number of words. With severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use the grammatical connections of words ("give heba" - give me bread) which can coexist - with shapeless structures, gradually displacing them. In children with general underdevelopment of speech, there is an expansion of the sentence to 2-4 words, but at the same time the syntactic constructions remain completely incorrectly designed ("Matik tide tuya" - The boy is sitting on a chair. These phenomena are never observed in normal speech development.

The low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).

There is instability in the pronunciation of sounds, their diffuseness. In the speech of children, 1-2-syllable words predominate. When trying to reproduce a more complex syllabic structure, the number of syllables is reduced to 2 - 3 ("avat" - crib,"amida" - pyramid,"tika" - train). Phonemic perception is grossly disturbed, difficulties arise even when selecting words similar in name, but different in meaning. (hammer - milk, digs - rolls - bathes). The tasks for the sound analysis of words are incomprehensible to children of this level.

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Transition to IIlevel of speech development(the beginnings of common speech) is marked by the fact that, in addition to gestures and babbling words, although distorted, but fairly constant common words appear ("Alyazai. Children of Alyazai kill. Kaputn, lidome, lyabaka. Litya dress the earth" - Harvest. The children are harvesting. Cabbage, tomatoes, apples. Leaves fall to the ground.)

At the same time, a distinction is made between some grammatical forms. However, this only happens in relation to words with stressed endings. (table - tables; noet– sing) and relating only to certain grammatical categories. This process is still rather unstable, and gross underdevelopment of speech in these children is quite pronounced.

The statements of children are usually poor, the child is limited to listing directly perceived objects and actions.

The story according to the picture, according to the questions, is built primitively, on short, although grammatically more correct, phrases than children of the first level. At the same time, the insufficient formation of the grammatical structure of speech is easily detected when the speech material becomes more complicated or when it becomes necessary to use such words and phrases that the child rarely uses in everyday life.

The forms of number, gender and case for such children essentially do not have a meaningful function. Inflection is random in nature, and therefore, when using it, many various errors are made (“I go myatika” - I play ball).

Words are often used in a narrow sense, the level of verbal generalization is very low. One and the same word can be called many objects that are similar in form, purpose or other features (ant, fly, spider, beetle - in one situation - one of these words, in another - another; cup, glass denoted by any of these words). The limited vocabulary is confirmed by the ignorance of many words denoting parts of the subject (branches, trunk, tree roots), crockery (dish, tray, mug) means of transport (helicopter, motor boat), young animals (squirrel, hedgehog, fox) and etc.

There is a lag in the use of words-signs of objects denoting shape, color, material. Often there are substitutions for the names of words, due to the generality of situations (cuts - tears, sharpens - cuts). During a special examination, gross errors in the use of grammatical forms are noted:

1) replacement of case endings ("katal-gokam" - rides on a hill);

2) errors in the use of forms of number and gender of verbs ("Kolya pityalya" - Kolya wrote); when changing nouns by numbers ("yes pamidka" - two pyramids,"two cafes" - two cabinets);

3) lack of agreement of adjectives with nouns, numerals with nouns ("asin adas" - Red pencil,"asin eta" - Red ribbon,"asin aso" - red wheel,"pat cook" - five dolls,"tinya pato" - blue coat,"tinya cube" - blue Cube,"teeny cat" - blue jacket).

Children make many mistakes when using prepositional constructions: often prepositions are omitted altogether, while the noun is used in its original form ("Kadas ledit aepka" - The pencil is in the box) replacement of prepositions is also possible ("Tetatka downaya and melting" - The notebook fell off the table.

Unions and particles are rarely used in speech.

The pronunciation abilities of children are significantly behind the age norm: there are violations in the pronunciation of soft and hard sounds, hissing, whistling, sonorous, voiced and deaf ("tupans" - tulips,"Sina" - Zina,"tyava" - owl etc.); gross violations in the transmission of words of different syllabic composition. The most typical is the reduction in the number of syllables ("teviki" - snowmen).

When words are reproduced, sound filling is grossly violated: permutations of syllables, sounds, replacement and assimilation of syllables, reduction of sounds when consonants converge ("rotnik" - collar,"shadow" - wall,"to have" -bear).

