Presentation on the topic "examination of coherent speech". Examination of the oral speech of five-year-old children by point-level assessment Presentation examination of the speech of preschool children
Slide 2
Drawing up phrases from pictures depicting simple actions. When each picture is shown, an instruction question is asked: tell me what is drawn here? If there is no phrase answer, a second question is asked: what is it doing? Grade. 5b.-if the phrase is grammatically correct, adequate in the sense of the content of the picture, fully and accurately reflects its content. 4b.-the phrase adequate in meaning is not informative enough; errors in the use of word forms are noted; the connection of words in a sentence is broken; the normative word order is violated; long pause with the search for the desired word. 3b.-combination of the above-mentioned disadvantages of information content and lexical and grammatical structuring of the phrase. 2b.-adequate phrase-statement made up with the help of an additional question; not all options for the assignment were completed. 1b.-there is no adequate phrasal answer with the help of an additional question; the composition of the phrase is replaced by a listing of the objects depicted.
Slide 3
Slide 4
Drawing up phrases-statements based on 3 subject pictures. The child names the pictures, then makes up a sentence so that it talks about all 3 objects. If the child composes a sentence taking into account only 1-2 pictures, the task is repeated with an indication of the missing picture. Grade. 5b.-the phrase is compiled taking into account the content of all the pictures, it is a sufficiently informative statement, adequate in meaning. 4b.-there are some shortcomings. The phrase itself is adequate in meaning and corresponds to the likely objective situation. 3b.-the phrase is compiled on the basis of the content of only 2 pictures, with the help of the child, the statement is adequate in terms of content. 2b.-the child could not compose a phrase using 3 pictures, despite the help provided. There are errors in the language design of the statement. 1b.-the child named the objects correctly, but did not form a phrase.
Slide 5
Slide 6
Slide 7
Slide 8
Slide 9
Slide 10
Slide 11
Retelling. The text is read twice. Before re-reading, a setting for retelling is given. Before compiling a retelling, it is necessary to ask 3-4 questions about the content of the text. Grade. 4b.-The retelling is compiled by yourself; the content of the text is fully conveyed, the coherence and consistency of presentation is respected. A variety of linguistic means are used in accordance with the text of the work. When re-skating, the grammatical norms of the native language are generally observed. 3b.-Retelling composed with some help (prompting, stimulating questions); the content of the text is fully conveyed. Some violations of the coherent reproduction of the text, the absence of artistic and stylistic elements are noted; single violations of the structure of sentences. 2b.-repeated leading questions are used). The coherence is significantly broken. There are omissions of parts of the text, semantic errors. The sequence of presentation is violated. Poverty and monotony of the used linguistic means are noted 1b. - The retelling is based on leading questions... There are omissions of individual moments of the action or of a whole fragment, repeated violations of the coherent reproduction of the text, single semantic inconsistencies.
Slide 12
Butterfly. It was spring. The sun was shining brightly. Flowers grew in the meadow. A yellow butterfly flew over them. Suddenly a large black bird flew in. She saw a butterfly and wanted to eat it. The butterfly got scared and sat on a yellow flower. The bird flew around, flew, but did not see the butterfly. So she flew away with nothing.
Slide 13
A story based on a series of plot pictures. The child must arrange the pictures in the correct sequence. Grade. 4b.-A coherent story was independently composed, sufficiently fully and adequately reflecting the depicted plot. The sequence in the transmission of events and the connection between fragments-episodes are observed. The story is built in accordance with the grammatical norms of the language (taking into account the age of the children). 3b.-The story was compiled with some help (stimulating questions, pointing to the picture; the content of the pictures is quite fully reflected (there may be omissions of individual moments of the action, in general, not violating the semantic correspondence of the story). Not clearly expressed violations of the coherence of the narrative; single errors in the construction of phrases. 2b .-The story is compiled with the help of leading questions. The coherence of the narrative is sharply broken. There are omissions of essential moments of the action and whole fragments, which violates the semantic correspondence of the story to the depicted plot. There are semantic errors. The story is replaced by a listing of the actions presented in the pictures. 1b.-The story is compiled with by using leading questions and pointing to the corresponding picture / specific detail. The coherence of the narrative is broken. There are omissions of certain moments of the action, separate semantic inconsistencies.
Slide 14
Slide 15
A story from personal experience. The child is invited to compose a story on a topic close to him. A plan of several questions-assignments is given. Grade. 4b.-The story contains sufficiently informative answers to all questions. All of its fragments represent coherent unfolded statements. The use of lexical and grammatical tools is age appropriate. 3b.-The story is compiled in accordance with the question plan of the assignment. Most of the fragments represent coherent statements. Some morphological and syntactic violations are noted (mistakes in the construction of phrases, in the use of verb forms, etc.) 2b.-One or two fragments of the story are missing. Most of it is a simple listing of objects and the information content of the story is insufficient. In most of the fragments, the coherence of the statement is broken. Violations of the structure of phrases and other agrammatisms are noted. 1b.-The story reflects all the questions of the assignment. Some of its fragments represent a simple enumeration of objects and actions (without detailing); extreme poverty of content is noted; violation of the coherence of speech; gross lexical and grammatical flaws that impede the perception of the story.
Slide 16
Slide 17
Description story. The child should be able to describe his toys, objects, graphic images, based on their visual perception. Grade. 4b.-The story displays all the main features of the subject, an indication of its function or purpose is given. There is a logical sequence in the description of the attributes of objects, semantic and syntactic connections between the fragments of the story. Various means of verbal characterization of the subject are used. 3b.-The story-description is quite informative, it is distinguished by logical completeness, it reflects most of the basic properties and qualities of the subject. There are isolated cases of violation of the logical sequence in the description of the attributes of objects, the semantic incompleteness of one or two micro-themes, and some shortcomings in the lexical and grammatical design of the statement. 2b.-The story is compiled on leading questions, is not informative enough - it does not reflect some (2-3) essential features of the subject. It is noted: the incompleteness of a number of micro-themes, a return to what was said earlier; the display of object attributes in most of the story is disordered. Revealed noticeable lexical difficulties, shortcomings in the grammatical design of sentences. 1b.-The story is compiled with the help of repeated leading questions, instructions on the details of the subject. The description of the subject does not reflect many of its essential properties and attributes. There is no logical sequence: a simple listing of individual features and details of an object is disordered. Revealed expressed lexico-grammatical violations. The child is not able to compose a story-description on his own.
