2 level of speech development. Characteristics of the levels of speech development of children with general underdevelopment of speech. General underdevelopment of speech: characteristic signs

At this stage, children use more detailed speech means. However, the underdevelopment of speech is still very pronounced. The child's speech contains a fairly large number of words (nouns, verbs, personal pronouns), sometimes prepositions and conjunctions appear. But the words used by children are characterized by inaccuracy in meaning and sound design.

The inaccuracy of the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes children use gestures to explain the meaning of a word. Thus, for example, instead of the word "stocking" the child uses the word "leg" and reproduces the gesture of putting on stockings; instead of the word "cuts" the child pronounces the word "bread" and accompanies it with the gesture of cutting.

In the process of communication, children use phrasal speech, uncommon or even common sentences. However, the connections between the words of the sentence are not yet grammatically formalized, which is manifested in a large number of morphological and syntactic agrammatisms. Most often in the structure of a sentence, children use nouns in the nominative case, and verbs - in the infinitive form or in the form of the third person singular or plural. In this case, there is no agreement between the noun and the verb.

Nouns in oblique cases are replaced initial form, or irregular shape noun ("plays with a ball", "let's go on a hill").

In the speech of children, the agreement of the verb and the noun is violated in the number (“the lessons are over”, “the girl is sitting”), in the gender (“mother bought”, “the girl went to”, etc.) - Past tense verbs in the speech of children are often replaced by present verbs time ("Vitya painted the house", instead of "Vitya draws the house").

Adjectives are used by children extremely rarely and do not agree with nouns in gender and number (“red ribbon”, “ delicious mushrooms"). Forms of nouns, adjectives and neuter verbs are missing, replaced or distorted.

At this stage, children sometimes use prepositions, but most often they omit them or use them incorrectly (“I was Lelka” - I was on the Christmas tree. “The dog lives in the booth” - The dog lives in the booth.).

Thus, the correct inflection concerns only some forms of nouns and verbs, first of all, often used in the speech of children.

At this stage of speech underdevelopment, there is no word formation. The sound side of speech is also characterized by significant impairments.

In the speech of children, many sounds are absent, replaced or pronounced distortedly. This applies primarily to sounds that are complex in articulation (whistling, hissing, smooth sonorous, etc.). Many hard sounds are replaced by soft ones or vice versa (five - "stalemate", dust - "drank"). The pronunciation of articulatory simple sounds becomes clearer than at the first level. There are sharp discrepancies between the isolated pronunciation of sounds and their use in speech.

The sound-syllabic structure of the word in the speech of children at this level is disturbed, while the syllabic structure of the word is more stable than the sound structure. In the speech of children, the contour of two-syllable, three-syllable words is reproduced. However, four- and five-syllable words are reproduced distortedly, the number of syllables is reduced (policeman - “anya”, bicycle - “siped”).

The sound structure of many words, especially words with a confluence of consonants, is very unstable, diffuse. When playing words with a confluence of consonants, there are omissions of consonant sounds of the confluence, the addition of vowels inside the confluence and other distortions (window - “yako”, jar - “tank”, fork - “vika”, star - “seeing”).

The phonemic development of children is significantly behind the norm. Children lack even simple forms of phonemic analysis.

In speech therapy, as in pedagogical science, the concept of "general underdevelopment of speech" is applied to such a form of speech pathology in children with normal hearing and primary intact intelligence, when the formation of all components of the speech system is disrupted: vocabulary, grammatical structure, phonetics. These manifestations together indicate a systemic violation of all components of speech activity.

For the first time, the theoretical substantiation of OHP was formulated as a result of many years of research into various forms of speech pathology by R.E. Levina and a team of researchers from the Research Institute of Defectology in the 50-60s of the 20th century.

Deviations in the formation of speech began to be considered as developmental disorders proceeding according to the laws of the hierarchical structure of higher mental functions. Thanks to this, a unified pedagogical approach to the manifestations of speech underdevelopment in children, heterogeneous in their etiology, has become possible, based on the specific state of the language development of the child.

General underdevelopment of speech can be observed in various forms of children's speech pathology: alalia, rhinolalia, dysarthria - in those cases when vocabulary, grammatical system and phonemic development disorders are detected simultaneously.

The medical approach involves the consideration of speech insufficiency in close unity with the characteristics of the mental development of the child, since it is known that in a child with OHP, along with the pathology of the formation of all its aspects, there may be deviations in his mental development, the pace of his mental development may slow down, the development of gnostic and thought processes, emotional-volitional sphere, character, and sometimes the personality as a whole can occur abnormally. Deviations in mental development in children with ONR may depend both on CNS damage, i.e. from the same cause, which often determines the very speech pathology, as well as from the very speech insufficiency. This is due to the important role speech plays in the mental development of the child.

In the works of R.E. Levina uses a systematic approach to the analysis of speech disorders in children. Every manifestation of the anomalous speech development considered against the background of causation.

The general underdevelopment of speech has a different degree of severity: from the complete absence of speech means of communication to expanded speech with elements of phonetic and lexical and grammatical underdevelopment.

Based on the correctional tasks, R.E. Levina made an attempt to reduce the diversity of speech underdevelopment to three levels. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.

Nominated by R.E. Levin's approach made it possible to move away from the description of individual manifestations of speech insufficiency and present a picture of the child's abnormal development in a number of parameters that reflect the state of language means and communication processes.

Children with OHP have features in the development of mental processes. They are characterized by instability of attention, a decrease in verbal memory and the productivity of memorization, a lag in the development of verbal-logical thinking. These features lead to the inability to engage in educational and gaming activities in time, they are characterized by rapid fatigue, distractibility, and increased exhaustion.

Causes of general underdevelopment of speech.

Speech arises in the presence of certain biological prerequisites and, above all, the normal maturation and functioning of the central nervous system.

Among the factors contributing to the emergence of general underdevelopment of speech, there are external and internal adverse factors, as well as external environmental conditions.

Among the pathogenic factors affecting nervous system in the prenatal period, toxicosis, intoxication, maternal metabolic disorders, the actions of some chemical substances, alcohol, nicotine, narcotic substances, radioactive radiation. Various lesions are possible due to Rh incompatibility of the blood of the mother and fetus.

A special role in the occurrence of speech underdevelopment belongs to genetic factors. In the presence of the so-called. speech weakness or hereditary predisposition to speech disorders ONR can occur under the influence of even minor adverse external influences.

Other adverse factors that cause damage to speech functions are natal (birth) and postnatal lesions. The leading place in this group of pathologies is occupied by asphyxia and intracranial birth trauma. Asphyxia (oxygen deficiency) leads to severe damage to many parts of the nervous system.

Diseases transferred in early childhood are also unfavorable.

Reversible forms of OHP can occur against the background of negative socio-psychological influence: deprivation during the period of intensive speech formation, lack of speech motivation from others, conflict relationships in the family, incorrect methods of education, bilingualism, etc. .

Characteristics of children with ONR

Despite the different nature of the defects, these children have typical manifestations that indicate a systemic impairment of speech activity. One of the leading signs is a later onset of speech: the first words appear by 3-4, and sometimes even by 5 years. Speech is agrammatic and insufficiently phonetically framed. The most expressive indicator is the lag in expressive speech with a relatively favorable, at first glance, understanding of addressed speech. The speech of these children is incomprehensible. There is insufficient speech activity, which falls sharply with age, without special training. However, children are quite critical of their defect.

Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. There is a lack of stability of attention, limited possibilities of its distribution. With a relatively intact semantic, logical memory in children, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks. In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity.

The relationship between speech disorders and other aspects of mental development determines the specific features of thinking. Possessing, on the whole, full-fledged prerequisites for mastering mental operations, accessible to their age, children lag behind in the development of verbal-logical thinking, without special training they hardly master analysis and synthesis, comparison and generalization. Along with the general somatic weakness, they also have some lag in the development of the motor sphere. General and fine motor skills are characterized by poor coordination, uncertainty in performing dosed movements, a decrease in speed and dexterity. The greatest difficulties are revealed when performing movements according to verbal instructions.

Children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in terms of spatio-temporal parameters, violate the sequence of action elements, and omit its components. For example: rolling the ball from hand to hand, passing it from a short distance, hitting the floor with alternating alternation; jumping on the right and left foot; rhythmic movements to music.

There is insufficient coordination of fingers, hands, underdevelopment fine motor skills. Slowness is detected, stuck in one position.

A correct assessment of non-speech processes is necessary to identify the patterns of atypical development of children with general underdevelopment of speech and, at the same time, to determine their compensatory capabilities.

IV. Features of speech development in children with ONR

R.E. Levina and colleagues developed a periodization of manifestations of general underdevelopment of speech: from the complete absence of speech means of communication to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.

Nominated by R.E. Levin's approach made it possible to move away from describing only individual manifestations of speech insufficiency and to present a picture of the child's abnormal development in a number of parameters that reflect the state of language means and communication processes. On the basis of a phased structural-dynamic study of abnormal speech development, the specific patterns that determine the transition from low level development to a higher level.

Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components that depend on it. The transition from one level to another is determined by the emergence of new language possibilities, an increase in speech activity, a change in the motivational basis of speech and its subject-semantic content, and the mobilization of a compensatory background.

The individual rate of progress of the child is determined by the severity of the primary defect and its shape. The most typical and persistent manifestations of OHP are observed with alalia, dysarthria, and less often with rhinolalia and stuttering.

Three levels of speech development are distinguished, reflecting the typical state of language components in preschool and school-age children with general underdevelopment of speech.

1. The first level of speech development.

It is characterized by almost no speech.

Speech means of communication are extremely limited.

Active Dictionary consists of a small number of fuzzy everyday words, onomatopoeia and sound complexes.

For communication, children of this level mainly use babbling words, individual nouns and verbs of everyday content, fragments of babbling sentences, the sound design of which is blurry, indistinct and extremely unstable.

It manifests itself in the fact that the child designates several different concepts with the same babble word or sound combination (<биби» - самолет, самосвал, пароход; «бобо» - болит, смазывать, делать укол). Дифференцированное обозначение предметов и действий почти отсутствует. Названия действий заменяются названиями предметов (открывать - «древ» (дверь), и наоборот - названия предметов заменяются названиями действий (кровать) - «пат»).

Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, denoting the difference in meanings with intonation and gestures.

The ambiguity of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

The passive vocabulary of children is wider than the active one. However, a study by G.I. Zharenkova (1967) showed the limitedness of the impressive side of the speech of children who are at a low level of speech development.

The low speech abilities of children are accompanied by poor life experience and insufficiently differentiated ideas about the surrounding life (especially in the field of natural phenomena).

Understanding spoken language. There is no or only in its infancy understanding of the meanings of the grammatical changes of the word. If situationally orienting signs are excluded, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. In the perception of addressed speech, the lexical meaning is dominant.

Grammar structure. Children do not use morphological elements to convey grammatical relationships. Their speech is dominated by root words devoid of inflections.

Sound pronunciation. The sound side of speech is characterized

phonetic uncertainty. There is an unstable phonetic design. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low possibilities of their auditory recognition.

The number of defective sounds can be much greater than correctly pronounced ones. In pronunciation, there are only oppositions of vowels - consonants, oral - nasal, some explosive fricatives.

Phonemic perception is grossly impaired. Difficulties arise even when selecting words similar in name, but different in meaning (hammer - milk, digs - rolls - bathes).

The tasks for the sound analysis of words are incomprehensible to children of this level. The task of isolating individual sounds for a child with babble is motivationally and cognitively impossible.

The syllable structure of the word. A distinctive feature of the speech development of this level is the limited ability to perceive and reproduce the syllabic structure of the word. In the speech of children, 1-2-syllable words predominate. When trying to reproduce a more complex syllabic structure, the number of syllables is reduced to 2 - 3 ("avat" - a bed, "amida" - a pyramid, "tika" - an electric train).

Phrasal speech. The "phrase" consists of babbling elements that consistently reproduce the situation they designate with the involvement of explanatory gestures. Each word used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation. Babbling formations, depending on the situation, can be regarded as one-word sentences.

Comparison with normal speech development.

As N.S. Zhukov, the period of a one-word sentence, a sentence of amorphous root words, can also be observed during the normal speech development of the child. However, it is dominant only for 5-6 months. and includes a small number of words. With severe underdevelopment of speech, this period is delayed for a long time. Children with normal speech development begin early to use the grammatical connections of words ("give heba" - give bread), which can coexist with shapeless structures, gradually replacing them. In children with general underdevelopment of speech, the sentence expands to 2-4 words, but the words in the phrase are without any syntactic connection. Such a picture is never observed in the normal development of speech.

2. The second level of speech development.

The transition to the II level of speech development is characterized by an increased speech activity of the child and is marked by the fact that, in addition to gestures and babble, there appear, although distorted, but fairly constant common words (“Alyazai. Children of Alyazai kill. Kaputn, lidome, lyabaka. "- Harvest. Children harvest. Cabbage, tomatoes, apples. Leaves fall to the ground).

At the same time, a distinction is made between some grammatical forms. However, this happens only in relation to words with stressed endings (table - tables; sing - sing) and related only to some grammatical categories. This process is still rather unstable, and gross underdevelopment of speech in these children is quite pronounced. Speech deficiency is clearly manifested in all components.

Active dictionary. Communication is carried out through the use of a constant, though still garbled and limited, vocabulary of common words. The names of objects, actions, and individual signs are designated differently. At this level, it is possible to use pronouns, and sometimes unions, simple prepositions in elementary meanings.

Words are often used in a narrow sense, the level of verbal generalization is very low. One and the same word can be called many objects that are similar in shape, purpose or other features (ant, fly, spider, beetle - in one situation - one of these words, in another situation - another; cup, mug, glass are indicated any of these words).

The vocabulary remains limited both quantitatively and qualitatively. Children do not know the names of the color of the object, its shape, replace words with similar ones in meaning. The limited vocabulary is confirmed by ignorance of many words denoting parts of an object (branches, trunk, tree roots), dishes "(dish, tray, mug), vehicles (helicopter, motor boat), animal cubs (squirrel, hedgehog, fox cub), etc. .

passive vocabulary. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their cubs, clothes, furniture, and professions is revealed. The limited possibilities of using the subject dictionary, the dictionary of actions, signs are noted. Children do not know the names of the color of the object, its shape, size, they replace words with similar ones in meaning. Often there are substitutions for the names of words, due to the generality of situations (cut - tears, sharpens - cut).

The understanding of reversed speech at the second level develops significantly due to the distinction of certain grammatical forms (unlike the first level), children can focus on morphological elements that acquire a semantic difference for them. This refers to the distinction and understanding of the singular and plural forms of nouns and verbs (especially with stressed endings), masculine and feminine forms, past tense verbs. Difficulties remain in understanding the forms of number and the kind of situation.

