Methods of differential diagnosis of speech disorders. The problem of differential diagnosis of speech disorders in speech therapy. Control questions and tasks

Key terms:speech disorders, speech therapy, OHP, FFNR, speech group, language and sensorimotor process, psycholinguistics, symptoms, differential speech therapy impact, lexico-grammatical structure, clinical and pedagogical criteria, phonemic perception.

Before speaking directly about the forms and methods of diagnosing speech disorders, it should be noted that speech therapy diagnostics has been in crisis for a long time and does not yet meet the requirements of both science and speech therapists (R.I. Lalaeva, 2002). This is expressed in the fact that, in different regions, cities, districts, speech therapy conclusions are defined and formulated differently. For example, there are differences in the approach to the formulation of the speech therapy conclusion of the Moscow and St. Petersburg speech therapy schools. There is also a discrepancy between the conclusions corresponding to the classification of speech disorders and the requirements of the pedagogical administration. In some recommendations for the formulation of speech therapy conclusions, the diagnosis of general speech underdevelopment (OHP) dominates.

It should also be noted that against the background of criticism of the existing shortcomings in speech therapy diagnostics, there are attempts to replace traditional speech therapy classifications with clinical, medical, too detailed and descriptive classifications that are not focused on solving practical problems of correcting speech disorders.

But, nevertheless, the problem of diagnosing speech disorders is of great theoretical and practical importance. From a theoretical point of view, the issue of diagnosing speech disorders is related to the problem of speech disorders. From a practical point of view, a reasonable solution to this issue contributes to a more correct acquisition of speech groups, the selection and direction of children in mass and special schools, and a more targeted and differentiated speech therapy impact.

Speech is a complex physiological, mental, mental, linguistic and sensorimotor process. It intertwines both more elementary (sensory-motor, gnostic-practical) and highly organized levels (semantic, linguistic). In this regard, speech and its disorders are studied by many sciences: medicine, psychology, linguistics, psycholinguistics and others. At the same time, they also relate to the classification of speech disorders in various aspects: clinical, psycholinguistic and pathophysiological (taking into account the analyzer principle, the nature of the violations of the language system).

In speech therapy, there are two traditional classifications of speech disorders: psychological and pedagogical and clinical and pedagogical. These classifications consider speech disorders in various aspects. But at the same time, the data of both classifications complement each other and serve common tasks: recruitment of groups of children with speech pathology and the implementation of a systemic, differentiated speech therapy impact, taking into account the symptoms and mechanisms of speech disorders.

Psychological and pedagogical classification is focused on identifying, first of all, speech symptoms (symptomatic level) based on psychological and linguistic criteria. The symptomological level of analysis of speech disorders makes it possible to describe the external symptoms of language (speech) underdevelopment in children, to identify impaired speech components (general underdevelopment, phonetic and phonemic underdevelopment, etc.), which serves as the basis for sending children to the appropriate groups of kindergarten or school a certain kind.

Thus, the determination of the symptomological level of speech disorders solves, first of all, the practical tasks of completing groups and creates the prerequisites for determining the nature of speech pathology.

It is known that with the same pathology (a form of speech disorder), the language system can suffer in different ways.

Conversely, the same symptomatology can be observed in various forms of speech disorders, according to mechanisms. So, for example, a general underdevelopment of speech can be observed with an erased form of dysarthria, with motor alalia, with childhood aphasia.

In the process of speech therapy work, it is important to take into account both the level of unformed speech, impaired speech components, and the mechanisms and forms of speech disorders. The unity of these two aspects of logopedic diagnostics makes it possible to more differentially correct speech disorders.

Speech therapy diagnostics should go from the general to the particular: from identifying a complex of speech symptoms to clarifying the mechanisms of speech pathology, to clarifying the interaction between speech and non-speech symptoms, to determining the structure of a speech defect.

Clinical and pedagogical classification not strictly correlated with clinical syndromes. It focuses on those violations that should become the object of speech therapy.

In the process of making a speech therapy conclusion, the researcher needs medical data, clinical characteristics that allow clarifying one or another speech therapy diagnosis. Clinical characteristics are focused on explaining the causes of speech disorders, on treating a child, and not on a system of correction, speech development.

Currently, both clinical and pedagogical and psychological and pedagogical classifications need to be clarified and expanded. So, for example, the practice of school speech therapists shows that as the violations of sound pronunciation and phonemic development are corrected, there is no reason to talk about OHP. However, the underdevelopment of the lexical and grammatical structure of speech remains in children for a long time, which leads to great difficulties in mastering the program in the Russian language, assimilation and implementation of spelling rules by children. Therefore, there is reason, along with OHP, HOPP (unsharply expressed general underdevelopment of speech), to single out lexical and grammatical underdevelopment of speech. It is necessary to clarify the forms of speech disorders within the clinical and pedagogical classification.

