Determination of the level of formation

monolological speech in children with ONR

Diagnosis of connected speech according to the method of V.P. Glukhov.

METHODOLOGY

To determine the level of formation of monologue speech in children with ONR, the diagnosis of coherent speech was used according to the method of V.P. Glukhov.

The diagnostics was aimed at identifying children's ability to use various kinds coherent statements - from a single form to compiling stories with elements of their own creativity. The ability of children to convey the content of a familiar literary text, a visually perceived plot situation was determined. The survey included seven consecutive tasks and was conducted individually. 15 5-year-old children with general underdevelopment of speech were examined.

First task The methodology for examining coherent speech consisted in making sentences by children (to the question: “Tell me, what is drawn here?”) Based on five separate pictures depicting simple actions (a boy is watering flowers from a watering can, a girl is catching a butterfly with a net, a girl is doing exercises, a boy is launching a boat along stream, the boy is building a house out of blocks).

The task was intended to reveal in children the ability to construct a phrase that adequately conveys the depicted action, i.e. consisted in solving a certain semantic-syntactic

Second task- drawing up a sentence on three pictures related to one topic (with the image of a girl, a basket and a forest). The task was aimed at identifying the ability of children to establish logical and semantic relationships between objects and verbalize them in the form of a complete phrase-statement.

Third task was aimed at revealing the possibilities of children with speech underdevelopment of descriptive speech in reproducing a rather simple in structure and small text of a familiar fairy tale (“Turnip”, “Teremok”). The text of the work is read twice; before re-reading, an installation is given for compiling a retelling.

The fourth task is used to identify the ability of children to compose a coherent plot story based on the visual content of successive fragments-episodes. It is recommended to use series of three or four pictures based on N. Radlov’s stories (“Hedgehog and Mushroom”, “Cats and Bird”, etc.), as well as series with a detailed plot (5-6 pictures), for example, “Bear and Hares” * etc. The pictures are laid out in the correct sequence in front of the child and allowed to carefully examine them. The compilation of the story is preceded by an analysis of the subject content of each picture of the series with an explanation of the meaning of individual details of the depicted environment (for example: “hollow”, “glade”, “meadow” - according to the series “Bear and Hares”, etc.). In case of difficulties, in addition to leading questions, a gesture is used to indicate the corresponding picture or a specific detail. In addition to general evaluation criteria, indicators are taken into account that are determined by the specifics of this type of storytelling: the semantic correspondence of the content of the story to that depicted in the pictures; maintaining a logical connection between pictures-episodes.

Fifth task- compiling a story on a topic close to children: "On our site" aimed to identify the individual level and characteristics of children's proficiency in phrasal and monologue speech when conveying their life impressions. In order to facilitate the task, the children were first given a plan of the story, consisting of five questions-assignments. It was proposed to talk about what is on the site; What do children do in the area? what games they play; name your favorite games and activities; talk about activities and games on the site in winter

The next two tasks were aimed at identifying the children's abilities in compiling stories with elements of creativity and the features of monologue speech when performing such tasks.

For sixth tasks - compiling a descriptive story - children were offered models of objects (toys), as well as their graphic images, on which the main properties and details of objects are sufficiently fully and clearly presented. You can use toys such as dolls, including characters from famous fairy tales, toys depicting pets (cat, dog), a dump truck, etc. The child is invited to carefully consider the object for several minutes, and then write a story about it according to this question plan. For example, when describing a doll, the following instruction is given; “Tell me about this doll: what is her name, what is her size; name the main parts of the body; tell me what she is made of, what she is wearing, what is on her head, etc. The sequence of displaying the main qualities of the subject in the story-description can also be indicated. When analyzing a story compiled by a child, attention is drawn to the completeness and accuracy of the reflection in it of the main properties of the subject, the presence (absence) of the logical and semantic organization of the message, the sequence in the description of the features and details of the subject, the use of linguistic means of verbal characteristics. In the case when the child is not able to compose even a short descriptive story, he is offered a sample description given by the speech therapist for retelling.

seventh the task - the continuation of the story according to a given beginning (using a picture) - aims to identify the capabilities of children in solving the set speech and creative task, in the ability to use the proposed textual and visual material when compiling the story. The child is shown a picture depicting the climax of the plot action of the story. After parsing the content of the picture, the text of the unfinished story is read twice and it is proposed to come up with its continuation.

Criteria for assessing the state of coherent speech of children

preschool age with ONR

(according to V.P. Glukhov)

The results of the survey of coherent speech of preschool children

age with OHP (according to V.P. Glukhov)

September 2011

(in points)

The result of the examination of children according to the method of V.P. Glukhov

(September 2012)

The result of the examination of children according to the method of V.P. Glukhov

(May 2013)

Diagnostics revealed enough low level phrasal speech used by children (volume, structure of phrases, poverty of language means).

When compiling a story based on a series of pictures, despite a preliminary analysis of the content of each of the 6 pictures with an explanation of the meaning of some essential details of the depicted environment (“hollow”, “glade”, etc.), compiling a coherent independent story turned out to be inaccessible to all children. Help was needed: supporting questions, pointing to the relevant picture or a specific detail. All children were characterized by difficulties in the transition from one picture to another (a break in the narration, difficulty in continuing the story on their own).