Grammar structure. The forms of number, gender and case for such children essentially do not have a meaningful function. Inflection is random, and therefore, when using it, many different errors are made (“I play myatika” - I play with a ball).

During a special examination, gross errors in the use of grammatical structures are noted:

1) mixing case forms (“driving a car” instead of a car), replacing case endings (“rolling gokam” - riding a hill);

2) errors in the use of forms of number and gender of verbs (“Kolya pityalya” Kolya wrote); when changing nouns by numbers (“da pamidka” two pyramids, “de kafi” - two cabinets);

3) lack of agreement of adjectives with nouns, numerals with nouns (“asin adas” - a red pencil, “asin eta” - a red ribbon, “asin aso” - a red wheel, “pat kuka” - five dolls, “tinya pato” - blue coat, "tinya cube" - a blue cube, "tinya kotyu" - a blue jacket).

4) the frequent use of nouns in the nominative case, and verbs in the infinitive or the form of the 3rd person singular, and children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and the noun is used in its original form (“the book goes then” - the book lies on the table; it is also possible to replace the preposition (“it dies on the far” mushroom grows under a tree).

Sound pronunciation. The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures.

The pronunciation of soft and hard sounds, hissing, whistling, affricates, sonorous, iotated, voiced and deaf sounds is impaired (“pat book” - five books; “daddy” - grandmother; “dupa” - hand). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

The syllable structure of the word. Gross violations in the transmission of words of different syllabic composition. The most typical is the reduction in the number of syllables ("teviks" - snowmen).

Often, with the correct reproduction of the contour of words, the sound filling is disturbed: rearrangement of syllables, sounds, replacement and likening of syllables, reduction of sounds when consonants collide (“rotnik” collar, “shadow” - wall, “wimet” - bear).

phonemic perception. An in-depth examination of children makes it easy to identify the insufficiency of phonemic hearing, their unpreparedness for mastering the skills of sound analysis and synthesis (it is difficult for a child to correctly select a picture with a given sound, determine the position of a sound in a word, etc.).

Phrasal speech.

Children's statements are usually poor. The child is limited to listing directly perceived objects and actions. Uses only simple sentences consisting of 2-3, rarely 4 words. Children can already answer questions about the picture related to the family, familiar events of the surrounding life.

The story according to the picture, according to the questions, is built primitively, on short, although grammatically more correct, phrases than in children of the first level. At the same time, the insufficient formation of the grammatical structure of speech is easily detected when the speech material becomes more complicated or when it becomes necessary to use such words and phrases that the child rarely uses in everyday life.

Under the influence of special remedial training, children move to a new level of speech development - the 1st level, which allows them to expand their verbal communication with others.

3. The third level of speech development.

It is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Children usually do not find it difficult to name objects, actions, signs, qualities and states that are familiar to them from life experience. They can quite fully tell about their family, about themselves and their comrades, about the events of the surrounding life, and make a short story. Children of this level can already actively communicate with others, but only in the presence of parents or educators who make appropriate explanations about the meaning of what they said. Careful study the state of all aspects of the speech of such children makes it possible to reveal a pronounced picture of the underdevelopment of each of the components of the language system: vocabulary, grammar, phonetics.

Active Dictionary. The active vocabulary is dominated by nouns and verbs. In free utterances, children make little use of adjectives and adverbs denoting the signs and state of objects, methods of action. Against the background of relatively extended speech, there is an inaccurate use of many lexical meanings. Often they replace the desired word with another, similar in meaning. Lexical errors:

a) replacing the name of a part of an object with the name of the whole object

(dial - “clock”, bottom - “teapot”);

b) replacing the names of professions with the names of actions (ballerina

“aunt is dancing”, the singer - “uncle sings”, etc.);

c) replacement of specific concepts by generic ones And vice versa (sparrow "bird";

trees - "Christmas trees");

d) mutual substitution of signs (high, wide, long -

"large", short - "small").

In oral speech communication, children try to “get around” words and expressions that are difficult for them. But if such children are placed in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly.

passive vocabulary. Despite the significant quantitative growth of the vocabulary, a special examination of lexical meanings reveals a number of specific shortcomings: complete ignorance of the meanings of a number of words (swamp, lake, stream, loop, straps, elbow, foot, gazebo, veranda, entrance, etc.), inaccurate understanding a series of words (hem - sew - cut, cut - cut).

Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships.

Word formation. Many children often make mistakes in word formation. So, along with correctly formed words, non-normative ones appear (“table” - a table, “water lily” - a jug, “vase” - a vase). Such errors as single ones can occur in normal children at earlier stages of speech development and quickly disappear.

A large number of errors occur in the formation of relative adjectives with the meaning of correlation with food, materials, plants, etc. (“fluffy”, “fluffy”, “downy” scarf; “klukin”, “cranberry”, “clucon” - jelly ; "glass", "glass" - a glass, etc.).

Insufficient practical skill in the use of word-formation methods impoverishes the ways of vocabulary accumulation, creates difficulties in using word variants, and does not give the child the opportunity to distinguish the morphological elements of the word. Children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes.

Among the grammatical errors of speech, the most specific are the following:

a) incorrect agreement of adjectives with nouns in gender, number, case (“Books are on large (large) tables” Books are on large tables);

b) incorrect agreement of numerals with nouns (“three bears” - three bears, “five fingers” - five fingers; “two pencils” - two pencils, etc.);

c) errors in the use of prepositions - omissions, substitutions, omissions (“We went to the store with mom and brother” - We went to the store with mom and brother; “The ball fell from the shelf” - The ball fell from the shelf);

d) errors in the use of case forms of the plural ("In the summer I was in my grandmother's village. There is a river, many trees, geese").

Sound pronunciation. The pronunciation capabilities of the child are improving (it is already possible to distinguish correctly and incorrectly pronounced sounds, to establish the nature of their violation).

The phonetic design of the speech of children with the III level of speech development lags far behind the age norm. All types of sound pronunciation disorders are observed: sigmatism, rotacism, lambdacism, voicing and softening defects. Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonoras), when one sound simultaneously replaces two or more sounds of a given or close phonetic group. For example, a soft sound with ", which is not yet pronounced clearly enough, replaces the sound with ("syapogi"), sh ("syuba" instead of a fur coat), Ts ("syaplya" instead of a heron), h ("syanyu" instead of a teapot), Sh ("grid" instead of a brush); replacement of groups of sounds with simpler ones in articulation. Unstable replacements are noted when the sound in different words is pronounced differently; mixing of sounds, when the child pronounces certain sounds correctly in isolation, and interchanges them in words and sentences.

Even those sounds that children can pronounce correctly do not sound clear enough in their independent speech.

The syllable structure of the word. The reproduction of words of different syllabic structure and sound content is improved. Correctly repeating three-syllable and four-syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (Children made a snowman. - “Children made a blue novik”).

A lot of errors are observed in the transmission of the sound filling of words: rearrangements and replacements of sounds and syllables, reductions in the confluence of consonants in a word ("Ginasts perform in the circus" - Gymnasts perform in the circus; "Topovotik repairs the water pipe" - The plumber repairs the water supply system; "Such a aunt tan" - The weaver weaves the cloth.)

phonemic perception. Insufficient development of phonemic hearing and perception leads to the fact that children do not independently develop readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully acquire literacy at school without the help of a speech therapist.