That. for the acquisition of speech groups of kindergartens, sending children to schools of a certain type and the implementation of differentiated correctional and speech therapy work, both criteria for speech therapy diagnostics are important: both symptomological and clinical and pedagogical criteria. Speech therapy diagnostics, which sets itself correctional and developmental tasks, should be considered within the framework of the classifications existing in speech therapy (psychological-pedagogical and clinical-pedagogical), speech therapy conclusion - taking into account the intersection of these two classifications. When formulating a speech therapy conclusion, it is also advisable to take into account the phased examination: from determining the symptoms of speech disorders, identifying disturbed components to clarifying the mechanisms and structure of a speech defect (i.e., forms of speech disorders).

Psychological and pedagogical diagnosis of speech disorders in the development of a child's personality is determined by three factors:

1. Prerequisites: genotype, congenital characteristics;

2. Conditions, which include the social environment, family, school.

3. The internal position of the person himself, which is formed in the process of his individual development.

Maternal morbidity, various pathologies, the woman's age, housing conditions, salary and much more are the reasons for the inferior development of the child. With sufficient communication with other people, children quickly master the speech experience. The development of speech in a child is associated with the formation of personality, the development of basic mental processes. Therefore, early diagnosis and correction of speech disorders identified during the examination are needed. It is customary to allocate three levels of speech development.

On the first level of speech development, children possess the rudiments of phrasal speech, but its sound design is very fuzzy, the sounds are distorted. Children are not able to reproduce the syllabic structure of words, phonemic development is also at a low level.

On the second level speech development defects of the sound side have a slightly different characteristic. Knowing how to correctly pronounce sounds in isolation, children distort them in words. Difficulties in the reproduction of syllabic structures are clearly revealed. One-syllable, two-syllable, and three-syllable words are difficult to pronounce.

On the third level speech development, the isolated pronunciation of sounds in children may approach normal, but there is a mixture of sounds that are similar in articulation and acoustic features, and rearrangements of sounds and syllables. These three levels are often similar. Therefore, with the help of a careful comparison of the manifested level of phonemic perception with the qualitative features of sound pronunciation defects, it is possible to establish a specific pathology.

When conducting a differential diagnosis of speech disorders in practice, it is necessary to take into account a number of principles. These include the following:

v The principle of systematic study (the implementation of this principle ensures the elimination of the causes and sources of the violation, and success is based on the results of a diagnostic examination).

v The principle of an integrated approach (this approach covers not only speech, intellectual, cognitive activity, but also behavior, emotions, the level of mastery of skills, as well as the state of vision, hearing, motor sphere, mental and speech statuses).

v The principle of dynamic study of the regularity of the normal and abnormal child. Differentiated diagnosis and correction of speech disorders.

v The principle of qualitative analysis (the use of a whole set of methods in diagnostics). At the same time, quantitative and qualitative differences are in close connection and determine the structure of the speech defect.

The methodology for studying the level of speech development involves:

Ø studying the level of speech communication, (pay attention to the ability to conduct a dialogue, listen, understand the interlocutor).

Ø study of the level of coherent speech of children (retelling of the text).

Ø study of children's vocabulary.

Ø study of the grammatical side of speech (the ability to independently form words).

Ø studying the state of the sound side of speech (identifying violations of the sound pronunciation of children, checking sounds in words and in phrasal speech).

Ø studying the level of practical awareness of the elements of speech (for example, how many sounds are in the word "house").

Ø complex method of speech diagnostics.

Ø processing and interpretation of the results.

An important link in the system of diagnosing a child's speech development is the examination of the sound side of his speech. The formation of the sound side of speech depends on the degree of formation of kinesthetic and phonemic perception in speech practice.

Pronunciation deficiencies can be observed in children in the process of normal speech development, but as the child grows, they disappear. Pronunciation disorders can be caused by anatomical deviations in the structure of the articulatory apparatus (lips, teeth, jaws, palate, tongue). With an incorrect structure of the lips, their complete closure does not occur, which is why, first of all, the pronunciation of lip and slot sounds (m, v, f) suffers. In case of violation of the dentition, the absence of teeth, many front-lingual sounds are distorted (“s”, “l”, “t”, “n”). Violation in the structure of the jaws (occlusion) also causes incorrect sound pronunciation. With defects in the palate (congenital non-union of the hard and soft palate, soft palate and uvula), the palatopharyngeal seal is broken, separating the nasopharyngeal and nasal cavities from the pharyngeal and oral, when pronouncing all speech sounds, except nasal (“m”, “n”). At the same time, the timbre of sounds, especially vowels, changes: speech acquires a nosal connotation.