The lack of formed skills in this type of storytelling can be explained by insufficient mobility, poor switching of attention, perception, memory in children with ONR and insufficient coordination of these processes with speech activity.

Summarizing the material on the study of the state of coherent speech, we can draw the following conclusions:

- children experience significant difficulties in mastering the main types of coherent monologue speech: retelling; compiling a story based on a series of plot pictures with a preliminary arrangement of them in the sequence of the plot; compiling a story based on the given material and independently recognizing a text message;

- the results of completing the tasks of all series allow us to single out the violation of two types of operations that ensure the semantic organization of a text message, and operations that ensure its lexical and syntactic design as the main reasons for the lack of formation of skills and abilities of coherent speech.

Violation of operations can be traced in the lack of formation of the ability to: convey the semantic program of a given text; highlight a large program of a whole text; set the time sequence of the events depicted in the pictures; find and develop an idea; recognize connected statements; choice of words, mainly verbal vocabulary; choice of means of interphrase communication; alternation of communicatively strong and communicatively weak sentences in the story.

Methods of examining coherent speech Glukhova V.P.Glukhov V.P. offers to monitor the speech of children in the process of playing, everyday and educational activities.

The main attention is drawn to the presence and level of development of phrasal speech skills in children and to the features of speech behavior.For the purpose of a comprehensive study of the coherent speech of children, a series of tasks is used, which includes:drawing up proposals for individual situational pictures; drawing up a proposal for three pictures related thematically; retelling of the text; compiling a story based on a picture or a series of plot pictures; writing a story based on personal experience; writing a story description. A comprehensive examination allows you to get a holistic assessment of the child's speech ability in various forms of speech statements - from elementary (composing a phrase) to the most complex (composing stories with elements of creativity). At the same time, characteristic features and shortcomings in the construction of detailed statements are taken into account.

The methodology includes the following set of tasks:

Exercise 1. Determine the child's ability to compose a complete statement at the phrase level (according to the action shown in the picture).

Material: a series of pictures of the following content:

boy watering flowers

girl catching a butterfly

boy catching fish

girl sledding

A girl is carrying a doll in a stroller.

When showing each picture, the child is asked a question-instruction: "Tell me, what is drawn here?". In the absence of a phrasal answer, a second auxiliary question is asked, directly indicating the depicted action ("What is the boy / girl doing?").

Task 2. Revealing the ability of children to establish lexical-semantic relationships between objects and transfer them in the form of a complete phrase-statement. Material: Three pictures "girl", "basket", "forest".

Instruction: Name the pictures and make a sentence so that it talks about all three objects. If the child made up a sentence taking into account only one or two pictures (for example, "The girl was walking in the forest"), the task is repeated with an indication of the missing picture. The following tasks are designed to determine the level of formation and features of coherent monologue speech of children.

Task 3 . To identify the ability of children to reproduce a literary text that is small in volume and simple in structure.

Material: fairy tales familiar to children: "Turnip", "Teremok", "Rocked Hen".

The text of the work is read twice; before re-reading, an installation is given for compiling a retelling. Instruction: listen and retell.

Task 4. Compose a coherent plot story based on the visual content of successive fragments-episodes.

Material: A series of pictures based on stories by N. Radlov. Pictures in the correct sequence are laid out in front of the child and allowed to carefully examine them. Instruction: Look at the pictures and make up a sequential story. (The compilation of the story is preceded by a review of the subject content of each picture in the series with an explanation of the meaning of individual details). In case of difficulty, in addition to leading questions, a gesture is used to indicate the corresponding picture or a specific detail. Task 5. To compose a story based on personal experience - aims to identify the individual level and characteristics of the possession of coherent phrasal and monologue speech when conveying one's life impressions.

Instruction: the child is invited to compose a story on a topic close to him (for example, "On our site", "Games on the playground") and a story plan is given: - what is on the playground; what do the children do there; what games they play; name your favorite games and remember; remember which games are in winter and which are in summer.

Task 6. Write a descriptive story. Material: children can be offered both models of objects (toys) and their graphic images, which sufficiently fully and clearly present the main properties and details of objects.

Instruction: The child is invited to carefully examine the subject for several minutes, and then write a story about it according to this question plan. For example, when describing a doll, the following instruction is given: "Tell me about this doll: what is its name, what is its size; what are the main parts of the body; what is it made of, what is it wearing, what is on its head," etc. .

Task 7. Finish the story. Purpose of the assignment: to identify the capabilities of children in solving the set speech and creative task, in the ability to use the proposed textual and visual material when compiling a story. Instruction: The child is shown a picture depicting the climax of the plot action of the story. After parsing the content of the picture, the text of the unfinished story is read twice and it is proposed to come up with its continuation.

