Formation of connected speech in children of senior preschool age with general underdevelopment of speech in special educational institutions

Abstract

The article highlights the peculiarities of the formation of communicable sentences in older preschool children with general underdevelopment of speech (GUS). Analysis of the development of communicable sentences was carried out in different activities, but the main subject was training in the native language lessons. This article presents the views of researchers related to the characteristics of connected speech in children with speech disorders and highlights the main difficulties that hinder the formation of extended speech. The structure of classes was determined by the principle of interconnection of different sections of linguistic work, namely: enrichment and activation of vocabulary, formation of grammatically correct speech, education of sound culture, formation of communication broadcasting in older preschool children. This article reflects the views of researchers related to the characteristics of connected speech in children with speech disorders and highlights the main difficulties that hinder the formation of extended speech. It is proved that one of the most important and perhaps the most difficult tasks of the development of communication speech the acquisition of children's ability to make stories on their own. The method by which the stories were compiled according to a series of plot pictures, are described from their own experience. The role of the story interpretation in the process of forming communicable sentences are outlined. The main methods and techniques that will contribute to the formation of communicable sentences in children with NSM have been described. The article presents the results of the stated and formulaic stages of the experiment on the development of communication broadcasting of senior preschoolers with GUS. It is emphasized that in further work it is important to master the appropriate grammar, lexical components, syntax structures by children with GUS. The results of the research proved pedagogic expediency and effectiveness of suggested system of tasks, which form children’s integral system of language and speech skills and acquired habits. The proposed method forms and improves the verbal skills of children due to development of proper verbal logic and ability to classify categorically ordered images of various objects.