The speech therapist invites the children to look at each bird. Asks to name as many characteristics characteristic of each bird as possible, taking into account its shape, size, color.
Lexical material:
Migratory birds: crane, starling, swallow.
"Help me tell"
Goal: to teach how to correctly select the necessary prefixes under-, under-, over-.
Equipment: not required.
The speech therapist invites the children to listen carefully to the story. Asks for help in choosing the right prefixes for their meaning.
“Spring has come. The sun has warmed up. Birds began to return home from warm countries.
The starling was the first to fly to the dacha (at)... He (under)…flying in his birdhouse. He sat down on the perch. And he sang a joyful spring song. Then suddenly he got scared of someone, took off, (over) ... flew through the birdhouse and (o) ... flew somewhere into the distance. We stood upset and sad. The next morning we saw the starling again, sitting on a birdhouse and singing a joyful spring song. The whole family was happy to have a spring guest!”
"Tender girl"
Goal: formation of words using diminutive suffixes -k-, -chk-.
Equipment: not required.
The speech therapist tells the children a short fairy tale: “Once upon a time, two girls lived in the same village. One was very angry - she would not give water to a traveler, she would not say a kind word. And the second girl was kind. She loved everyone in the world and greeted everyone with kind words. He will meet a lost traveler, a lost animal - he will feed everyone, give them something to drink and give them a kind word.”
The speech therapist invites the children to think and say what a kind girl would call the birds that flew to her.
Lexical material:
- Starling - ... (starling).
- Nightingale - ... (nightingale).
- Cuckoo - ... (cuckoo).
- Crane - ... (crane).
“What kind of bird is this!”
Goal: agreement of nouns with adjectives in gender, number, case.
Equipment: subject pictures depicting birds.
The speech therapist puts a picture in front of the children depicting the bird he is going to talk about. Reads a short story about the appearance of the bird.
Start the game by describing the appearance of two contrasting birds (a wagtail and a crane).
Places a picture of birds in front of the children.
Invites them to clap their hands when they hear a word that matches the description of the bird whose picture lies in front of them.
For example:
Long legs like stilts (crane), silver-gray plumage (crane), dazzling white plumage (swan)…
The nightingale has a magical song and modest plumage. The plumage below is light gray, and the back is darker. The breast and neck are white, and the tail is reddish-brown. Not a single bright spot in the plumage!
Quite a large and beautiful bird. She has shiny black plumage with beautiful streaks. The starling can imitate the singing of other birds. The beak is long.
A beautiful, proud bird. The plumage is dazzling white. The beak is red, the paws are webbed to make swimming easier. They splash their wings, wash each feather and the skin underneath. Feathers are pressed out with the beak.
Long legs, like stilts, long beak. The plumage is silver-gray, on the head there is a dark cap decorated with a red spot.
In the fall, they prepare to fly to hot countries. The cranes are crowing.
The color of the drake is bright and elegant: the neck is blue-green. The duck family dives, swims, raises splashes. Lubricate the feathers with fat. The lubricated feather is inflated with air and helps to fly and swim. With dirty feathers, a bird cannot swim or fly.
"One is many"
Purpose: to form the plural of nouns.
Equipment: subject pictures.
The speech therapist invites the children to play: he will show pictures of birds, and asks the children to name them as if there were a lot of these birds.
For example: duck - ducks.
Lexical material
- Nightingale... (nightingales);
- crane... (cranes);
- crossbill... (crossbills);
- waxwing... (waxwings).
“Whose feather!”
Purpose: to form possessive adjectives from nouns.
Equipment: not required.
The speech therapist asks the children to answer whose feather it is. Rhyme:
I'll start, and you tell me
Give me a word.
- Duck feather. Whose? - ... (duck) feather.
- Crane feather. Whose? - ... (crane) feather.
- Swan feather. Whose? - ... (swan) feather.
- Goose feather. Whose? - ... (goose) feather.
Sections: Primary school
Class: 1
Topic: Dishes.