Quantitative and qualitative analysis of the results

Task 1. Determine the child's ability to compose a complete statement at the phrase level. Analysis of results: 5 points - the answer to the question - a task in the form of a grammatically correctly constructed phrase, adequate in terms of the content of the proposed picture, its complete or accurately displayed subject content. 4 points - long pauses with the search for the desired word. 3 points - a combination of these shortcomings of informativeness and lexical and grammatical structuring of the phrase in the performance of all variants of the task. 2 points - an adequate phrase - the statement is made up with the help of an additional question indicating the action performed by the subject. 1 point - the lack of an adequate phrasal answer with the help of an additional question.

Evaluation of results:

5 points high level;

4 points average level;

2 points low level;

Task 2. Revealing the ability of children to establish lexical and semantic relationships between objects and transfer them in the form of a complete phrase - statement. Analysis of results.The phrase is composed taking into account the subject content of all the proposed pictures, is an adequate in meaning, grammatically correct, sufficiently informative statement - 5 points. If children have some shortcomings in the construction of a phrase that is adequate in meaning and corresponding to a probable subject situation - 4 points. The phrase is based on the subject content of only two pictures. When providing assistance (indication of a pass), the child makes a statement that is adequate in content - 3 points. The child could not form a sentence using all three pictures, despite the help provided to him - 2 points. Suggested task not completed - 1 point

Evaluation of results:

5 points high level;

4 points average level;

3 points insufficient level;

2 points low level;

1 point the task was performed inadequately.

Task 3. Revealing the ability of children to reproduce a literary text that is small in volume and simple in structure. Analysis of results.If the retelling is compiled independently, the content of the text is fully transmitted - 4 points. The retelling is compiled with some help (motivations, stimulating questions), but the content of the text is fully conveyed - 3 points. There are omissions of individual moments of the action or the whole fragment - 2 points. The retelling was compiled on leading questions, the coherence of the presentation is broken - 1 point Job not completed - 0 points.

Evaluation of results:

4 points high level;

3 points average level;

1 point low level;

Task 4. Compose a coherent plot story based on the visual content of successive fragments - episodes. Analysis of results.Self-composed coherent story - 4 points. The story was compiled with some help (stimulating questions, pointing to the picture), the content of the pictures is quite fully reflected - 3 points. The story is composed using leading questions and indications of the corresponding picture or its specific detail - 2 points. The story is composed with the help of leading questions, its coherence is sharply broken, significant moments of action and entire fragments are omitted, which violates the semantic correspondence of the story to the depicted plot.- 1 point. Job not completed - 0 points.

Evaluation of results:

4 points high level;

3 points average level;

2 points insufficient level;

1 point low level;

0 points The task was performed inadequately.

Task 5. Compose a story based on personal experience.Analysis of results.The story contains quite informative answers to all questions of the assignment - 4 points. The story is composed in accordance with the question plan of the task, most of the fragments are coherent, quite informative statements - 3 points. The story reflects all the questions of the task, its individual fragments are a simple enumeration of objects and actions, the information content of the story is insufficient - 2 points. One or two fragments of the story are missing, most of it is a simple enumeration of objects and actions- 1 point. Job not completed - 0 points.

Evaluation of results:

4 points high level;

3 points average level;

2 points insufficient level;

1 point low level;

0 points The task was performed inadequately.

Task 6. Drawing up a story - descriptions.Analysis of results.The story-description reflects all the main features of the subject, gives an indication of its functions or purpose, the logical sequence is observed in the description of the features of the subject - 4 points. The story-description is quite informative, differs in logical completeness, it reflects most of the main properties and qualities of the subject - 3 points. The story-description is compiled with the help of separate motivating and leading questions, it is not informative enough, it does not reflect some of the essential features of the subject - 2 points. The story is composed with the help of repeated leading questions, indications of the details of the subject. The description of the subject does not reflect many of its essential properties and features. There is no logically determined sequence of the story-description - 1 point Job not completed - 0 points.

Evaluation of results:

4 points high level;

3 points average level;

2 points insufficient level;

1 point low level;

0 points The task was performed inadequately.

The path of development of the imagination can be represented as a movement from a concrete visual image to a concept and through it to a new imaginary image. The level of development of fantasy is closely related to the level of thinking and speech, which generalizes the practical experience of the child, contributes to the formation of ideas about the subject.

As described in paragraph 1.2., the imagination is formed and developed in various activities. Its first manifestations refer to 2.5 - 3 years. It is at this age that the child begins to act with imaginary objects, imitating adults.

In a child of 4-5 years old, the nature of the game changes qualitatively. Plot - role-playing game, which becomes the main activity, provides ample opportunities for the development of imagination and creativity. It forms the most important ability to act in terms of images - representations. The child most often begins to imagine a certain sequence of actions, "play" them in the mind. His creative activity in various fields is growing sharply. The content of the drawings becomes richer, the buildings more diverse, extraordinary stories are composed.

The older preschooler is characterized by the activation of the imagination function. At first, recreating (allowing for more early age represent fabulous images), and then creative (due to which a fundamentally new image is created). This period is sensitive for the formation of fantasy. Older preschoolers carry out most of their vigorous activity with the help of imagination. Their games - the fruit of the wild work of fantasy. They are passionate about creative activities. The psychological basis of the latter is also imagination.