Slide 18
A story on a topic or a continuation of a story on a given beginning. The child is shown a picture depicting the climax of the plot action of the story. After parsing the content of the picture, the unfinished story is read twice and it is proposed to come up with its continuation. Grade. 4b.-The story is compiled independently, corresponds to the content of the proposed topic (this beginning), brought to its logical conclusion, an explanation of the events is given. The coherence and consistency of presentation is observed, the creative task is solved in creating a sufficiently detailed plot and adequate images. The language design is generally in line with the grammatical norms. 3b.-The story was compiled independently or with a little help, on the whole corresponds to the set creative task. There are mildly expressed violations of coherence, omissions of plot points that do not violate the general logic of the narrative. There are some linguistic difficulties in implementing the concept. 2b.-The story was compiled using repeated leading questions. Separate semantic inconsistencies, insufficient information content, lack of explanation are noted transmitted events, which reduces the communicative integrity of the message. Lexical and syntactic difficulties are noted. The coherence of the presentation is broken. 1b.-The story is composed entirely on leading questions; extremely poor in content, schematic; continued as intended, but not completed. The coherence of the narrative is sharply violated, gross semantic errors are made. The sequence of presentation is violated. Pronounced agrammatism, which makes it difficult to understand the story.
Slide 19
Vasya and Katya had a cat. In the spring, the cat disappeared and the children could not find it. Once they played and heard a meow overhead. Vasya shouted to Katya: - Found a cat and kittens! Come here soon. There were five kittens. When they got older. The children chose one kitten for themselves, gray with white paws. They fed him, played with him and put him to bed with them. Once the children went to play on the road and took a kitten with them. They were distracted, and the kitten was playing alone. Suddenly they heard someone shouting loudly: "Back, back!"; - and saw that the hunter was galloping, and in front of him two dogs saw a kitten and wanted to grab it.
Slide 20
Drawing up a story on a given topic. The child is offered pictures of several objects. An exposition of the story based on pictures is preliminarily compiled.
Slide 21
View all slides
Slide 1
Slide 2
Systemic organization of speech activity Speech is a specifically human function that has arisen in the process of evolution. Allocate the communicative, regulating and programming functions of speech. The works of A.R. Luria showed that with brain lesions of different localization, the complex structure of speech activity is disturbed, the nature of the disturbances depends on the affected brain structure. Verbal activity was represented as the relationship between the centers of speech perception (Wernicke) and its reproduction (Broca) and was localized in right-handers in the left hemisphere.
Slide 3
For understanding the meaning of words and a holistic speech utterance (semantic analysis), the deep sections of the left temporal lobe, responsible for auditory-speech memory, and the posterior-associative areas, where elements of the speech structure are integrated into the semantic scheme, are responsible. Programming of actions is associated with the frontal regions, active search information, analysis of the most essential elements of the content of complex detailed statements. Various parts of the auditory cortex of the left hemisphere, which perceive and distinguish the elementary codes of words - phonemes, without which it is impossible to understand the exact meaning of words.
Slide 4
Naming of objects and oral speech The implementation of oral speech occurs with the participation of the lower parts of the premotor region of the left hemisphere, where Broca's center is localized. Violations in this area lead to getting stuck on some syllable, rearranging letters, multiple repetitions of the previous articulation. To name an object requires the conversion of a visual image into its sound equivalent.
Slide 5
The name of the object is associated with the parieto-occipital regions of the brain. An important condition for the adequate naming of an object is the preservation of the acoustic structure of the word. The need for the only correct naming of an object requires the inhibition of all secondary alternatives, which includes the frontal cortex, which controls the entire activating system of the brain, as well as speech initiative.
Slide 6
Rhythm of speech and intonation An additional motor area, located anterior to the central (Roland's) sulcus, as part of the frontal lobes, is responsible for the rhythm of speech and intonation, grammatical word order, the use of conjunctions, pronouns with verbs in both spoken and audible speech. The limbic system (Papets circle) is associated with vocal reactions, and brings an emotional component into the sounding speech.
Slide 7
The right hemisphere is responsible for the non-linguistic components of speech - intonation, parameters of the main tone (pitch, loudness), emotional coloring. For visual-spatial analysis of verbal material. For the interaction of the frontal and occipital regions, the involvement of the visual projection zone, associated with the visual presentation of letters.
Slide 8
Age stages of speech development From the moment of birth, the child perceives phonemes (tones, sound clicks). The first sounds made by a child - humming - do not carry any linguistic specificity. In the first year of life, babbling is different in children developing in different linguistic environments. On the basis of the formation of sensory systems, especially visual, the nominative (nominative) function of speech is formed - the child associates objects and their names.
Slide 9
Development of the speech function For the development of the communicative function of speech, speech contact is of paramount importance. The higher parts of the brain are responsible for the voluntary regulation of activity, the formation of the regulatory and programming functions of speech. Holistic verbal activity, abstract-logical and graphic forms (reading and writing) develop for a long time, the entire period of study at school
Slide 10
Systemic analysis of speech disorders Selective disorders of the speech functional system develop in connection with organic lesions of the brain of a focal nature due to trauma, inflammatory and vascular diseases, etc. and are always accompanied by functional neurodynamic disorders in structures adjacent or even quite distant from the lesion focus. Functional speech disorders are associated with pathological changes in the course of the main nervous processes (excitation and inhibition) and especially with disorders of their mobility.