Deviations in the movements of the tongue, sometimes due to its increased size or short hyoid ligament, can also adversely affect the pronunciation of many sounds. Various disorders of the innervation of the articulatory apparatus can also lead to abnormal development of sounds.

The types of corrective assistance, as well as the prognosis of the child's learning and development, depend on the timely and correct diagnosis of speech disorders in bilingual children.

The basis of diagnosis is the differentiation of errors of undeveloped bilingualism (interference) and errors caused by the underdevelopment of various aspects of speech (pathological).

The level of Russian language proficiency among children with bilingualism entering school is different: from minor impairments in the sound design of speech to almost complete ignorance of the Russian language. As experience shows, with the same level of proficiency in Russian, children with errors due to interference successfully master the educational material when an individual approach is carried out by the teacher. Children with pathological disorders experience significant difficulties in learning educational material, and without special speech therapy help, they develop chronic academic failure and secondary mental retardation.

The most reliable information about the nature of a speech disorder can be obtained by conducting a survey both in the native and non-native (Russian) languages. Teachers of the Russian and native languages ​​can help the speech therapist in conducting such an examination. In the absence of relevant specialists, the child's parents can partially help the speech therapist. They are asked how, in their opinion, the child speaks his native language in this moment, the anamnesis of speech development is clarified.

Since parents are not always objective when examining a child's vocabulary, in their presence, you can ask him to name a subject picture both in his native language and in Russian. If a child makes a mistake in their native language, parents are usually outraged and correct it. This technique can indirectly help to get an idea of ​​the active vocabulary of the native language.

Examination of the structure and mobility of the organs of the articulatory apparatus is carried out in the traditional way.

Examination of sound pronunciation is carried out by repeating isolated sounds, direct and reverse syllables, words with the sound of interest. When proposing to name objects depicted in subject pictures traditionally used to examine sound pronunciation, one should be aware of the possibility of errors due to interference.

When examining the phonemic perception of a child with bilingualism, you can use:

Pictures depicting everyday objects. The child names the object first in their native language, then in Russian (for a speech therapist who does not know the child’s native language, words can be written in reverse side pictures (in Russian transcription)). The child is invited to name the objects in the pictures in their native language and arrange them in 2 piles - for example, one with the sound [sh], the other with the sound [s]. The same work is done in Russian.

oral tasks, for example: raise your hand (clap your hands, etc.) when you hear the desired sound.

· assignments based on syllabic material, which allows to exclude errors coming from ignorance of the language. To eliminate interference, syllables containing phonemes common to both languages ​​are selected. The child is asked to repeat syllable sequences containing paired voiced and voiceless consonants, hissing and whistling (with the exception of those absent in their native language). It is the mixing of these phonemes that indicates a violation phonemic processes. The mixing of back-palatal sounds and consonants, paired in hardness-softness, as experience shows, occurs in most cases as a result of interference and is not a sign that diagnoses a speech disorder.

The examination of the syllabic structure of words is carried out in the traditional way. At the same time, it is important to take into account that the violation of the sound-syllabic structure of words may be due to sounds and their combinations that are unusual for the native language.

For example, the phonemes [ы] and [ш] are absent in the Armenian language; Turkic group there are no phonemes [u], [c], [v], [f]. If the speech therapist does not have knowledge about the phonetic features of the child's native language, words should be varied, fixing and analyzing errors.

It is desirable to conduct an examination of the grammatical structure of speech both in Russian and in the native language, because the presence of agrammatisms in the native language indicates speech underdevelopment and makes it difficult to master the Russian language.

If it is not possible to conduct an examination of the grammatical structure of speech in the native language, the speech therapist conducts an examination in Russian. (It should be remembered that in such languages ​​as Armenian, Georgian, Azerbaijani, there is no category of gender for nouns.

Therefore, violation of the agreement of adjectives, numerals and possessive pronouns with nouns can be attributed to errors due to interference (“new pen”, “red apple”, “one line”, “my mother”).

Such errors include violation of the agreement of a noun with a verb singular past tense (“the girl fell”, “the coat hung”), violation of control and the associated incorrect use of prepositions (“the ball was taken under the table”) - instead of “from under the table”, “fell in a tree” - instead of “fell from tree"). Features of the use of prepositions are associated with the grammatical structure of the native language. For example, in Armenian, prepositions are placed after the word they refer to.