The process of imagination develops somewhat differently in children with speech disorders. Their ideas about objects turn out to be inaccurate and incomplete, practical experience is not sufficiently consolidated and generalized in the word, as a result, the formation of concepts is delayed. The more complex speech disorders, the more limited the child's ability to show creativity, he is helpless in creating new images.

When studying the formation of visual activity in children with OHP, along with the fact that children with general underdevelopment of speech, there is instability of attention, insufficient information about the environment, psychophysical disinhibition, insufficient coordination of fingers, slowness and awkwardness of movements, stuck in one position, rapid exhaustion is noted. imagination.

The drawings of such guys are poor in content, they cannot complete the drawing according to the plan, they find it difficult if you need to invent new craft or building.

Due to the difficulties that children with OHP have in the process of creating new images, children with general underdevelopment of speech prefer everyday subjects in the game. Often their games are stereotyped, the plots are not enriched enough. The idea of ​​the game turns out to be unstable, and it falls apart. Opportunities to communicate with each other due to a speech defect are limited.

It can be said that play activity generally does not reach the level that is typical for their peers with normal speech development.

Children are out of reach creative tasks: reproduce the story of the teacher, tell about events from personal experience. Children do not understand the figurative meaning of words, metaphors.

The child's imagination is organically connected with vivid emotional experiences. However, children with speech underdevelopment do not react emotionally enough to a sad tale, a funny rhyme, a gentle melody. Their speech is inexpressive, movements are somewhat constrained, children are not very confident in themselves.

V.P. Glukhov investigated the imagination of children with general underdevelopment of speech using drawing tests used to assess creativity, and revealed their lower productivity in this indicator compared to normally developing peers. Children with general speech underdevelopment (OHP) more often resort to copying samples and objects of the immediate environment, repeat their own drawings or deviate from the task. They are characterized by the use of stamps, inertia, long breaks in work, and fatigue. These conclusions are also confirmed by the results of such children performing the projective Rorschach test, in which it is required to describe their impressions of the spots. various shapes and colors. Their answers are poorer than those of normally developing peers due to a smaller vocabulary, simplification of phrases, grammatical disorders, they show a low level of spatial image manipulation , .

The imagination of children with speech disorders is formed according to the same general laws. mental development as in normally developing children. The assessment of its development is hampered by the state of speech and thought processes of these children. Despite these difficulties, experimental data were obtained on the state of the imagination of children with general underdevelopment of speech.

Children with OHP have a poor vocabulary, which reduces both fluency and flexibility of imagination (conceptual dictionary). The indicator of originality, which characterizes the level of intelligence and general mental development, is much lower in children with OHP than in healthy ones.

According to O.M. Dyachenko, cognitive imagination is formed by the age of six due to the separation of the image from the object and its designation with the help of a word. In children with erased dysarthria, cognitive imagination corresponds to the age of five years with the advantage of reproductive. Individual originality of the task in healthy children - 6, 4 words out of ten possible. Children with OHP responded in the same way, the range of their figurative representations is limited. The individual originality of their answers was 2.5 words out of ten, which reveals a low level of development of creative abilities and a poor vocabulary.

S.P. Kondrashov and S.V. Dyakova note that in children suffering from rhinolalia, in the period of early preschool age, along with a significant decrease in all types of threshold sensitivity, there is a poverty of imagination, which directly depends on the development of the child's speech.

Modern specialists (S.P. Kondrashov, S.V. Dyakova, O.M. Dyachenko, V.P. Glukhov and others) identify specific features of the imagination in children with ONR:

1) decrease in motivation in activities;

2) decrease in cognitive interests;

3) poor stock of general information about the surrounding world;

4) lack of purposefulness in activities;

5) unformed operational components;

6) difficulty in creating an imaginary situation;

7) insufficient accuracy of subject images - representations;

8) fragility of connections between the visual and verbal spheres;

9) insufficient formation of arbitrary regulation of the figurative sphere.

Conclusions on Chapter I:

1. An analysis of the psychological and pedagogical literature allows us to speak about the following features of the normal imagination process:

l imagination is one of the forms of reflective activity of consciousness;

- imagination combines the features of both sensory and logical cognition, while maintaining its specificity;

l the activity of creative imagination is mediated by the needs of practical transformative human activity; there is a close connection between imagination and reality;

Imagination is in a relationship of close connection and interdependence with all cognitive processes (perception, memory, thinking) and speech.

2. B.G. Ananiev, A.R. Luria, V.P. Glukhov, V.N. Kasatkin and others confirmed the assumption that speech impairment inevitably leads to various disorders on the part of both voluntary and involuntary imagination.

3. The process of imagination develops in children with speech disorders somewhat differently than in normally developing peers. Their ideas about objects turn out to be inaccurate and incomplete, practical experience is not sufficiently consolidated and generalized in the word, as a result, the formation of concepts is delayed. The more complex speech disorders, the more limited the child's ability to show creativity, he is helpless in creating new images.

4. The imagination of children with speech disorders is formed according to the same general laws of mental development as in normally developing children. However, it has its own specific features.

