Directions of speech therapy work with motor alalia. Logopedic technologies. Topic: "Correction of motor alalia by the method of graphomotor stimulation." The main features of corrective work

Alalia - underdevelopment or lack of speech in children with intact intelligence and normal hearing. The cause of alalia is most often associated with damage to the speech areas of the cerebral hemispheres during childbirth. It can also be provoked by injuries and brain diseases that the child suffered in the pre-verbal period of life.

In relatively mild cases, the beginnings of speech are noted, which are characterized by a limited vocabulary, difficulties in perceiving and generating sentences (agrammatism), and difficulties in mastering writing and reading.

A severe degree of alalia in children is manifested by babbling fragments of words or a complete lack of speech.
Speech therapy work with non-speaking children is built in stages. The result depends on the setting goals, the validity of those speech skills that the child must master at a certain stage, as well as the effectiveness of the means, ways and methods of speech therapy.

Speech therapy with children motor alalia is based on the ontogenetic sequence of speech development according to A. N. Gvozdev:
- one word sentence
- a sentence from root words;
- the first forms of words;
- assimilation of inflections (changes in the composition of the root, case endings);
- assimilation of prepositions;
- expanded phrasal speech with the formation of vocabulary, phonetics, grammar.

Planning speech therapy work should be built on the preserved components of the language system, taking into account the structure of the speech defect. The speech therapist teacher must remember that children with alalia have a slow dynamics of speech development. For such children, a favorable speech environment is important, stimulating communication and speech activity.

Stages of speech therapy work with children with motor alalia

• Preparatory.
• Formation of initial speech skills in dialogic communication.
• Formation of statements as the main unit of speech action.
• Formation of coherent speech and communication skills.

Each stage depends on the level speech development children, the beginning of speech therapy, environmental conditions.
On the preparatory stage speech negativism is overcome, psychological prerequisites for speech activity are formed, general and speech motor skills develop, game activity is formed, auditory, visual, tactile perception is corrected, skills are developed that are aimed at perceiving, comprehending and understanding speech communication. It is important to convey to the child the motivation for the development of mental and speech activity, imitative activity and reproductive (reflected) speech.

First step learning corresponds to children who have a complete or partial absence of commonly used speech.

At the stage of formation of initial speech skills in situations of elementary dialogue, the development of all mental processes, general and speech motility. The main direction in the work is the activation of the passive vocabulary, mastering the most simple forms word formation and inflection in practice. Also, work is underway on the grammatical design of sentences, a story of a descriptive nature and dialogue. At speech therapy individual lessons, attention is paid to the development of the grammatical structure of speech, the activation of the dictionary, and not to the correct pronunciation, since in children with alalia the occurrence of sounds can be spontaneous.

At the stage of utterance formation as the main unit of speech action, work continues on the formation of expressive speech (definition of a motive, pronunciation to oneself and utterance in the form of active oral speech); formation of grammatical structuring, word formation; development of phrasal speech, enrichment of children's vocabulary.

At the last stage when analyzing the sound composition of a word, the ability to use symbols: a word is a long strip, a syllable is a short strip, a vowel is a red square, a soft consonant is a green square, a hard consonant is a blue square.
Speech therapy classes are more effective when communicating with a psychotherapist, using physiotherapy and medication.

Speech therapy work with children with motor alalia is aimed at the entire language system: expanding, clarifying the dictionary, forming phrasal speech, correcting sound pronunciation, phonemic hearing, analysis and synthesis. When planning speech therapy work, it is necessary to rely on the intact components of the language system, take into account the structure of the speech defect. The speech therapist and educator should remember that in children with alalia, the dynamics of speech development is slowed down. It is important to create a favorable speech environment that would stimulate their speech activity and communication.

The stages of speech therapy work with children with motor alalia are:

I. Preparatory.

II. Formation of initial speech skills in si
situations of dialogical communication.

III. Formation of an utterance as the main unit of speech action.

IV. Formation of communicative skills and coherent speech skills.

The duration of each stage depends on the level of speech development of the child, the time of the beginning of speech therapy work, environmental conditions.

I. At the preparatory stage The work solves problems for the formation of the psychological prerequisites for speech activity, overcoming speech negativism, the development of general and speech motor skills, the formation of game activity, the correction of visual, auditory, tactile perception, the development of skills aimed at the perception, comprehension and understanding of speech communication. It is important to form a motivational basis for the statement in the child, to develop speech and mental activity, the functions of imitative activity and reflected (reproductive) speech.

The first stage of learning usually corresponds to children with alalia (the first level of speech development), which is characterized by a complete or partial absence of commonly used speech. The speech of children has the following features:

The use of polysemantic words, more often in the form of sound imitations: car, train, bicycle - tu-tu; cow, dog, goat ava, av-av; sleep, sit down, lie down - ba;

Using item names interchangeably with action names: ako(window) - close, open; set(sews) -needle; me(ball) - play ball, throw the ball;

Reproduction of commonly used words in the form of individual syllables and combinations: de- granddad; to- cat; tank- dog; totya- cow; atyat uka- pencil and hand; tatik cha- the boy has a ball;

Active use of non-verbal means - gestures, facial expressions, intonations in parallel with verbal means. For example, instead of “I won’t sleep,” the child says “neither cha,” and turns his head negatively and frowns;

Naming the same object in different situations with different words: for example, a spider in different pictures was called suk(bug), body(bee), atya(wasp), etc.

In children, there is a pronounced insufficiency in the formation of the impressive side of speech. They find it difficult to understand simple prepositions (“in”, “on”, “under”, etc.), grammatical categories of the singular and plural (“give me a spoon”, “give me spoons”), masculine and feminine.

Children with alalia (the first level of speech development) practically do not speak the phrase. In some cases, there are attempts to speak in babbling sentences: "Papa Tutu"(Dad left). Also, children do not have the ability to reproduce the sound and syllabic structure of the word. It is possible to attract the consciousness of children to the sound side of speech only after a long preparatory work. Only in children who are at the upper limit of this level, the appearance of words with a constant composition of sounds can be noted. Usually these are words that are often used in everyday life.

An example of a description of a toy by a child with alalia (the first level of speech development) is: "Manya. Vika. Bika. Seine. Seine. Bika.("Small. Car. Rides. Black wheel. Beeps"). Thus, children with alalia are characterized by the absence of speech means of communication or its babble state.

The objectives of corrective education for preschoolers with alalia are:

Formation of the ability to listen to speech, understand its content;

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

Dictionary enrichment, clarification of lexical and grammatical meanings of words;

Development of the ability to use speech means in communication.

First of all, a speech therapist teacher needs to arrange the child to himself, try to remove stiffness, unwillingness to communicate, and also form the ability to listen to the speech addressed to him. The speech pathologist works on overcoming speech negativity, since a child with alalia does not need to communicate with children and adults. To do this, the teacher creates game situations, involves the child in productive joint activities (drawing, modeling, etc.). At the initial stages, games are used to evoke speech, motor imitation in a child, for example: “Playing a train”, “Horse”, “Sawing firewood”, “Playing ball”, etc. Variants of games and speech material gradually become more complicated. The words that the speech therapist selects at the beginning of the work should be understandable to children and light in structure. (mother, father, grandmother). The selection of games and tasks is proposed in the manuals by T. A. Dateshidze |5], N. I. Kuzmina, V. I. Rozhdestvenskaya, and others.

A speech therapist evokes a desire to speak by creating special game situations that are emotionally significant for the child (choosing a toy), which require a response (gesture, pronunciation of a sound complex, etc.). It is also necessary to use those situations that arise spontaneously. This work (stimulating the desire to speak), which is the main one at the preparatory stage, is carried out in parallel with the enrichment vocabulary. At first, the speech therapist teacher speaks, unfolding the game situation. He accompanies actions with exclamations, in simple words, involving the child in imitation of actions and words (“Me-

chick-bang!"). Any speech reaction of the child is repeated, picked up, encouraged. In games such as, for example, "Geese-geese", "Who screams like that?" (imitation of sounds) and others, the gestures and exclamations of the child are made out by the speech of the speech therapist teacher. It is important to pay attention to intonation. The child takes part in the repetition of such a game. Then he starts imitating at home. The development of this imitation gradually softens the phenomena of oral apraxia.

The first speech manifestations in a child are involuntary (he cannot repeat himself), therefore, one should not demand repetition, correct what was said incorrectly.

It is necessary to specially select toys (dolls, animals), didactic material, which can be used as a stimulation for sound pronunciation - to overcome verbal negativism in the game. The child is offered not only pictures, but also toys and objects, which contributes to the development of the motor speech analyzer. The development of speech actions is stimulated by rhythmic repetitions (rhymes, fairy tales with repetitions - “Turnip”, “Gingerbread Man”, etc.).

Thus, a situational-business form of communication is used, which involves emotional contact with the child, the implementation of a joint objective activity with an adult. The work takes into account the ontogenetic principle: only those words that are present in the child's impressive speech are introduced into expressive speech.

An important point in the work of a speech therapist teacher is the use of tasks aimed at development of speech understanding. At the first stages of development of speech understanding, we do not require from a child with alalia the accuracy of understanding individual words: there, open, close. In understanding speech, the child relies not on the different sound expression of words, but on the broad context of the question. Therefore, the questions of a speech therapist teacher in conversations aimed at revealing the understanding of words, sentences, should contain prompting words: put the cube on the table, take the book from the shelf.

An adult, using situational moments, names the objects that the child takes, names the actions that the child or adult performs with this object. teacher

speaks in short sentences of two to four words, repeating them two to three times. It is useful to use the same words in different grammatical forms. All words are pronounced with natural intonation, without chanting, but with a slightly emphasized stressed syllable.

Assimilation of the words of the passive dictionary is carried out by conducting various games:

"Orders". The game contains first one, then two, then three instructions, for example: “Bring a doll in a hat; bring a doll in a hat with a tassel; bring a doll in a hat with a tassel and put her on a chair.

"Do what I said." These games are played while showing the action indicated by the word. For example, an adult says:

We're going: top-top. (The child follows the adult.)

Run: slap-slap. (The child runs after the adult.)
And tired: stop! (The child stops together

with an adult.) After several repetitions of play actions with words and showing these actions to adults, the child performs these movements independently in accordance with the words of the game.

An effective technique in the process of assimilation by a child of words that enrich the qualities of objects (size, color, configuration) are games on the classification of objects, images, geometric shapes in accordance with a given quality. Begin work with the classification of toys. For such games, it is convenient to use collections of small toys (example of tasks: select all cars; select all dolls). It is possible to classify geometric bodies (choose all the balloons; bring all the mugs). Next, geometric shapes are classified by color. (bring all red figurines) and by size (bring all the big pieces) etc.

The child is interested in working with mosaics. She comes up with the assimilation of the word like this (oops). The following games can be used:

"Fungi". An adult shows a red mosaic
that, fixes it on the field for laying out.

Adult: Find this fungus.(The child finds the same mosaic and fixes it.)

Adult (showing two fingers): Two mushrooms.(The child repeats the movement, showing two fingers).

Adult: These are red mushrooms. Find another one like it
fungus. Etc. !

"Apple". An adult lays out in advance the contour of a tree, consisting of a trunk (a straight line) and a crown (a closed curved line).

Adult: There is an apple on the apple tree(fixes the red mosaic). Red Apple. Find the same.(The child fixes the red mosaic within the contour of the crown.)

Adult: There are red apples on the apple tree. That's it, two(shows two fingers). (Child shows two fingers.)

Adult (fixing the green mosaic): On apples, ke here is such an apple. Find the same. Apples upstairs Stroke the apples on the apple tree. Wind started to blow. apples fell(moves the tile down). Apples below, under the apple tree. But smooth apples below.

In the formation of a passive dictionary, work with pictures is used: subject, plot. Images in these pictures should be bright, large, realistic. This type of work is possible with children who are shcha nominative level of speech comprehension. For example:

"Smart finger" On the table are laid out pictures with an image of objects.

Adult: Show the horse, show the doll...(The child shows the named picture with the index finger of the right hand.)

Working with pictures depicting an action is possible with children who are at the predicative level of speech understanding: at first, verbs denoting the actions of people or animals are distinguished, with the name of the one who performs the action: Show me where the horse rides, where the boy sleeps...Зпч "the ability to distinguish between actions performed by one person is formed: Show where the boy sleeps, where the boy sits...

The next stage in the development of speech understanding is the understanding of word forms: show me where the table is- where is the table, where is the ball -

balls, where the ball is on the chair, where the ball is under the chair. It is especially difficult for a child to differentiate forms of verbs: reflexive and non-reflexive verbs (the boy washes- the boy is washing verbs of motion with various prefixes (car was driving- the car arrived, the coat was buttoned- unbuttoned); feminine and masculine past tense verbs (Zhenya fell- Zhenya fell); present tense singular and plural verbs (flies- fly), therefore, the formation of skills to distinguish these forms of words is given Special attention in speech therapy.

Much attention in the development of impressive speech should be given to distinguishing between words with opposite meanings (antonyms) different parts speeches: day Night; many-few; high-low; long (th) - short (th). You can use drawing objects with opposite qualities (which helps the child to feel the meaning of words in a muscular way), for example:

We draw a long path (we lead the child's pen with a felt-tip pen) - we draw a short path;

There are a lot of berries on a large plate (we draw a lot of small closed curves) - there are few berries on a small plate

ETC.

When selecting tasks, the speech therapist relies on the thematic approach (“Toys”, “Family”, “Clothes”, etc.). It is necessary to teach the child to understand the general meaning of the word: Show where the girl is playing with the doll. Show me!<><■ девочка играет с пирамидкой. Покажи всё, с чем можно.-рать. Along with the formation of speech at speech therapy classes, work is being done to develop other cognitive processes (attention, memory, perception, thinking) of children: and. For this, various games are used such as “What has tn become?”, “Attentive ears”, “Echo”, etc.

At the preparatory stage, work is underway to development) of the predicative function of speech and the prevention of H "im agrammatism by mastering a child with alalia (cements of the grammatical structure of speech. Work provo-utT "i and step by step in the following sequence:

1. Reliance on a one-word phrase. The starting point of speech development is a minimal, communicatively significant segment - a one-word phrase (“na, give, am”, etc.). The background on which the work is carried out is the communication of a speech therapist with a child. The initial goal is to create a unity of motor and verbal reactions. The speech therapist encourages the child to perform a certain action: “Sit down! Give! Go!" The child performs these actions, and the speech therapist joins the child's actions and pronounces "I'm going" in time with the steps. After a while - the same instruction, but the speech therapist already asks: "What are you doing?" - "I'm going. I carry. Here the task of developing skills aimed at perception, comprehension and understanding of verbal communication is realized. This form of communication leads to dialogue. After the first answer of the child, similar work is carried out on other material: “Sit! Run! Draw!” The speech pathologist uses two types of questions: "Are you going?" - "I'm going"; common question: "What are you doing?"