Goals and objectives:
1. Expand existing ideas about dishes; introduce the basic materials from which tableware is made;
2. Develop active and passive dictionaries with the words kitchen, dining room, tea room, crystal, porcelain, bottom, walls, lid, handle, spout, neck;
3. Continue work on developing attention, memory, constructive thinking, coordination of movements, skills in spatial orientation;
4. Teach children to work in a team; continue to develop an interest in learning and the ability to answer questions.
Equipment: didactic game “Assemble the dishes” (cut-out pictures); didactic game “Pick up and name”; items of kitchen, tea, tableware; household items.
Decoration of the study room: the study room is decorated to resemble the interior decoration of an old Russian hut: stove, firewood, homemade paths and rugs, tablecloths, handmade towels, antique household items (yoke, wooden bucket); There are pictures of cockroaches and cobwebs attached to the walls.
Speech therapist dressed as Fedora Egorovna from the fairy tale by K.I. Chukovsky “Fedorino grief”.
Progress of the lesson.
Organizational point:
Hello guys! Hello, dears! It’s been a long time since anyone came to visit Fedora Egorovna. Now I will seat you at the table. I'll give you some tea!
What's happened? I don’t understand?!
What's happened? Why?
“I would sit at the table,
Yes, the table left the gate.
I would cook cabbage soup for you,
Go and look for a saucepan!
And the cups are gone, and the glasses...
Only cockroaches left...
Oh, woe, Fedora, woe!!!”
- Well, now that you have arrived, sit down.
/Children sit on chairs in a semicircle/
Report the topic of the lesson. Development of constructive thinking.
I'll see what I have left... oh, poor me, Fedora, poor! Are these just some fragments? Guys, help me clean up the house, and at the same time remove the cockroaches and spiders. Collect the shards. What will happen?
/Didactic game “Assemble the dishes”/
What happened to Dima (Roma, Katya...)? ( frying pan, sugar bowl, teapot, cup and saucer, plate, spoon, saucepan, knife and fork)
How can all these objects be called in one word? ( dishes)
That's right, today we'll talk about dishes.
Strengthening the skills of forming the plural of nouns.
Name again the items you got, but in the plural. For example: cup - cups, etc.
Guys, you are great! Formed the plural correctly! There's not even one cockroach!!!
/One of the cockroaches is removed from the wall/
Work to clarify the dictionary.
Tell me, what other dishes do you know?
Name the utensils in which food is prepared. ( saucepan, frying pan, colander, pressure cooker, baking sheet, etc.)
This utensil is called “kitchenware”.
/Hang a strip with the word “kitchen” on the board/
Name the items from which we eat soup and main courses. ( deep plate, salad bowl, salt shaker, etc.)
What are the names of the utensils we use when eating? ( spoon, fork, knife)
This utensil is called “tableware”.
/Hang a strip with the word “dining room” on the board/
What haven’t we named yet? ( cup, saucer, sugar bowl, etc..)
That's right, guys. Why do we need such dishes? ( drink tea)
This utensil is called “teaware”.
/Hang a strip with the word “tea” on the board/
So, the dishes in which food is prepared are called.... ( kitchen)
The utensils from which we eat are called... ( dining room)
What is the name of the container from which we drink tea? ( tea room)
Utensils can be used for kitchen, dining and tea. Look, another cockroach has escaped.
/Rustle behind the door/
Guys, it looks like someone is fussing under the door.
/“Fedora” drags a trough with dishes into the “room”/
Oh, you are my poor orphans,
The irons and pans are mine!
You have come, my unwashed ones, home,
I will wash you with spring water.
I'll clean you with sand
I'll pour boiling water on you,
And you will be again
Like the sun shining.
Guys, my dishes are back. Only now everything is mixed up: there are plates, brushes, and irons. Help me figure it out. Pick up the dishes and leave unnecessary things in the trough.
/Children select dishes from the trough: frying pan, saucepan, tureen, deep and flat plates, glass, clay cup, plastic glass, sugar bowl, salad bowl, salt shaker.../
Proposal writing work.
Let's see what we have left in the trough? ( iron, brush, candlestick, scissors)
These are not dishes.
Then prove that you have the dishes in your hands. Tell us what you selected and how it is used.