An in-depth examination of children makes it easy to identify the lack of phonemic hearing, their unpreparedness for mastering the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.). Under the influence of special remedial training, children move to a new - III level of speech development, which allows them to expand their verbal communication with others.

IIIlevel of speech development characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Children of this level come into contact with others, but only in the presence of parents (educators) who make appropriate explanations ("Aspak went with her mother. I went to the zoo with my mother. And then she walked, where the cage is, there is a monkey. Then they didn't go to the zoo. Then we went to the park.

Free communication is extremely difficult. Even those sounds that children can pronounce correctly, in their independent speech, the chat does not sound clear enough.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonors), when one sound simultaneously replaces two or more sounds of a given phonetic group. For example, the child replaces the sound with "still not clearly pronounced, the sounds with" ("syapogi" instead of boots), sh ("syuba" instead of fur coat), c ("syaplya" instead of heron).

At the same time, at this stage, children already use all parts of speech, correctly use simple grammatical forms, try to build complex and complex sentences (“Kola is an ambassador to the forest, shook a little squirrel, and Kolya’s rear is a cat” - Kolya went to the forest, caught a small squirrel, and lived with Kolya in a cage).

The pronunciation capabilities of the child improve (it is possible to distinguish correctly and incorrectly pronounced sounds, the nature of their violation), the reproduction of words of different syllabic structures and sound content. Children usually no longer find it difficult to name objects, actions, signs, qualities and states that are well known to them from life experience. They can freely talk about their family, about themselves and their comrades, about the events of life around them, make up a short story (“The cat is poshya kueuke. And now she wants to eat rashes. They run. bad cat" The cat went to the chicken. And now she wants to eat chickens. They run. The chicken chased away the cat. Lots of chickens. She is worth it. The chicken is good, she drove the cat away).

However, a thorough study of the state of all aspects of speech makes it possible to identify a pronounced picture of the underdevelopment of each of the components language system: vocabulary, grammar, phonetics.

In oral speech communication, children try to "get around" words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development are quite distinct.

Although children use extended phrasal speech, they experience greater difficulties in independently compiling sentences than their normally speaking peers.

On the background correct sentences you can also meet agrammatic ones, arising, as a rule, due to errors in coordination and management. These errors are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations.

Errors are also observed when constructing complex sentences with conjunctions and allied words("Misha zyapyakal, ato-mu fell" - Misha cried because he fell). When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.

Despite a significant quantitative increase in vocabulary, a special examination of lexical meanings allows us to identify a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, entrance etc.), inaccurate understanding and use of a number of words (hem - sew - cut, cut - cut). Among the lexical errors are the following:

a) replacing the name of a part of an object with the name of the whole object (clock face -"watch", bottom -"kettle");

b) replacing the names of professions with the names of actions (ballerina- "aunt dances", singer -"uncle sings", etc.);

c) replacement of specific concepts by generic ones and vice versa, (sparrow -"bird"; trees- "Christmas trees");

d) substitution of signs (high, wide, long-"big", short- "small").

In free statements, children make little use of adjectives and adverbs denoting the signs and state of objects, methods of action.

Insufficient practical skill in the use of word-formation methods impoverishes the ways of vocabulary accumulation, does not give the child the opportunity to distinguish the morphological elements of the word.

Many children often make mistakes in word formation. So, along with correctly formed words, non-normative ones appear ("stolenok" - table,"jug" - pitcher,"vase" - vase). Such errors as single ones can occur in normal children at earlier stages of speech development and quickly disappear.

A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food products, materials, plants, etc. ("fluffy", "puffy", "downy" - a scarf; "klukin", "cranberry", "clucon" - jelly; "glass", "glass" - a glass, etc.).

Among the grammatical errors of speech, the most specific are the following:

a) incorrect agreement of adjectives with nouns in gender, number, case ("Books lie on large (large) tables" - Books lie on large tables);

b) incorrect agreement of numerals with nouns ("three bears" - three Bears,"five fingers" - five fingers;"two pencils" - two pencils and so on.);

c) errors in the use of prepositions - omissions, substitutions, understatement ("We went to the store with my mother and brother" - We went to the store with my mother and brother;"The ball fell from the shelf" - The ball fell off the shelf)

d) errors in the use of case forms of the plural ("In the summer I was in my grandmother's village. There is a river, a lot of trees, gu-si").