Slide 11
In some cases, these disorders are the result of temporary inhibition of individual links of the speech functional system and are easily recorded as incorrect speech skills. In other cases, speech disorders can be entirely determined only by functional disorders, an example of which can be many cases of stuttering, accelerated speech rate, incorrect pronunciation, voice disorders.
Slide 12
Stuttering is a violation of speech, in which its smooth course is interrupted by the repetition of individual sounds, syllables or a delay in their pronunciation due to clonic (tics) or tonic (increased tone) convulsions of the speech muscles. For a smooth pronunciation of phrases, clear coordination of breathing, sound pronunciation and articulation is needed.This coordination is carried out at the level of the brain stem
Slide 13
Age features of breathing Breathing in children is frequent and shallow. Respiratory volume and VC of a preschooler is 3-5 times less than that of an adult, and in primary school age, 2 times less. Respiratory rate in children is increased. With mental and physical exertion, emotional outbursts, an increase in body temperature, NPV increases extremely easily. The MOE is gradually increasing throughout preschool and primary school age. This indicator, due to the high respiratory rate in children, does not lag behind the adult values.
Slide 14
In adolescents (middle, senior school age) Respiratory responses to exercise are economized with age. The tidal volume increases, the depth of breathing increases, and the respiratory rate decreases. NPV at 12 years old is 19-23 per minute, at 14 years old - 16-20 per minute. The delay in the growth of the chest with significant stretching of the body makes it difficult to breathe. Irregularity of breathing is observed, the process of expansion of the airways is not completed.
Slide 15
Slide 16
Slide 17
Slide 18
Articulation Perception Purpose: To determine the perception of articulatory form and mastery of articulatory patterns. Methodology: The child is asked to carefully watch how an adult, clearly articulating, sings the vowels of the first row (A, O, U, Y, E), then, articulating soundlessly, offers to guess what sound he is "singing". Score: 5 sounds - 10b For each wrongly guessed sound - minus 1 b, for each indistinctly articulated sound - minus 1 b
Slide 19
Auditory perception. The game "What is singing?" Purpose: Determine the level of auditory perception Methodology: An adult will forgive the child to listen carefully to how objects "sing" and knocks on each of them with a stick. Then the child is asked to turn away and by knocking guess which object "sings" Material: 5 items of different quality (glass, wood, metal, plastic, paper), metal stick. Assessment: For each guessed object we put "+". Speechless and low-contact children can only show the object. For children over 5 years old, complication is possible when objects that are close in sound are taken.
Slide 20
Visual-spatial perception Purpose: To determine the child's ability to navigate in space, to identify understanding of prepositions Methodology: An adult invites the child to lay out toys (or cards): on a chair, under a chair, to the right of the chair, to the left of the chair, in front of the chair, behind the chair. Then the child is asked to collect the toys, while he must say where he took each of them. For 3 years: on, under, next to, about, behind, at. For 4 years and older: on, under, left, right, in front, behind. Material: Chair, toys or cards. Assessment: I correctly laid out all the objects and correctly said where they were - 12 points (6 points - for how I laid them out, 6 points - for the correct use of prepositional-case constructions). For each wrong answer - minus 1b.
Slide 21
Auditory attention Purpose: Determine the level of auditory attention Method: An adult offers the child a game: "Catch the cat": "I will name the words, and you have to clap your hands if you hear the word" cat ". A number of words, among which there is the control word "cat" and the provocative word "whale", "cat", are pronounced at the same pace, with one intonation. Suggested word sets: - elephant, dog, cat, dress, whale, forest, cloud, cat, hare, cat, umbrella, leg, cat, wind, cat; - chair, nose, cat, window, whale, side, fox, cat, lamp, cat, frame, hat, cat, fur coat, cat. Assessment: As a result, the number of correctly “caught” cats + 3b and wrongly “caught” provocative words is taken into account - minus 3b.
Slide 22
Visual memory Purpose: Study of the level of visual memory, vocabulary, generalization, sound pronunciation, etc. Methodology: The child is presented with pictures according to the number of years of the child. Then the adult removes them and asks the child to name the memorable ones. Material: Sets of cards with object images - 30 pieces: - transport (plane, steamer, passenger car, train, trolleybus); - clothes (dress, fur coat, skirt, jacket, trousers); - toys (whirligig, pyramid, doll, horse , ball); - furniture (armchair, wardrobe, table, sofa, chair); - animals (hare, horse, hedgehog, squirrel, dog). Evaluation: Each group assembled is evaluated. 3b - the child selects a group according to an essential feature and names it. 2b - the child singles out a group according to an essential feature, but does not name it. 1b - a child, we single out a group according to an insignificant attribute. 0 b - does not complete the task. The maximum number is 15 points.
Slide 23
"Sequential pictures" Purpose: To determine the level of development of analysis, elements of logical thinking and the ability to compose a story based on pictures. Methodology: The child is presented with a series of pictures according to age. The task is formulated: “All pictures are interconnected. Lay them out so that you can see where the beginning and where the end is. Come up with a story based on them. Material: Sets of pictures, selected according to the plot. 4 years old - 3 pictures, 4-5 years old - 4 pictures, 5-6 years old - 4 pictures, 6-7 years old - 5 pictures. Rating: For each correctly located picture + 1b. For correctly chosen words to describe the picture + 1b. Makes simple sentences + 1b. Makes a coherent story + 1b. Refusal - 0 points.
Slide 24
Study of fine motor skills of hands. Purpose: To determine the level of development of fine motor skills, auditory attention. Methodology: An adult reads a rhyme to a child, accompanying him with hand movements, and asks to repeat it: right hand up from the elbow, the index and middle fingers are raised, the rest are tucked in) a hare (we raise the "ears" - the left hand is up from the elbow, the index and middle fingers are raised, the rest are tucked in). A goat (we raise the “horns” - the right one up from the elbow, the index finger and little finger are raised, the rest are tucked in) a goat (we raise the “horns” - the left one is up from the elbow, the index finger and little finger are raised, the rest are tucked in) ”. Let's admit replay. Score: The maximum score is 5 points. Possible mistakes- minus 1b for each: the child performs the task with visual control; the child helps with the other hand; the child does not help with his hands, but the movements are inaccurate, he does not remember well; the presence of synchronization of movements (makes movements with both hands at the same time); mispronounces ("The goat has a goat", "The hare has a bunny").