To draw a conclusion about the need for speech therapy assistance to a child with bilingualism, a speech therapist should find out the level of understanding of the Russian language. The student is invited to follow the instruction of two or three points, to show where this or that object is drawn, this or that action, this or that spatial arrangement of objects.

A child who not only speaks Russian poorly, but also fails to cope with tasks that require at least an elementary understanding of Russian speech, has an unfavorable learning prognosis. To resolve the issue of ways of learning and types of corrective assistance to such a child, a thorough analysis of the data obtained as a result of medical, speech therapy, psychological examinations, taking into account anamnestic information, speech environment, and time spent in Russia is necessary.

At the end of the diagnostics, a study of non-speech processes is carried out. It is important for predicting the success of education and identifying disorders that predispose to the development of dyslexia and dysgraphia in the future. Psychologists attach decisive importance to the development of speech to the process of perception of various modalities: visual-objective, spatial, acoustic, tactile. Violations of various types of perceptions often underlie the violation of speech functions, therefore, the results of the diagnosis of non-speech processes are taken into account when conducting correctional and speech therapy work. Children with severe perceptual disturbances of various modalities also need remedial sessions with a psychologist.

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Introduction

Chapter II. Materials and methods of research of children of primary preschool age

2.1 Organization of the study

Conclusion

List of sources used

Introduction

This final qualification work is devoted to the topic:

"Differential diagnosis of speech disorders in children 3-3.5 years old". speech underdevelopment correctional preschool

The relevance of the study is due to the fact that at present in the theory and practice of speech therapy there is an interest in a differentiated assessment of speech disorders, as this is the rationale for the correction technique.

In the process of work, speech therapists and educators, for the most part, are guided by guidelines for the correction of general speech underdevelopment, which do not take into account the causes and patterns of speech formation disorders in children with dysarthria and alalia.

Meanwhile, the diagnoses with which children enter special children's institutions do not always reflect the mechanisms of speech impairment. In practice, there are children who, with the same diagnosis, have various speech disorders. Particularly great difficulties arise when distinguishing between OHP level II, due to dysarthria, and OHP level II, due to alalia.

Thus, today the issues of differential diagnosis of speech disorders with similar speech therapy symptoms are of particular relevance.

The manifestations of speech underdevelopment in preschool children have been deeply and comprehensively studied by many authors, such as: G.A. Kashe, R.E. Levina, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina and others, such researchers as E.F. Arkhipova, L.I. Belyakova, O.A. Tokareva, O. G. Prikhodko, E. N. Vinarskaya, L. S. Volkova, O. V. Pravdina, L.

V. Lopatin and others, the works of V.A. Kovshikova, M.E. Khvattseva, N.N. Traugott, E.F. Sobotovich, S.N. Shakhovskaya, B.M. Grinshpun, V.P. Glukhov and others.

But, despite this, the problem of distinguishing between the structure of the defect and the classification of ONR according to the existing "dysarthric" or

the "alalic" component is still acute. One of the strategic directions of modern speech therapy science is the creation of an optimal system of psychological, pedagogical and speech therapy assistance to children with speech disorders. Such an approach, in our opinion, will increase the competence of specialists in diagnostic issues, help them organize their work to overcome level II OHP in children, and make it more organized and productive.

This fact determined the choice and problem of the present study.

The object of the study is speech disorders in children with alalia and dysarthria.

The subject of our study is the differential diagnosis of alalia and dysarthria in children aged 3-3.5 years.

The subject is children with 2 levels of OHP, aged 3-3.5 years.

We proceed from the hypothesis that children with alalia and dysarthria will have differences in the formation of motor skills of the articulatory apparatus and the state of muscle tone; vocabulary, coherent speech and sound pronunciation, which should be taken into account when planning correctional work with preschoolers.

The purpose of the study was to investigate the features of speech disorders in children with 2 levels of OHP at 3-3.5 years.

To achieve this goal, we set a number of specific tasks:

1. Analysis of scientific and theoretical sources of literature on the research topic.

2. Examine the speech development and motor skills of children with OHP level 2.

3. Carrying out differential diagnostics within the framework of the ascertaining experiment.

4. Formulate conclusions on the work done.

In accordance with the purpose and objectives of the study, we used the following research methods:

theoretical: analysis of the literature on the research problem;

empirical: the study of medical and psychological-pedagogical documentation; ascertaining experiment, including speech therapy study using the technique of Filatova Yu.O. and Belyakova L.I. to examine the motility of the articulatory apparatus and the state of tone; methods of Bezrukova O.A. for examination of vocabulary and coherent speech; methods of Inshakova O.B. examination of sound pronunciation;

interpretational: analysis of the results of an experimental study.