The phonetic formation of speech in children with level III speech development lags far behind the age norm: they continue to experience all types of sound pronunciation disorders (sigmatism, rotacism, lambdacism, voicing and softening defects).

There are persistent errors in the sound filling of words, violations of the syllabic structure in the most difficult words ("Ginasts perform in the circus" - Gymnasts perform in the circus;"Topovotik repairing the water main" - The plumber repairs the plumbing;"Takiha tet tan" - The weaver weaves the cloth.)

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.

So, the totality of the above gaps in the phonetic-phonemic and lexical-grammatical structure of the child's speech serves as a serious obstacle to mastering the program of a kindergarten of a general type, and later on the program of a general education school.

Filicheva T.B., Cheveleva N.A.
Speech disorders in children. - M., 1993.

Main symptoms:

Babble instead of words
Violation in the construction of words
Lead violation mental activity
Concentration disorder
Mispronunciation of sounds
Irrational use of prepositions and cases
Inability to recognize similar sounds
Limited vocabulary
Lack of interest in learning new things
Lack of understanding of the difference between numbers
Disorder of logical presentation
Difficulty connecting words into phrases
Difficulty building sentences

General underdevelopment of speech - is a whole complex of symptoms, in which there is a violation of all aspects and sides speech system, without any exception. This means that disorders will be observed both from the lexical, and from the phonetic and grammatical side.

Such a pathology is polyetiological, the formation of which is influenced by a large number of predisposing factors associated with intrauterine development of the fetus.

Symptoms of the disease will differ depending on the severity. In total there are four levels of underdevelopment of speech. In order to determine the severity of the disease, the patient must undergo a speech therapy examination.

Treatment is based on conservative methods and involves the work of a speech therapist with the child and parents at home.

The International Classification of Diseases divides such a disorder into several ailments, which is why they have several meanings. OHP has an ICD-10 code - F80-F89.

Etiology

General underdevelopment of speech in children preschool age is a fairly common ailment, occurring in 40% of all representatives of this age category.

Several factors can lead to such a disorder:

intrauterine, which leads to damage to the central nervous system;
conflict of Rh factors in the blood of the mother and fetus;
fetal asphyxia during birth - this condition is characterized by a lack of oxygen and can lead to suffocation or imaginary death;
the child is injured directly during labor;
Pregnant woman's addiction to bad habits;
unfavorable working or living conditions for female representatives during the period of gestation.

Such circumstances lead to the fact that even during prenatal development, the child experiences violations in the formation of organs and systems, in particular the central nervous system. Such processes can lead to the appearance of a wide range of functional pathologies, including speech disorders.

In addition, such a disorder can develop after the baby is born. This can be facilitated by:

frequent acute diseases of various etiologies;
the presence of any chronic ailments;
suffered traumatic brain injury.

It is worth noting that OHP can occur with such ailments:

rhinolalia;

In addition, the formation of speech abilities is affected by insufficient attention or lack of emotional contact between the baby and parents.

Classification

There are four degrees of speech underdevelopment:

OHP level 1 - characterized by a complete lack of coherent speech. In the medical field, this condition is called "speechless children." Toddlers communicate using simplified speech or babble, and also actively gesticulate;
OHP level 2 - observed initial development general speech, but the vocabulary remains poor, and the child makes a large number of mistakes during the pronunciation of words. In such cases, the maximum that the child can do is to say a simple sentence, which will consist of no more than three words;
level 3 speech underdevelopment - differs in that children can make sentences, but the semantic and sound load is not sufficiently developed;
OHP level 4 is the easiest stage of the disease. This is due to the fact that the child speaks quite well, speech practically does not differ from peers. Nevertheless, there are violations during pronunciation and the construction of long phrases.

In addition, clinicians distinguish several groups of this disease:

uncomplicated ONR - diagnosed in patients with minor pathology of brain activity;
complicated ONR - observed in the presence of any neurological or psychiatric disorder;
general underdevelopment of speech and delayed speech development - diagnosed in babies with pathologies of those parts of the brain that are responsible for speech.

Symptoms

The characteristics of children with general underdevelopment of speech will differ depending on the severity of the impairment inherent in the patient.