2. Formation of sentences from two words on the basis of one-layer sentences. Sentences consisting of a verb and a noun in the form of an oblique case are being worked out: “Give me a lie”, “Take a bear”. To the question: “What are you carrying?” the child replies: “Lalya, bear.” Attention is immediately drawn to the ending of nouns (lyalya, bear) - the speech therapist teacher highlights with his voice. Then a more complex answer is worked out to the question: “What are you talking about?” The child replies "I carry Lyalya."

3. Formation of sentence models from two main terms- subject and predicate. Unlike the previous one, at this stage the child makes a judgment not about his own actions, but about the state of other children or objects. First, these models are worked out in a group of children (“Kolya is sitting”, “Lena is walking”), and then on didactic material. Examples of questions and answers: "Who's coming?" etc. First, the child answers with one word “Lena”, and then with a two-word sentence.

In the process of individual correctional and developmental work, a speech therapist teacher should use such verbal techniques as:

Speech sample (correct, pre-thought out speech activity of the teacher);

Repeated pronunciation (intentional, repeated repetition of the same speech element: sound, word, phrase);

Explanation (disclosure of the essence of certain phenomena and modes of action);

Evaluation of children's speech (a motivated judgment about the child's speech statement, characterizing the quality of the performance of speech activity);

Question (verbal appeal requiring an answer), etc.
The speech of the speech therapist and other teachers should be

correct in form, lexically rich, extremely emotional, expressive, full of jokes, nursery rhymes and at the same time simple, not cluttered with superfluous words.

An important condition for the formation of the speech activity of a child with alalia is the use by the teacher of various methods of encouragement and surprise moments (approval, praise, sticker, chip, etc.). Taking into account the personal characteristics of children with alalia, the teacher attracts 1C students to work as his assistants (“Help distribute the pictures”, “Collect the paints and put them in a box”).

So, the main thing at the preparatory stage is the creation of incentives, triggers that should ensure the development of speech and the assimilation of the language system (implementation of the principle of overcoming speech negativism). In accordance with this, the work is aimed at the development of non-speech and speech processes. The main attention is paid to the semantic side, and not to the phonetic implementation of speech (at the initial stages, the approximate pronunciation of sounds by the child is allowed).

P. At the stage of formation in children with alalia of initial speech skills in situations of dialogical communication, work continues on the development of general and speech motor skills, all mental processes. The main direction in the work is the activation of the passive vocabulary and practice

physical mastery of the simplest forms of word formation, inflection. Also, work is underway on the distribution of sentences, their grammatical design, on dialogue and a story of a descriptive nature. In individual speech therapy classes, special attention is paid not to the formation of the correct sound pronunciation, but to the activation of the dictionary, the development of the grammatical structure of speech, since sounds can occur spontaneously in children with alalia. The main tasks are:

The primary development of the predicative function of speech, the syntactic structure of speech, its dialogical form;

Formation of the mechanism of expressive speech (semantic, lexical, phonetic and phonemic operations).

The second stage of learning usually corresponds to children with alali her (the second level of speech development): children already have a certain number of commonly used words, but their sound-syllabic structure is distorted. Speech still retains words characteristic of babbling - amorphous (Deca asi ze.-J The girl carries a flag). A tendency to expand the meaning of words (polysemy) is characteristic. In some children, a phrase of 2-3 words can be observed, but the phrase is agrammatic; and not just the presence of individual grammatical errors, but complete agrammatism (I was Lelka. - I was on the tree). Children are characterized by the implementation of communication through the use of a constant, although distorted and limited stock of commonly used words. Understanding of everyday speech is quite developed. The speech capabilities of children increase, communication is carried out both with the help of gestures accompanied by babbling, and by means of speech means distorted in phonetic and grammatical terms. Children's statements have features:

a) in terms of vocabulary:

Limited passive vocabulary;

Not knowing not only the shades of colors, but also the primary colors (green, brown, etc.);

Limited subject and verbal vocabulary on the topics "Animals", "Plants", etc.;

Replacing words with similar meanings (asleep- lies) and etc.

b) from the grammatical structure:

Omission of prepositions (pat forged- sleep on the bed; niga goes to that- the book is on the table); replacement of prepositions (hip lies in division- the mushroom grows on a tree);

Lack of agreement between adjectives and nouns (gaya kati- hot porridge; what a pata- Red dress); numerals with nouns (no party- five fingers), etc.;

Mixing case forms (isyu kadas- I draw with a pencil; rides a car- rides a car), etc.

Children do not have word formation skills.

c) from the side of phonetics:

Sounds are not formed (as a rule, at least 6 violations of sound pronunciation: defects in voicing, softening, sigmatism, rotacism, lambdacism, iotacism and palatal sounds defects). For example: pat nigga- five books daddy- grandmother, duca- hand, etc.;

Gross violation of the syllabic structure and sound-filling of words: batik- bow, mogo- many, pamika- pyramid; permutation and addition of syllables: calf- calf, yadygi- berries;

Insufficiency of phonemic perception and, as a result, difficulties in mastering sound analysis and synthesis.

Children use simple sentences consisting of 2 -3 words, less often out of 4. Rarely use unions and particles. For example: Yes shadow of a nickname- Give me the yellow book. De kasya isya ace- Children color the leaves with a pencil.

Examples of pronunciation of words by children with the second level of speech development are: head - reptile; tram - ta-lan, nails - children; cucumber - pout etc.

An example of a story based on a series of plot pictures "Bear and Honey" of a child with alalia (the second level of speech development) is: Mitya is going boom. I'm going to eat. Go honey. Mitya go gee. Itit chicks. Then busy. Mitya bezi. Chicks itit.(“The bear saw a hole (hollow). He is walking through the forest. Honey is lying. The bear climbed into the hole. Bees fly. Then they sting. Bear Oezhit. Bees fly”).

Work is carried out in three directions:

Enriching the vocabulary and overcoming paraphasia (misuse of individual words - substitutions);

Formation of a phrase and its inclusion in a coherent speech;

The formation of sound pronunciation (in this case, the main thing is not the production of sounds, but the development of auditory perception).

Word work begins with the clarification and activation of vocabulary. The child learns to distinguish and name objects, actions, highlight the features and qualities of objects, distinguish objects according to their purpose, color, taste. Some words denoting the qualities of objects are assimilated (ok, close). During this period, work is being done on words with spatial relationships, on simple prepositions (in, on). At the same time, personal pronouns in the singular and plural and possessive pronouns are assimilated (mine, ours, me). The methods of such work are described by N. S. Zhukova, E. M. Mastyukova, N. I. Kuzmina, V. I. Rozhdestvenskaya, T. B. Filicheva.

At this stage of work on individual lessons in a child with alalia, a speech therapist reinforces the ability to exercise word formation And inflection. It should be borne in mind that children with motor alalia may experience difficulties in mastering the syllabic structure of a word in one case; in the other - with sound design. Consequently, speech therapy work should be differentiated: more attention should be paid to work on syllabic structure or sound pronunciation.

A. K. Markova's studies show that the mastery of the syllabic composition of a word is not directly dependent on the mastery of individual sounds. In some cases, if there is a correct pronunciation of individual sounds (in isolation), the syllabic structure of the word may be distorted. In others, the distortion of individual sounds does not lead to a violation of the syllabic structure.

The formation of the syllabic structure of the word is carried out in a certain sequence:

1. Two-syllable words from two open syllables - dad, cotton, ear.

2. Three-syllable words from open syllables - raspberries, lemons.

3. Monosyllabic words with closed syllables - house, cat, lion.

4. Two-syllable words with one closed syllable - ice rink, lemon.

5. Two-syllable words with a confluence of consonants in the middle of a word - jacket, spring, folder.

6. Two-syllable words with a closed syllable and a confluence of consonants - compote, umbrella.

7. Three-syllable words with a closed syllable - kitten, phone

8. Three-syllable words with a confluence of consonants - candy, grandpa.

9. Three-syllable words with a confluence of consonants and a closed syllable - monument.

10. Three-syllable words with two consonant clusters - rifle.

11. Monosyllabic words with a confluence of consonants at the beginning and end of the word - whip, tank.

12. Two-syllable words with two confluences - button, cage.

13. Four-syllable words with open syllables - web.

This sequence is worked out both in individual and group classes. When forming the syllabic structure of a word, the following types of work are used:

Learning each word through repeated repetition. It is important not to force the child, but to interest. First, the word is spoken by the speech therapist teacher, then the child repeats, the word is reinforced visually (picture);

Negotiation of missing syllables in words based on pictures;

Pronunciation of words with a slap of the number of syllables;

Determining the number of syllables with laying out chips by the number of syllables;

Reflected pronunciation of a word in various situations;

Formation of words from syllables available for pronunciation.

To form the syllabic and rhythmic structure of speech, the following tasks are consistently used:

1. Teach your child to differentiate long and short words by ear: machinists- cat, panama- soup, porridge - oak.

2. Clap the suggested word drawing, for example: 1111, ///

3. Remember and pronounce:

Combinations of homogeneous syllables:

a) with different accents - pa, papa, papa, papapa, papapa;

c) different intonation;

Combinations of the same consonants and different vowels
sounds: daddies, tattoos, kakuki. They should also be
wear with different stress, voice power and intonation, according to
Gradually including them in words and sentences: At dad. Tata.
Tata's mom.

4. Remember and repeat:

Combinations of different consonants and the same vowels: katama, katama, katama; kata, ka-ta-ma; panama, ditch.

Syllabic combinations with a confluence of consonants: then- who; wa- kva; am, am- who's there?

Syllabic combinations with different vowels and consonants: patuki, wamopu, tykabu.

These exercises contribute to the introduction into the speech of children of one-syllable, two-, three- and four-syllable words with closed and open syllables, consisting of correctly pronounced sounds.

With the predominance of difficulties in mastering the syllabic structure of a word in a child with alalia, the teacher-speech therapist pays more attention to the work on the formation of inflection skills. In the process of accumulating a dictionary, you need to pay attention to some of the most accessible and easily distinguishable grammatical forms of a word, for example, to work out the singular and plural of nouns and some verbs (House- at home, sitting - sitting).

To master the practical skill of morphological analysis of words, it is important that the child not only distinguish between 120

hearing, but also mastered the mental operation of comparing words by sound and meaning. The work is carried out taking into account the transition from visual forms to abstract ones: first, the objects depicted in the pictures are compared (elephant- elephants, ball- balls etc.) and the meaning of these words (the designation of one and several objects) is specified. Further, the child's attention is fixed on changes in the sound composition of the word (the endings are intoned by the speech therapist teacher), then inflection is highlighted and a conclusion is made about its use to indicate the grammatical meaning of the number. Similarly, nouns that have other endings in the plural are analyzed. (poppy- poppies, cancer- crayfish, beetle- beetles, bull- bulls and etc.,).

E. F. Sobotovich offers his own methods for the formation of inflection. According to the author, the work should be aimed not only at distinguishing a pair of grammatically opposed words, but also at determining the meanings of words and phrases, that is, children's attention is drawn to the change in the meaning of words due to their different grammatical design. For example, you need to teach children to recognize words presented in the following order: knife, elephants, knives, bear, knives, bears, hares, hare. The speech therapist teacher asks to show where the elephants are, and the picture shows an elephant - in the singular. Thus, the child's attention is directed to grammatical forms.

Other methods are also used, for example:

Being in a room and showing one or more items (where is the book, books; cube, cubes);

Showing items in the pictures in the singular and plural;

Game in the picture loto "One - many";

Pronunciation together with the teacher-speech therapist of the series of plural nouns with the voice highlighting their endings (lips, teeth, flowers, gardens, oaks; rolls, shelves, jackdaws, sticks, forks).

Simultaneously with the formation of the ability to highlight the numerical endings of nouns, work is underway to isolate the endings of the singular and plural

verb using tasks like “Show where it goes, where it goes; where he washes - they wash. Children pronounce the same type of verb endings (draws, dances, eats; sing, dig, read; carry, carry, walk, run; fly, stand, sit); complete the sentences called by the speech therapist teacher by showing the appropriate picture (They are driving along the road .... They are driving along the road .... On the table lies .... They lie on the table ....).

When forming grammatical forms of word formation and inflection, it is necessary to take into account the sequence of their formation in ontogenesis:

1. Singular and plural nouns (ball- balls).

2. Verb forms: number forms (sitting - sitting); species forms (do- do)- temporary relationship; three kinds of past tense verbs (gone, gone, gone) The differentiation of generic endings of past tense verbs is carried out by comparing actions in a real situation (drew- drew; wrote- wrote) highlighting differences in meaning and sound. In order to determine the person who performed the action by the verb of the past tense, such methods of work are used as pronunciation of rows of words with the same type of endings (sang, ate, washed, walked); games with signal cards depicting a boy and a girl (ABOUT to whom I say: ran, slept, knitted, wrote; read, drew, glued, sculpted?) etc.

3. Generic endings of adjectives in agreement with
nouns (blue ball). The work is carried out in the following
sequences: feminine singular,
masculine singular, neuter singular
numbers, plural. Selecting the specified follower
work is dictated by varying degrees of complexity
mastering the connections of agreement of adjectives and beings
telny feminine, masculine and neuter. adjective
nye masculine and neuter have a greater variety in
endings than feminine adjectives. Besides,
question ending for feminine adjectives (ka
what?) same as percussion (large, blue, colored),

same with the unfortunate (delicious, cold, fresh) endings of the adjectives themselves.

The child's attention is fixed on the endings of adjectives, their correspondence to the endings of questions (in this case, the method of accentuating these endings with the voice is used). Such types of work are carried out as:

Repetition of phrases and sentences with adjectives after the speech therapist teacher (with emphasis on endings);

Naming subject pictures and selecting words for them that answer questions which? which? which? what kind?;

Selection of word signs for words denoting objects, with the help of questions from a speech therapist teacher;

Definition of an object by its features (round, yellow- ball, round, heavy- turnip; round, yellow- Sun);

Plural Formation (A red rose is growing. - Red roses are growing. There is a white lily in a vase.- White lilies in a vase);

Compilation of phrases based on pictures (blue belt, blue bag, blue bucket, blue pencils);

Completing sentences according to the model (The jacket is red, and the scarf .... Sugar is sweet, and lemon ....);

Spreading sentences by matching words denoting features to words denoting objects (There is a ribbon. What kind of ribbon? Red. There is a red ribbon; The wind is blowing. What kind of wind? Strong. A strong wind is blowing.).