/Children make up sentences. For example: I have a saucepan in my hands. Soup is boiled in it and potatoes are stewed./
Well done. The proposals turned out to be good. You convinced me that you have dishes in your hands. And another cockroach ran away.
Strengthening the skills of word formation of adjectives from nouns.
Guys, how many of you know what dishes are made from? ( made of wood, plastic, clay, crystal, porcelain)
What do you call dishes made of glass? ( glassware)
Made of plastic? From crystal? From clay? From porcelain?
FISMUTKA:
I'm puffing, puffing, puffing
I don't want to get warm anymore.
The lid clanged loudly.
Drink tea, the water has boiled.
Carrying out the analysis of visual images - objects.
What have we depicted now? ( kettle)
Now I’ll see how well you know the parts of the dishes.
/Place a cup, teapot, glass, pan with a lid on the table./
Find what these items have in common. ( bottom, walls)
What does “drank to the bottom” mean? ( there's nothing left)
Name the features of each item. How are they different from each other?
Think and tell me which item is superfluous here? ( glass - without handle)
That's how great you are to me! Down with another cockroach!!!
Summary of the lesson.
Well, we've sorted out the dishes. All that remains is to put it in its place.
/Children place dishes under the corresponding inscriptions on the board/
So, Dima, what do you have in your hands? ( pot)
What type of cookware is a saucepan? ( kitchen), etc.
They did an excellent job. Now all the utensils are in their place: the kitchen utensils are on the table for kitchen utensils, the tea set items are on the table for tea utensils, and the cutlery is on the table for dinnerware.
There are no more cobwebs!!! I hear you. Someone is fussing around outside the door again...
/“Fedora” brings in a samovar with bagels /
- “And on a white stool,
Yes, on an embroidered napkin
The samovar is worth
Like the heat is burning
And he puffs and looks at the woman:
“I forgive Fedorushka,
I treat you to sweet tea.
Eat, eat, Fedora Egorovna,
Treat your sweet kids!”
/ “Fedora” treats the children to tea and bagels. /
General underdevelopment of speech in children is a violation of the semantic and sound (or phonetic) aspects of the speech system. It is often observed in pathologies such as alalia (in each case), dysarthria and rhinolalia (sometimes). In cases of intellectual impairment, hearing impairment, delayed speech development in children with reduced hearing, mental retardation, ONR can act as a secondary defect. This is very important to take into account!
How does OHP manifest itself?
Basically, general speech underdevelopment manifests itself in the same way. The symptoms are as follows:
Late onset of speech: the child speaks his first words at 3-4, or even 5 years old;
- speech is not phonetically structured enough and is agrammatic;
- the child understands what is being said to him, but cannot correctly express his own thoughts;
- the speech of children with ODD is practically incomprehensible to others.
In addition, speech therapists know several other symptoms of OHP. Therefore, try to visit him in a timely manner in order to identify this disease as early as possible and correct the child’s speech.
Reasons for OHP
It should be said that sound pronunciation, phonemic hearing, grammatical structure and vocabulary of children with OHP are severely impaired. The cause of the disease may be:
Toxicosis, intoxication, infections in the mother during pregnancy;
- pathology of the natal period;
- brain injuries and central nervous system diseases in the first years of life;
- unfavorable conditions of training and education;
- mental deprivation (absence or only limitation of the ability to satisfy life needs);
- damage to the child’s brain that occurs during pregnancy, childbirth, or the first year of life.
- some other factors.
Speech underdevelopment in children can be expressed in different ways.
Depending on the degree of unformation of speech, there are 4 degrees of underdevelopment.
First degree
Children at this level do not speak. They express their thoughts and desires with the help of facial expressions, gestures, babbling words; they can designate different objects with the same babbling word (for example, “bibi” means both a ship and a car). They are characterized by the use of one-word sentences, incorrect composition of their structures, inconsistency in the pronunciation of sounds, reduction of complex words to 2-3 syllables (for example, they can pronounce the word “bed” as “avat”). Children with first degree ODD differ from children with mental retardation who have the same speech state in that they have a passive vocabulary that significantly exceeds the active one. As a rule, such a difference is not observed in oligophrenic children.