The practical significance of the study lies in the fact that the results obtained can be used by speech therapists in corrective work with preschool children with dysarthria and alalia.

The sample of subjects was 8 preschoolers younger age(3-3.5 years), 4 children with alalia and 4 children with dysarthria, which ensures the validity of the results.

Structurally, the work consists of an introduction, three chapters, a conclusion, a list of references.

Chapter I Analysis scientific literature on research issue

1.1 Speech development of children is normal

Speech is the main means of human communication. Without it, people would not have the opportunity to receive and transmit information, to learn. Thanks to speech, human consciousness is enriched by the experience of other people and develops. Here, speech acts not only as a means of communication, but also as a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior.

The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, normal speech environment and on education and training, which begin from the first days of his life.

Belyakova L.I. notes that the entire period from one year to 6 years is considered sensitive for the development of speech.

L. S. Vygotsky noted that the initial function of a child’s speech is the function of communication, establishing contact with the outside world. At preschool age, the child's activity takes place together with adults, so communication is situational.

A. A. Leontiev divides the process of formation of speech activity in ontogenesis into several periods:

1st - preparatory (from the moment of birth to a year); 2nd - pre-preschool (from one to 3 years);

3rd - preschool (from 3 to 7 years); 4th - school (from 7 to 17 years).

The first stage of speech formation is the first three years of a child's life.

The development of speech in children under three years of age can be divided into three stages:

1. pre-speech stage (first year of life), during this period cooing and babbling occurs,

2. stage of primary language acquisition (pre-grammatical) - the second year of life,

3. stage of mastering grammar (third year of life).

The voice manifests itself in a person at the time of birth as an innate, unconditioned, protective reflex. In the future, on the basis of this reflex, through the formation of chain conditioned reflex reactions, a conversational and singing voice arises.

Orlova O.S., Estrova P.A. note that the first sounds of a child are screams, which are an unconditional reflex reaction to the action of strong stimuli (external and internal), usually of a negative nature (cold, pain, hunger, etc.), perform a protective function. The child begins to make these cries immediately after birth, reacting to light; they serve as the basis for the subsequent development of sound-producing speech. Already in the first cries of the baby, one can distinguish the similarity of some vowels and consonants such as aa, ua, nee, etc.

In the process of ontogenesis, the cry of a newborn changes intonation in strength, pitch, timbre, and length. Its communicative orientation is also formed. It is believed that crying is the first vocal manifestation of a child.

Imitation gradually develops at the end of the first, beginning of the second year of a child's life. Regular repetition of a new word will contribute to the appearance of the first undivided words, that is, babble will appear, which consists mainly of stressed syllables.

The process of mastering intonation begins in a child already at the stage of cooing, and by the end of the first year of life, on the basis of the intonation system of the language of adults, mastery of the system of phonemes begins.

The first words appear by the end of the first year of life. This period coincides with a new stage in the development of psychomotor.

Phrasal stress and interrogative intonation are formed only in the second year of life: by this age, the child develops the ability to modulate various emotions with his voice, there is a sharp quantitative increase in various sound combinations of babble and the subsequent appearance of the first words.

According to E.A. Arkhipova, the growth of the dictionary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months. -

39 words, 2 years - 300 words, 3 years 6 months - 1110 words, 4 years - 1926 words.

Closer to two years, the child's vocabulary begins to grow rapidly, which is about 300 words by the end of the second year.

In the course of the development of the meaning of the word, as a rule, in children from 1 to 2.5 years old, the phenomenon of a shifted reference is noted. At the same time, the transfer of the name of one object to others, which are associated with the original object, is noted. At the same time, as the vocabulary develops, the meaning of the word gradually narrows, because in communicating with adults, children learn, clarifying their meanings and correcting the use of old ones.

L. P. Fedorenko defines several degrees of generalization of words in terms of meaning.

The zero degree of generalization is the names of a single object and proper names. By the end of the 2nd year of life, the child masters the words of the first degree of generalization, thereby beginning to understand the generalizing meaning of objects, qualities - common nouns, actions.

At the age of 3, children begin to master the word, the second degree of generalization, denoting generic concepts (toys, clothes, dishes) and actions in the form of a noun.

Starting from the age of four, the child's phrasal speech becomes more complicated. On average, a sentence consists of 5-6 words. The speech uses prepositions and conjunctions, complex and complex sentences. At this time, children easily memorize and tell poems, fairy tales, convey the content of the pictures. At this age, the child begins to verbalize his play actions, which indicates the formation of the regulatory function of speech.

By the end of the fifth year of life, children fully assimilate the everyday vocabulary.