A significant part of these exercises is carried out in a playful way using didactic games “Find by color, taste”, “What shape?”, “Seasons”, “Shop”, etc.

A child with less pronounced difficulties in mastering the syllabic structure of a word needs painstaking work on the formation of the sound composition of the word. For a better fixation of each articulation of sound, it should be explained in detail to the child and shown. It is necessary to show a model, visual control over one's own articulation. Enter

sounds should be in those words that are available to the child for understanding.

The development of vocabulary should proceed in close connection with the development of pronunciation (the ability to distinguish sounds, determine the sequence of sounds in a word, pronounce the word correctly and clearly is formed). Already here the accumulated words acquire a clear syllabic structure. Only some words can be pronounced approximately.

O. N. Usanova highlighted shortened series of sounds the use of which allows you to build a work, taking into account the complexity of their articulation, the sequence of appearance in the speech of children with motor alalia: m, p / b, t / d, t / d, s, s, k / g, l, r, n, x, f / v, l, w / w, c, h, sch.

During operation, voiced sounds are refined in parallel with deaf pairs. Soft sounds can be evoked by imitation, while the appearance of hard sounds requires preliminary preparation of articulation.

Of great importance is the sequence of assimilation of sounds in a certain position of words: first at the end of the word (nose, focus) since for a child with alalia, this position is the most stable; then in the middle (a bowl); then at the beginning (light).

When selecting material, the contrast of sounds in words is taken into account, that is, words are selected that do not contain sounds from one phonetic group. The greater the contrast of sounds (for example, in the word cupboard chic sounds are contrasting in place and method of formation, and in the word scar sounds sh And R contrast in place, method of formation, sonority, so the second confluence is more stable), the more chances for their correct use. The most favorable for the correct pronunciation of a confluence of consonants is their contrast in the way they are formed (jump, slept). Less favorable contrast at the place of sound formation (ringing, walking). Gradually, the sounds of one phonetic group positionally approach each other in a word.

Correction of phonetic disorders in children with alalia should be considered in close connection with the peculiarities of the lexical and grammatical development of children (R. E. Levina, E. F. Markova, V. K. Orfinskaya, E. F. Sobotovich, O. N. Usa-

nova, etc.). The formation of the phonetic side of speech depends on the development of the child's vocabulary. Sounds can appear spontaneously, but the child makes mistakes when reproducing the sound composition of the word (provided that it is correctly pronounced in isolation).

Thus, speech therapy work should be differentiated depending on the difficulties experienced by the child (mainly in the syllabic structure of the word or in the sound content). To work with a child with difficulties in the syllabic structure, the method of sound formation as part of a word is used, i.e., in fact, sounds are evoked by imitation when expanding vocabulary and working on a phrase. It is necessary to fix attention on the sound of the sound and on its place in the word. For a child with difficulty in pronouncing individual sounds, the procedure is different. The sounds missing in isolated pronunciation are not formed independently, therefore, articulatory gymnastics, preparation of the articulatory apparatus, and mirror control are necessary. It is better to fix the sound on familiar words.

Formation of phrasal speech at the second stage of speech therapy work is carried out in the following areas:

Work on the grammatical structure of speech;

Work on the sentence structure;

Work on its intonation design.

A system of speech exercises is used, which is based on a gradual transition from a simple non-common sentence to a common one. Work on the dissemination of the proposal is carried out gradually with the introduction of the proposal:

Direct and indirect object in the form of instrumental, accusative, dative cases (Mom sews a dress);

Definitions (A little girl picks berries);

Indirect object in the form of accusative, genitive, dative and instrumental cases with a preposition (The boat is sailing towards the shore)

Circumstances of the place (Children went to the forest).
In parallel with the formation of a widespread
position, a simple sentence is formed with homogeneous

Members. The method of building up a sentence is used, which allows developing the child's auditory attention and memory, the ability to make nominal sentences is formed ("Who will remember more? Here is the table. Here is a table and a chair. Here is a table, a chair and a board; This is a pen. This is a pen and pencil. This is a pen, pencil, and books; Here is a doll. There is a doll and a car. There is a doll, a car and a bunny. There is a doll, a car, a bunny and a bear.)

The speech therapist teacher is working on the formation of the ability to grammatically correctly formulate sentences. It starts with agreement:

Nouns with adjectives in gender, number, case;

Pronouns with verbs in number, person, gender;

Noun with past tense verbs and gender and number.

The child performs actions with objects or shows the corresponding picture and thereby correlates each question with a certain case form. It is obligatory in the lesson to draw the child's attention to the sound of the endings of indirect cases. To do this, the speech therapist clearly intones inflections. Each word form corresponds to the I form of the nominative case, which, on the one hand, helps to highlight inflections, on the other hand, contributes to the accumulation of the child's experience in operating with linguistic signs. The classes use:

Fulfillment of orders, instructions (Draw an arrow, a cat. Put it on the book. Give Sasha a pen. Vova, catch Katya. Katya, catch Vova);

Didactic games ("Wonderful bag", "What's gone?", "What's without what?", "Whose things?", "Who needs it?", "Who lives where?", "What grows where?", " Who works what?”, “Who manages what?”, “Pairs of objects”, etc.);

Answering questions by showing relevant pictures (Show where the cat catches the mouse; where the mouse catches the cat; where the cat is sitting on the chair, where the cat is under the chair);

Definition of right and wrong statements (Tea with sugar or Tea with sugar; Berries in the forest or Berries in the forest; I go to the table or I go to the table);

Pronunciation of the same type of inflections and their substitution
into a sentence started by a speech therapist teacher (We see a cat,
elephant, dog, duck, shirt. The book lies on the table
le, window, blackboard. The boy plays with a friend, brother, neighbor,
cat).

In parallel, work is being carried out on the intonation used in the sentence - narrative, exclamatory, interrogative, on the formation of dialogic speech in the game. To consolidate intonations, the child is offered to memorize small dialogues (from fairy tales) - as a gradual transition to monologue coherent speech. For example, when staging the fairy tale "Turnip", the forms of the indirect case are fixed: the same word is used in different cases, with different intonation (Grandfather called grandmother: “Grandma, go!” Granddaughter called Zhuchka: “Bug, go!”).

S. N. Shakhovskaya recommends using the technique of memorizing phrases and phrases, the reproduction of which brings the child's statement closer to coherent speech. For example, memorizing the simplified text of the fairy tale "Little Red Riding Hood": “Mom gave milk, butter, bread. Come on, Tanya, go to the woman. Baba lived in the forest. The woman has a headache. There was a wolf in the forest*. The reproduction of such a memorized text quickly becomes accessible to the child and gives him great pleasure.

III. At the stage of formation of an utterance as the main unit of speech action, the main tasks are: continuation of work on the formation of expressive speech - the formation of a system of word meanings (syntagmatic, paradigmatic connections); formation of word formation, grammatical structuring; further development of phrasal speech, enrichment of children's vocabulary.

The third stage of education corresponds to children with alalia (the third level of speech development), which is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Lexical difficulties associated with naming:

Parts of objects and objects (seat, trunk, knee,
.shtylok, sleeve, entrance etc.);

Action verbs (sticks, laps, bites, licks, gnaws- "is eating");

Prefixed verbs (walked, moved, left, went And

Antonimov (deep-shallow, smooth-rough, thick liquid etc.);

Relative adjectives (clay, pear, woolen etc.); shades of flowers (orange, grey, lime etc.);

Shapes of objects (cannot find oval, square, triangular objects).

Often children replace the names of professions with the name of actions (for example, aunt sells bananas- instead of salesman); generic concepts and vice versa (chamomile- rose, you are strong- flower), substitution of feature names (long- big, short- not short, small- narrow etc.)

in children with alalia, there are features in the use of emotional vocabulary (I. Yu. Kondratenko). For example, lexical substitutions:

One item with another (weeping- sad, smiling- funny);

Names of features by a phrase or sentence (he is afraid- scared);

Names of features names of actions (sad - sad);

On the basis of insufficient differentiation of emotional states (angry, frightened- sad);

One name to another based on the phonetic proximity of sounds (The girl was overweight (sad)) and etc.

The grammatical errors are:

In the incorrect use of the prepositions "in", "to", "from" ("with"), "because of", "from under", "between", "through", "above" (The cat crawled out under the bed; The book lies off the shelf etc.);

Violation of the coordination of various parts of speech (I went to two bears; I took care of the car; I want to give you flowers etc.);

Building sentences (Girl flowers in a vase post
vila; Because it hurts, because I cry).

Phonetic errors appear:

In the incorrect pronunciation of sounds, especially close in sound: soft-hard, voiced-deaf, as well as sounds t-h, l-r, s-sh etc.;

Distortion of the syllabic structure and sound filling of words (policeman- nurse, educator- pitati-fa, photography- atagaphia etc.);

Reproduction of a number of words, syllables, similar in sound (pa-ba-pa, ta- you, house- volume- com etc.).

Connected speech is characterized by the listed features. Children's statements are distinguished by fuzziness, a violation of sequence, and the absence of cause-and-effect relationships. Preschoolers find it difficult to use different types of creative storytelling, storytelling from memory. Children experience difficulties in reproducing texts according to the model, memorizing poems. An example of a story based on a picture of a 5-year-old child with alalia (the third level of speech development) is offered: “Children fipili fnigak. Catawif children on funky. Children of the katavif and goyka. Pitatinifa felled detef defky fat.(The children made a snowman. The children went sledding. The children went down the hill. The teacher called the children to kindergarten.)

The speech therapist teacher directs efforts not only to the formation of phrasal speech, but also to the practical mastery of the forms of word formation and inflection. This should be carried out in parallel with the enrichment of the dictionary (at each lesson).

In the work to enrich the child's vocabulary, it is necessary to remember about the system of connections in which words are included, about combining words into groups such as:

Associations (water- soap, towel, flowing). This group is the most important, as it is necessary for everyday communication. Here paradigmatic connections are established;

Conceptual, which is organized according to the principle of combining abstract functional features (all generalizing concepts are furniture, transport etc., words,

denoting temporary concepts: yesterday, today, tomorrow, morning, afternoon, evening, year, month and etc.; as well as words characterizing actions: close, fast, clean etc.);

Lexico-semantic group, involving the selection of synonyms, antonyms;

Lexico-grammatical group aimed at the selection of nouns, verbs, etc. These are the most abstract connections between words, the work on assimilation of which is carried out during the school period.

Practical assimilation of methods word formation and the accumulation of observations over the morphological composition of the word is carried out at this stage of the work in the following order:

1. Formation of masculine nouns with suffixes -ok, -ok- derived forms of nouns with a diminutive value (mushroom- fungus). Visualization is always used.

2. The formation of verbs from verb stems with the help of prefixes. Understanding the shades of the meanings of verbs is somewhat difficult (left, left, came) so the speech therapist demonstrates actions.

3. Formation of feminine nouns with a suffix -k- (fish, pen). We start by showing diminutive objects, then we compare them.

4. Formation of nouns with suffixes -enok, -onok (bear cub, kitten).

5. Formation of feminine nouns with the suffix themselves -points-, -echk- (boat, mug).

6. Formation of quality adjectives with the suffix sami -her, -her, -e (high- taller, handsome- more beautiful). A comparison technique is used: words are included in sentences like: This tree is tall and this one is taller. Runs fast- faster. At the same time, there is an assimilation of the comparative degree of adverbs that explain the action.

7. Formation of quality adjectives of diminutive meaning. The easiest way to work on color (white).

8. Formation of relative adjectives. It causes significant difficulties in a child with motor alalia.

Such adjectives are introduced only when the basics of the words from which they are formed are well mastered. The assimilation of relative adjectives is carried out in the following order:

a) adjectives indicating the relation to some
or a plant with the suffix -oe- (birch);

b) adjectives with the meaning of relation to a certain
nomu tense with suffix -n- (summer, winter);

c) adjectives that determine belonging to
metov at their location with a suffix -n- (steppe,
forest);

d) adjectives that determine belonging to
metov to a food product with a suffix -n- (lemon).

Work continues on formation of the ability to structure a sentence. It begins with exercises in the practical preparation of simple non-common sentences based on a picture and a visual situation. The child learns to answer questions: Who is it? What's this? The singular and plural forms of nouns are repeated, the tenses of verbs (present and past), the future tense is introduced.

The child learns prepositions in, on, under and new - for, about, with, with, from and learns to use them correctly with nouns. These prepositions are shown in different meanings, for example: goals (for mushrooms), spatial (to the basket, off the table).

In individual lessons with the child, the ability is fixed building sentences with addition and circumstance in the following order:

Compilation and development of sentences with direct or indirect object: the use of non-prepositional constructions of nouns in the accusative case (The boy is reading a book. Grandmother is drinking tea. The goat is eating cabbage) dative case (Seryozha called his mother. The birds are happy about spring. Masha wrote to her grandmother), instrumental (Mom irons. Anya draws with a pencil. Grandmother works as a doctor) and prepositional constructions of the accusative case

(The boys were talking about football) instrumental (Sister plays with brother) prepositional (The girl thinks about her mother);

Drawing up and working out proposals with a circumstance
places: the use of prepositional case constructions is
genitive nouns with prepositions from, near, near
(Smoke comes from the chimney. A tree grows by the road. The student is standing
next to the board) dative case with prepositions to, by (Student
goes to the board. The beetle crawls on the ground) accusative
with prepositions in, on, behind (Lena looks out the window. The cat climbs
on the table. The student sat down at the desk) instrumental case with pre
logs above, below, behind (The lamp hangs over the table. The cat is sitting
under the chair. The ball fell behind the sofa) prepositional case with
pretexts on, in (Flowers stand on the window. Cups stand I
closet).

The analysis of the compiled sentences is carried out by determining predicative relations with the help of questions, drawing up a sentence scheme with the help of chips, graphic images and verbalization of the sentence program in oral speech. First, the child adds the appropriate endings to the sentences spoken by the speech therapist (The artist painted white..., li..., short...) based on pictures, then pronounces sentences independently. In addition to drawing up sentences on pictures with and without questions, such types of work are used as:

Answers to questions based on a sample (How do they cut the flask sou? They cut the sausage with a knife. How do they eat porridge? How do they eat meat?);

Adding missing words to poems read by a speech therapist teacher;

Selection of different options for completing sentences (Children are happy (what?) ... We came (to whom?) ...);

Making sentences that are opposite in meaning (The bird perched on a branch.- The bird flew off the branch)

Verbalization of actions performed (I put the pen on the table. I took the pen from the table).

Most of these types of work are carried out in a playful way using didactic games and exercises. "What's gone?" "Whose things are these?" “What is it made of?”, “To whom

what do you need?”, “Favorite activity”, “What do you like?”, “Who is behind whom?” and etc.