5. There are specific features of the imagination in children with ONR:

decrease in motivation in activities;

decrease in cognitive interests;

poor stock of general information about the world;

Lack of purposefulness in activities;

· unformed operational components;

difficulty in creating an imaginary situation;

Insufficient accuracy of subject images - representations;

fragility of connections between the visual and verbal spheres;

Insufficient formation of arbitrary regulation of the figurative sphere.

To study the state of coherent speech of preschool children with OHP, the following methods are used:

§ examination of vocabulary according to a special scheme;

§ study of coherent speech using a series of tasks;

§ observation of children in the process of educational, subject-practical, gaming and everyday activities in the conditions of a children's educational institution;

§ study of medical and pedagogical documentation (anamnesis data, medical and psychological studies, pedagogical characteristics and conclusions, etc.);

§ use of these conversations with parents, educators, children.

The ability of children to build sufficiently informative, communicatively-full-fledged coherent statements is largely determined by the level of formation of the lexical structure of speech. Therefore, a purposeful study of the state of the children's vocabulary is a necessary component of a comprehensive study of coherent speech.

To examine the dictionary, a vocabulary minimum of 250-300 words specially compiled by the examiner can be used. In this case, it is recommended to use visual material from the relevant manuals of G.A. Kashe and T.B. Filicheva, T.B. Filicheva and A.V. Soboleva, O.E. Gribova and T.P. Bessonova, O.N. Usanova and others. Lexical and relevant illustrative material is selected based on the following principles:

§ semantic (the minimum dictionary includes words denoting different objects, their parts, actions, qualitative characteristics of objects; words associated with the definition of temporal and spatial relationships, for example: “far - close”, “above - below”, “first - later" etc.);

§ lexico-grammatical (the dictionary includes words of different parts of speech - nouns, verbs, adjectives, adverbs, prepositions - in a quantitative ratio characteristic of the vocabulary of older preschoolers with normal speech development)*;

§ thematic, according to which, within certain categories of words, lexical material is grouped by topic (“Toys”, “Clothes”, “Dishes”, “Vegetables and Fruits”, etc.; physical, everyday, professional actions; words denoting color, shape, size and other qualitative characteristics of objects, etc.). It turns out the child's knowledge of the names of observed natural phenomena, concepts of the time of day and year.

The compilation of a minimum dictionary is carried out in accordance with the standard program of education and training in a preschool institution (1995), taking into account the lexical material that children entering the older age groups should learn. Words known to children with normal speech development are selected; at the same time, preference is given to words accessible to children with OHP in terms of syllabic structure. When examining the dictionary, the technique of naming the objects, actions, etc. depicted in the pictures is used. If the child cannot remember or correctly name the right word, the methods of prompting the initial syllable (sound) or “mute” articulation are used.

To identify the formation of certain general categorical concepts in children, sets of pictures depicting homogeneous objects (approximately 15-18 generalizing words-concepts) are used. The child is invited to name a common group of objects in one word. To determine the capabilities of children in establishing relationships between certain words-concepts, a task is given for the selection of antonyms.

When analyzing the survey data, attention is drawn to what words of each of the lexical and conceptual groups are not in the child's dictionary; characteristic errors and lexical substitutions are noted.

Observation of children's speech is carried out in the process of playing, everyday and educational activities (speech therapy classes and various types of subject-practical classes, educational classes in their native language). The main attention is drawn to the presence and level of development of phrasal speech skills in children (the ability to give short and detailed answers, ask the teacher a question, talk about the planned and performed action, etc.), and the features of speech behavior. The children's responses in monologue speech classes are recorded in the form of separate statements, short messages, stories. The method of observation makes it possible to get a general idea of ​​the level of development of spontaneous speech of children, the formation of its grammatical structure, the ability to use coherent statements in communication, to convey this or that information, etc.

For the purpose of a comprehensive study of the coherent speech of children, a series of tasks is used, which includes:

§ drawing up proposals for individual situational pictures (“action pictures” in the terminology of L.S. Tsvetkova, 1985);

§ drawing up a proposal for three pictures related thematically;

§ retelling of the text (familiar fairy tale or short story);

§ compiling a story based on a picture or a series of plot pictures;

§ writing a story based on personal experience;

§ compiling a story-description.

Taking into account the individual level of speech development of the child, the examination program can be supplemented with available tasks with elements of creativity:

§ the end of the story according to the given beginning;

§ Inventing a story on a given topic.

We give a description of the tasks.

First task used to determine the child's ability to compose an adequate complete statement at the phrase level (according to the action shown in the picture). He is offered in turn several (5-6) pictures with approximately the following content:

1. "The boy is watering the flowers";

2. "Girl catches a butterfly";

3. "The boy is fishing";

4. "Girl sledding";

“A girl is carrying a baby in a stroller,” etc.

When showing each picture, the child is asked a question-instruction: "Tell me, what is drawn here?". As a result, it turns out whether the child is able to independently establish semantic predicative relations and convey them in the form of a phrase that is appropriate in structure. In the absence of a phrasal response, a second auxiliary question is asked, directly indicating the action depicted ("What is the boy / girl doing?"). When analyzing the results, the features of the composed phrases are noted (semantic correspondence, grammatical correctness, the presence of pauses, the nature of the observed agrammatism, etc.).