Slide 25
Revealing the dictionary of nouns Purpose: To reveal the level of development of active and passive everyday vocabulary, understanding the meaning of diminutive suffixes, the presence of expansion of concepts. Methodology: The child is presented with sets of cards with the image: - two objects of the same function, but different in size; - two similarly named, but differently functional items; - objects that are indicated by words that are rarely found in the child's dictionary; - items that allow you to name their components; - two different items performing the same function. To check the active vocabulary, the child is asked to name the objects depicted. In case of great difficulty, the passive dictionary is checked. To do this, the adult names objects not in pairs, but in random order and asks to show pictures with their image. The child's attention is not fixed on mistakes.
Slide 26
Revealing the dictionary of nouns (continuation) Sample sets: 1. Pillow - pillow; Dining table - writing table; Bench, teapot spout; Sofa - armchair; 2. Chair - high chair; Dish cupboard - bookcase; Pillowcase, chair seat; A glass - a cup Assessment: Possible mistakes: - misunderstanding of the meaning of the diminutive suffix; - misunderstanding of the meaning of the adjective; small volume of the dictionary; - the presence of an expansion of concepts. For each mistake - minus 1b. In case of refusal, +0 points.
Slide 27
Dictionary of Verbs Purpose: To reveal the level of development of active and passive everyday vocabulary of verbs, understanding of words denoting action. Methodology: Option 1: The child is asked to say, “What can a mother do? (5-10 words) or "What can you do?" In case of difficulties, 2 leading questions are possible (And in the evening? On weekends? On a walk?) Option 2: In case of difficulties and in children with little contact. Pictures are used, which depict actions, it is proposed to name these actions. 3 Option: Pictures depicting objects; Option 4: Pictures depicting actions; Rating: For each correct word+ 1b.
Slide 28
Word formation Purpose: Revealing the skill of word formation using the example of adjectives. Methodology: The child is asked to tell what juice is obtained from a given fruit or vegetable. In case of difficulty, an adult offers a sample: grape - grape. Complication - what kind of juice is obtained from two fruits or vegetables, sample: apple-grape. Material: Pictures depicting fruits and vegetables or their replicas (apple, orange, pear, garlic, beet, carrot, cucumber. Assessment: If the child copes with the task on his own + 1b, for each mistake - minus 1 b. Articulating motor skills Level I Articulating patterns are erased. Vowels sound like a "middle" vowel. Level II - The child reproduces clearly distinguishable articules according to the model. Level III - The child reproduces all articulatory patterns, but confuses close articulations. Level IV - Difficulty performing exercises to change articulation patterns. Visual-spatial perception Level I Does not remember the meanings of prepositions, does not follow or mistakenly fulfills verbal instructions. Level II Knows 1-2 prepositions, confuses the rest. Level III Confuses more complex prepositions (to the left of, to the right of, between). IV level - Confused when there are 2 prepositions (stand in front of that, behind that) Slide 33
Visual attention Games “Do as I do”, “If you like it, then do it” Stage 1 - work on gross motor skills Stage 2 - work on articulatory motor skills Level I Child does not perform Level II Child is late when changing movement (sometimes only sound signals help - claps, clicks) III level 1. Exercises for gross motor skills are generally obtained 2. The child differentiates articulatory patterns with errors IV level 1. Major motor skills - close to normal 2. In articulatory patterns he makes mistakes when differentiating articulatory sounds Auditory memory Level I - The child does not know poetry. The child repeats a two-line poem after 3-5 presentations. Level II - The child completes the poem after 2-3 repetitions. Level III - The child repeats, but some words drop out. IV level - Remembers quickly, but there may be minor mistakes, including grammatical ones. Meaning diagnostic examination In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, to be able to analyze what components of speech they affect. In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, to be able to analyze what components of speech they affect.
Diagnostics includes examination of the following speech components: the sound side of speech - the level of phonemic perception and the state of phonemic analysis and synthesis; the sound side of speech - the level of phonemic perception and the state of phonemic analysis and synthesis; vocabulary; vocabulary; grammatical structure of speech; grammatical structure of speech; state of coherent speech state of coherent speech
Phonemic perception The examination can be carried out from the age of 5. It concludes: The survey can be carried out starting from 5 years. It consists: firstly, in the repetition of syllables with oppositional sounds (pa - ba, ta - na, firstly - in the repetition of syllables with oppositional sounds (pa - ba, ta - na, me - ma, etc.) ; me - ma, etc.); secondly, differentiation by ear of sounds mixed in pronunciation (a bowl is a bear, a rat is a roof, a bang is a snap). secondly, differentiation by ear of sounds mixed in pronunciation (a bowl is a bear, a rat is a roof, a bang is a snap).
State of phonemic analysis and synthesis From 5 years old: highlighting the first stressed vowel at the beginning of a word (Anya, stork, wasp, duck); From 5 years old: highlighting the first stressed vowel at the beginning of a word (Anya, stork, wasp, duck); From 6 years old: determination of the first consonant sound in a word, the last consonant sound in a word, determination of the sequence of sounds in a word. From 6 years old: determination of the first consonant sound in a word, the last consonant sound in a word, determination of the sequence of sounds in a word.