In the classroom, the child exercises in the distribution of sentences by building them up according to the model given by the speech therapist teacher, and independently (There was no pen on the table; There was no pen and book on the table; There was no pen, book and pencil on the table or - Mom made cherry jam; Mom made their cherry and raspberry jam; Mom made jam from cherries, raspberries and strawberries).

A child with alalia consolidates the ability to compose compound sentences with conjunctions "and, a". Practicing grammatical structures with the joining union "and" (Spring has come, and it has become warm. Autumn has come, and the birds fly south. It is raining outside, and my mother took an umbrella), as well as with the opposite union “a” (The cucumber is green, and the tomato is red. The hammer is heavy, and the pencil is light. Petya is reading, and Kolya is playing ball. Olya is sleeping, and Masha is already up). When constructing complex sentences, subject and plot pictures, demonstration of specific actions are used; exercises are carried out in a playful way (What are these objects?, Who does what?, What first, what then?, Everything is vice versa and etc.). The child learns to construct a complex sentence from two simple ones based on paired pictures, a diagram.

Work on dialogical speech precedes the formation of coherent monologue speech. It includes the formation in children of the ability to answer the questions posed (to be able to give short and complete answers); the ability to ask questions; the ability to speak freely and naturally.

Learning how to answer questions starts with answers to reproductive questions (Who? Who is it? What? What is it? What does it do?). Answers to reproductive questions are one-word (What is it?- Ball. What is the cat doing?- Asleep). Then move on to answering two-word sentences. (Who is it?- This is a boy. What is the cat doing?- the cat is sleeping).

Using Search Questions (Where? Where? Where? How? When? How much? What?) assumes complete answers

common offers (Where does the cat sleep?- The cat is sleeping on the couch.

After that, children are taught the ability to answer problematic questions. why? why?. Answers to them involve the use of complex sentences with subordinate reasons or goals. Children should be given help (in the form of a sample answer) and use the technique of prompting the beginning of the answer.

Work on developing the ability to ask questions provides for the following steps:

Using ready-made answers: the child learns to compose questions on the specified sentence. So, an adult or a child says: Anna has blue eyes and the child makes a question: What are Anya's eyes? etc.;

Using the analysis of children's drawings. For example, the drawing "My friend" provides for the following questions: Who is your friend? What is his mood? Why?;

Building questions based on visualization. The child is presented with plot pictures (for example, situations from the didactic game “Rate the act” are used): Consider the picture. Say what the boy said when his mother asked who broke the vase. (The boy answered: “The sister broke the vase”; “The cat broke the vase”; “Mom, I broke the vase” and etc.;;

The introduction of communicative tasks in the classroom in the form of learning and speech situations, during which the child performs speech actions on behalf of another person. Sample tasks: You met your friend on the street. How will you greet him?; A new child has joined your group. How do you know his name? and etc.;

Using the demonstration of actions with objects using non-verbal means of communication. The teacher asks the child to: Katya, ask me what I'm doing. Say, "What are you doing?" Task types: sweep the floor to jump rope, catch fish and etc.

It should be noted that the formation of the ability to ask a question requires a consistent complication of speech material.

l and a gradual decrease in assistance from an adult. The proposed methods of work also contribute to the qualitative and quantitative enrichment of the vocabulary, the formation of the grammatical structure of speech, the development of the ability to speech self-control.

Formation of the ability to freely and naturally conduct a conversation is carried out according to the content of literary works, paintings, landscape, in various situations of communication. For example, using situations: You came to a children's party where you don't know anyone. Get to know the guys; The girl wants to know the time from a stranger; You are in an unfamiliar city and you need to go to the metro (museum, zoo). A passer-by walks towards and ....

An important task of speech therapy work is to teach children to coherently and consistently, grammatically and phonetically correctly express their thoughts. The methodology of work on the development of coherent speech of preschoolers is covered in the works of V. P. Glukhov, L. N. Efimenkova, N. S. Zhukova, T. B. Filicheva, T. A. Tkachenko, S. N. Shakhovskaya and others.

Work on coherent speech begins with the formation of the motive of activity and the organization of a detailed program of utterance. As a plan of expression, a series of plot pictures, symbolic images, pictures depicting individual objects, etc. are used.

V. P. Glukhov proposes a system for teaching children storytelling in several stages, taking into account the following sequence: composing an utterance by visual perception, reproducing a listened text, compiling a story-description, storytelling with elements of creativity. T. A. Tkachenko, when working on the formation of coherent speech, recommends using visualization and modeling of the utterance plan. Exercises are proposed in order of increasing complexity, with a gradual decrease in visibility and “folding” of the utterance plan:

Retelling the story by visual action;

A story in the wake of a visual (demonstrated) action;

Retelling the story using a flannelgraph;

Retelling of the story based on a series of story paintings;

Drawing up a story based on a series of plot pictures;

Retelling the story based on the plot picture;

Narrative storyline.

Work on the development of coherent speech includes the enrichment of the dictionary; learning to compose and invent stories, riddles; learning poems. Tact-methods of work are used, such as:

Showing and naming a new object, its signs, actions;

Explanation of the origin of this word (kettle- according to the vessel in which tea is boiled);

The use of the extended meaning of known word combinations (huge house- it is a very large house, one that is taller than all other houses);

Selection of the names of objects for actions and the names of actions for objects (the game “Who shouts how”, “Who moves how”, etc.); adverbs for the names of various actions (The lamp hangs over the table (how?)- ...(low); The cat meows (how?)- ...(mournfully); epithets for the subject (This dress has sleeves... (short, long, tight, dirty); one-root words (House- brownie, house, house);

Distribution of proposals by introducing the circumstances of the cause, effect, condition, goal.

A speech therapist teacher teaches children how to compose stories based on a plot picture, a series of paintings, story descriptions, and retelling. Effective techniques for compiling stories are the use of visual diagrams, playing out episodes of the plot of the pictures.

Education coherent descriptive speech for preschoolers with the third level of speech development, it is carried out in stages and includes the following types of work:

1. Preparatory exercises for describing objects (exercises for recognizing objects using toys, dummies, lotto games, natural objects, etc.). For example, after guessing riddles-descriptions of objects, the child answers questions related to highlighting the features of the object; compares items (ball- watermelon- a tomato).

2. Formation of the initial skills of self-description and description of objects according to the main features (description by questions, according to a plan-scheme, without a preliminary plan, relying only on a sample). For example, initially the description of the subject on questions consists of 4-5 phrases, including the main features: This is a lemon. Yellow lemon. The shape of the lemon is oval. It is firm to the touch; it tastes sour.

3. Teaching a detailed description of the subject (for example: This is an Apple. The apple is round in shape. This is a red apple. It tastes sweet. The apple is firm and smooth to the touch. An apple grows on an apple tree in the garden. They eat apples. They are helpful. An Apple- is a fruit). It is productive to receive a parallel description by the teacher and the child of two objects of the same type:

Child I also have a dog. My dog ​​is all black.

Her paws are white. The dog's coat is long and soft. Etc.

4. Consolidation of description skills: description of an object from memory, according to one's own drawing, inclusion of descriptions in various situations. The use of these techniques is effective on the basis of fresh impressions of the child: for example, after visiting the zoo, a living corner, collective work in caring for plants, and learning about nature.

5. At the end of the training, exercises are used to compare descriptions of objects:

Supplementing the sentences started by the teacher (A goose has a long neck, and a duck ...);

Drafting proposals for type issues (What do lemon and orange taste like?);

Isolation of contrasting features of objects (Orange big- small tangerine);

Parallel description of two objects (description of a cat
and dogs, cows and goats...), etc.

Education retelling carried out in stages and includes the following methods:

Conducting a preliminary interview;

Reading the story by the teacher with laying out individual elements of the plot;

Conjugate pronunciation of the story;

Re-reading the story with the subsequent unfolding of the corresponding pictures;

Guessing one of the removed pictures;

Restoration of the broken sequence of pictures;

Reading the story and independent retelling by his children.
At the third stage, purposeful work is carried out

on sound formation. All sounds are repeated on the complicated speech material. The methodology of work on the formation of sound pronunciation is presented in the book Fundamentals of the Theory and Practice of Speech Therapy.

Motor alalia is a violation of the central nervous system of an organic nature, therefore it will require an integrated approach in treatment. Mandatory examination of a doctor with the appointment of medicines, the work of a speech therapist using corrective techniques and the active participation of parents. The potential for self-development in motor alaliks is low, but it exists. Speech therapy work is focused on filling gaps in speech and non-speech development and preparation for schooling. Let's talk about some corrective techniques for children with varying degrees of motor alalia.

Differential diagnosis of motor alalia

Before proceeding with corrective work, it is necessary to distinguish between motor alalia and other disorders: sensory alalia, dysarthria, hearing loss, childhood motor aphasia, mental retardation (mental retardation) and SRR (speech development delay). The diagnosis of motor alalia is made by a neurologist not earlier than the age of four, since many mental functions in children, including speech, are in the formative stage. The speech therapist evaluates the sound pronunciation and the prosodic side of speech in order to make a psychological and pedagogical conclusion: ZRR, OHP (general underdevelopment of speech) I, II or III level. Before the age of 4 years, the diagnosis of RDD is usually made, but some signs of motor alalia can be seen already from infancy.

Correction of motor alalia

Since the leading defect of the disease is the lack of speech, the main task of speech therapy work is to form a psychological basis for enhancing attention, memory, thinking, developing positive motivation for communication and developing the need for this. Correction of speech activity depends on the level of underdevelopment of speech. With motor alalia, the state of the language system is divided into three levels:

OHP level I- speechless children, no vocabulary, by the age of 4 they communicate using gestures, onomatopoeia, babble words: doo-doo, bi-bi, yum-yum, bye-bye.

OHP level II- a gross distortion of the syllabic structure of the word, when the first slurred words appear, the grammatical structure of speech is violated, verbs are replaced by onomatopoeia, there are no prepositions, sentences are one or two-syllable: bb apapa- let's go to Anapa.

OHP Level III- phrasal speech appears, but grammar and pronunciation are grossly violated: with motlit, dozik capit, you need a datawa umbrella- Look, the rain is dripping, you need to get an umbrella.

Work at OHP level I

The paramount task of developing the speech of children in whom it is completely absent is to evoke a speech impulse, sound activity and help overcome negative speech motivation. You may need to consult a psychologist to help motivate the child. Why are we learning to speak? Here is a case from practice: the boy Kostya (4.5 years old) really wanted a Lego constructor, in the set of which there were cars from the cartoon "Cars", but he could not talk. Mom promised to buy a constructor, but with one condition, that first the son will learn how to correctly name all the cars. The child had an internal motivation, and he willingly visited a speech therapist.

Parents at home can also help overcome speech negativism by creating game situations, verbalization of objects, pictures, actions, arranging various theaters. The speech therapist does the same in the classroom - he plays with the baby, using directorial games, theatrical shows, where he speaks for all the characters in different voices, gradually involving the child in the game action. It is impossible to force a speechless child to speak; negativism and a complete rejection of speech are possible. The speech therapist's words should be delivered at a high emotional level. The child will begin to react with similar emotional exclamations of animals, facial expressions, gestures. Any speech attempt should be encouraged by food or materially. This is a kind of incentive. The purpose of speech therapy work is to stir up, activate the child's speech.

Having caused the slightest onomatopoeia, it is necessary to develop the active and passive vocabulary of alalika. In a playful way, learn words on lexical topics. For example, a game of "Chef": let's cook vegetable soup, what should we put in the soup? And name the necessary vegetables: this is a carrot, this is an onion, this is a beet etc. Or show pictures (MAC, TANK, LAC), name objects, then ask, where is the poppy, and where is the tank? But what is this? The child can speak to all the pictures: ak, ak, ak, still encourage him and praise: yes, it's lacquer. At the same time, the development of a conceptual dictionary is underway: Tanya, Vanya, Manya.

- And who is it?

- …anya

- That's right, it's Tanya, - constantly praise the child, even if he called everyone by the same name.

After the appearance of individual syllables, work is underway to combine syllables into words and phrases. Unions, pronouns with an indication of the place are used. This is Dad. This is a dog. The child may distort the words, but is already trying to build a phrase, so he needs to be praised: you said great! As the vocabulary accumulates, the formation of basic grammatical generalizations and oppositions begins. Children are taught on puppets to address each other:

- Katya, stop! Katya, go!

- I'm standing. I'm going, - the first child is responsible for the doll.

- What is Katya doing?- Learn to ask questions.

- Katya is standing. Katya is going, - the second child repeats, etc.

In parallel, work is underway to develop fine motor skills of the hands, since the areas of the brain responsible for movement are very close to those areas that are responsible for speech production. With a child, they make crafts from plasticine, draw with their fingers, string beads, learn to lace up shoes, fasten buttons. Quite imperceptibly, with well-developed, precise finger movements, new sounds and words may appear.

Work at OHP level II

Working with a motor alalik, which already has even distorted, but separate words, will go much easier than with a speechless child. The most important task at this level is the formation of the grammatical structure of speech, the development of the skill of independently changing words according to grammatical standards and models. It is impossible to use all grammatical constructions at once, training should play a training and starting role in mastering the mechanism of inflection. For example, several lessons are devoted to the use of the accusative case control structure in speech, using all the same lexical topics: "Vegetables", "Fruits", "Foodstuffs". What do we plant in the garden? - showing layouts and highlighting the ending with intonation: carrots, beets, cucumbers, potatoes, peas, melons etc.

Also, work is underway on the syllabic structure of the word by pronouncing and slapping, tapping, stomping words of varying complexity, drawing up word schemes with division into syllables. For better assimilation of the whole word and the development of phonemic perception, all pronunciations are accompanied by movements. First, two-syllable words with an open syllable are taken: ma-ma, dy-nya(we walk). Then three-syllable ones with an open syllable, etc., but so far words with a confluence of consonants are not taken: che-boo-rush-ka(the word is longer, there are more steps). When mastering the syllable pronunciation of words, the sound pronunciation is corrected according to the principle: staging, automation and differentiation of sounds. Work continues on the development of fine finger motor skills.

Work at OHP level III

At this stage, the development of a coherent grammatically and phonetically correctly formed speech takes place. The work begins with the formation of the motive of activity and the program of a detailed statement. For motor alalics, a detailed plan of the story is needed, which is used as subject and plot pictures. Work also continues on the syllabic structure of the word, but with more complex words with a confluence of consonants : bo-tin-ki, tulip-pan, light-for. Classes are held on the development of the grammatical side of speech, the activation of the dictionary and the correction of sound pronunciation (staging, automation, differentiation of sounds). The next step is to prepare for literacy.