Second task- drawing up a sentence based on three pictures (for example, "girl", "basket", "forest") - aimed at identifying the ability of children to establish logical and semantic relationships between objects and convey them in the form of a complete phrase-statement. The child is invited to name the pictures, and then make a sentence so that it talks about all three objects. To facilitate the task, an auxiliary question is proposed: “What did the girl do?” The child is faced with the task: on the basis of the "semantic" meaning of each picture and the teacher's question, establish a possible action and display it in speech in the form of a complete phrase. If the child made up a sentence taking into account only one or two pictures (for example, “The girl was walking in the forest”), the task is repeated with an indication of the missing picture. When evaluating the results, the following are taken into account: the presence of a phrase that is adequate to the proposed task; features of this phrase (semantic "fullness", syntactic structure, agrammatisms, etc.); the nature of the assistance provided to the child.

To identify the degree of formation in children of the skills of using individual (phrasal) statements, tasks for compiling sentences on demonstrated actions, on key words (data in a "neutral" grammatical form), etc. can also be used. visual support allows you to identify the individual speech capabilities of children with OHP who have a second or third level of speech development. The construction of such phrases-statements is a necessary speech action when compiling detailed speech messages (whole text) - stories-descriptions from pictures, from their series, stories from experience, etc. The results of completing tasks for compiling individual statements from pictures are recorded in the child's individual card according to the following scheme:

The subsequent tasks (3-8) are intended to determine the level of formation and features of the coherent monologue speech of children in its forms accessible to a given age (retelling, stories based on visual support and from personal experience, storytelling with elements of creativity). When evaluating the performance of tasks for compiling various types of a story, indicators are taken into account that characterize the level of mastery of the skills of monologue speech by children. The following are determined: the degree of independence in the performance of tasks, the volume of the story, the coherence, consistency and completeness of the presentation; semantic correspondence to the source material (text, visual plot) and the set speech task, as well as the features of phrasal speech and the nature of grammatical errors. In case of difficulties (a long pause, a break in the narration, etc.), assistance is provided in the form of the consistent use of prompting, leading and clarifying questions.

Third task aims to identify the ability of children with OHP to reproduce a literary text that is small in volume and simple in structure. For this, fairy tales familiar to children can be used: “Turnip”, “Teremok”, “Ryaba Hen”, short realistic stories (for example, stories by L.N. Tolstoy, K.D. Ushinsky, etc.). The text of the work is read twice; before re-reading, an installation is given for compiling a retelling. When using author's works after re-reading, before compiling a retelling, it is recommended to ask questions (3-4) on the content of the text. When analyzing the compiled retellings, special attention is paid to the completeness of the transfer of the content of the text, the presence of semantic omissions, repetitions, compliance with the logical sequence of presentation, as well as the presence of a semantic and syntactic connection between sentences, parts of the story, etc.

Fourth task is used to identify children's ability to compose a coherent plot story based on the visual content of successive fragments-episodes. It is recommended to use series of three or four pictures based on N. Radlov’s stories (“Hedgehog and Mushroom”, “Cats and Bird”, etc.), as well as series with a detailed plot (5-6 pictures), for example, “Bear and Hares” * etc. The pictures are laid out in the correct sequence in front of the child and allowed to carefully examine them. The compilation of the story is preceded by an analysis of the subject content of each picture of the series with an explanation of the meaning of individual details of the depicted environment (for example: “hollow”, “glade”, “meadow” - according to the series “Bear and Hares”, etc.). In case of difficulties, in addition to leading questions, a gesture is used to indicate the corresponding picture or a specific detail. In addition to general evaluation criteria, indicators are taken into account that are determined by the specifics of this type of storytelling: the semantic correspondence of the content of the story to that depicted in the pictures; maintaining a logical connection between pictures-episodes.

Fifth task- compiling a story based on personal experience - aims to identify the individual level and characteristics of the possession of coherent phrasal and monologue speech when conveying one's life impressions. The child is invited to compose a story on a topic close to him, related to his daily stay in kindergarten (“On our site”, “Games on the playground”, “In our group”, etc.), and a plan of several questions-tasks is given. So, when compiling the story “On our site”, it is proposed to tell what is on the site; What do children do in the area? what games they play; name your favorite games and activities; remember about winter games and entertainment. After that, the children compose a story in separate fragments, before each of which the question-task is repeated. When analyzing the performance of the task, attention is drawn to the features of phrasal speech used by children when composing a message without visual and textual support. The degree of informativeness of the story is taken into account, which is determined by the number of significant elements that carry this or that information on this topic. Establishing the number of informative elements and their nature (simple naming of an object or action or their detailed description) makes it possible to assess how fully the subject of the message is reflected by the child.