Examination of the grammatical structure of speech; the use of nouns in the Nominative singular and plural; the use of nouns in the nominative singular and plural; the use of the genitive plural form of nouns; the use of the genitive plural form of nouns; coordination of adjectives with nouns in number; coordination of adjectives with nouns in number; coordination of a numeral with a noun; coordination of a numeral with a noun; the formation of nouns with diminutive suffixes; the formation of nouns with diminutive suffixes; formation of names of cubs; formation of names of cubs; the formation of adjectives from nouns (from 6 years old) - relative, possessive; the formation of adjectives from nouns (from 6 years old) - relative, possessive; the formation of prefixed verbs (from the age of 6) the formation of prefixed verbs (from the age of 6)
The state of coherent speech Offered: Offered: retelling of the text; retelling of the text; drawing up a descriptive story; drawing up a descriptive story; story based on a plot picture; story based on a plot picture; by a series of plot pictures. by a series of plot pictures.
Indicators of the development of coherent speech: disclosure of the topic; disclosure of the topic; independence; independence; lexical and grammatical design; lexical and grammatical design; the volume of the story; the volume of the story; semantic integrity; semantic integrity; means of communication; means of communication; fluency of presentation; fluency of presentation; expressiveness expressiveness
High level The retelling is compiled independently, fully conveys the content of the text, the coherence and consistency of presentation is observed. The retelling was composed independently, completely conveys the content of the text, the coherence and consistency of presentation is observed. A variety of linguistic means are used in accordance with the text of the work. A variety of linguistic means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are mainly observed. When retelling, the grammatical norms of the native language are mainly observed. Speech is fluent, pauses are rare. Speech is fluent, pauses are rare.
Intermediate Level Retelling is structured using prompting, challenging and leading questions. The retelling is composed using motivation, stimulating and leading questions. Some violations of the coherent reproduction of the text are noted. Some violations of the coherent reproduction of the text are noted. Single semantic inconsistencies, lack of artistic and stylistic elements; single violations of the structure of sentences, a large number of pauses. Single semantic inconsistencies, lack of artistic and stylistic elements; single violations of the structure of sentences, a large number of pauses.
Low Level Retelling is based on leading questions. The retelling is based on leading questions. The coherence of the presentation is significantly broken. The coherence of the presentation is significantly broken. Missing parts of the text, semantic errors are noted. Missing parts of the text, semantic errors are noted. The sequence of presentation is violated. The sequence of presentation is violated. Poverty and monotony of the used linguistic means, violation of the structure of sentences are noted. Poverty and monotony of the used linguistic means, violation of the structure of sentences are noted.
The level of speech development affects successful adaptation and successful schooling. This is due to the fact that any process learning activities is impossible without the child's speech activity (answers to questions, reasoning when solving a problem, oral preparation homework etc.) The level of speech development affects successful adaptation and successful schooling. This is due to the fact that the process of any educational activity is impossible without the child's speech activity (answering questions, reasoning when solving a problem, oral preparation of homework, etc.)
Literature Glukhov V.P. Formation of coherent speech of children preschool age with OHR. - M., Artie G. Glukhov V.P. Formation of coherent speech of preschool children with OHP. - M., Artie G. Ushakova O.S., Strunina E.M. Methodology for the development of speech in preschool children. - M. Vlados G. Ushakova O.S., Strunina E.M. Methodology for the development of speech in preschool children. - M. Vlados G. Balobanova V.P. and others. Diagnosis of speech disorders in children and the organization of speech therapy work in preschool educational institution: collection method. recommendations. - SPb .: Childhood-press, 2000 Balobanova V.P. and other Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution: collection method. recommendations. - SPb .: Childhood-press, 2000 Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. - M., Education, 1967 Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. - M., Education, 1967
Sections: Working with preschoolers
The technique is designed to identify the features of speech development in preschool children. This technique adapted for examination of five-year-old children. A protocol for examining children's speech has been developed (Appendix 1). The proposed methodology is aimed at identifying the current level of the child's speech development, therefore, most of the tasks do not provide for assistance. The exceptions are trials in which assistance, as practice shows, is really effective. So, for example, when examining word-formation processes, stimulating help ( “Wrong, think again ..) often leads to the actualization of the correct form of the word.
The maximum number of points awarded for the successful completion of all tests of the methodology for five-year-old children is 282 points.
When processing the received data, the absolute value is converted to a percentage. If the above figures (according to the given age) are taken as 100%, then the percentage of success in the implementation of the methodology by each subject can be calculated by multiplying the total score for the entire test by 100 and dividing the result by 282. The percentage expression of the quality of the methodology performance calculated in this way is then correlated with one of four success levels, identified as a result of experimental work by T.A. Fotekova.
IV - 100 - 80% speech development conforms to the norm,
III - 79.9 - 65% WR, OHR
II - 64.9 - 50% WR, OHR, THR
I - 49.9% and below THP; speech pathology, aggravated by intellectual impairment.
In order to obtain an individual speech profile, it is necessary to calculate the success of each series of the technique in percentage terms (multiply the number of points awarded for the entire series by 100 and divide the result by the maximum possible score for this series). In the first series, it is advisable in the same way to calculate the percentage of success for each task separately (Appendix 2). Then, using the obtained values, one should draw a speech profile (Appendix 3), postponing the success of the methodology tasks in percent on the ordinate, and the names of the tasks on the abscissa:
1 - articulatory motor skills
2 - sound pronunciation
3 - phonemic perception
4 - syllabic structure of the word
5 - skills of language analysis and synthesis (for 5-6 year old children) skills of phonemic analysis (for 4 year old children)
6 - vocabulary and word-formation processes (for 5-6 year old children) active vocabulary (for 4 year old children)
7 - grammatical structure
8 - understanding logical-grammatical relations (for 6 year olds)
9 - coherent speech
Having received such a profile, one can immediately isolate both the most unformed and the most successful components of the child's speech system and, based on this, develop a correction program.
METHODOLOGY OF SPEAKING IN FIVE-YEAR-OLD CHILDREN
The technique used speech tests proposed by R.I. Lalaye-voy, T.B. Filicheva, G.V. Chirkina, S.G. Shevchenko, A.P. Nechaev, S.E. Bolshakova, N.V. Serebryakova, L.S. Solomakha, I.S. Krivovyaz. To assess the success of the assignments, a point system was used, developed by L.I. Peresleni, T.A. Fotekova.