However, despite this, such children begin to pronounce their first words relatively late - at three or four years. At the same time, speech is almost incomprehensible to others and incorrectly framed. This becomes the reason that the child's verbal activity begins to be disturbed, and sometimes it can be observed:

memory impairment;
decrease in mental activity;
lack of interest in learning new things;
loss of attention.

In patients with the first level of OHP, the following manifestations are observed:

instead of words, there is babble, which is complemented big amount gestures and rich facial expressions;
communication is carried out by sentences consisting of one word, the meaning of which is rather difficult to understand;
limited vocabulary;
violation in the construction of words;
disorder in the pronunciation of sounds;
The child cannot distinguish sounds.

Underdevelopment of speech of the 2nd degree is characterized by the following disorders:

there is a reproduction of phrases consisting of no more than three words;
the vocabulary is very poor compared to the number of words used by the child's peers;
children are unable to understand the meaning of a large number of words;
lack of understanding of the difference between numbers;
irrational use of prepositions and cases;
sounds are pronounced with multiple distortions;
phonemic perception is formed insufficiently;
the unpreparedness of the child for the sound analysis of speech addressed to him.

Third level OHP parameters:

the presence of conscious phrasal speech, but it is based on simple sentences;
difficulty with the construction of complex phrases;
increased vocabulary of used words, compared with children with second-degree OHP;
making mistakes with the use of prepositions and the coordination of various parts of speech;
minor deviations in pronunciation and phonemic perception.

Description of the clinical picture of the general underdevelopment of speech of the fourth level:

the presence of specific difficulties with sound pronunciation and repetition of words in which there are a large number of syllables;
the level of phonetic understanding is lowered;
making mistakes during word formation;
wide vocabulary;
disorder of logical presentation - minor details come to the fore.

Diagnostics

Identification of this violation is carried out by communication of a speech therapist with a child.

The definition of pathology and its severity consists of:

identify opportunities oral speech- to clarify the level of formation of various aspects of the language system. Such a diagnostic event begins with the study of coherent speech. The doctor assesses the patient's ability to compose a story from a drawing, retell what he heard or read, as well as to compose an independent short story. In addition, the level of grammar and vocabulary is taken into account;
assessment of the sound aspect of speech - is based on how the child pronounces certain sounds, on the syllabic structure and the sound content of the words that the patient pronounces. Phonetic perception, as well as sound analysis, does not go unnoticed.

In addition, it may be necessary to carry out diagnostic methods for assessing auditory memory and other mental processes.

During the diagnosis, not only the severity of ONR is clarified, but also there is a differentiation of such an ailment from ZRR.

Treatment

Since each degree of general underdevelopment of speech formation is divided into several stages, then, accordingly, the therapy will also differ.

Directions for the correction of general underdevelopment of speech in preschoolers:

Level 1 ailment - activation of independent speech and development of processes for understanding what is said to the child. In addition, attention is paid to thinking and memory. The education of such patients does not set itself the goal of achieving a normal phonetic formation of speech, but the grammatical part is taken into account;
OHP of the second level - work is carried out not only on the development of speech, but also on the understanding of what is being said. The therapy is aimed at improving sound pronunciation, the formation of meaningful phrases and the clarification of grammatical and lexical subtleties;
Disease of the 3rd degree - the conscious coherent speech is corrected, the aspects related to grammar and vocabulary are improved, the pronunciation of sounds and phonetic understanding are mastered;
OHP level 4 - therapy is aimed at correcting age-related speech for subsequent trouble-free learning in educational institutions.

Therapy for children with varying degrees of severity of such a violation is carried out in various conditions:

OHP levels 1 and 2 - in specially designed schools;
OHP level 3 - in general education institutions with the condition of remedial education;
unsharply expressed general underdevelopment of speech - in secondary schools.

Complications

Ignoring the signs of such an ailment can lead to the following consequences:

complete lack of speech;
emotional isolation of a child who notices that he is different from his peers;
further difficulties in learning, work and other social spheres that will be observed already in adults with untreated ONR.

Prevention and prognosis

In order to avoid the development of such an ailment, it is necessary:

women during pregnancy avoid bad habits and pay special attention to your health;
parents of babies to treat infectious diseases in a timely manner;
devote as much time as possible to children, not to ignore them, and also to engage in their development and education.

Because the corrective work is a time consuming and laborious process, it is best if it is started as early as possible - when the child is three years old. Only in this case can a favorable prognosis be achieved.