For the sixth task- compiling a descriptive story - children can be offered both models of objects (toys) and their graphic images, on which the main properties and details of objects are sufficiently fully and clearly presented. You can use toys such as dolls, including characters from famous fairy tales, toys depicting pets (cat, dog), a dump truck, etc. The child is invited to carefully consider the object for several minutes, and then write a story about it according to this question plan. For example, when describing a doll, the following instruction is given; “Tell me about this doll: what is her name, what is her size; name the main parts of the body; tell me what she is made of, what she is wearing, what is on her head, etc. The sequence of displaying the main qualities of the subject in the story-description can also be indicated. When analyzing a story compiled by a child, attention is drawn to the completeness and accuracy of the reflection in it of the main properties of the subject, the presence (absence) of the logical and semantic organization of the message, the sequence in the description of the features and details of the subject, the use of linguistic means of verbal characteristics. In the case when the child is not able to compose even a short descriptive story, he is offered a sample description given by the speech therapist for retelling.

Seventh task- continuation of the story according to a given beginning (using a picture) - aims to identify the capabilities of children in solving the set speech and creative task, in the ability to use the proposed textual and visual material when compiling the story. The child is shown a picture depicting the climax of the plot action of the story. After parsing the content of the picture, the text of the unfinished story is read twice and it is proposed to come up with its continuation.

Here is an example of such a text.

Kolya was in first grade. The road from home to school went through the forest. One winter, Kolya was returning home from school. He walked along the forest path. So he went to the edge of the forest and saw the houses of his village. Suddenly, four large wolves jumped out from behind the trees. Kolya dropped his briefcase and quickly climbed a tree. The wolves circled the tree and, clicking their teeth, looked at the boy. One wolf jumped and wanted to grab him...

Questions about the content of the picture:

1. What do you see in the picture?

2. What season is shown?

3. What is seen in the distance?

4. What lies under the tree?

When evaluating the compiled ending of the story, the following are noted: the semantic correspondence of the child's statement to the content of the proposed beginning, the observance of the logical sequence of events, the features of the plot solution, language means, and the grammatical correctness of speech are taken into account.

Eighth task - compiling a story on a given topic - can be used as an additional one. The task is offered to children who, according to previous studies, have certain skills in compiling coherent messages. The following option may be used. The child is shown pictures depicting a girl, a basket and a forest, to which a path leads through the field. Questions are asked: “What shall we call the girl?”, “Where did the girl go?”, “Why did she go to the forest?” After that, it is proposed to compose a story about some incident with a girl in the forest.Preliminary compilation of the "exposition" of the story based on the picture makes it easier for the children to move on to telling their own story.To exclude the retelling of a familiar fairy tale, it is first agreed that the child must come up with his own story. Attention is drawn to the structure and content of children's stories, the features of monologue speech, the presence of elements of their own creativity.

A comprehensive examination allows you to get a holistic assessment of the child's speech ability in various forms of speech statements - from elementary (composing a phrase) to the most complex (composing stories with elements of creativity). This takes into account the characteristic features and shortcomings in the construction of detailed statements, identified in older preschoolers with general underdevelopment of speech in the course of special studies.

According to these studies, children with OHP (III level of speech development) do not use coherent phrasal speech much in the process of educational and play activities, they experience difficulties in compiling detailed syntactic constructions. The independent monologue statements of children with OHP are characterized by the use of predominantly short phrases, errors in the construction of detailed sentences, difficulties in choosing the right lexemes, violations of the semantic organization of statements, lack of connection between the elements of the message.

Studies show the limited vocabulary of children with OHP, especially in such lexical and conceptual categories as the names of the details of objects, the qualitative characteristics of objects (color, volume, parameters, etc.). spatial arrangement of objects, etc.

A number of children have significant difficulties in compiling individual sentences on a visual basis, which may be due to the inability to establish (or actualize in speech) predicative relations, as well as difficulties in the lexical and grammatical formulation of the statement.

Lack of independence in compiling stories, violations of the logical sequence of presentation, semantic omissions, incompleteness of fragments - microthemes, long pauses at the boundaries of phrases or their parts (which do not carry a semantic load) may indicate difficulties in programming the content of detailed monologue statements.

An individual qualitative analysis of the statements of children with OHP and with normal speech development (based on the above research methodology) makes it possible to establish several levels of task performance for each type of story. The main evaluation criteria are: the degree of independence in compiling the story, the adequacy of the task, the semantic content, the coherence and consistency of the presentation, the compliance of the grammatical formulation of the statement with the language norms.

The given scheme is used in dynamic studies (examination of children in dynamics) conducted before and during special, purposeful training.

The score can also be used according to the identified level of task performance: good - 4, satisfactory - 3, insufficient - 2, low - 1, which makes it possible to more clearly assess the progress of children in teaching storytelling in dynamic studies, including the total score assessment of the level of mastery of storytelling skills in general. (A total score in the range of 16-20 points characterizes a fairly high or "good" level of storytelling skills, a score of 11 to 15 corresponds to a "satisfactory" level, from 6 to 10 - insufficient" and from 1 to 5 - "low").

As an example, we will give stories based on a series of pictures "The Bear and Hares" of two children - a child with ONR and a child with normal speech development.

“Medete ecttuu zachchkov ... Shows ... Pobezai ... Deevo ... Deevo katni ... Out of the bird ... Flocks bite. Upai... They run away. (Story by Ira T., 5.5 years old, general underdevelopment of speech).