At the age of five, children learn words denoting generic concepts, that is, words of the third degree of generalization (trees, flowers, plants), quality adjectives (white, black), verbs - movements that will be the highest level of communication for words of the second stage of generalization .

At the age of five or six years, the child must master the types of declensions and conjugations. In speech, there are already collective nouns and new words that are formed with the help of suffixes.

By the end of the 5th year of life, the child masters contextual speech, that is, he can create a text message himself. His statements already resemble a short story in form. In the active dictionary, there are many words that are complex in terms of lexical-logical and phonetic characteristics. The utterances include phrases that require the agreement of a large group of words.

Together with the quantitative and qualitative enrichment of speech, an increase in its volume in the speech of a six-year-old child, one can see an increase in grammatical errors, incorrect word changes, violations in the structure of sentences, difficulties in planning the statement.

Approximately by the end of the age of six, the formation of the child's speech in the lexical and grammatical terms can be considered complete.

At the age of seven, the child uses words that denote abstract, generalized concepts; in speech there are words with figurative meaning. By this age, the child fully masters the colloquial and everyday style of speech.

The sound-producing side of a child's speech in the seventh year of life is already more close to the speech of an adult, taking into account the norms of literary pronunciation. Usually, children have a fairly developed phonemic perception, possess a number of sound analysis skills (determine the number and sequence of sounds in a word), which is a prerequisite for literacy.

So, by the time of admission to educational institution the child, according to Shashkina R.G., Zernova L.P., has a well-formed sound pronunciation, well-developed all aspects of speech, which helps him to effectively master the program material at school.

By school age, the child develops contextual (i.e., abstract), generalized on a visual basis, speech.

During schooling, there is a conscious assimilation of one's own speech and language in general. The leading role belongs writing. Children master sound analysis, learn the grammatical rules for constructing statements. Stabilization of the voice in girls is noted by the age of 15, while the voice of boys continues to change until the age of 20 and beyond.

After leaving school, the process of self-development of speech begins.

Thus, the development of speech depends on the environment, on communication with adults. The development of a child's speech is a complex, diverse and rather lengthy process. Children do not immediately master the lexical and grammatical structure, inflections, word formation, sound pronunciation and syllabic structure. Some groups of linguistic signs are assimilated earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already

learned, while others are only partially mastered. At the same time, the assimilation of the phonetic structure of speech is closely connected with the general progressive course of the formation of the lexical and grammatical structure of the native language.

1.2 Speech delay and speech underdevelopment

Currently, there is an increase in the number of children with various speech disorders, especially the percentage of children with speech defects of preschool age.

Deviation in the development of speech is determined by constitutional factors, chronic somatic diseases, long-term adverse conditions education and, first of all, organic insufficiency of the central nervous system.

The problem of studying children with various speech disorders is quite well studied in theoretical and practical terms, the works of Volkova L.S., Levina R.E., Belyakova L.I., Filatova Yu.A., Volkovskaya T.N. are devoted to the study of this problem. , Shakhovskoy N.S., Agranovich Z.E., Babina G.V., Filicheva T.B., Tumanova T.V., Chirkina G.V., Zhukova N.S., Mastyukova E.M., Vorobieva V. .K., Glukhova V.P., Grinshpuna B.M., Fimenkova N.E., Seliverstova V.I., Cheveleva N.A., Kovshikova V.A., Spirova V.A., Lalaeva R.L. . and etc.

To date, in speech therapy, there are 2 classifications of speech disorders - clinical and pedagogical and psychological and pedagogical (pedagogical).

All types of speech disorders, which include clinical and pedagogical classification, are divided into 2 groups: oral speech(alalia, bradilalia, takhilalia, stuttering, dyslalia, rhinolalia, dysarthria, aphasia) and writing disorders (dysgraphia, dyslexia).

Psychological and pedagogical classification arose in connection with the need for speech therapy influence in the conditions of work with a group of children (group, class).

This classification allows you to distinguish groups of speech disorders and their types:

1. Violation of the means of communication: phonetic disorder, phonetic-phonemic speech underdevelopment and general speech underdevelopment (OHP).

2. Violations in the use of means of communication (stuttering).

3. Complex defect (stuttering complicated by general underdevelopment of speech).

So, in the pedagogical field, underdevelopment of speech of various origins can be called ZRR (“delayed speech development”, as a rule, this diagnosis is used in relation to a child under 5 years old) or ONR (“general underdevelopment of speech”, usually the term is used in relation to a child from 5 years).

Note that delayed speech development (SRR) is the acquisition of speech later than the norm. Speech delay can result from psychosocial deprivation, hearing loss, mental retardation, autism, selective mutism, severe neonatal brain damage, cerebral palsy, late maturation, or bilingualism, to name a few. Speech development delay is given to children under four years of age. If the child's speech problems persist in the future, another term is used: general underdevelopment of speech.