Second degree
The peculiarities of children with second-degree ODD include the fact that, in addition to speaking babbling words and showing gestures, they know how to use commonly used words. However, the child's speech is still poor. The story based on pictures is constructed in a primitive way, although it is better than in children with ODD of the 1st degree. The child practically does not use and does not understand those words that he rarely uses in everyday life. Does not distinguish between case, number form and gender. When pronouncing words, he makes many mistakes and practically does not use particles or conjunctions.
Third degree
This level is characterized by the appearance of detailed phrasal speech, although not entirely correct. Children with general speech underdevelopment of the third degree speak to others only in the presence of those who can give appropriate explanations and “decipher” their words. Free communication is difficult. Children with ODD at this level try to avoid expressions and words that are difficult for them, experience great difficulty in composing correct sentences, and make mistakes when constructing complex sentences and word formations. They can make sentences based on the picture.
Fourth degree
Children have only slight deficiencies in the differentiation of sounds ([P - P"]). They are not able to retain a phonemic image in memory, and therefore often rearrange sounds and syllables in words, repeat a certain syllable in each, and shorten vowels when combined. In some cases can omit syllables and add sounds. Have slight difficulties in speech contact and spontaneous pronunciation.
General speech underdevelopment of any degree can be corrected. Therefore, it is very important to contact a speech therapist in a timely manner and read various pedagogical and psychological literature, which widely covers the issue of vocabulary education and the development of children with SLD.
The third level of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment.
Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group.
For example, soft sound With, itself is not yet clearly pronounced, replaces the sound With(“boots”), w(“syuba” instead of fur coat). ts(“Syaplya” instead of heron), h(“saynik” instead kettle), sch("grid" instead brush); replacing groups of sounds with simpler articulation ones. Unstable substitutions are noted when a sound is pronounced differently in different words; mixing of sounds, when in isolation the child pronounces certain sounds correctly, and in words and sentences replaces them.
Correctly repeating three or four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (The children made a snowman.- “The children wheezed at the new guy”). Many errors are observed when conveying the sound content of words: rearrangements and replacements of sounds and syllables, abbreviations when consonants coincide in a word.
Against the background of relatively detailed speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. 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 name of a part of an object with the name of the whole object, or the desired word with another word similar in meaning.
In free expressions, simple common sentences predominate; complex constructions are almost never used.
Agrammatism is noted: errors in the agreement of numerals with nouns, adjectives with nouns in gender, number, and case. A large number of errors are observed in the use of both simple and complex prepositions.
Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships.
(Volkova)
Mild general underdevelopment of speech. This group includes children with mildly expressed manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. In their speech there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.
Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of general blurred speech. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of phoneme formation that has not yet completed. Along with deficiencies of a phonetic-phonemic nature, individual violations of the semantic aspect of speech were also found in these children. Thus, despite a fairly diverse subject dictionary, there are no words denoting some animals and birds, plants, people of different professions, and parts of the body. When answering, generic and specific concepts are mixed.
When designating actions and attributes of objects, some children use typical names and names of approximate meaning. The nature of lexical errors is manifested in the replacement of words that are similar in situation, in the confusion of features. Having a certain stock of words denoting different professions, children experience great difficulty in differentiated designations for masculine and feminine persons: some children call them the same, others offer their own form of word formation, which is not characteristic of the Russian language. Forming words using augmentative suffixes also causes significant difficulties.
Errors in use remain persistent:
– diminutive nouns;
– nouns with singularity suffixes;
– adjectives formed from nouns with different meanings of correlation (pukhnoy - downy; cranberry - cranberry; pine - pine);
– adjectives with suffixes characterizing the emotional-volitional and physical state of objects (boastful - boastful; ulybkiny - smiling);
–possessive adjectives (volkin - wolf, fox - fox).
A significant number of errors occur in the formation of nouns with suffixes of emotional evaluation, singularity, and doer. Persistent difficulties are found in the formation of denominative adjectives (with meanings of correlation with food, materials), verbal, relative adjectives (-chiv-, -liv-), as well as complex words.
Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), evaluative characteristics (bad - good). Difficulties are manifested in expressing the antonymic relationships of the following words: running - walking, running, walking, not running; greed is not greed, politeness is evil, kindness is impolite.
The correctness of naming antonyms largely depends on the degree of abstraction of the proposed pairs of words. Thus, the task of selecting words with opposite meanings is completely inaccessible: youth, light, ruddy face, front door, various toys. In the children's answers, initial words with the particle not (non-ruddy face, not young, not light, not different) are more often found; in some cases, variants that are not characteristic of the Russian language are named. The insufficient level of lexical means of the language is especially clearly evident in these children in the understanding and use of words, phrases, and proverbs with a figurative meaning. For example: ruddy, like an apple, is interpreted by a child as having eaten a lot of apples; collided nose to nose - bumped noses; hot heart - you can get burned;
Analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of nouns in the genitive accusative plural and complex prepositions. In addition, in some cases, there are violations of the agreement of adjectives with nouns, when in one sentence there are nouns of masculine and feminine gender (I color the ball with a red felt-tip pen and a red pen), singular and plural (I lay out books on large tables and small chairs instead I lay out books on large tables and small chairs), violations in the coordination of numerals with nouns persist (the dog saw two cats and ran after two cats).
At the fourth level, there are no errors in the use of simple prepositions, and there are minor difficulties in the use of complex prepositions and in coordinating numerals with nouns. Particularly difficult for these children are sentence constructions with different subordinate clauses:
– missing conjunctions;
– replacement of unions;
- inversion (finally everyone saw the kitten they had been looking for for a long time - they saw the kitten they had been looking for for a long time).
The next distinctive feature of children at the fourth level is the uniqueness of their coherent speech:
– in a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;
– when talking about events from their life, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences;
– difficulties remain when planning your statements and selecting appropriate linguistic means.
The state of general speech underdevelopment (GSD) 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 aspects.
At the same time, children with general speech underdevelopment do not have hearing or intellectual 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 grammatical structure and a poor active vocabulary.
- Hearing is not impaired. 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 is worth keeping in mind that long-term uncorrected mental retardation can also lead to mental retardation.
It is possible to talk about the presence of general speech underdevelopment in a child only after 3-4 years. Until this time, children develop differently and “have the right” to some deviations from average norms. Everyone has their own pace of speech formation. But after 3, it’s worth paying attention to how the child speaks. It is quite possible that he needs the help of a speech therapist.
The manifestation of OHP in children is expressed differently based on their depth of impairment.
General speech underdevelopment level 1
A violation of this degree means an almost complete absence of speech in the child. Problems are visible to what is called the “naked eye.”
What does it show:
- A child's active vocabulary is very poor. To communicate, he uses mainly babbling words, the first syllables of words, and onomatopoeia. At the same time, he is not at all averse to communicating, but in “his” language. A cat means “meow”, “beep” can mean a car, a train, or the process of driving itself.
- Gestures and facial expressions are widely used. They are always appropriate, carry a specific meaning and, in general, help the child communicate.
- Simple sentences either simply do not exist in the child’s speech, or may consist of two amorphous words combined in meaning. “Meow bee bee” during the game will mean that the cat drove the car. “Woof di” means both the dog is walking and the dog is running.
- At the same time, the passive vocabulary significantly exceeds the active one. The child understands spoken speech to a much greater extent than he can say himself.
- Compound words (consisting of several syllables) are abbreviated. For example, bus sounds like "abas" or "atobu". This indicates that phonemic hearing is unformed, that is, the child does not distinguish individual sounds well.
General speech underdevelopment 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 pronounced very correctly. At the same time, the beginnings of the formation of a grammatical connection between words are noticeable, although not yet permanent.
What to pay attention to:
- The child always uses the same word, denoting a specific object or action in a distorted form. For example, apple will always sound like “lyabako” in any context.
- The active dictionary is quite poor. The child does not know words denoting the characteristics of an object (shape, its individual parts).