The story was compiled with the help of a teacher (auxiliary questions were used). It is noted: the omission of essential moments of action, pronounced situationality; there is no sufficient reproduction of the visually presented plot situation, long pauses between individual words are characteristic, indicating difficulties in compiling the story, the poverty of the language means used, their inconsistency with the task of constructing a coherent detailed statement, attracts attention.

“Once a bear cub wanted to treat two hares with honey. They went into the forest, to a tree where there was a hollow. Misha climbed the tree when they came to the hollow. When he climbed, bees flew at him, and Misha fell from the tree. When he climbed, the hares were just having fun, and when Misha fell, the hares began to laugh. Then the bees flew after them. Two hares and a bear ran away, only their heels sparkled. (Story by Yulia T., 5.5 years old, normal speech development).

Sent by: Ekaterina Lavrentieva

Features of the imagination of children with speech disorders were studied by such authors as Popova L. G., Dyakova S. V., Dyachenko O. M. Kalyagin V. A. and others.

As far back as the first third of the 20th century, Lev Semenovich Vygotsky noted that the features of the development of children's imagination are directly related and depend on the development of speech.

The development of the imagination is presented as a movement from a visual image to a concept and through it to a new image. The level of development of fantasy is directly related to the level of actual development of thinking and speech of the pupil. After all, both are the main condition formation of ideas about the subject. Imagination is formed and developed in various types of children's activities. For the first time, the rudiments of imagination appear at the age of 2-2.5 years.

In a child of 4-5 years old, the nature of the game changes qualitatively. Plot - role-playing game, which becomes the main activity, provides ample opportunities for the development of fantasy and creativity. It forms the most important ability to act in terms of images - representations. The child most often begins to imagine a certain sequence of actions, "play" them in the mind. His creative activity in various fields is growing sharply. The content of the drawings becomes richer, the buildings more diverse, extraordinary stories are composed.

The older preschooler is characterized by the activation of the imagination function. Recreating at the beginning (allowing at an earlier age to present fabulous images) and then creative (due to which a fundamentally new image is created). This period is sensitive for the formation of fantasy. Older preschoolers carry out most of their vigorous activity with the help of imagination. Their games - the fruit of the wild work of fantasy. They are passionate about creative activities. The psychological basis of the latter is also imagination.

The imagination of children with speech disorders is formed according to the same general laws of mental development as in normally developing children, but the assessment of its development is made difficult by the state of speech and thought processes of these children.

V. P. Glukhov studied the imagination of children with general underdevelopment of speech using drawing tests used to assess creative abilities, and revealed their lower productivity in this indicator compared to normally developing peers. Such children often resort to copying samples and objects of the immediate environment, repeat their own drawings, or deviate from the task. They are characterized by the use of stamps, inertia, long breaks in work, and fatigue. These conclusions are also confirmed by the results of such children performing the projective Rorschach test, in which it is required to describe their impressions of spots of various shapes and colors. Their answers are poorer than those of normally developing peers due to a smaller vocabulary, simplification of phrases, grammatical disorders, they show a low level of spatial image manipulation.

When studying the formation of visual activity in children with OHP, along with the fact that children with general underdevelopment of speech, there is instability of attention, insufficient information about the environment, psychophysical disinhibition, insufficient coordination of fingers, slowness and awkwardness of movements, stuck in one position, rapid exhaustion is noted. imagination.

The drawings of such guys are poor in content, they cannot complete the drawing according to the plan, they find it difficult if you need to come up with a new craft or building. Due to the difficulties that children with OHP have in the process of creating new images, children with general underdevelopment of speech prefer everyday subjects in the game. Often their games are stereotyped, the plots are not enriched enough. The idea of ​​the game turns out to be unstable, and it falls apart. Opportunities to communicate with each other due to a speech defect are limited.

It can be said that gaming activity as a whole does not reach the level that is typical for their peers with normal speech development.

Creative tasks are inaccessible to children: to reproduce the story of the teacher, to tell about events from personal experience. Children do not understand the figurative meaning of words, metaphors.

The child's imagination is organically connected with vivid emotional experiences. However, children with speech underdevelopment do not react emotionally enough to a sad tale, a funny rhyme, a gentle melody. Their speech is inexpressive, their movements are somewhat constrained, the children are not very confident in themselves.

Domestic scientists (S. P. Kondrashov, S. V. Dyakova, O. M. Dyachenko, V. P. Glukhov, etc.) identify specific features of imagination in children with ONR:

1. decrease in motivation in activities;
2. decrease in cognitive interests;
3. poor stock of general information about the surrounding world;
4. lack of purposefulness in activities;
5. unformed operational components;
6. difficulty in creating an imaginary situation;
7. insufficient accuracy of subject images - representations;
8. fragility of connections between the visual and verbal spheres;
9. insufficient formation of arbitrary regulation of the figurative sphere.

Thus, the imagination of children with speech disorders is characterized by difficulties in creating an imaginary situation, insufficient accuracy of objective images - representations, and fragility of connections between the visual and verbal spheres. The imagination of children with speech disorders is somewhat poorer than that of normally speaking peers, its products are less original and consistent, less structured. The level of development of imagination in such children is insufficient, which is most evident in the process of speech modeling