Phrasal speech. Although children use extended phrasal speech, they experience greater difficulties in independently compiling sentences than their normally speaking peers.

In free statements, simple common sentences predominate, complex constructions are almost never used. At the same time, at this stage, children already use all parts of speech, correctly

they use simple grammatical forms, try to build compound and complex sentences (“Kola is an ambassador to the forest, shook a small squirrel, and Kolya has a ketka” - Kolya went into the forest, caught a small squirrel, and lived with Kolya in a cage.)

Against the background of correct sentences, one can also meet agrammatic ones, which, as a rule, arise due to errors in coordination and management. These errors are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations.

Errors are also observed in the construction of complex sentences with conjunctions and allied words. When compiling sentences for a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.

4. The fourth level of speech development.

An analysis of the data of speech therapy practice, pedagogical experience in studying children with OHP found that the variability of the manifestations of OHP is not limited to three levels of speech development. Indications for this are contained in the works of a number of researchers: T.B. Filicheva, L.S. Volkova, S.N. Shakhovskaya.

As a result of a long-term comprehensive psychological and pedagogical study of children with OHP, T.B. Filicheva identified another category of children with ONR, “in whom the signs of speech underdevelopment are erased and are not always correctly diagnosed as systemic and persistent underdevelopment of speech. And this group of children can be defined as the fourth level of OHP.”

It is characterized by a slight violation in the formation of all components of the language system, which is revealed in the process of in-depth speech therapy examination when children perform specially selected tasks.

The general underdevelopment of speech of the 4th level is defined by the author as a kind of erased or mild form of speech pathology, in which children have implicit but persistent impairments in mastering the language mechanisms of word formation, inflection, in the use of words of complex structure, some grammatical structures, and an insufficient level of differentiated perception phonemes. The peculiarity of speech in children with OHP level 4, according to the research of T. B. Filicheva, is as follows.

In a conversation, when compiling a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, "stuck" on minor details, omissions of main events, repetition of individual episodes are revealed. Talking about the events of their lives, composing a story on a topic with elements of creativity, they mainly use simple informative sentences. This group of children still has difficulties in planning their statements and in selecting appropriate language means.

V. The state of the lexical side of speech in children with ONR

Violations in the formation of vocabulary in children with OHP are manifested in limited vocabulary, a sharp discrepancy between the volume of active and passive vocabulary, inaccurate use of words, numerous verbal paraphasias, unformed semantic fields, and difficulties in updating the dictionary.

In the works of many authors (V.K. Vorobieva, B.M. Grinshpun, V.A. Kovshikov, N.S. Zhukova, T.B. Filicheva, S.N. Shakhovskaya, Yu.F. Garkusha, etc.) It is emphasized that children with OHP have a limited vocabulary. A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, an erased form of dysarthria, delayed speech development, etc.).

One of the pronounced features of the speech of children with OHP is a more significant than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with OHP understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech, the actualization of the dictionary cause great difficulties.

The poverty of the vocabulary is manifested, for example, in the fact that preschoolers with OHP even at the age of six do not know many words: the names of berries (cranberries, blackberries, strawberries, lingonberries), fish, flowers (forget-me-not, violet, aster), wild animals (boar, leopard ), birds (stork, eagle owl), tools (planer, chisel), professions (painter, bricklayer, welder), parts of the body and parts of an object (thigh, foot, hand; headlight, body), etc. Many children find it difficult to update such words like sheep, elk, rook, heron, dragonfly, grasshopper, thunder, salesman, hairdresser.

Particularly large differences between children with normal and impaired speech development are observed when the predicative vocabulary (verbs, adjectives) is updated. Preschoolers with OHP have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.). In the verbal vocabulary of preschoolers with OHP, words denoting actions that the child performs or observes daily (sleep, wash, walk, dress, run, etc.) predominate. It is much more difficult to assimilate words of a generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.

Violation of the formation of vocabulary in these children is expressed both in ignorance of many words, and in the difficulties of finding a known word, in violation of the actualization of the passive dictionary.

A characteristic feature of the vocabulary of children with OHP is the inaccuracy in the use of words, which is expressed in verbal paraphasias. Manifestations of inaccuracy or misuse of words in the speech of children with ONR are diverse. In some cases, children use words in an overly broad sense, in others, a too narrow understanding of the meaning of the word is manifested. Sometimes children with OHP use the word only in a certain situation, the word is not put into context when speaking in other situations. Thus, the understanding and use of the word is still situational.

Among the substitutions of nouns, substitutions of words included in one generic concept (elk-deer, tiger-lion, lemon-orange, eyelashes-eyebrows, etc.) predominate. Substitutions of adjectives indicate that children do not distinguish essential features, do not differentiate the qualities of objects. Common are, for example, such substitutions: high-long, low-small, fluffy-soft.

Adjectives are replaced due to the non-differentiation of signs of size, height, width, thickness. In the substitutions of verbs, attention is drawn to the inability of children to differentiate certain actions, which in a number of cases leads to the use of verbs of a more general, undifferentiated meaning (crawls-walks, coos-sings, etc.).

Along with the mixing of words according to generic relations, there are also replacements of words based on other semantic features:

a) mixing of words in children with OHP is carried out on the basis of similarity on the basis of functional purpose: a bowl - a plate, a watering can - a kettle;

b) replacement of words denoting objects that are outwardly similar: sundress apron, T-shirt - shirt;

c) replacement of words denoting objects united by the common situation: skating rink - ice, hanger - coat;

d) mixing words denoting part and whole: collar - dress, locomotive - train, elbow - arm;

e) replacement of generalizing concepts with words of a specific meaning: shoes, shoes, chamomile flowers, dishes - plates;

f) the use of phrases in the process of searching for a word: a bed to sleep, a brush to brush your teeth;

g) replacing words denoting actions or objects with nouns: open - a door, play - a doll, or vice versa, replacing nouns with a verb: medicine - to get sick, plane - to fly, bed - to sleep.

Cases of semantic substitutions are observed in children with OHP and at school age. Verb substitutions are especially persistent: forges - threshes, mows grass - cuts grass, washes linen - washes linen. Some verb substitutions reflect the inability of children to single out essential signs of action, on the one hand, and non-essential ones, on the other, and also to highlight shades of meaning.

The process of searching for a word is carried out not only on the basis of semantic features, but also on the basis of the sound image of the word. Having singled out the meaning of a word, the child correlates this meaning with a certain sound image, sorting through the emerging sound images of words in his mind. In the process of searching for a word, due to the insufficient fixation of its meanings and sound, a word is chosen that is similar in sound, but has a different meaning: closet - scarf, peach - pepper train - belt.

In children with normal speech development, the word search process is very fast and automated. In children with OHP, unlike the norm, this process is carried out very slowly, not automated enough.

Violations of updating the dictionary in preschoolers with OHP are also manifested in distortions of the sound structure of the word (meows - meows, tractor driver - tractor driver).

Violations in the development of vocabulary in children with OHP are also manifested in the later formation of lexical consistency, the organization of semantic fields, and the qualitative originality of these processes.

The organization of semantic fields in children with OHP has specific features, the main of which are the following: the answers of children with speech pathology reflect their fuzzy ideas about generic relations, difficulties in differentiating the concepts of vegetables, fruits, birds, insects.

Features of antonymy and synonymy in preschool children with OHP.