ONR can be expressed in varying degrees : from lack of speech to expanded, but with elements of lexical and grammatical underdevelopment. Depending on the degree of development language tools in a child, OHP is divided into 3 groups (according to the classification of R. E. Levina). Filicheva singled out the 4th level of OHP.

I level speech development is characterized by the virtual absence of speech. Children have a fairly large passive vocabulary, the active stock is very poor. Speech consists of babbling words, onomatopoeia, a small number of words (“mother”, “woman”, etc.). Communication takes place through gestures and facial expressions. Phrasal speech in its infancy The understanding of addressed speech is insufficient. Children do not understand grammatical forms of words well.

II level. It is characterized by the fact that, in addition to babble words, everyday words appear. The vocabulary is poor, usually limited to listing objects and actions. The meaning of many words is unknown to the child. The words are very distorted, the utterances are poor. The phrase becomes much longer, but it is grossly agrammatic: · inconsistency in gender, number, case of nouns and adjectives; Mistakes in the use of forms of number and gender of verbs; prepositional constructions are not mastered - prepositions are omitted or replaced; omissions of members of the proposal; Ignoring adjectives and conjunctions. The structure of words of different syllabic structure is grossly violated: · simplification of words; permutation of syllables. Violated pronunciation of all major groups of sounds. The pronunciation of sounds is characterized by numerous distortions, omissions, mixing. Distortions are often unstable, for example, in the same child - “s” - lowers, lateral, interdental.

III level. Comprehension of addressed speech is close to normal. Children speak in extended phrases. They can support a conversation, answer questions, make sentences and even short stories from pictures. However, there are elements of lexical-grammatical and phonetic-phonemic underdevelopment. The phrase is simple. Complex sentences with conjunctions are practically not used in speech. Agrammatism: errors in coordination and management, when using prepositional constructions. Many of the mistakes the child is able to correct himself, if you pay attention to them. Vocabulary below the age norm: ignorance of many common words (entrance, lake, etc.), inaccurate use of words. The vocabulary is dominated by nouns and verbs, the vocabulary of adjectives, prepositions, conjunctions and other parts of speech is very limited. Lack of practical word formation skills. Persistent violations in the syllabic structure of polysyllabic words. The pronunciation of the most difficult sounds (sonoras, affricates) is partially disturbed. Insufficient differentiation of individual sounds close in sound and articulation. Difficulties in automating delivered sounds in independent speech. There are children of the 3rd level and with normal sound pronunciation. However phonemic awareness in children of this subgroup is underdeveloped.

IV level. This level of OHP began to be allocated relatively recently, since the number of children with speech impairments coming from mass kindergartens to general education schools has increased. This diagnosis is made to children after 5 years 6 months. - 6 years. The oral speech of a child with OHP level 4 as a whole is as close to normal as possible. There are isolated errors associated with the inaccuracy of the use of individual words, some case endings and prepositions, word formation errors. But a more thorough examination conducted by a speech therapist makes it possible to detect in the child a low level of readiness for the child to master the program for reading and writing, as well as theoretical knowledge of the native language. For children with a mildly pronounced OHP of the 4th level (ONP), speech therapy work is assigned for 1 year.

OHP in speech therapy stands for general underdevelopment of speech. R.E. Levina, T.B. Filicheva, L.F. Spirov. Research and analysis of the results obtained were carried out in the 50-60s of the XX century. The joint work of professional speech therapists and teachers made it possible to identify 4 levels of OHP: I, II, III are presented in the works of R. E Levina, and IV is described in the book by T.B Filicheva “Peculiarities of speech formation in preschool children”.

Description

OHP level IV refers to a mild type of speech underdevelopment in preschoolers. A defect may go unnoticed if a non-professional speech therapist or teacher listens to the child's speech. The speech of a preschooler is understandable, but it is distinguished by a confused tempo, incoherence when compiling stories, mixing a small number of sounds, skipping syllables in compound words. But even such minor gaps in articulation, communication development can cause poor performance in school, difficulties in mastering the curriculum.