Working with a motor alalik takes a lot of time, and you don’t have to wait for results quickly. On average, the disinhibition and activation of speech can take from 3 months to six months. Given these aspects, parents will have to be patient, very painstakingly and methodically deal with the child under the guidance of a speech therapist.

Julia Savelyeva

Speech therapy work with children with motor alalia is aimed at the entire language system: expanding, clarifying the dictionary, forming phrasal speech, correcting sound pronunciation, phonemic hearing, analysis and synthesis. When planning speech therapy work, it is necessary to rely on the intact components of the language system, take into account the structure of the speech defect. The speech therapist and educator should remember that in children with alalia, the dynamics of speech development is slowed down. It is important to create a favorable speech environment that would stimulate their speech activity and communication.

The stages of speech therapy work with children with motor alalia are:

I. Preparatory.

II. Formation of initial speech skills in situations of dialogic communication.

Formation of an utterance as the main unit of speech action.

Formation of communicative skills and coherent speech skills.

The duration of each stage depends on the level of speech development of the child, the time of the beginning of speech therapy work, environmental conditions.

I. At the preparatory stage The work solves problems for the formation of the psychological prerequisites for speech activity, overcoming speech negativism, the development of general and speech motor skills, the formation of game activity, the correction of visual, auditory, tactile perception, the development of skills aimed at the perception, comprehension and understanding of speech communication. It is important to form a motivational basis for the statement in the child, to develop speech and mental activity, the functions of imitative activity and reflected (reproductive) speech.

The first stage of learning usually corresponds to children with alalia (the first level of speech development), which is characterized by a complete or partial absence of commonly used speech. The speech of children has the following features:

the use of polysemantic words, more often in the form of sound imitations: car, train, bicycle - tu-tu; cow, dog, goat ava, av-av; sleep, sit down, lie down - ba;

use of interchange of names of objects with names of actions: ako(window) - close, open; set(sews) -needle; me(ball) - play ball, throw the ball;

reproduction of commonly used words in the form of separate syllables and combinations: de- granddad; to- cat; tank- dog; totya- cow; atyat uka- pencil and hand; tatik cha- the boy has a ball;

active use of non-verbal means - gestures, facial expressions, intonations in parallel with verbal means. For example, instead of “I won’t sleep,” the child says “neither cha,” and turns his head negatively and frowns;

naming the same object in different situations with different words: for example, a spider in different pictures was called suk(bug), body(bee), atya(wasp), etc.

In children, there is a pronounced insufficiency in the formation of the impressive side of speech. They find it difficult to understand simple prepositions (“in”, “on”, “under”, etc.), grammatical categories of the singular and plural (“give me a spoon”, “give me spoons”), masculine and feminine.

Children with alalia (the first level of speech development) practically do not speak the phrase. In some cases, there are attempts to speak in babbling sentences: "Papa Tutu"(Dad left). Also, children do not have the ability to reproduce the sound and syllabic structure of the word. It is possible to attract the consciousness of children to the sound side of speech only after a long preparatory work. Only in children who are at the upper limit of this level, the appearance of words with a constant composition of sounds can be noted. Usually these are words that are often used in everyday life.

An example of a description of a toy by a child with alalia (the first level of speech development) is: "Manya. Vika. Bika. Seine. Seine. Bika.("Small. Car. Rides. Black wheel. Beeps"). Thus, children with alalia are characterized by the absence of speech means of communication or its babble state.

The objectives of corrective education for preschoolers with alalia are:

formation of the ability to listen to speech, understand its content;

development of active imitative activity in the form of pronunciation of any sound combinations;

vocabulary enrichment, clarification of lexical and grammatical meanings of words;

development of the ability to use speech means in communication.

First of all, a speech therapist teacher needs to arrange the child to himself, try to remove stiffness, unwillingness to communicate, and also form the ability to listen to the speech addressed to him. The speech pathologist works on overcoming speech negativity, since a child with alalia does not need to communicate with children and adults. To do this, the teacher creates game situations, involves the child in productive joint activities (drawing, modeling, etc.). At the initial stages, games are used to evoke speech, motor imitation in a child, for example: “Playing a train”, “Horse”, “Sawing firewood”, “Playing ball”, etc. Variants of games and speech material gradually become more complicated. The words that the speech therapist selects at the beginning of the work should be understandable to children and light in structure. (mother, father, grandmother). The selection of games and tasks is proposed in the manuals by T. A. Dateshidze |5], N. I. Kuzmina, V. I. Rozhdestvenskaya, and others.

A speech therapist evokes a desire to speak by creating special game situations that are emotionally significant for the child (choosing a toy), which require a response (gesture, pronunciation of a sound complex, etc.). It is also necessary to use those situations that arise spontaneously. This work (stimulating the desire to speak), which is the main one at the preparatory stage, is carried out in parallel with the enrichment of the vocabulary. At first, the speech therapist teacher speaks, unfolding the game situation. He accompanies actions with exclamations, in simple words, involving the child in imitation of actions and words (“Me-

chick-bang!"). Any speech reaction of the child is repeated, picked up, encouraged. In games such as, for example, "Geese-geese", "Who screams like that?" (imitation of sounds) and others, the gestures and exclamations of the child are made out by the speech of the speech therapist teacher. It is important to pay attention to intonation. The child takes part in the repetition of such a game. Then he starts imitating at home. The development of this imitation gradually softens the phenomena of oral apraxia.

The first speech manifestations in a child are involuntary (he cannot repeat himself), therefore, one should not demand repetition, correct what was said incorrectly.

It is necessary to specially select toys (dolls, animals), didactic material that can be used as stimulation for sound pronunciation - to overcome verbal negativism in the game. The child is offered not only pictures, but also toys and objects, which contributes to the development of the motor speech analyzer. The development of speech actions is stimulated by rhythmic repetitions (rhymes, fairy tales with repetitions - “Turnip”, “Gingerbread Man”, etc.).

Thus, a situational-business form of communication is used, which involves emotional contact with the child, the implementation of a joint objective activity with an adult. The work takes into account the ontogenetic principle: only those words that are present in the child's impressive speech are introduced into expressive speech.

An important point in the work of a speech therapist is the use of tasks aimed at development of speech understanding. At the first stages of development of speech understanding, we do not require from a child with alalia the accuracy of understanding individual words: there, open, close. In understanding speech, the child relies not on the different sound expression of words, but on the broad context of the question. Therefore, the questions of a speech therapist teacher in conversations aimed at revealing the understanding of words, sentences, should contain prompting words: put the cube on the table, take the book from the shelf.

An adult, using situational moments, names the objects that the child takes, names the actions that the child or adult performs with this object. teacher

speaks in short sentences of two to four words, repeating them two to three times. It is useful to use the same words in different grammatical forms. All words are pronounced with natural intonation, without chanting, but with a slightly emphasized stressed syllable.

Assimilation of the words of the passive dictionary is carried out by conducting various games:

"Orders". The game contains first one, then two, then three instructions, for example: “Bring a doll in a hat; bring a doll in a hat with a tassel; bring a doll in a hat with a tassel and put her on a chair.

"Do what I said." These games are played while showing the action indicated by the word. For example, an adult says:

We're going: top-top. (The child follows the adult.)

Run: slap-slap. (The child runs after the adult.) And they are tired: stop! (The child stops together

with an adult.) After several repetitions of play actions with words and showing these actions to adults, the child performs these movements independently in accordance with the words of the game.

An effective technique in the process of assimilation by a child of words that enrich the qualities of objects (size, color, configuration) are games on the classification of objects, images, geometric shapes in accordance with a given quality. Begin work with the classification of toys. For such games, it is convenient to use collections of small toys (example of tasks: select all cars; select all dolls). It is possible to classify geometric bodies (choose all the balloons; bring all the mugs). Next, geometric shapes are classified by color. (bring all red figurines) and by size (bring all the big pieces) etc.

The child is interested in working with mosaics. She comes up with the assimilation of the word like this (oops). The following games can be used:

"Fungi". An adult shows a red mosaic, fixes it on the field for laying out.

Adult: Find this fungus.(The child finds the same mosaic and fixes it.)

Adult (showing two fingers): Two mushrooms.(The child repeats the movement, showing two fingers).

Adult: These are red mushrooms. Find another fungus. Etc. !

"Apple". An adult lays out in advance the contour of a tree, consisting of a trunk (a straight line) and a crown (a closed curved line).

Adult: There is an apple on the apple tree(fixes the red mosaic). Red Apple. Find the same.(The child fixes the red mosaic within the contour of the crown.)

Adult: There are red apples on the apple tree. That's it, two(shows two fingers). (Child shows two fingers.)

Adult (fixing the green mosaic): On apples, ke here is such an apple. Find the same. Apples upstairs Stroke the apples on the apple tree. Wind started to blow. apples fell(moves the tile down). Apples below, under the apple tree. But smooth apples below.

In the formation of a passive dictionary, work with pictures is used: subject, plot. Images in these pictures should be bright, large, realistic. This type of work is possible with children who are shcha nominative level of speech comprehension. For example:

"Smart finger" On the table are laid out pictures with an image of objects.

Adult: Show the horse, show the doll...(The child shows the named picture with the index finger of the right hand.)

Working with pictures depicting an action is possible with children who are at the predicative level of speech understanding: at first, verbs denoting the actions of people or animals are distinguished, with the name of the one who performs the action: Show me where the horse rides, where the boy sleeps...Зпч "the ability to distinguish between actions performed by one person is formed: Show where the boy sleeps, where the boy sits...

The next stage in the development of speech understanding is the understanding of word forms: show me where the table is- where is the table, where is the ball -

balls, where the ball is on the chair, where the ball is under the chair. It is especially difficult for a child to differentiate forms of verbs: reflexive and non-reflexive verbs (the boy washes- the boy is washing verbs of motion with various prefixes (car was driving- the car arrived, the coat was buttoned- unbuttoned); feminine and masculine past tense verbs (Zhenya fell- Zhenya fell); present tense singular and plural verbs (flies- fly), therefore, special attention is paid to the formation of the ability to distinguish these forms of words in speech therapy classes.

Much attention in the development of impressive speech should be given to distinguishing between words with opposite meanings (antonyms) of different parts of speech: day Night; many-few; high-low; long (th) - short (th). You can use drawing objects with opposite qualities (which helps the child to feel the meaning of words in a muscular way), for example:

draw a long path (we lead the child's pen with a felt-tip pen) - draw a short path;

there are a lot of berries on a large plate (we draw a lot of small closed curves) - there are few berries on a small plate

etc.

When selecting tasks, the speech therapist relies on the thematic approach (“Toys”, “Family”, “Clothes”, etc.). It is necessary to teach the child to understand the general meaning of the word: Show where the girl is playing with the doll. Show me!<><■ девочка играет с пирамидкой. Покажи всё, с чем можно.-рать. Along with the formation of speech at speech therapy classes, work is being done to develop other cognitive processes (attention, memory, perception, thinking) of children: and. For this, various games are used such as “What has tn become?”, “Attentive ears”, “Echo”, etc.

At the preparatory stage, work is underway to development) of the predicative function of speech and the prevention of H "im agrammatism by mastering a child with alalia (cements of the grammatical structure of speech. Work provo-utT "i and step by step in the following sequence:

Reliance on a one-word phrase. The starting point of speech development is a minimal, communicatively significant segment - a one-word phrase (“na, give, am”, etc.). The background on which the work is carried out is the communication of a speech therapist with a child. The initial goal is to create a unity of motor and verbal reactions. The speech therapist encourages the child to perform a certain action: “Sit down! Give! Go!" The child performs these actions, and the speech therapist joins the child's actions and pronounces "I'm going" in time with the steps. After a while - the same instruction, but the speech therapist already asks: "What are you doing?" - "I'm going. I carry. Here the task of developing skills aimed at perception, comprehension and understanding of verbal communication is realized. This form of communication leads to dialogue. After the first answer of the child, similar work is carried out on other material: “Sit! Run! Draw!” The speech pathologist uses two types of questions: "Are you going?" - "I'm going"; common question: "What are you doing?"

Formation of sentences from two words on the basis of one-layer sentences. Sentences consisting of a verb and a noun in the form of an oblique case are being worked out: “Give me a lie”, “Take a bear”. To the question: “What are you carrying?” the child replies: “Lalya, bear.” Attention is immediately drawn to the ending of nouns (lyalya, bear) - the speech therapist teacher highlights with his voice. Then a more complex answer is worked out to the question: “What are you talking about?” The child replies "I carry Lyalya."

Formation of sentence models from two main terms- subject and predicate. Unlike the previous one, at this stage the child makes a judgment not about his own actions, but about the state of other children or objects. First, these models are worked out in a group of children (“Kolya is sitting”, “Lena is walking”), and then on didactic material. Examples of questions and answers: "Who's coming?" etc. First, the child answers with one word “Lena”, and then with a two-word sentence.

In the process of individual correctional and developmental work, a speech therapist teacher should use such verbal techniques as:

speech sample (correct, pre-thought out speech activity of the teacher);

repeated pronunciation (intentional, repeated repetition of the same speech element: sound, word, phrase);

explanation (disclosure of the essence of certain phenomena and modes of action);

assessment of children's speech (a motivated judgment about the child's speech statement, characterizing the quality of the performance of speech activity);

Question (verbal appeal requiring an answer), etc. The speech of a speech therapist and other teachers should be

correct in form, lexically rich, extremely emotional, expressive, full of jokes, nursery rhymes and at the same time simple, not cluttered with superfluous words.

An important condition for the formation of the speech activity of a child with alalia is the use by the teacher of various methods of encouragement and surprise moments (approval, praise, sticker, chip, etc.). Taking into account the personal characteristics of children with alalia, the teacher attracts 1C students to work as his assistants (“Help distribute the pictures”, “Collect the paints and put them in a box”).

So, the main thing at the preparatory stage is the creation of incentives, triggers that should ensure the development of speech and the assimilation of the language system (implementation of the principle of overcoming speech negativism). In accordance with this, the work is aimed at the development of non-speech and speech processes. The main attention is paid to the semantic side, and not to the phonetic implementation of speech (at the initial stages, the approximate pronunciation of sounds by the child is allowed).

P. At the stage of formation in children with alalia of initial speech skills in situations of dialogical communication, work continues on the development of general and speech motor skills, all mental processes. The main direction in the work is the activation of the passive vocabulary and practice

physical mastery of the simplest forms of word formation, inflection. Also, work is underway on the distribution of sentences, their grammatical design, on dialogue and a story of a descriptive nature. In individual speech therapy classes, special attention is paid not to the formation of the correct sound pronunciation, but to the activation of the dictionary, the development of the grammatical structure of speech, since sounds can occur spontaneously in children with alalia. The main tasks are:

the primary development of the predicative function of speech, the syntactic structure of speech, its dialogic form;

formation of the mechanism of expressive speech (semantic, lexical, phonetic-phonemic operations).