The fulfillment of tasks for the selection of antonyms and synonyms requires a sufficient volume of the dictionary, the formation of the semantic field in which the given word is included, the ability to single out the main differential semantic feature in the word meaning structure, and to compare words according to an essential semantic feature. These tasks are successfully completed only if the process of searching for a word of the opposite or the same meaning is active. The correct search for a word is carried out only when the child has formed and systematized a certain synonymic and antonymic series.

Children with OHP have a diverse pattern of errors in the selection of antonyms. Instead of antonyms, children with OHP pick up:

a) words that are semantically close to the alleged antonym of the same part of speech (day - evening, fast - quiet);

b) words that are semantically close, including antonyms, to the intended antonym, but of a different part of speech (fast - slower, slow, high - low);

c) stimulus words with a particle not (take - do not take, speak - do not speak);

d) words situationally close to the original word (talk - sing, high - far);

e) the form of the word - stimulus (to speak - speaks);

f) words connected by syntagmatic connections with stimulus words (raise - higher);

g) synonyms (take - take away).

Thus, in preschoolers with OHP, systemic lexical relations are not sufficiently formed.

One of the complex problems of speech ontogenesis is the problem of the formation of synonymy.

Preschoolers of the age of six, in most cases, correctly select synonyms for well-known words, making only single errors. At the same time, children with speech pathology of the same age make mistakes in the selection of synonyms. In more cases, children refuse to answer. Preschoolers with normal speech development often update several synonyms for one word - stimulus (street - avenue, lane), which indicates the beginning of the assimilation of the word's ambiguity. Children with OHP, as a rule, reproduce only one synonym per word - stimulus (prospect street).

In this case, a variety of errors are observed. Instead of synonyms, children with ONR reproduce:

a) words that are opposite in meaning, sometimes a repetition of the original word with a particle not (huge - small, walk - do not walk);

b) semantically close words, often situationally similar (zoo park, street - road);

c) words similar in sound (building - creation, park - desk);

d) words associated with the word - stimulus by syntagmatic connections (the street is beautiful);

e) forms of the original word or related words (holiday, joyful - joyfully).

In tasks for the selection of synonyms in children with speech pathology, the same difficulties are revealed as in the selection of antonyms: limited vocabulary, difficulties in updating the dictionary, inability to identify significant semantic features in the structure of the meaning of a word, to compare the meanings of words on the basis of a single semantic feature.

VI. Methods for examining the lexical structure of speech

In the course of general development, the child gradually masters the language means of communication: a grammatical structure is formed and his vocabulary is accumulated. In the process of general and speech development of the child, his vocabulary is enriched and improved qualitatively.

According to A.N. Gvozdev, by the age of 3-3.5 years, all parts of speech are represented in the dictionary of children: nouns, adjectives, verbs, pronouns, adverbs, numerals and auxiliary parts of speech.

However, in some cases, with intact intelligence and normal hearing, the level of formation of the lexical means of the language can differ significantly from the norm. The vocabulary of some children consists of a small number of sound complexes. Other children may have more varied vocabulary. It highlights words denoting objects, actions, qualities, but the number of words is not enough. Along with the poverty of the vocabulary, there is also a violation of the norm in its use: a limited and incomplete understanding of familiar words, their incorrect use in speech. There is a category of children with a high level of formation of the lexical means of the language, but with some shortcomings.

For a correct assessment of deviations in the speech development of children and the determination of the most rational differentiated ways of its correction, it is necessary to conduct a comprehensive speech therapy examination. It is carried out in the following areas:

Speech comprehension survey;

Examination of the sound side of speech, which includes the study of sound pronunciation, the formation of phonemic perception, the structure and function of the articulatory apparatus;

Study of syllabic structure;

The study of the formation of the grammatical structure of speech;

Vocabulary survey;

Study of the level of development of coherent speech.

Thus, the study of lexical development is one of the sections of a comprehensive speech therapy examination of a child, which allows you to determine the level of formation of the lexical means of the language in order to effectively influence speech underdevelopment.

For this purpose, a speech therapist conducts a special examination.

L.F. Spirova and A.V. Yastrebov distinguishes two sections in a special survey: a survey of children with a complete or partial absence of verbal means of communication and a survey of children who own verbal means of communication.

Examination of children with a complete or partial absence of verbal means of communication is recommended to be carried out in a playful way with a joint examination of toys and performing actions with them. It is necessary to pay attention to whether the child uses only facial expressions and gestures or pronounces individual sound combinations, "babbling" words or onomatopoeia. It is also important to note:

Can the child repeat sounds and sound complexes, can he repeat one syllable, two syllables or a whole word;

Do the used sound complexes have a generalized meaning;

The total number of sound complexes used by the child;

The presence in the lexical stock of commonly used words;

The level of development of the syllabic structure;

The ability to reproduce syllables and words by imitation;

The activity of the child in various activities;

The level of formation of understanding of requests, instructions.

If during the preliminary examination it turns out that the child knows the lexical means of the language, then the following methods are used for a special examination.

1. Naming objects, actions, qualities according to specially approved pictures.

This technique allows you to find out whether the child correlates the subject image with the word.

50-60 pictures are selected with images of frequent and rarely used objects, actions and qualities. Pictures are also used with images of the whole object and its parts, objects whose names differ in phonetic and semantic similarity. Picture material is selected on a thematic or situational basis.

The following instruction is offered: “Name who (what) is drawn (about) in the picture?”, “What is doing ..?” etc.

A more complex version of this technique is the continuation of a series of words begun by an adult.

2. Naming the subject according to its description. The child is offered instructions: “Who is this: small, gray, afraid of cats, squeaks ...” or “What is the name of the place where food is sold?”.

3. Selection of synonyms, antonyms, related words. Allows you to find out the understanding of words with an abstract meaning.

4. Naming generalized words.

5. The use of words in different types of communicative activities:

Self-composing a sentence with a given word;

Adding a word to a started sentence;

Selection of nouns to an adjective and vice versa: dense ... (forest), what kind of fox? Red-haired, cunning, fast ...

6. Selection of associative words.

L.G. Paramonova offers a number of special techniques for the study of vocabulary, allowing you to find out the presence or absence of certain words in a child.

1. Naming objects belonging to various thematic groups.

What wild (domestic) animals do you know? What kind of furniture do you know? (dishes, clothes, etc.).

2. Selection of generalizing names for a group of homogeneous words.

An apple, a pear, an orange is ... Boots, sneakers, slippers are ...

3. Selection of verbs to nouns to check the presence in the asset

verb vocabulary.

a) Who moves?

Man - ... Bird - ... Fish - ... Snake - ... Grasshopper - ...

Cow - ... Dog - ... Crow - ... Dove - ... Duck - ...

c) Who eats?

Dog bone… Cat milk… Chicken grain… Cow grass…

d) Who does what?

Cook... Doctor... Teacher... Builder... Artist... Tailor...

4. To find out the stock of adjectives in a child, they are offered

following tasks.

a) What is the taste of these products?

Sugar… Salt… Onion… Lemon… Water…

b) What is the nature of these animals in fairy tales?

Wolf… Hare… Fox… Bear…

c) Name as many objects as possible that have this feature.

What happens round (square, oval)? What is cold

(hot, warm)

d) The child's understanding of the figurative meanings of adjectives:

golden hands, iron heart, warm welcome, bitter truth.

Each of the techniques offered to the child and his answer should be noted in the survey card. It is possible to reliably evaluate the vocabulary survey data only by comparing all the results and evaluate the vocabulary quantitatively and qualitatively.