General underdevelopment of speech is one of the most common speech defects, in this regard, we will consider it in more detail.

General underdevelopment of speech is a polyetiological defect. It can act both as an independent pathology, and as a result of other, more complex defects, such as alalia, dysarthria, rhinolalia, etc. An independent, or pure (only), speech defect is considered if sound pronunciation and phonemic perception, as well as vocabulary and grammatical structure of the language, are unformed in accordance with the age norm.

In speech therapy, the concept of "general underdevelopment of speech" is applied to a specific form of speech pathology in children with normal hearing and primary intact intelligence, when there is a violation of the formation of all components of the speech system, which is based on difficulties in mastering language units and the rules for their functioning.

According to S.N. Shakhovskaya, the general underdevelopment of speech is "multimodal disorders that manifest themselves at all levels of the organization of language and speech."

This underdevelopment of speech in children is expressed in varying degrees: from the complete absence of speech to small deviations from the norm. The first three levels are identified and described in detail by R.E. Levina, the fourth level is presented in the works of T. B. Filicheva.

Let's consider them in more detail.

The lowest is the first level, when the child does not master the commonly used means of communication. At this level, when describing the speech capabilities of children, the name "speechless children" is often encountered, but one should not understand this definition literally, since in independent communication such a child uses a number of verbal means: onomatopoeia and sound complexes, fragments of babbling words. The speech of children at this level may have diffuse words that do not have analogs in their language.

A characteristic feature of children of the I level of speech development is manifested in the possibility of multi-purpose use of the means of language that they have: onomatopoeia and words denote objects, phenomena, their signs and actions that they perform. These facts show the exceptional scarcity of the lexicon, so children are forced to resort to the active use of non-linguistic means - facial expressions, gestures, intonation. At the same time, there is a pronounced poverty in the formation of the impressive side of speech in children.

It is quite difficult for children to understand some simple prepositions ("in", "on", "under", etc.), but also grammatical categories of singular and plural, feminine and male, present and past tenses of verbs, etc.

The sound side of speech can be characterized as phonetic uncertainty.

The pronunciation of sounds is diffuse in nature, which is due to the low possibilities of their auditory recognition and unstable articulation.

In pronunciation, there are only oppositions of vowels - consonants, oral - nasal, some explosive-fricatives.

Phonemic development is in its infancy. characteristic feature speech development of this level is the limited ability to reproduce and perceive the syllabic structure of the word.

Summarizing all of the above, we can conclude that the speech of children at this level is incomprehensible to others and has a rigid situational attachment.

Level 2 - the beginning of the development of phrasal speech. The active vocabulary already consists of a distorted, significantly late from the age norm, but nevertheless a constant stock of commonly used words.

A characteristic feature is the appearance in the speech of children of two or three, and even a four-word phrase. When a child combines words into phrases and in a phrase, then the same child, how to use the methods of coordination and control correctly, can also violate them.

Glukhov V.P. writes that communication is carried out not only with the help of gestures and incoherent words, but also through the use of fairly constant, albeit very distorted in phonetic and grammatical terms, speech means.

In the arbitrary speech of children, simple prepositions and their babbling variants sometimes appear. Sometimes, a child with the second level of speech development skips a preposition in a phrase or incorrectly changes the members of a sentence by grammatical categories.

In comparison with the first level, there is a noticeable improvement in the state of the child's vocabulary not only in quantitative but also in qualitative parameters: some numerals and adverbs appear, the scope of used nouns, verbs and adjectives expands, etc.

However, the poverty of word-formation operations leads to errors in the understanding of prefixed verbs and the use of possessive and relative adjectives, nouns with the meaning of the acting person.

It is also possible to observe difficulties in the formation of abstract and generalizing concepts, a system of antonyms and synonyms. The speech of children with this level often seems obscure due to a gross violation of the syllabic structure of words and sound pronunciation.

The third level of speech development can be characterized as a detailed phrasal speech with elements of underdevelopment of grammar, phonetics and vocabulary. They are expressed more clearly in different types of monologue speech. Characteristic for the third level will be the use by children of simple common, as well as some types of complex sentences, a lag in mastering the grammatical structure of speech, poverty and scarcity of vocabulary, a transition from a dialogic form of speech to a contextual one.

Understanding of speech develops significantly and approaches the age norm.

The fourth level was identified by T.B. Filichev. At the fourth level of speech development, the author identifies violations of vocabulary, violations of coherent speech and word formation. Word-formation disorders appear in the difficulties of differentiating related words, in the impossibility of completing tasks for word formation, in misunderstanding the meaning of word-forming morphemes. .