The technique includes five series, combining a certain number of speech samples. Each trial is evaluated separately, then the total score for the entire task, for the series is calculated, and then the total score for the completion of all tasks of the methodology is calculated from the total marks for each of the five series.
For each batch, and in some batches and for each group of samples, its own evaluation criteria have been developed. General rule when evaluating tasks of all series, it is necessary to take into account the degree of success of the implementation using four gradations, which makes it possible to obtain a more differentiated result.
For series I (except for sound pronunciation, sound recognition), II; III; IY - 1; 0.5; 0.25; 0 points.
To recognize sounds - 5,3,1,0 points
For sound pronunciation - 3; 1.5; 1; 0 points.
For the Y series - 5; 2.5; 1; 0 points.
In different assignments, these gradations reflect the accuracy and correctness of the implementation, the nature and severity of the mistakes made, and the use of help.
If it is necessary to clarify the state of any side of speech, each of the series of methods can be used independently
The maximum number of points awarded for successful execution of all samples of this technique is equal to 282 points.
Series I - Study of the sensorimotor level of speech- includes four groups of tasks.
First group tests is aimed at studying the state of articulatory motor skills by performing 10 movements and chains of movements as shown by a speech therapist.
Instructions:"Watch me perform and repeat the movements after me."
In order to assess the performance of articulatory movements, you need to ask the child to hold the speech organs in the desired position for 3-5 seconds, the last three exercises must be performed 4-5 times
Grade: 1 point - correct execution of the movement with exact correspondence of all characteristics to the presented one; 0.5 points - slow and strenuous performance; 0.25 points - execution with errors - long search for a posture, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis; 0 points - failure to perform the movement. The maximum number of points for the entire task is 10 points.
Second group assignments is aimed at studying sound pronunciation through the reflected pronunciation of specially selected words.
In order to save time, phrases and texts with checked sounds are not presented at this stage, since the opportunity to clarify the pronunciation of sound in different positions and with different degrees of independence of speech will be presented in the course of further examination. The final assessment of sound pronunciation is made on the basis of the entire survey, which makes it possible to check the pronunciation of various sounds in different speech situations.
Instructions:"Repeat the words after me."
Grade: it is proposed to conditionally divide all sounds into five groups:
The first four are the most commonly violated consonants.
(1 group - whistling C, Cb, Z, Zb, Ts; 2 group- hissing Ш, Ж, Ч, Щ;
3 – L, L; 4 – P, Pb) and group 5 - other sounds, defects of which are much less common (posterior palate sounds G, K, X, and their soft versions, sound Th, cases of defects in voicing, mitigation and extremely rare violations of the pronunciation of vowel sounds.
3 points - impeccable pronunciation of all sounds of the group in any speech situations; 1.5 points - one or several sounds of the group are pronounced in isolation and reflected correctly, but sometimes they undergo substitutions or distortions in independent speech, i.e. insufficiently automated; 1 point - in any position, only one sound of the group is distorted or replaced, for example, as is often the case, a solid sound suffers R, while the soft version is pronounced correctly; 0 points - all or several sounds of the group are subjected to distortions or substitutions in all speech situations (for example, all whistling sounds are pronounced defectively, or sounds suffer З, С, Ц, а СЬ, ЗЬ saved). Points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15 points.
Third group is aimed at studying the state of phonemic hearing: it contains 26 tests that provide for the recognition of a vowel sound among a number of vowel sounds, distinguishing sounds by opposition (voiced-deafness, soft-hardness, sonors, hissing-whistling), repetition of a number of syllables (1, 10, 15 respectively).
a) recognition of a vowel sound among a number of vowel sounds
Instructions:"Raise your hand when you hear - O-»
Grade:
b) determining the ability to differentiate opposition sounds
Instructions:"Show picture".
Grade: 1 point - correct answer on the first try; 0.5 points - correct answer on the second attempt; 0.25 points - correct answer on the third attempt; 0 points - wrong answer on the third attempt. The maximum number of points for the entire task is 10 points.
c) the repetition of a number of syllables consists of 15 samples, which are chains of syllables with phonetically similar sounds.
Instructions:"Listen carefully and repeat after me as accurately as possible."
Presentation - reproduction - presentation - reproduction.
First, the first member of the pair is presented (ba-pa), then the second (pa-ba). The reproduction of the sample as a whole is evaluated (ba-pa-pa-ba). Syllables are presented before the first reproduction; an exact repetition should not be achieved, since the objective of the survey is to measure the current level of speech development.
Grade: 1 point - accurate and correct reproduction at the presentation tempo; 0.5 points - the first term is reproduced correctly, the second is likened to the first (ba-pa-ba-pa); 0.25 points - inaccurate reproduction of both members of a pair with rearrangement of syllables, their replacement, omissions;
0 - points refusal to execute, complete impossibility of reproducing the sample. The maximum number of points for the entire task is 15 points.
Fourth group samples is aimed at studying the formation of the sound-syllable structure of a word and includes 15 words with a gradual complication of the syllable structure.
Instructions:"Repeat after me".
Words are presented before the first playback.
Grade: 1 point - correct and accurate reproduction at the presentation tempo; 0.5 points - slow-motion sequential reproduction;
0.25 points - distortion of the sound-syllable structure of the word (omissions and permutations of sounds and syllables within a word); 0 points - non-reproduction.
The maximum number of points for the entire task is 15 points.
Maximum score for the entire 1series - 70 credits .
Series II - Exploring the Skills of Language Analysis and Synthesis- includes two groups of tasks (determination of the first vowel sound in a word, extraction of a given sound from words).
First group consists of five samples.
Instructions:"What is the first sound you hear in a word ...?"
Grade: 5 points - correct answer on the first try; 3 points - the correct answer, but slowness and uncertainty are noticed in the answers; 1 point - one correctly guessed sound; 0 - refusal to execute.
The maximum number is 5 points.
Second group consists of ten tests that reveal to what extent the child separates sound from a word.