The second stage of learning usually corresponds to children with alali her (the second level of speech development): children already have a certain number of commonly used words, but their sound-syllabic structure is distorted. Speech still retains words characteristic of babbling - amorphous (Deca asi ze.-J The girl carries a flag). A tendency to expand the meaning of words (polysemy) is characteristic. In some children, a phrase of 2-3 words can be observed, but the phrase is agrammatic; and not just the presence of individual grammatical errors, but complete agrammatism (I was Lelka. - I was on the tree). Children are characterized by the implementation of communication through the use of a constant, although distorted and limited stock of commonly used words. Understanding of everyday speech is quite developed. The speech capabilities of children increase, communication is carried out both with the help of gestures accompanied by babbling, and by means of speech means distorted in phonetic and grammatical terms. Children's statements have features:

a) in terms of vocabulary:

limited passive vocabulary;

ignorance of not only the shades of colors, but also the primary colors (green, brown, etc.);

limited subject and verbal vocabulary on the topics "Animals", "Plants", etc.;

Replacing words with similar meanings (asleep- lies) and etc.

b) from the grammatical structure:

omissions of prepositions (pat forged- sleep on the bed; niga goes to that- the book is on the table); replacement of prepositions (hip lies in division- the mushroom grows on a tree);

lack of agreement between adjectives and nouns (gaya kati- hot porridge; what a pata- Red dress); numerals with nouns (no party- five fingers), etc.;

mixing of case forms (isyu kadas- I draw with a pencil; rides a car- rides a car), etc.

Children do not have word formation skills.

c) from the side of phonetics:

sounds are not formed (as a rule, at least 6 violations of sound pronunciation: defects in voicing, softening, sigmatism, rotacism, lambdacism, iotacism and palatal sounds defects). For example: pat nigga- five books daddy- grandmother, duca- hand, etc.;

gross violation of the syllabic structure and sound-filling of words: batik- bow, mogo- many, pamika- pyramid; permutation and addition of syllables: calf- calf, yadygi- berries;

insufficiency of phonemic perception and, as a result, difficulties in mastering sound analysis and synthesis.

Children use simple sentences consisting of 2 -3 words, less often out of 4. Rarely use unions and particles. For example: Yes shadow of a nickname- Give me the yellow book. De kasya isya ace- Children color the leaves with a pencil.

Examples of pronunciation of words by children with the second level of speech development are: head - reptile; tram - ta-lan, nails - children; cucumber - pout etc.

An example of a story based on a series of plot pictures "Bear and Honey" of a child with alalia (the second level of speech development) is: Mitya is going boom. I'm going to eat. Go honey. Mitya go gee. Itit chicks. Then busy. Mitya bezi. Chicks itit.(“The bear saw a hole (hollow). He is walking through the forest. Honey is lying. The bear climbed into the hole. Bees fly. Then they sting. Bear Oezhit. Bees fly”).

Work is carried out in three directions:

vocabulary enrichment and overcoming paraphasia (misuse of individual words - substitutions);

the formation of a phrase and its inclusion in a coherent speech;

the formation of sound pronunciation (in this case, the main thing is not the production of sounds, but the development of auditory perception).

Word work begins with the clarification and activation of vocabulary. The child learns to distinguish and name objects, actions, highlight the features and qualities of objects, distinguish objects according to their purpose, color, taste. Some words denoting the qualities of objects are assimilated (ok, close). During this period, work is being done on words with spatial relationships, on simple prepositions (in, on). At the same time, personal pronouns in the singular and plural and possessive pronouns are assimilated (mine, ours, me). The methods of such work are described by N. S. Zhukova, E. M. Mastyukova, N. I. Kuzmina, V. I. Rozhdestvenskaya, T. B. Filicheva.

At this stage of work in individual lessons with a child with alalia, a speech therapist reinforces the ability to exercise word formation And inflection. It should be borne in mind that children with motor alalia may experience difficulties in mastering the syllabic structure of a word in one case; in the other - with sound design. Consequently, speech therapy work should be differentiated: more attention should be paid to work on syllabic structure or sound pronunciation.

A. K. Markova's studies show that the mastery of the syllabic composition of a word is not directly dependent on the mastery of individual sounds. In some cases, if there is a correct pronunciation of individual sounds (in isolation), the syllabic structure of the word may be distorted. In others, the distortion of individual sounds does not lead to a violation of the syllabic structure.

The formation of the syllabic structure of the word is carried out in a certain sequence:

1. Two-syllable words from two open syllables - dad, cotton, ear.

Three-syllable words from open syllables - raspberries, lemons.

One-syllable words with closed syllables - house, cat, lion.

Two-syllable words with one closed syllable - ice rink, lemon.

Two-syllable words with a confluence of consonants in the middle of the word - jacket, spring, folder.

Two-syllable words with a closed syllable and a confluence of consonants - compote, umbrella.

Three-syllable words with a closed syllable - kitten, phone

Three-syllable words with a confluence of consonants - candy, grandpa.

Three-syllable words with a confluence of consonants and a closed syllable - monument.

Three-syllable words with two consonant clusters - rifle.

Monosyllabic words with a confluence of consonants at the beginning and end of the word - whip, tank.

Two-syllable words with two confluences - button, cage.

Four-syllable words with open syllables - web.

This sequence is worked out both in individual and group classes. When forming the syllabic structure of a word, the following types of work are used:

memorization of each word by repeated repetition. It is important not to force the child, but to interest. First, the word is spoken by the speech therapist teacher, then the child repeats, the word is reinforced visually (picture);

negotiation of missing syllables in words based on pictures;

pronunciation of words with the slapping of the number of syllables;

determining the number of syllables with placing chips according to the number of syllables;

reflected pronunciation of a word in various situations;

composing words from syllables available for pronunciation.

To form the syllabic and rhythmic structure of speech, the following tasks are consistently used:

Teach your child to differentiate long and short words by ear: machinists- cat, panama- soup, porridge - oak.

Clap the suggested word drawing, for example: 1111, ///

Remember and speak:

Combinations of homogeneous syllables:

a) with different accents - pa, papa, papa, papapa, papapa;

c) different intonation;

Combinations of the same consonants and different vowels: daddies, tattoos, kakuki. They should also be pronounced with different stress, voice power and intonation, gradually including them in words and sentences: At dad. Tata. Tata's mom.

4. Remember and repeat:

combinations of different consonants and the same vowels: katama, katama, katama; kata, ka-ta-ma; panama, ditch.

syllable combinations with a confluence of consonants: then- who; wa- kva; am, am- who's there?

syllable combinations with different vowels and consonants: patuki, wamopu, tykabu.

These exercises contribute to the introduction into the speech of children of one-syllable, two-, three- and four-syllable words with closed and open syllables, consisting of correctly pronounced sounds.

With the predominance of difficulties in mastering the syllabic structure of a word in a child with alalia, the teacher-speech therapist pays more attention to the work on the formation of inflection skills. In the process of accumulating a dictionary, you need to pay attention to some of the most accessible and easily distinguishable grammatical forms of a word, for example, to work out the singular and plural of nouns and some verbs (House- at home, sitting - sitting).

To master the practical skill of morphological analysis of words, it is important that the child not only distinguish between 120

hearing, but also mastered the mental operation of comparing words by sound and meaning. The work is carried out taking into account the transition from visual forms to abstract ones: first, the objects depicted in the pictures are compared (elephant- elephants, ball- balls etc.) and the meaning of these words (the designation of one and several objects) is specified. Further, the child's attention is fixed on changes in the sound composition of the word (the endings are intoned by the speech therapist teacher), then inflection is highlighted and a conclusion is made about its use to indicate the grammatical meaning of the number. Similarly, nouns that have other endings in the plural are analyzed. (poppy- poppies, cancer- crayfish, beetle- beetles, bull- bulls and etc.,).

E. F. Sobotovich offers his own methods for the formation of inflection. According to the author, the work should be aimed not only at distinguishing a pair of grammatically opposed words, but also at determining the meanings of words and phrases, that is, children's attention is drawn to the change in the meaning of words due to their different grammatical design. For example, you need to teach children to recognize words presented in the following order: knife, elephants, knives, bear, knives, bears, hares, hare. The speech therapist teacher asks to show where the elephants are, and the picture shows an elephant - in the singular. Thus, the child's attention is directed to grammatical forms.

Other methods are also used, for example:

being in a room and showing one or more items (where is the book, books; cube, cubes);

showing objects in the pictures in the singular and plural;

game in the picture loto "One - many";

pronunciation together with the teacher-speech therapist of the series of plural nouns with the voice highlighting their endings (lips, teeth, flowers, gardens, oaks; rolls, shelves, jackdaws, sticks, forks).

Simultaneously with the formation of the ability to highlight the numerical endings of nouns, work is underway to isolate the endings of the singular and plural

verb using tasks like “Show where it goes, where it goes; where he washes - they wash. Children pronounce the same type of verb endings (draws, dances, eats; sing, dig, read; carry, carry, walk, run; fly, stand, sit); complete the sentences called by the speech therapist teacher by showing the appropriate picture (They are driving along the road .... They are driving along the road .... On the table lies .... They lie on the table ....).

When forming grammatical forms of word formation and inflection, it is necessary to take into account the sequence of their formation in ontogenesis:

Singular and plural nouns (ball- balls).

Verb forms: number forms (sitting - sitting); specific forms (do- do)- temporary relationship; three kinds of past tense verbs (gone, gone, gone) The differentiation of generic endings of past tense verbs is carried out by comparing actions in a real situation (drew- drew; wrote- wrote) highlighting differences in meaning and sound. In order to determine the person who performed the action by the verb of the past tense, such methods of work are used as pronunciation of rows of words with the same type of endings (sang, ate, washed, walked); games with signal cards depicting a boy and a girl (ABOUT to whom I say: ran, slept, knitted, wrote; read, drew, glued, sculpted?) etc.

3. Generic endings of adjectives in agreement with nouns (blue ball). The work is carried out in the following sequence: feminine singular, masculine singular, neuter singular, plural. The choice of the specified sequence of work is dictated by the varying degree of difficulty in mastering the connections of agreement between adjectives and nouns of the feminine, masculine and neuter gender. Masculine and neuter adjectives have a greater variety of endings than feminine adjectives. In addition, the ending in the question of feminine adjectives (which one?) same as percussion (large, blue, colored),

same with the unfortunate (delicious, cold, fresh) endings of the adjectives themselves.

The child's attention is fixed on the endings of adjectives, their correspondence to the endings of questions (in this case, the method of accentuating these endings with the voice is used). Such types of work are carried out as:

repetition of word combinations and sentences with adjectives after the speech therapist teacher (with emphasis on endings);

naming subject pictures and selecting words for them that answer questions which? which? which? what kind?;

selection of words-attributes to words denoting objects, with the help of questions from a speech therapist teacher;

definition of an object by its features (round, yellow- ball, round, heavy- turnip; round, yellow- Sun);

plural formation (A red rose is growing. - Red roses are growing. There is a white lily in a vase.- White lilies in a vase);

making sentences based on pictures (blue belt, blue bag, blue bucket, blue pencils);

completion of sentences according to the model (The jacket is red, and the scarf .... Sugar is sweet, and lemon ....);

distribution of sentences by matching words denoting signs to words denoting objects (There is a ribbon. What kind of ribbon? Red. There is a red ribbon; The wind is blowing. What kind of wind? Strong. A strong wind is blowing.).

A significant part of these exercises is carried out in a playful way using didactic games “Find by color, taste”, “What shape?”, “Seasons”, “Shop”, etc.

A child with less pronounced difficulties in mastering the syllabic structure of a word needs painstaking work on the formation of the sound composition of the word. For a better fixation of each articulation of sound, it should be explained in detail to the child and shown. It is necessary to show a model, visual control over one's own articulation. Enter

sounds should be in those words that are available to the child for understanding.

The development of vocabulary should proceed in close connection with the development of pronunciation (the ability to distinguish sounds, determine the sequence of sounds in a word, pronounce the word correctly and clearly is formed). Already here the accumulated words acquire a clear syllabic structure. Only some words can be pronounced approximately.

O. N. Usanova highlighted shortened series of sounds the use of which allows you to build a work, taking into account the complexity of their articulation, the sequence of appearance in the speech of children with motor alalia: m, p / b, t / d, t / d, s, s, k / g, l, r, n, x, f / v, l, w / w, c, h, sch.

During operation, voiced sounds are refined in parallel with deaf pairs. Soft sounds can be evoked by imitation, while the appearance of hard sounds requires preliminary preparation of articulation.

Of great importance is the sequence of assimilation of sounds in a certain position of words: first at the end of the word (nose, focus) since for a child with alalia, this position is the most stable; then in the middle (a bowl); then at the beginning (light).

When selecting material, the contrast of sounds in words is taken into account, that is, words are selected that do not contain sounds from one phonetic group. The greater the contrast of sounds (for example, in the word cupboard chic sounds are contrasting in place and method of formation, and in the word scar sounds sh And R contrast in place, method of formation, sonority, so the second confluence is more stable), the more chances for their correct use. The most favorable for the correct pronunciation of a confluence of consonants is their contrast in the way they are formed (jump, slept). Less favorable contrast at the place of sound formation (ringing, walking). Gradually, the sounds of one phonetic group positionally approach each other in a word.

Correction of phonetic disorders in children with alalia should be considered in close connection with the peculiarities of the lexical and grammatical development of children (R. E. Levina, E. F. Markova, V. K. Orfinskaya, E. F. Sobotovich, O. N. Usa-

nova, etc.). The formation of the phonetic side of speech depends on the development of the child's vocabulary. Sounds can appear spontaneously, but the child makes mistakes when reproducing the sound composition of the word (provided that it is correctly pronounced in isolation).

Thus, speech therapy work should be differentiated depending on the difficulties experienced by the child (mainly in the syllabic structure of the word or in the sound content). To work with a child with difficulties in the syllabic structure, the method of sound formation as part of a word is used, i.e., in fact, sounds are evoked by imitation when expanding vocabulary and working on a phrase. It is necessary to fix attention on the sound of the sound and on its place in the word. For a child with difficulty in pronouncing individual sounds, the procedure is different. The sounds missing in isolated pronunciation are not formed independently, therefore, articulatory gymnastics, preparation of the articulatory apparatus, and mirror control are necessary. It is better to fix the sound on familiar words.