It is necessary to analyze all words in terms of the bits used. The absence of certain categories, the insufficient number of verbs in the active speech of children indicates a lag in the development of the lexical means of the language.

underdevelopment of speech child

The term OHP was first introduced in the 50-60s of the XX century by R.E. Levina. She also identified three levels of speech development, which reflect the typical state of language components in children with ONR:

The first level of speech development is characterized by the absence of speech (the so-called "speechless children"). Such children use "babble" words, onomatopoeia, accompany "utterances" with facial expressions and gestures. For example, "b-b" can mean an airplane, a dump truck, a steamer.

The second level of speech development. In addition to gestures and "babble" words, although distorted, but fairly constant common words appear. For example, "lyabok" instead of "apple". The pronunciation abilities of children are significantly behind the age norm. The syllable structure is broken. For example, the most typical reduction in the number of syllables is "teviki" instead of "snowmen".

The third level of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult. Children of this level come into contact with others only in the presence of acquaintances (parents, educators), who make appropriate explanations for their speech. For example, “an aspak went with her mother, and then a child went, there she rang. Then aspalki were not beaten. then send a pack" instead of "I went to the zoo with my mother, and then we went where the cage is - there is a monkey. Then they didn't go to the zoo. Then we went to the park."

In children with OHP level 3, the time of the appearance of the first words does not differ sharply from the norm. However, the periods during which children continue to use individual words without combining them into a two-word amorphous sentence are purely individual. The complete absence of phrasal speech can occur at the age of two or three years, and at the age of four or six.

A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of new words for the child. In this case, the child repeats only the words originally acquired by him, refusing those that are not in his active lexicon.

The first words of abnormal children's speech are usually classified as follows (Fig. 1).

An important role in the mental development of the child, during which the formation of cognitive activity, the ability to conceptual thinking, is played by the speech function. Currently, preschool children with speech impairments constitute perhaps the largest group of children with developmental disorders. A special place among speech disorders is occupied by the general underdevelopment of speech.

The theoretical substantiation of the problem of general speech underdevelopment was first given as a result of multidimensional studies conducted by R. E. Levina and a team of researchers from the Research Institute of Defectology, now the Research Institute of Correctional Pedagogy (G. M. Zharenkova, G. A. Kashe, N. A. Nikashina , L.F. Spirova, T.B. Filicheva, N.A. Cheveleva, etc.).

The term "general underdevelopment of speech" (OHP) is commonly understood as various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side with normal hearing and intelligence. From the point of view of the psychological and pedagogical approach, three levels of speech underdevelopment should be distinguished

Fig.1.

The fewer words in the child's vocabulary, the more words are correctly pronounced. The more words, the greater the percentage of distorted words.

Speech dysontogenesis is often characterized by an expansion of the nominative vocabulary to 50 or more units with an almost complete absence of word combinations. However, the most frequent cases are those when the assimilation of the first syntactic constructions begins when there are up to 30 words in active speech, at an older age than is the case in the norm.

Thus, the untimely appearance of active speech imitation, pronounced syllabic elision and untimely mastery of the first verbal combinations, i.e. the ability, albeit agrammatically and tongue-tied, to combine words with each other, should be considered the leading signs of speech dysontogenesis in its early stages.

Of course, sooner or later in the life of children with speech underdevelopment, there comes a moment when they begin to associate words already acquired with each other. However, words combined into sentences, as a rule, do not have any grammatical connection with each other.

Nouns and their fragments are used mainly in the nominative case, and verbs and their fragments in the infinitive and imperative mood or without inflections in the indicative mood. Due to defects in pronunciation, agrammatism and shortening of the length of words, the statements of children are incomprehensible to others.

With speech development disorders, the verbal dictionary is negligible in relation to the rather extensive subject dictionary. At the same time, this vocabulary is always insufficient for the calendar age of children, which gives reason to raise the question of introducing into practical speech therapy the concepts of relative (in relation to the stage of speech development) and absolute (in relation to age) vocabulary.

Already at the earliest stages of mastering the native language in children with speech development disorders of the 3rd level, an acute deficit is found in those elements of the language that are carriers of not lexical, but grammatical meanings, which is associated with a defect in the function of communication and the predominance of the mechanism of imitation of heard words. Children with OHP sometimes use up to 3-5 or more amorphous unchangeable root words in one sentence. Such a phenomenon, according to A.N. Gvozdev, has no place in the normal development of children's speech.

The age at which children begin to notice the "technique" of shaping words in sentences, which is associated with the processes of articulation (analysis) of words in the child's linguistic consciousness, can be very different: at 3, at 5 years, and at a later period.

Despite the fact that under some conditions of syntactic construction, children form the ends of words grammatically correctly and they can change them, in other similar syntactic constructions, in place of the correct form of the word, which one would expect, the child produces incorrect forms of words or their fragments: “katya aizah and skates" (skiing and skating).

If, in the normal development of speech, once a reproduced form quickly “captures” rows of words and gives a large number of cases of formation of word forms by analogy, then with speech development disorders, children are not able to use a “prompting” word pattern. And therefore, in the grammatical design of the same syntactic constructions, there are unforeseen fluctuations.

A characteristic feature of speech dysontogenesis is the fact of long-term coexistence of grammatically correct and incorrectly formulated sentences.

Children with impaired speech development use word forms for a long time and steadfastly, regardless of the meaning that must be expressed in connection with the syntactic construction used. In cases of severe underdevelopment of speech, children do not learn the syntactic meaning of the case for a long time: “eats porridge”, “sits on a little chair” (sits on a high chair). In less severe cases, this phenomenon occurs in isolated cases.

The materials of the pathology of children's speech reveal that on the way to mastering the correct grammatical form of a word, the child enumerates combinations of lexical and grammatical language units. At the same time, the chosen grammatical form of the word is most often directly dependent on the general level of formation of the lexical-grammatical and syntactic structure of speech.

Children with speech development disorders have a reduced ability to both perceive differences in the physical characteristics of the elements of the language, and to distinguish between the meanings that are contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for the creative use of constructive elements of the native language in the process of constructing a speech statement.

Analyzing the features of coherent speech of preschoolers with OHP level 3, we can find out that most often the speech of these children does not correspond to the age norm. Even those sounds that they know how to pronounce correctly do not sound clear enough in independent speech.

For example: “Eva and Syasik were playing. Masik böshchil a stick of letka, schabak to brush. Schabaka hits the water, then reach for a stick. (Leva and Sharik played. The boy threw a stick into the river, the dog looks. The dog runs to the water to get the stick).

These children are characterized by undifferentiated pronunciation of sounds (mainly whistling, hissing, afficates and sonoras), when one sound simultaneously replaces two or more sounds of a given phonetic group.

A feature of the sound pronunciation of these children is the insufficient voicing of sounds b, d, d in words, the replacement and displacement of sounds k, g, x, d, l", y, which are normally formed early ("wok gom" - this is the house; "that tusyay prayed" - the cat ate milk; "praying love" - my skirt).

Phonemic underdevelopment in children of the described category is manifested mainly in the unformed processes of differentiation of sounds, which differ in the most subtle acoustic-articulatory features, and sometimes captures a wider sound background. This delays the mastery of sound analysis and synthesis.

A diagnostic indicator is a violation of the syllabic structure of the most complex words, as well as a reduction in the number of syllables (“vototik titit votot” - a plumber repairs a water pipe; “vatitek” - a collar).