Instructions:
"Do you hear the sound of a motor rrrr in words?"
"Do you hear the moo of the cow mmmm in words?"
The child is offered three attempts with the provision of stimulating assistance: "Think again."
Grade: 1 point - correct answer on the first try; 0.5 points - correct answer on the second attempt; 0.25 points - correct answer on the third attempt; 0 points - wrong answer on the third attempt.
The maximum number of points for a task is 10 points.
Maximum points for the whole II series - 15 points.
Series III - Exploring Vocabulary and Word Formation Skills- consists of three groups of tasks.
First group includes 45 tests to check the active subject vocabulary; showing and naming parts of the subject; naming general concepts: toys, dishes, clothes, animals, birds, furniture, vegetables, fruits; names of cubs, names of professions (8,14,8,8,7, respectively).
Second group includes 22 tests for checking the dictionary of features (color, shape, quality of an object) - 12, 5, 5, respectively.
Third group includes 25 tests to check the verb dictionary (naming actions according to pictures, "Who moves how?"; "Who shouts how?") - 10, 5, 10, respectively.
Subject vocabulary:
Instructions:
"Answer the question" is used for the 1st, 5th groups of samples.
Show and name the parts. What is it?" used for the 2nd group of samples.
"How can all these objects be called in one word" - for the 3rd group of samples.
"Name the cubs of ..." - for the 4th group of samples.
Dictionary of signs:
Instructions:
"Name the color of the paint" - for the 1st group of samples
"Name the object in shape" - for the 2nd group of words.
"Answer the question" - for the 3rd group of words
Verb dictionary:
Instructions:
“What is he doing?” - for the 1st group of samples.
"Tell me, how does it move ...?" - for the 2nd group of samples.
"Answer how he screams ...?" - for the 3rd group of samples.
Grade: 1 point - correct answer; 0.5 points - the correct answer after stimulating help: "Think again"; 0.25 points - inaccurate use of a word based on lexical paraphasias - sound proximity of words, replacement of the name of an object with externally similar, similar in meaning, situational connection with each other, designation instead of the object of the entire situation; 0 points - failure.
The maximum number of points for completing the first group of tasks is
45 points, the second - 22 points, the third group - 25 points.
Maximum points III series - 92 points
Series IV - Study of grammatical structure- consists of five groups of tasks.
First group is aimed at studying the state of inflection: there are 45 samples in it, providing for the formation of the nominative case, genitive plural; dative singular and plural forms; accusative singular and plural forms; forms of the instrumental singular of the noun; the formation of a diminutive form of a noun (10,10,4, 4,4,4, 4,5, respectively)
Instructions:“I will talk about one subject, and you about many. One is a table, and if there are many of them, these are tables ... ”- for the 1st group of samples.
"What's gone?" - for the 2nd group of samples.
"Tell me, who do you feed?" - for the 3rd, 4th groups of samples.
"Who do you see in the picture?" - for the 5th, 6th groups of samples.
"How do you wake up chopping wood, sweeping the floor, sewing, drawing?" - for the 7th group of samples.
“Name the items that I will show you affectionately. The big one is the hand, and the small one is the pen ”- for the 8th group of words.
Second group includes 3 tests for the agreement of the noun and adjective masculine and feminine singular.
Instructions:"Name the item by color."
Third group includes 8 tests for the agreement of a noun with a number.
Instructions:"Let's count: one (one) ..., two (two) ..., five ...."
Assessment 1,2,3, task groups: 1 point - correct answer; 0.5 points - self-correction or the correct answer after stimulating help "Wrong, think again"; 0.25 points - incorrectly formed form; 0 points - failure.
Fourth group includes 10 tests for the use of prepositional-case constructions and is associated with the need to insert a missing preposition into a sentence.
Instructions:"Now I will name the sentence in which the word is missing, try to find it and insert it."
Due to the difficulty of this task, two types of help are used:
1 - stimulating help ("Wrong, think again") and 2 - in the form of a question to the missing preposition ("Pours tea where?")
Grade: 1 point - correct answer; 0.5 points - correct answer after stimulating assistance; 0.25 points correct answer after help of the second type; 0 points - ineffective use of aid, as of the first and second types.
Fifth group assignments involves the repetition of sentences of varying grammatical complexity. According to psycholinguists, the ability for such repetition is an indicator of the general level of linguistic competence. Children are able to reproduce sentences of the level of grammatical complexity that they have mastered in their own speech. The success of these tasks is also influenced by the volume of verbal material and the quality of the child's auditory-speech memory.
The sentence is repeated until it is played for the first time (1-2 times).
Instructions:"Listen to the sentence and try to repeat it as accurately as possible."
Grade: 1 point - correct and accurate reproduction; 0.5 points - skipping individual words without distorting the meaning and structure of the sentence; 0.25 points - skipping parts of the sentence, distorting the meaning and structure of the sentence, the sentence is not finished; 0 points - non-reproduction.
In total, there are 9 samples in the task.
The maximum score for each group of tasks coincides with the number of samples in it, and for the entire IV series is 75 points.
Series V - Study of the formation of coherent speech
Children are offered two tasks: composing a story based on a series of plot pictures and retelling.
In order to take into account both the semantic side and the quality of the lexical and grammatical design of a coherent statement, the performance of tasks is assessed according to three criteria proposed by R.I. Lalaeva, which are somewhat modified.
1. Drawing up a story based on a series of plot pictures (three pictures)
"Cat and Mouse"
Instructions:"Look at these pictures, try to arrange them in order and come up with a story."
Grade:
1) criterion of semantic integrity: 5 points - the story corresponds to the situation has all semantic links located in the correct sequence; 2.5 points - there was a slight reduction in the situation, incorrect reproduction of cause-and-effect relationships, or the absence of connecting links; 1 point - loss of semantic links, significant distortion of meaning, or the story is not completed; 0 points - no write-off of the situation.