Formation of phrasal speech at the second stage of speech therapy work is carried out in the following areas:

work on the grammatical structure of speech;

work on the sentence structure;

work on its intonation.

A system of speech exercises is used, which is based on a gradual transition from a simple non-common sentence to a common one. Work on the dissemination of the proposal is carried out gradually with the introduction of the proposal:

direct and indirect object in the form of instrumental, accusative, dative cases (Mom sews a dress);

definitions (A little girl picks berries);

indirect object in the form of accusative, genitive, dative and instrumental cases with a preposition (The boat is sailing towards the shore)

Circumstances of the place (Children went to the forest). In parallel with the formation of a common sentence, a simple sentence is formed with homogeneous

members. The method of building up a sentence is used, which allows developing the child's auditory attention and memory, the ability to make nominal sentences is formed ("Who will remember more? Here is the table. Here is a table and a chair. Here is a table, a chair and a board; This is a pen. This is a pen and pencil. This is a pen, pencil, and books; Here is a doll. There is a doll and a car. There is a doll, a car and a bunny. There is a doll, a car, a bunny and a bear.)

The speech therapist teacher is working on the formation of the ability to grammatically correctly formulate sentences. It starts with agreement:

nouns with adjectives in gender, number, case;

pronouns with verbs in number, person, gender;

noun with past tense verbs and gender and number.

The child performs actions with objects or shows the corresponding picture and thereby correlates each question with a certain case form. It is obligatory in the lesson to draw the child's attention to the sound of the endings of indirect cases. To do this, the speech therapist clearly intones inflections. Each word form corresponds to the I form of the nominative case, which, on the one hand, helps to highlight inflections, on the other hand, contributes to the accumulation of the child's experience in operating with linguistic signs. The classes use:

execution of orders, instructions (Draw an arrow, a cat. Put it on the book. Give Sasha a pen. Vova, catch Katya. Katya, catch Vova);

didactic games (“Wonderful bag”, “What is missing?”, “What is without what?”, “Whose things?”, “Who needs it?”, “Who lives where?”, “What grows where?”, “ Who works what?”, “Who manages what?”, “Pairs of objects”, etc.);

Answering questions by showing relevant pictures (Show where the cat catches the mouse; where the mouse catches the cat; where the cat is sitting on the chair, where the cat is under the chair);

definition of right and wrong statements (Tea with sugar or Tea with sugar; Berries in the forest or Berries in the forest; I go to the table or I go to the table);

Pronunciation of the same type of inflections and their substitution in the sentence started by the speech therapist teacher (We see a cat, an elephant, a dog, a duck, a shirt. The book lies on the table, chair, window, blackboard. The boy plays with a friend, brother, neighbor, cat).

In parallel, work is underway on the intonation used in the sentence - narrative, exclamatory, interrogative, on the formation of dialogic speech in the game. To consolidate intonations, the child is offered to memorize small dialogues (from fairy tales) - as a gradual transition to monologue coherent speech. For example, when staging the fairy tale "Turnip", the forms of the indirect case are fixed: the same word is used in different cases, with different intonation (Grandfather called grandmother: “Grandma, go!” Granddaughter called Zhuchka: “Bug, go!”).

S. N. Shakhovskaya recommends using the technique of memorizing phrases and phrases, the reproduction of which brings the child's statement closer to coherent speech. For example, memorizing the simplified text of the fairy tale "Little Red Riding Hood": “Mom gave milk, butter, bread. Come on, Tanya, go to the woman. Baba lived in the forest. The woman has a headache. There was a wolf in the forest*. The reproduction of such a memorized text quickly becomes accessible to the child and gives him great pleasure.

III. At the stage of formation of an utterance as the main unit of speech action, the main tasks are: continuation of work on the formation of expressive speech - the formation of a system of word meanings (syntagmatic, paradigmatic connections); formation of word formation, grammatical structuring; further development of phrasal speech, enrichment of children's vocabulary.

The third stage of education corresponds to children with alalia (the third level of speech development), which is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Lexical difficulties associated with naming:

Parts of objects and objects (seat, trunk, knee, .shtylok, sleeve, entrance etc.);

action verbs (sticks, laps, bites, licks, gnaws- "is eating");

prefixed verbs (walked, moved, left, went And

antonyms (deep-shallow, smooth-rough, thick liquid etc.);

relative adjectives (clay, pear, woolen etc.); shades of flowers (orange, grey, lime etc.);

object shapes (cannot find oval, square, triangular objects).

Often children replace the names of professions with the name of actions (for example, aunt sells bananas- instead of salesman); generic concepts and vice versa (chamomile- rose, you are strong- flower), substitution of feature names (long- big, short- not short, small- narrow etc.)

in children with alalia, there are features in the use of emotional vocabulary (I. Yu. Kondratenko). For example, lexical substitutions:

one thing with another (weeping- sad, smiling- funny);

names of features in a phrase or sentence (he is afraid- scared);

names of features names of actions (sad - sad);

based on insufficient differentiation of emotional states (angry, frightened- sad);

one name to another based on the phonetic proximity of sounds (The girl was overweight (sad)) and etc.

The grammatical errors are:

in the incorrect use of the prepositions "in", "to", "from" ("with"), "because of", "from under", "between", "through", "above" (The cat crawled out under the bed; The book lies off the shelf etc.);

violation of the coordination of various parts of speech (I went to two bears; I took care of the car; I want to give you flowers etc.);

Building sentences (The girl put flowers in a vase; Because it hurts, because I cry).

Phonetic errors appear:

in the incorrect pronunciation of sounds, especially close in sound: soft-hard, voiced-deaf, as well as sounds t-h, l-r, s-sh etc.;

distortion of the syllabic structure and sound filling of words (policeman- nurse, educator- pitati-fa, photography- atagaphia etc.);

reproduction of a number of words, syllables, similar in sound (pa-ba-pa, ta- you, house- volume- com etc.).

Connected speech is characterized by the listed features. Children's statements are distinguished by fuzziness, a violation of sequence, and the absence of cause-and-effect relationships. Preschoolers find it difficult to use different types of creative storytelling, storytelling from memory. Children experience difficulties in reproducing texts according to the model, memorizing poems. An example of a story based on a picture of a 5-year-old child with alalia (the third level of speech development) is offered: “Children fipili fnigak. Catawif children on funky. Children of the katavif and goyka. Pitatinifa felled detef defky fat.(The children made a snowman. The children went sledding. The children went down the hill. The teacher called the children to kindergarten.)

The speech therapist teacher directs efforts not only to the formation of phrasal speech, but also to the practical mastery of the forms of word formation and inflection. This should be carried out in parallel with the enrichment of the dictionary (at each lesson).

In the work on enriching the child's vocabulary, it is necessary to remember about the system of connections in which words are included, about combining words into groups such as:

associations (water- soap, towel, flowing). This group is the most important, as it is necessary for everyday communication. Here paradigmatic connections are established;

conceptual, which is organized according to the principle of combining abstract functional features (all generalizing concepts are furniture, transport etc., words,

denoting temporary concepts: yesterday, today, tomorrow, morning, afternoon, evening, year, month and etc.; as well as words characterizing actions: close, fast, clean etc.);

lexico-semantic group, involving the selection of synonyms, antonyms;

a lexico-grammatical group aimed at the selection of nouns, verbs, etc. These are the most abstract connections between words, the work on assimilation of which is carried out during the school period.

Practical assimilation of methods word formation and the accumulation of observations over the morphological composition of the word is carried out at this stage of the work in the following order:

Formation of masculine nouns with suffixes -ok, -ok- derived forms of nouns with a diminutive value (mushroom- fungus). Visualization is always used.

The formation of verbs from verb stems with the help of prefixes. Understanding the shades of the meanings of verbs is somewhat difficult (left, left, came) so the speech therapist demonstrates actions.

Formation of feminine nouns with the suffix som -k- (fish, pen). We start by showing diminutive objects, then we compare them.

Formation of nouns with suffixes -enok, -onok (bear cub, kitten).

Formation of feminine nouns with the suffix sami -points-, -echk- (boat, mug).

Formation of quality adjectives with the suffix sami -her, -her, -e (high- taller, handsome- more beautiful). A comparison technique is used: words are included in sentences like: This tree is tall and this one is taller. Runs fast- faster. At the same time, there is an assimilation of the comparative degree of adverbs that explain the action.

Formation of quality adjectives of diminutive meaning. The easiest way to work on color (white).

Formation of relative adjectives. It causes significant difficulties in a child with motor alalia.

Such adjectives are introduced only when the basics of the words from which they are formed are well mastered. The assimilation of relative adjectives is carried out in the following order:

a) adjectives indicating relation to any plant with the suffix -oe- (birch);

b) adjectives with the meaning of referring to a certain time with a suffix -n- (summer, winter);

c) adjectives that determine the belonging of objects at their location with a suffix -n- (steppe, forest);

d) adjectives that determine whether items belong to a food product with a suffix -n- (lemon).

Work continues on formation of the ability to structure a sentence. It begins with exercises in the practical preparation of simple non-common sentences based on a picture and a visual situation. The child learns to answer questions: Who is it? What's this? The singular and plural forms of nouns are repeated, the tenses of verbs (present and past), the future tense is introduced.

The child learns prepositions in, on, under and new - for, about, with, with, from and learns to use them correctly with nouns. These prepositions are shown in different meanings, for example: goals (for mushrooms), spatial (to the basket, off the table).

In individual lessons with the child, the ability is fixed building sentences with addition and circumstance in the following order:

Compilation and development of sentences with direct or indirect object: the use of non-prepositional constructions of nouns in the accusative case (The boy is reading a book. Grandmother is drinking tea. The goat is eating cabbage) dative case (Seryozha called his mother. The birds are happy about spring. Masha wrote to her grandmother), instrumental (Mom irons. Anya draws with a pencil. Grandmother works as a doctor) and prepositional constructions of the accusative case

(The boys were talking about football) instrumental (Sister plays with brother) prepositional (The girl thinks about her mother);

Compilation and development of sentences with the circumstance of place: the use of prepositional-case constructions of nouns of the genitive case with prepositions from, at, near (Smoke comes from a chimney. A tree grows by the road. The student stands near the blackboard), dative case with prepositions to, by (The student goes to the blackboard. The beetle crawls on the ground), accusative with prepositions in, on, behind (Lena looks out the window. The cat climbs on the table. The student sat down at the desk), instrumental case with prepositions above, below, behind (The lamp is hanging over the table. The cat is sitting under the chair. The ball fell behind the sofa), prepositional case with prepositions on, in (Flowers stand on the window. Cups stand I closet).

The analysis of the compiled sentences is carried out by determining predicative relations with the help of questions, drawing up a sentence scheme with the help of chips, graphic images and verbalization of the sentence program in oral speech. First, the child adds the appropriate endings to the sentences spoken by the speech therapist (The artist painted white..., li..., short...) based on pictures, then pronounces sentences independently. In addition to drawing up sentences on pictures with and without questions, such types of work are used as:

answers to questions based on a sample (How do they cut the flask sou? They cut the sausage with a knife. How do they eat porridge? How do they eat meat?);

adding missing words to poems read by a speech therapist teacher;

selection of different options for completing sentences (Children are happy (what?) ... We came (to whom?) ...);

making sentences that are opposite in meaning (The bird perched on a branch.- The bird flew off the branch)

verbiage of actions to be performed (I put the pen on the table. I took the pen from the table).

Most of these types of work are carried out in a playful way using didactic games and exercises. "What's gone?" "Whose things are these?" “What is it made of?”, “To whom

what do you need?”, “Favorite activity”, “What do you like?”, “Who is behind whom?” and etc.

In the classroom, the child exercises in the distribution of sentences by building them up according to the model given by the speech therapist teacher, and independently (There was no pen on the table; There was no pen and book on the table; There was no pen, book and pencil on the table or - Mom made cherry jam; Mom made their cherry and raspberry jam; Mom made jam from cherries, raspberries and strawberries).

A child with alalia consolidates the ability to compose compound sentences with conjunctions "and, a". Practicing grammatical structures with the joining union "and" (Spring has come, and it has become warm. Autumn has come, and the birds fly south. It is raining outside, and my mother took an umbrella), as well as with the opposite union “a” (The cucumber is green, and the tomato is red. The hammer is heavy, and the pencil is light. Petya is reading, and Kolya is playing ball. Olya is sleeping, and Masha is already up). When constructing complex sentences, subject and plot pictures, demonstration of specific actions are used; exercises are carried out in a playful way (What are these objects?, Who does what?, What first, what then?, Everything is vice versa and etc.). The child learns to construct a complex sentence from two simple ones based on paired pictures, a diagram.

Work on dialogical speech precedes the formation of coherent monologue speech. It includes the formation in children of the ability to answer the questions posed (to be able to give short and complete answers); the ability to ask questions; the ability to speak freely and naturally.

Learning how to answer questions starts with answers to reproductive questions (Who? Who is it? What? What is it? What does it do?). Answers to reproductive questions are one-word (What is it?- Ball. What is the cat doing?- Asleep). Then move on to answering two-word sentences. (Who is it?- This is a boy. What is the cat doing?- the cat is sleeping).

Using Search Questions (Where? Where? Where? How? When? How much? What?) assumes complete answers

common offers (Where does the cat sleep?- The cat is sleeping on the couch.

After that, children are taught the ability to answer problematic questions. why? why?. Answers to them involve the use of complex sentences with subordinate reasons or goals. Children should be given help (in the form of a sample answer) and use the technique of prompting the beginning of the answer.

Work on developing the ability to ask questions provides for the following steps:

use of ready-made answers: the child learns to compose questions on the specified sentence. So, an adult or a child says: Anna has blue eyes and the child makes a question: What are Anya's eyes? etc.;

using the analysis of children's drawings. For example, the drawing "My friend" provides for the following questions: Who is your friend? What is his mood? Why?;

building questions based on visualization. The child is presented with plot pictures (for example, situations from the didactic game “Rate the act” are used): Consider the picture. Say what the boy said when his mother asked who broke the vase. (The boy answered: “The sister broke the vase”; “The cat broke the vase”; “Mom, I broke the vase” and etc.;;

the introduction of communicative tasks in the classroom in the form of learning and speech situations, during which the child performs speech actions on behalf of another person. Sample tasks: You met your friend on the street. How will you greet him?; A new child has joined your group. How do you know his name? and etc.;

the use of demonstration of actions with objects using non-verbal means of communication. The teacher asks the child to: Katya, ask me what I'm doing. Say, "What are you doing?" Task types: sweep the floor to jump rope, catch fish and etc.

It should be noted that the formation of the ability to ask a question requires a consistent complication of speech material.

l and a gradual decrease in assistance from an adult. The proposed methods of work also contribute to the qualitative and quantitative enrichment of the vocabulary, the formation of the grammatical structure of speech, the development of the ability to speech self-control.