Many errors are observed in the transmission of the sound filling of words: rearrangement and replacement of sounds and syllables, reduction in the confluence of consonants in a word (“vototik” - instead of “tummy”, “fly” - “lion cub”, “kadovoda” - “frying pan”, “wok” - "wolf", etc.). The perseverations of syllables are also typical (“khihist” - “hockey player”, “vavayapotik” - “plumber”); anticipation (“astobus” - “bus”, “lilysidist” - cyclist); adding extra sounds and syllables ("lomont" - "lemon"). The everyday vocabulary of children with general underdevelopment of speech of the 3rd level is quantitatively much poorer than that of their peers with normal speech. This is most obvious when studying the active vocabulary. Children cannot name a number of words from pictures, although they have them in the passive (steps, window, cover, page).

The predominant type of lexical errors is the incorrect use of words in a speech context. Not knowing the names of many parts of the object, children replace them with the name of the object itself (wall-house) or action; they also replace words that are similar in situation and external signs (colors-writes).

There are few generalizing concepts in the vocabulary of children; almost no antonyms, few synonyms. Thus, when characterizing the size of an object, children use only two concepts: large and small, with which they replace the words long, short, high, low, thick, thin, wide, narrow. This causes frequent cases of violation of lexical compatibility.

Analysis of the statements of children with general underdevelopment of speech reveals a picture of pronounced agrammatism. Characteristic for the vast majority are errors when changing the endings of nouns by number and gender (“many windows, apples, beds”; “feathers”, “buckets”, “wings”, “nests”, etc.); when agreeing numerals with nouns (“five balls, a berry”, “two hands”, etc.); adjectives with nouns in gender and case (“I paint with pens”).

Often there are errors in the use of prepositions: omitting (“I am walking in batik” - “I am playing with my brother”; “the book is climbing” - “the book is on the table”); replacement (“niga falling and melting” - “the book fell off the table”); understatement (“climbing a fence” - “climbed onto a fence”; “polly a uisyu” - “went outside”).

Summing up the above, we can draw the following conclusions: children with OHP level 3 have insufficient vocabulary; make lexical errors in speech, poorly coordinate words in gender, case; have difficulty mastering coherent speech; their sound pronunciation lags behind the age norm. With OHP of the III level of speech development, the child cannot spontaneously take the ontogenetic path of speech development, which is characteristic of normal children. Speech correction for them is a long process, one of the main tasks of which is to teach them to coherently and consistently, grammatically and phonetically correctly express their thoughts, talk about events from the life around them. This is of great importance for schooling, communication with adults and children, and the formation of personal qualities.

General speech underdevelopment (hereinafter referred to simply as OHP) is a pathology that is very common among today's preschoolers. Doctors conditionally divide this diagnosis into:

speech is not present at all (OHP level 1);
the vocabulary of the baby is very poor, not corresponding to the norm among peers at his age ();
speech is present, but the meaning of words and sentences is greatly distorted (OHP level 3);
when compiling phrases and sentences, noticeable errors in grammar are allowed (OHP level 4).

The information below provides a detailed description of Level 3 OHP: its causes, symptoms, and treatments. It is important for all parents to understand that pathology at the 3rd stage can be completely eliminated if you do not start the situation, but devote enough time to corrective work and the development of your baby.

Causes and signs of pathology

Level 3 general underdevelopment of speech occurs in many preschool children, because several factors influence its manifestation at once. Not in all cases, the occurrence of this pathology even depends in any way on the parents, sometimes it is acquired already in childhood or is formed even in the mother's womb without the influence of any external factors.

how long the state of underdevelopment in a child lasts;
when exactly did the deviations begin;
what are the most common symptoms;
how severe is the pathology;
what diseases the child had previously.

Based on a general objective assessment of all these indicators, an individual course of treatment is compiled. Corrective work at OHP level 3 has the following goals:

establishing the correct sound pronunciation and the correct construction of words in a sentence ();
development of skills of grammatical construction of speech;
complication of verbal expression of thoughts, development of the skill to express more deeply and in detail;
establishing the constant use of complex sentences in speech.

The main process of correction of OHP level 3 takes place under the supervision of qualified doctors. After the speech therapist has issued a conclusion confirming the presence of pathology and establishing its form, he prescribes a number of therapeutic measures that can restore the development of the child at the right pace.

In addition to the work that is carried out in therapy classes, speech therapists strongly recommend that parents devote as much time as possible to independent work with the baby. One of the most effective measures used by parents is the game "Catch the syllable" or "Catch the word". Its meaning is to dictate to the child several ready-made words in which the same syllable will be present (or sentences with words - in another version of the game). The kid should hear this syllable (word) and name other elements of speech in which it is present.

Such a game is also interesting for the child, because he spends time with his parents, and useful for parents, because with its help they can determine exactly at what stage the baby's OHP is being worked out.

Prevention

The best prevention for any child is, of course, the attention of parents. Since OHP level 3 is much easier to treat, it is not very difficult to recover from this stage of deviation, but it is better to avoid it altogether. In order to eliminate risks, parents can take the following measures:

at a young age, as best as possible to protect the child from viral and infectious diseases;
spend a lot of time developing communication skills - communicate with the baby and support his desire to communicate with peers, help in resolving any misunderstandings;
prevent possible brain injury;
to stimulate speech activity in a child as much as possible from an early age.

Finally

Of course, the baby must develop independently - parents should not be around at every step. However, one should never forget that any pathologies develop only because they were not noticed by adults in time.

Therefore, if there are suspicions of any developmental deviations, it is better to play it safe and consult a doctor for advice, and when the fears are confirmed, take immediate action.

General underdevelopment of speech 1 level- this is an extremely low degree of speech development, characterized by the almost complete lack of formation of verbal means of communication. Typical signs are a sharply limited vocabulary consisting of sound complexes and amorphous words, the absence of a phrase, situational understanding of speech, underdevelopment of grammatical skills, defects in sound pronunciation and phonemic perception. It is diagnosed by a speech therapist taking into account the history and examination of all components of the language system. Correctional work with children at the first level of speech development is aimed at improving the understanding of speech, activating speech imitation and speech initiative, and forming non-verbal mental functions.

ICD-10

F80.1 F80.2

General information

OHP level 1 - a collective term from the psychological and pedagogical classification of speech disorders. In speech therapy, it denotes severe forms of speech dysontogenesis, accompanied by the absence of everyday speech in children with unchanged intelligence and hearing. The concept of "general underdevelopment of speech" and its periodization were introduced in the 1960s. teacher and psychologist R.E. Levina. The first level of speech development indicates that the child has grossly violated all components of the language system: phonetics, phonemics, vocabulary, grammar, coherent speech. In relation to such patients, the definition of "speechless children" is used. The degree of speech underdevelopment does not correlate with age: OHP level 1 can be diagnosed in a child 3-4 years old and older.