5 points - the story is written grammatically correctly with adequate use of lexical means; 2.5 points - the story does not contain agrammatisms, but there is a stereotypical grammatical design of statements, isolated cases of word searches, separate, or inaccurate word usage; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not framed.
5 points - pictures are laid out on their own and a story is compiled; 2.5 points - pictures are laid out with stimulating help, the story is composed independently; 1 point - unfolding pictures and composing a story on leading questions; 0 points - failure to complete the task even with help.
2. Retelling of the listened text.
Retelling requires a sufficient level of formation of auditory-speech memory, and such characteristics as consistency, the ability to convey cause-and-effect relationships, are based on mental activity.
The story is presented no more than two times.
Instructions:"Now I will tell you a little story, listen to it carefully, memorize and get ready to tell me."
HEDGEHOG.
The children went for a walk in the forest. Under the bush, they saw a hedgehog. The children wanted to take a hedgehog, but he curled up into a ball. Katya carefully took the hedgehog. The guys brought him home and gave him milk.
Grade:
1) criterion of semantic integrity: 5 points - all the main semantic links have been reproduced; 2.5 points - the semantic links are reproduced with minor reductions; 1 point - the retelling is incomplete, there are significant reductions or distortions of the meaning, or the inclusion of extraneous information; 0 points - failure to comply;
2) the criterion of lexical and grammatical design: 5 points - the retelling was compiled without violations of lexical and grammatical norms; 2.5 points - the retelling does not contain agrammatisms, but there is a stereotyped formulation of statements, word searches, and some close verbal substitutions; 1 point - agrammatisms, repetitions, inappropriate use of words are noted; 0 points - retelling is not available.
3) criterion of independence of implementation: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling on questions; 0 points - retelling even on questions is not available.
These are the most difficult tests of the methodology, therefore, the implementation of each of them is estimated at 15 points, which in total for series V is 30 points.
1. Volkova G.A. Methods for examining speech disorders in children. - St. Petersburg, 1993.
2. Orphans: counseling and developmental diagnostics / Edited by Е.А. Strebeleva. - M .: Polygraph service, 1998.
3. Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution: Sat. methodical recommendations. - SPb .: CHILDHOOD - PRESS, 2000.
4. Correctional and pedagogical work in preschool institutions for children with speech impairments / Edited by Yu.F. Garkushi. - M .: PE Sekachev V.Yu., 1999.
5. Levchenko I.Yu. Pathopsychology: theory and practice. - M .: Publishing Center "Academy", 2000.
7. Guidelines Directorate for preschool education of the State Education of the USSR to instructions for the admission of children and the recruitment of groups in preschool institutions for children with speech impairments. / Bulletin of the USSR State Committee for Public Education №2, 1989.
8. Trubnikova N.M. The structure and content of the speech map: Study guide / Ural. state ped. un-t. Yekaterinburg, 1998.
9. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten... - M., 1991.
10.T.A. Test method for the diagnosis of oral speech in primary schoolchildren. - M .: ARKTI, 2000.
Svetlana Panshina
Presentation "Examination of the grammatical structure of speech"
Dear dear speech therapists! If at examination of speech child, you use albums with visual material by O.B. Inshakova, you can use my presentations... They correspond to the albums, but make the work easier, since they are absent. paper media that load the table.
"Examination of the grammatical structure of speech".
Understanding Conversion speeches:
Task 1. Execution of instructions from one task.
Close the book
Get out the pen
Follow the instructions from two tasks.
Take out a pen and put it on a notebook
Place the ruler on your notebook.
Task 2. Understanding prepositions. Show where: the cat goes to the house;
cat in the house; cat in front of the house; cat behind the house; cat on the roof; the cat gets out of the pipe; cat under the porch.
Task 3. Understanding sentences with causation.
Petya hit Vasya.
Who was in pain?
I went to the movies after I did my homework.
Volodya broke the pencil that Olya gave him.
What happened before?
Understanding the change in the number of nouns in a sentence.
Related publications:
The use of ICT in the formation of the grammatical structure of speech in older preschool children with speech impairment Relevance Formation of children's speech in preschool years- one of the main tasks of upbringing, since mastering the native language is intimate.
Development of the grammatical structure of speech in older preschool children In preschool age, there is a significant change in speech, which is due to various reasons. First of all, it is the child's going beyond the limits.
Formation of the grammatical structure of speech in children by means of theatrical activity One of the most important problems in speech therapy is the development of speech. This is due to the fact that it plays a huge role in human life. Good.
Formation of the grammatical structure of speech among older preschoolers "Consultation for parents" FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH IN SENIOR PRESCHOOLERS Consultation for parents. Preschool age is the most sensitive.
The development of the grammatical structure of speech is one of the most important tasks in the work of a speech therapist. Play, as a leading activity for a preschooler, helps.
Games for the development of the grammatical structure of speech Task number 1. Give "affectionate names": Valya-Valechka Vasya Sonya Sasha-Sasha Dasha Ira Luda Katya Anya Zina Raya Sima Seryozha Misha Kostya Dima Natasha.
Features of the formation of the grammatical structure of speech in children with general speech underdevelopment Introduction: The child's assimilation of the grammatical structure of speech is a complex, multi-level process that is associated with the work of the cerebral cortex.
The use of didactic games and exercises for the development of the lexical and grammatical structure of speech Given the constant increase in the number of preschoolers with general speech underdevelopment, the problem of the formation of their lexical and grammatical means.
It might be helpful to read:
- Admiral Nelson's ship "Victory" (DeAgostini) Homemade cannon port frames;
- Tark "Admiral Kuznetsov" Aircraft Carrier Kuznetsov blueprints;
- Tutorial for making a ship model of the aircraft carrier "Admiral Kuznetsov Model aircraft carrier Admiral Kuznetsov;
- Branding of subway cars - will impress your audience;
- Master class on processing the edge of the product How to cut corrugated cardboard;
- Attack helicopters k 50 black shark;
- Crafts for kids from paper - Angry Birds;
- Domestic weapons and military equipment;