- There is no skill in combining objects into groups (a spoon, plate, pan are utensils). Objects that are similar in some way can be called in one word.
- Sound pronunciation is also far behind. The child pronounces many sounds poorly.
- A characteristic feature of level 2 OHP is the appearance in speech of the rudiments of a grammatical change in spoken words depending on the number. However, the child can only cope with simple words even if the ending is stressed (go - goUt). 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 consistent with each other. For example, “papa pitya” - dad came, “guyai gokam” - walked on the hill, etc.
- Prepositions in speech may be completely missed or used incorrectly.
- A coherent story - based on a picture or with the help of an adult's questions - is already obtained, in contrast to the state at level 1 OHP, but it is very limited. Basically, the child uses two-syllable, inconsistent sentences consisting of a subject and a predicate. “Guyai gokam. Videy seg. Ipiy segika." (Walked on a hill, saw snow, made a snowman).
- The syllabic structure of polysyllabic words is disrupted. As a rule, syllables are not only distorted due to incorrect pronunciation, but also rearranged and simply thrown out. (Boots are “bokiti”, people are “tevek”).
General speech underdevelopment 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 constructs detailed phrases and uses a large vocabulary.
Problem points:
- Communication with others is mainly in the presence of parents, who act as assistant translators.
- Unstable pronunciation of sounds that the child has learned to pronounce separately. In independent speech they still sound unclear.
- Sounds that are difficult to pronounce are replaced by others. Whistling, hissing, sonorant and affricates are more difficult to master. One sound can replace several at once. For example, the soft “s” often plays different roles (“syanki” - sledge, “syuba” - “fur coat”, “syapina” - “scratch”).
- The active vocabulary is noticeably expanding. However, the child does not yet know the little-used vocabulary. It is noticeable that in his speech he uses mainly words of everyday meaning, which 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 constructions. (“Papa wrote and pyinesya Mise padaik, how Misya haase behave yourself” - Dad came and brought Misha a gift, BECAUSE Misha behaved well. As we see, a complex construction is already “asking for the tongue”, but the grammatical agreement of words is not yet given ).
- From such incorrectly formed sentences, the child can already compose a story. Sentences will still only describe a specific sequence of actions, but there will no longer be a problem with constructing phrases.
- A characteristic feature is the inconsistency of grammatical errors. That is, in one case, a child can correctly coordinate words with each other, but in another, use the wrong form.
- There are difficulties in correctly agreeing nouns with numerals. For example, “three catsAM” - three cats, “many sparrows” - many sparrows.
- The lag in the formation of phonemic abilities is manifested in errors when pronouncing “difficult” words (“gynasts” - gymnasts), in the presence of problems in analysis and synthesis (the child finds it difficult to find words starting with a specific letter). This, among other things, delays the child’s readiness to succeed in school.
General speech underdevelopment level 4
This level of OHP is characterized only by isolated difficulties and errors. However, when taken together, these disorders prevent the child from mastering reading and writing skills. Therefore, it is important not to miss this condition and contact a speech therapist to correct errors.
Characteristic features:
- There is no problem of incorrect sound pronunciation, the sounds are “delivered”, but the speech is somewhat slurred, inexpressive and has unclear articulation.
- Periodically, there are violations of the syllabic structure of a word, elision (omission of syllables - for example, “skein” instead of “hammer”), replacement of one sound with another, rearrangement of them.
- Another typical mistake is the incorrect use of words denoting a feature of an object. The child does not very clearly understand the meaning of such words. For example, “the house is long” instead of “tall”, “the boy is short” instead of “short”, etc.).
- Formation of new words using suffixes also causes difficulties. (“hare” instead of “hare”, “platenko” instead of “dress”).
- Agrammatisms occur, but not very often. Mainly, difficulties can arise when agreeing nouns with adjectives (“I write with a blue pen”) or when using plural nouns in the nominative or genitive case (“We saw bears and birds at the zoo”).
It is important to note that all the disorders that distinguish level 4 OHP are not common in children. Moreover, if a child is offered two answer options, he will choose the correct one, that is, there is criticality towards speech, and the formation of the grammatical structure approaches the necessary norms.