Causes of OHP Level 1

Etiological factors most often are various harmful effects on the child's body during the prenatal, intranatal and early postnatal period. These include toxicosis of pregnancy, fetal hypoxia, Rh conflict, birth trauma, prematurity, nuclear jaundice in newborns, neuroinfections that cause underdevelopment or damage to the central nervous system (cortical speech centers, subcortical nodes, pathways, nuclei of cranial nerves). Clinical forms of OHP level 1 are represented by the following speech disorders:

Alalia. It is characterized by primary unformed expressive (motor alalia) or impressive speech (sensory alalia) or a combination of them (sensory motor alalia). In any case, there is an underdevelopment of all elements of the language system, expressed in varying degrees. A severe degree of alalia is characterized by a lack of speech, that is, a general underdevelopment of speech of the 1st level.
Children's aphasia. Just like alalia, it always leads to OHP, since it is accompanied by the disintegration of various aspects of speech activity. Manifestations depend on the location, extent and severity of the brain lesion. The mechanism of speech impairment may be associated with oral apraxia (motor aphasia), auditory agnosia (acoustic-gnostic aphasia), impaired auditory memory (acoustic-mnestic aphasia) or internal speech programming (dynamic aphasia).
dysarthria. ONR can be diagnosed in various forms of dysarthria (more often - pseudobulbar, bulbar, cortical). The structure of the speech defect includes LGNR, FFN, prosodic disorders. The degree of violation of speech function is regarded as an anarthria.
Rhinolalia. May cause OHP in children with congenital cleft lip and palate. In this case, multiple phonetic defects inevitably entail deviations in phonemic perception. There is a lag in the development of vocabulary, inaccuracy in the use of words, errors in the grammatical construction of speech. With the unformedness of all subsystems of the language, a low degree of speech development is diagnosed.

In the absence of primary speech defects, OHP level 1 may be associated with unfavorable conditions for the upbringing and education of the child: hospitalism, pedagogical neglect, living with deaf and dumb parents, social isolation (Mowgli children) and other forms of deprivation that occur during sensitive periods of speech ontogenesis. Speech insufficiency in these cases can be explained by a lack of emotional and verbal communication, a deficit of sensory stimuli, and an unfavorable speech environment surrounding the child.

Pathogenesis

OHP is considered as a systemic violation affecting all language subsystems: phonetic-phonemic, lexical, grammatical, semantic. Children with the first level of speech development lag behind the age norm in a whole range of qualitative and quantitative indicators. They violated the general course of speech development, the timing and sequence of mastering speech skills. Some researchers compare general speech underdevelopment with "linguistic infantilism".

The mechanism of OHP formation is closely related to the structure of the primary defect and its immediate causes. So, in case of disorders of cerebro-organic origin (aphasia, alalia), a gross disorder of active speech or its understanding can be noted, i.e., the processes of speech generation and speech perception are totally distorted. With anatomical defects or innervation insufficiency of the peripheral speech apparatus (rhinolalia, dysarthria), against the background of inaccurate sound pronunciation, the syllabic composition of the word, the lexical and grammatical organization of the speech utterance breaks up.

OHP Level 1 Symptoms

In the speech of the child there are no verbal means of communication, the vocabulary falls sharply behind the average age norm. An insignificant number of sound complexes, onomatopoeia, amorphous words are found in the active dictionary. The child can use single everyday words that are highly distorted in syllabic and sound composition, which makes speech unintelligible. The ability to understand addressed speech directly depends on the situation. The so-called impressive agrammatism is characteristic - when the grammatical form of the word changes, out of context or a specific situation, understanding becomes inaccessible.

Phrasal speech is not formed. Sentences are made up of single babble words that can have multiple meanings. Non-linguistic means are actively used - changes in intonation, pointing gestures and facial expressions. The use of prepositions and inflection is not available. The syllabic structure is grossly distorted, complex words are reduced to 1-2 syllables. Phonemic hearing is not developed: the child does not distinguish and does not distinguish oppositional phonemes. Pronunciation skills are at a low level. Many groups of sounds are disturbed, fuzziness and instability of articulation are typical.

Complications

The delayed effects of OHP level 1 are expressed by learning difficulties, impaired communication and mental development. Speechless children are not able to master the mass school program, therefore they are sent to special educational institutions of the 5th type for children with severe speech disorders. Interaction and communication with peers is difficult. Failures in interpersonal relationships form isolation, low self-esteem, and behavioral disorders. In the absence of correction against the background of OHP, a mental retardation or intellectual deficiency is formed for the second time.

Diagnostics

At the initial consultation, a speech therapist gets to know the child and parents, establishes contact, studies medical reports (children's neurologist, pediatrician). After receiving the necessary information, the specialist proceeds to examine the speech status of the child. The speech pathology examination consists of two stages:

indicative stage. In the course of a conversation with adults, the details of the course of the prenatal period, childbirth and the early physical development of the child are clarified. Attention is focused on the features of speech ontogenesis: from pre-speech reactions to the appearance of the first words. The contact of the child, his speech activity is assessed. On examination, attention is drawn to the state of articulatory motility.
Examination of language components. The degree of formation of coherent speech, grammatical skills, vocabulary, phonemic processes, sound pronunciation is consistently ascertained. At the 1st level of OHP, there is a sharp underdevelopment of all parts of the language system, which results in the child's lack of commonly used speech.

When formulating the conclusion, the level of speech development and the clinical form of speech pathology are indicated (for example, OHP level 1 in a child with motor alalia). A low level of speech formation should be distinguished from other forms of speechlessness: ZRR, autism, oligophrenia, mutism, lack of speech due to hearing loss. In mental disorders and hearing impairment, systemic underdevelopment of speech is secondary to the primary defect.

OHP Level 1 Correction

Self-compensation of gross speech underdevelopment is impossible. Preschoolers with the 1st level of OHP must attend the speech therapy group of the kindergarten, where they are enrolled for 3-4 years of study. Classes are held in an individual format or with subgroups of 2-3 people. The purpose of the correctional process is the transition to the next, higher stage of speech development. The work is being built in stages in the following areas:

Mastering speech comprehension. The problem is solved in the form of a game. The child is taught to find toys at the request of an adult, show body parts, guess objects according to the description, and follow a one-step instruction. At the same time, the passive and active vocabulary expands, simple one-syllable and two-syllable words are assimilated. On this basis, work then begins on a simple two-part phrase and dialogue.
Activation of speech activity. The content of the work within this direction provides for the development of onomatopoeia (voices of animals, the sound of musical instruments, the sounds of nature, etc.). Independent speech activity is stimulated and encouraged. Demonstrative pronouns (“here”, “here”, “this”), verbs in the imperative mood (“give”, “go”), and appeal to relatives are introduced into speech.
Development of non-verbal functions. Productive speech activity is impossible without sufficient development of memory, attention, thinking. Therefore, much attention in speech therapy classes for the correction of OHP is paid to the development of mental processes. The didactic games “What is superfluous here”, “What is gone”, “Do according to the model”, “Recognize the subject by sound”, guessing riddles based on pictures, etc. are used.

At this stage, no attention is paid to the purity of sound pronunciation, however, it is necessary to monitor the correct grammatical design of the child's speech. When moving to the 2nd level, children's speech activity increases, a simple phrase appears, cognitive and thought processes are activated.

Forecast and prevention

The prognosis of OHP level 1 depends on many factors: the form of primary speech pathology, the age of the child at the time of the beginning of the correction, the regularity of classes. In general, the compensatory capabilities of such children are preserved, therefore, with early and consistently carried out corrective work, in many cases, by the beginning of schooling, it is possible to bring speech closer to the age norm and even completely overcome speech underdevelopment. Prevention of severe speech disorders includes protecting the health of the child in the antenatal period and after birth. For timely recognition of speech pathologies and determining the correspondence of speech development to age, it is recommended to show the child to a speech therapist at 2.5-3 years.