Causes

A thorough analysis of the speech skills of children with OHP of the 4th degree allowed T. B. Filicheva to talk about possible reasons communicative underdevelopment. The professor of speech therapy sciences believes that the slow rate of speech formation in most cases is due to the following negative factors:

birth injury;
long-term somatic diseases in the early childhood(syndrome of hospitalism);
unfavorable speech environment;
lack of communication
psychological trauma.

At the same time, preschoolers with IV level of OHP do not have disturbances in the work of the central nervous system, hearing, or vision. Also noteworthy is the fact that speech dysfunctions respond well to treatment and correction.

Symptoms

Correction

For speech therapy work on the correction of speech underdevelopment of the 4th degree, it is important to diagnose the residual phenomena of speech dysfunction, to identify the preserved components of the communication system of each kindergartener and the features mental development pupil.

After compiling an individual student card, a speech therapist can begin to develop a training program.

Typically, the teacher is faced with the following tasks:

Develop in a child
Differentiate sound pronunciation;
To consolidate the skill of speaking polysyllabic words;
To teach sound analysis and synthesis of phonemes;
Expand vocabulary;
Learn the basics of literacy: reading and writing.

Taking into account the goals and objectives set, speech therapy work to increase vocabulary may include following tasks and exercises:

Selection of items with the same attribute

The teacher gives a reference point: the white color of the object. The task of the pupil is to come up with at least 5 words with the same sign (nouns). White chalk, snow, bathrobe, sheet of paper, sugar, flour.

Solving riddles and recognizing an object by description

The speech therapist reads out a riddle or a text describing the subject, the preschooler guesses.

Sleeps in a den, sucks a paw - a bear.
There are nuts, jumping on the branches - a squirrel.
Buzzing, flying, collecting nectar from flowers - a bee.

Selection of single-root words

The teacher gives a reference word, can help make the first pair, then the student works independently. Forest - forest, steam - steamer.

Explanation of the figurative meaning of words.

The wolf howls, the wind howls; Clocks are running, people are walking.

Forming possessive adjectives with suffixes.

The wolf is a wolf, the fox is a fox, the hare is a hare.

For the formation of the grammatical structure of the language in children with OHP level 4, the following exercises are suitable:

Changing words by numbers, persons, cases.

It requires speech practice. You can use choral pronunciation.

Retelling of the text or own statement from different persons.

The child tells a story actor(I), from the observer (on behalf of another person).

Building short and common sentences.

We advise you to start work like this: the teacher offers the pupil a situation, for example, a girl is walking down the street. Next, the speech therapist asks questions: where is he going, why, what is he wearing, who is nearby, and so on. Answering them, the preschooler uses the key phrase and supplements it with new information. A girl in a blue dress walks down the street with her mother; a girl in a blue dress is walking down the street with her mother, and a small dog is running nearby.

Coordination of pronouns, adjectives, numerals with nouns.

Children need to learn how to compose such phrases: I have one pencil - I don’t have three pencils, in our five windows - out of our five windows.

Comparative and superlatives adjective names.

Clever-smarter-smartest, kind-kinder-kinder.

Coherent speech is taught on the basis of already formed speech skills. The main types of tasks will be the following types of exercises:

Drafting complex sentences With writing connection from two simple ones.

For example, children were picking mushrooms, and adults were looking for berries in a clearing. To connect sentences, preschoolers should use coordinating conjunctions (and, but, before, or and so on).

Compilation of complex sentences using conjunctions to, how, when, because, if, etc.

We will go to the zoo to see the newborn cubs. You got up early to make it to the museum for the exhibition.

Formation of the skill of storytelling on free and strictly defined topics.

The teacher needs to put forward the following requirements for the child’s coherent speech: mandatory disclosure of the topic, the presence of direct speech, the correct structure of the narrative, the use means of expression, the completeness of the statement.

As a tool for analyzing the quality of a child's speech, we recommend that teachers record children's stories on audio media and listen to them together with pupils. This method of work will allow you to clearly see the dynamics in the development of articulation of a preschooler. Children become participants educational process, they are brought up attention to their own speech.

The prognosis for correcting speech defects will be positive if:

The child is dealt with systematically.
The disease was detected at an early stage, not later than 6-7 years.
Parents are interested in correcting articulation defects, monitor the quality of the baby's speech at home.
Tasks are selected according to individual characteristics development of the ward.

Anna Rovenskaya

Teacher of Russian language and literature, employee of the Educational Center for Early Development.