Formation of the ability to freely and naturally conduct a conversation is carried out according to the content of literary works, paintings, landscape, in various situations of communication. For example, using situations: You came to a children's party where you don't know anyone. Get to know the guys; The girl wants to know the time from a stranger; You are in an unfamiliar city and you need to go to the metro (museum, zoo). A passer-by walks towards and ....

An important task of speech therapy work is to teach children to coherently and consistently, grammatically and phonetically correctly express their thoughts. The methodology of work on the development of coherent speech of preschoolers is covered in the works of V. P. Glukhov, L. N. Efimenkova, N. S. Zhukova, T. B. Filicheva, T. A. Tkachenko, S. N. Shakhovskaya and others.

Work on coherent speech begins with the formation of the motive of activity and the organization of a detailed program of utterance. As a plan of expression, a series of plot pictures, symbolic images, pictures depicting individual objects, etc. are used.

V. P. Glukhov proposes a system for teaching children storytelling in several stages, taking into account the following sequence: composing an utterance by visual perception, reproducing a listened text, compiling a story-description, storytelling with elements of creativity. T. A. Tkachenko, when working on the formation of coherent speech, recommends using visualization and modeling of the utterance plan. Exercises are proposed in order of increasing complexity, with a gradual decrease in visibility and “folding” of the utterance plan:

retelling the story by visual action;

a story in the wake of a visual (demonstrated) action;

retelling the story using flannelgraph;

retelling of the story based on a series of plot pictures;

compiling a story based on a series of plot pictures;

retelling the story according to the plot picture;

storytelling storyline.

Work on the development of coherent speech includes the enrichment of the dictionary; learning to compose and invent stories, riddles; learning poems. Tact-methods of work are used, such as:

showing and naming a new object, its signs, actions;

explanation of the origin of the word (kettle- according to the vessel in which tea is boiled);

the use of the extended meaning of known word combinations (huge house- it is a very large house, one that is taller than all other houses);

selection of names of objects for actions and names of actions for objects (the game “Who shouts how”, “Who moves how”, etc.); adverbs for the names of various actions (The lamp hangs over the table (how?)- ...(low); The cat meows (how?)- ...(mournfully); epithets for the subject (This dress has sleeves... (short, long, tight, dirty); one-root words (House- brownie, house, house);

distribution of proposals by introducing the circumstances of the cause, effect, condition, purpose.

A speech therapist teacher teaches children how to compose stories based on a plot picture, a series of paintings, story descriptions, and retelling. Effective techniques for compiling stories are the use of visual diagrams, playing out episodes of the plot of the pictures.

Education coherent descriptive speech for preschoolers with the third level of speech development, it is carried out in stages and includes the following types of work:

1. Preparatory exercises for describing objects (exercises for recognizing objects using toys, dummies, lotto games, natural objects, etc.). For example, after guessing riddles-descriptions of objects, the child answers questions related to highlighting the features of the object; compares items (ball- watermelon- a tomato).

Formation of the initial skills of independent description and description of objects according to the main features (description by questions, according to a plan-scheme, without a preliminary plan, relying only on a sample). For example, initially the description of the subject on questions consists of 4-5 phrases, including the main features: This is a lemon. Yellow lemon. The shape of the lemon is oval. It is firm to the touch; it tastes sour.

Teaching a detailed description of the subject (for example: This is an Apple. The apple is round in shape. This is a red apple. It tastes sweet. The apple is firm and smooth to the touch. An apple grows on an apple tree in the garden. They eat apples. They are helpful. An Apple- is a fruit). It is productive to receive a parallel description by the teacher and the child of two objects of the same type:

Speech therapist This is a dog.

I have a brown dog with a black stripe on its back. Her paws are black. The dog's coat is smooth. Etc.

Child I also have a dog. My dog ​​is all black.

Her paws are white. The dog's coat is long and soft. Etc.

Consolidation of description skills: description of an object from memory, according to one's own drawing, inclusion of descriptions in various situations. The use of these techniques is effective on the basis of fresh impressions of the child: for example, after visiting the zoo, a living corner, collective work in caring for plants, and learning about nature.

At the end of the training, exercises are used to compare descriptions of objects:

supplementing the sentences started by the teacher (A goose has a long neck, and a duck ...);

drafting proposals on issues of type (What do lemon and orange taste like?);

highlighting contrasting features of objects (Orange big- small tangerine);

Parallel description of two objects (description of a cat and a dog, a cow and a goat...), etc.

Education retelling carried out in stages and includes the following methods:

conducting a preliminary conversation;

teacher reading a story with laying out individual elements of the plot;

conjugated pronunciation of the story;

re-reading the story with the subsequent unfolding of the corresponding pictures;

guessing one of the removed pictures;

restoration of the broken sequence of pictures;

Reading the story and independent retelling by his children. At the third stage, purposeful work is carried out

on sound formation. All sounds are repeated on the complicated speech material. The methodology of work on the formation of sound pronunciation is presented in the book Fundamentals of the Theory and Practice of Speech Therapy.

Particular attention is paid to the development of phonemic perception, analysis and synthesis in the following sequence: the selection of a vowel sound from a series of vowels (2, then 3, 4); extracting a syllable from a word. The speech therapist teacher develops the child's ability to carry out syllabic analysis. For example, he uses the technique of repeating a word in syllables (parts) with tactile control (hand under the chin - la-pa, ki-no). In the future, tapping, slapping is used. Be sure to use materialized means of support for analysis, symbolic visibility (chips, stripes, etc.).

IV. At the stage of formation of communicative skills and skills of coherent speech, they gradually move from dialogue in interpersonal communication to monologue speech, based on the child's interest in the environment. Work at this stage of training also corresponds to the third level of speech development. When working on the development of coherent speech, a series of folded pictures, symbolic images, and key words are used. Work on the offer carried out:

1. Based on sample:

repetition of sentences for a speech therapist teacher;

drawing up proposals on the issues of a speech therapist;

making proposals in the same way.

2. Based on constructive exercises:

distribution of a simple sentence;

combining two simple sentences into one complex one: Night has come. The children went to bed;

completion of a complex sentence: We didn't go for a walk because....

3. Based on creative exercises:

making sentences on key words;

drawing up proposals for the plot picture (s);

drafting proposals on a given topic;

free bidding.

Formation work creative storytelling in older preschoolers with alalia (the third level of speech development) is carried out by a speech therapist teacher not only in subgroup, but also in individual classes. For this, the following speech exercises are used:

1. Preparatory:

selection of definitions, epithets, comparisons to characterize the subject (exercises “What does it look like?”, “Choose a word”, etc.);

selection to a word denoting an object corresponding to words-actions and vice versa (exercises “Who does what?”, “Who needs what?” to various lexical topics);

selection of synonyms and antonyms for words denoting objects, their properties, various actions (exercise “Say it differently”);

selection of related words (river- river- small river);

supplementing sentences with the right word (“The long-awaited ... (summer) has come”);

making sentences according to given words (for example, in a modified sequence snowflakes, light, fall, spin);

selection of rhyming words to an unfinished poetic phrase;

Collective inventing of riddles, etc.

Additionally, the educator can be recommended to use such techniques as compiling a verbal description of objects observed during a walk or excursion; execution of drawings for objects and phenomena with their subsequent description on the questions of the teacher.

2. Basic:

at the stage of learning to retell: dramatization games on the plot of the work being retold, modeling the plot of the work being retold using a visual diagram, drawings, a computer; restoration of the “deformed” text with subsequent retelling (“What word is missing?”, “Find the mistake”); inventing a continuation to the retold text;

at the stage of learning to tell stories from pictures: inventing a title for a picture or a series of pictures; game-exercises to reproduce elements of the visual content of the picture (“Who is the most attentive?”, “Who remembered better?”, Etc.); acting out the actions of the characters in the picture; inventing a continuation to the action; restoration of a missing link (any picture) when compiling a story based on a series of paintings;

at the stage of learning to describe objects: “Find out what it is?” (recognition of an object by its specified details, individual constituent elements); use of game situations, own drawings when compiling descriptive stories.

At the fourth stage of training in the implementation analysis of the sound composition of the word the ability to use symbols is consolidated: a vowel sound is a red square, a consonant sound (hard) is a blue square, a consonant sound (soft) is a green square; a syllable is a short strip, a word is a long strip.

Conducting systematic speech therapy classes will contribute to the formation of children with alalia of full-fledged independent speech.

List of used literature

Vorobiova, V. K. Methods for the development of coherent speech in children with systemic speech underdevelopment: a study guide / V. K. Vorobyova. - M. : ACT: Astrel: Keeper, 2007. - 158 p.

Identification and overcoming of speech disorders in preschool age / comp. I. Yu. Kondratenko. - M. : Iris-Press, 2005. - 224 p.

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The development of speech in children with motor alalia is divided into several stages. But at each stage, one can single out the main difficulty in speech development, which delays the development of other components of speech. The transition from one level to another is characterized by the emergence of new speech opportunities, a new level of speech development.

The duration of each stage depends on the severity of the alalia, on its shape, on the condition of the child, on the impact of the environment, on the time when special training begins.

Taking into account the levels of speech development, speech therapy work is carried out in 4 stages:

1. work is carried out with a child who is at the first level of speech development(onomatopoeia, babbling words, no phrases, no motivation).

the main goal- arouse in the child a desire to speak and in parallel with this work on enriching the active vocabulary and updating the passive vocabulary.

Tasks: formation of the motivational basis of speech; development of speech understanding; development of independent speech based on imitation; formation of a two-part sentence. methodological tool for the implementation of these tasks is the creation of various game situations that require a response, which can be expressed by onomatopoeia, an accessible word: a speech therapist unfolds a certain game situation in front of the child and accompanies it with separate exclamations, onomatopoeia, in simple words, that is, involving the child in imitation of both the action and the elementary word. First of all, onomatopoeia is used, because. they are simple and have a connection with non-speech sounding. The child is included in the game, and his activity is stimulated. The game situation is repeated several times, while any speech reaction of the child, all his actions are picked up, repeated, encouraged, not corrected, despite inferiority and even inadequacy. Then the child himself reproduces the game at home, accompanying it with sounds, gestures, and actions. In the future, various toys, household items, pictures are used.

It is permissible to carry out articulation imitation exercises in a playful way in front of a mirror.

2. Working with a child who is at the 2nd stage of speech development.

Vocabulary growth, many agrammatisms.

Main tasks: development of speech understanding, distinguishing word forms, enrichment and clarification of the dictionary (especially verbal), practical assimilation of grammatical categories, development of a simple phrase, formation of a common sentence, formation of the sound-syllabic structure of a word, correction of sound pronunciation disorders.

Work is being carried out in several directions.

· In terms of vocabulary development, the focus is on the predicative vocabulary. The speech therapist introduces new words into speech during games, with pictures. These are mainly the words that the child hears in everyday life. Gradually, the child himself begins to use these words, and a short everyday phrase appears. It is stereotyped, does not always correspond to the situation, along with full words there are babbling words, onomatopoeia. However, one should not get carried away by overly rapid study of the dictionary, because. excessive exercise can lead to stuttering in children with alalia.

Work on the formation of grammatical forms of words involves the following sequence:

1. comparison of objects, signs, actions from pictures, in a real situation, highlighting differences;

2. clarification and differentiation of grammatical meanings in impressive speech;

3. matching forms with the same meaning (a series of pictures depicting a variety of objects);

4. correlation of the selected meaning with inflection (ending, suffix);

5. phonemic analysis of the selected inflection;

6. visual definition of flexion;

7. independent formation of word forms;

8. fixing the connection of grammatical meaning and inflection in phrases, sentences and coherent speech.

Work with the sound-syllabic composition of a word begins with the development of a rhythmic structure - a speech therapist taps out a simple rhythm, then the same rhythm taps out with the child's hand, then the child taps out himself. Next, the speech therapist accompanies the tapping with a loud pronunciation of "A" with the selection of one of them ("a" "a" "A"). Then the work moves on to the material of words - 2-3-complex structures are tapped and pronounced: first with the stress on the first syllable (dad, aunt), then on the second (water, hand). Further three-syllables in the same sequence (grandmother, car, milk). When switching to the pronunciation of 3-4-complex words, you can use the pronunciation of phrases consisting of a certain number of syllables (mom, give me, I eat porridge).

· Work on sound pronunciation is carried out according to traditional methods. This work is closely related to the development of phonemic processes; a longer and more thorough stage of automation and differentiation of sounds is characteristic. Work on sound pronunciation is closely related to the development of the dictionary (with the expansion of the dictionary, with the development of the phrase, spontaneous or imitative appearance of individual sounds occurs).

3. Working with a child at the 3rd level of speech development.

The main task: work on the phrase at the level of spreading the sentence and overcoming agrammatisms.

The work is carried out in the same sequence as the formation of a sentence in ontogenesis:

uncommon sentence (the girl draws);

A common sentence of 3-4 words:

a) subject + predicate + direct object (the girl is drawing a house)

b) subject + predicate + indirect object (a girl draws a house with a pencil) c) subject + predicate + circumstance of place (children play in the sandbox)

d) subject + predicate + object + circumstance of place (a boy picks mushrooms in the forest)

e) subject + predicate + direct and indirect objects + definition (mother gave her daughter a beautiful doll);

• a sentence with homogeneous members (apples, pears, oranges are in a vase);
• spp, cc.

At this stage, the following forms of work are used: reflected repetition of phrases, phrases, whole expressions after a speech therapist; answers on questions; addition of proposals; drawing up proposals for pictures; memorization of easy poems; retelling of stories, fairy tales; guessing, inventing riddles. Intensive preparation of children for reading and writing is carried out, including intensive work on sound analysis and synthesis.

4. The child uses coherent speech.

The main task- development of coherent speech.

The development of monologue speech is carried out in two directions:

1. over semantic programming;

2. over the external design.

The work takes into account the degree of semantic complexity, the nature of the text, the degree of independence, reliance on visibility, the volume of the text.

Speech therapy is carried out in the following sequence:

1. retelling of simple and short texts based on a series of plot pictures, first with preliminary testing of the content of each picture, then without testing;

2. retelling of long texts with pictures;

3. retelling of the text based on one plot picture;

4. retelling without relying on the picture;

5. independent compilation of a story based on a series of plot pictures, first with working out the content of the pictures (a story with the help of questions from a speech therapist), a collective story, an independent story, then without working out;

6. self-compilation of a story based on 1 plot picture, first with a preliminary conversation on the content, then without a conversation;

7. story from memory;

8. compiling a story on a given topic;

9. story-description.