T. Filicheva singles out alalia separately as a complex speech disorder. At the same time, it characterizes children with general underdevelopment of speech and points (according to G. Levin's theory) to three levels of speech pathology.

Alalia is a systemic underdevelopment of speech activity, a disorder of the speech functional system, as a result of a direct violation of the functions of the speech-motor and speech-auditory analyzers.

Alalia is not just a temporary delay in speech development. At the same time, the entire process of the formation of speech is disrupted, which occurs in the conditions of a pathological state of the central nervous system. Sometimes individual manifestations of alalia are outwardly similar to certain elements of the normal speech development of a child at an early stage. Conditionally - the reflex activity of the underdeveloped brain corresponds to a certain extent to its activity in early period normal formation of children's speech. But there is no perfect match. In children with normal speech development, one stage follows another quickly and smoothly. In cases with alalia, disharmony in the development of certain mental functions is traced.

Alalia is heterogeneous in its mechanisms, manifestations and severity levels of speech underdevelopment. With alalia, speech and non-speech symptoms are characteristic.

Depending on the localization of damage to the speech areas of the cerebral hemispheres (Wernicke's center, Broca's center), two forms of alalia are distinguished: motor and sensory.

E. Sobotovich emphasizes that the division of alalia into sensory and motor early stages child development is conditional. Only later, with constant monitoring of the child in various life situations, we can identify the leading mechanisms of violation.

The lack of formation of the expressive aspect of speech in motor alalika leads to some decrease in speech understanding. Therefore, the most common form of alalia is not a pure form, but a mixed one: motor alalia with a sensory component (sensory-motor alalia). .

The underdevelopment of the function of the corresponding apparatus leads to the fact that Alalik children lack fine motor components of the functions of the speech apparatus. Violation of the analytical and synthetic activity of the speech-motor analyzer in motor alalia can be of a different nature, namely: oral apraxia, difficulties in mastering the sequence of sounds, their switching. In this regard, the search for the correct articulation, the inability to immediately perform certain articulation movements or a set of sequential movements are often observed in alaliki.

Under normal conditions, articulatory movements and related kinesthetic impulses coming from the speech apparatus to the cerebral cortex play a significant role in the process of sound analysis and synthesis, help to clarify the sound composition of a word, and maintain the correct sequence of the sound series. The weakening of the tone of the central section of the speech-motor analyzer causes difficulties or makes it impossible to perceive subtle and weak kinesthetic impulses. Gross kinesthesias are perceived and analyzed.

As a result, with motor alalia, sometimes there is insufficient perception and understanding of addressed speech. According to the observations of N. Traugot, 70% of patients with motor alalia understand the speech addressed to them well, 20% have a reduced understanding and 10% understand it poorly.

It is typical for Alalik children that speech appears late and has a peculiar development: the vocabulary is enriched slowly, it is used incorrectly in speech practice. Due to the weak motor structure of a word, a child often cannot find the correct sequence of sounds in a word and words in a phrase: he cannot switch from one word to another. This leads to paraphasias, permutations, perseverations, contaminations, etc.

The active vocabulary of alalika consists of 5-10 poorly pronounced monosyllabic babble words, onomatopoeia or names of people close to the child: “ma” (mother), “ba” (grandmother), “av” (dog), “ks” (cat), “ bi - bi "(machine). The alalik implements speech imitation of adults in compound complexes of 2-3 sounds (consonant + vowel or vice versa). The child reinforces his statement with gestures, facial expressions, intonation, which can be understood only in a specific objective situation.

The passive vocabulary of alalika is everyday, limited, mainly subject. It can execute instructions with one or two tasks. There are no generalizing concepts of signs of objects. The verbal forms of the present, past tense, perfect, imperfect form the child does not distinguish. Sometimes alaliki have a delay in intellectual development of a secondary nature. Alalik's attention is unstable, memory is weakened, there is a slow pace of thinking, poverty of logical operations, the ability to generalize and abstract is reduced. In such a contingent of children, there is a lack of formation of motor, mental functions: motor awkwardness, discoordination of movements, psychophysical disinhibition. Sometimes pathological personality traits develop: negativism, increased irritability. The mental development of such children is ahead of the development of the speech system. They develop early criticality to their nonverbal state. These children are emotional, show interest in toys, games and strive for cognitive activities. Some alaliki experience their condition very painfully, especially when they cannot answer a phone call: tears and despair appear. .

Let us turn to the consideration of dysarthria. According to the definition of M. A. Povalyaeva, dysarthria is a violation of pronunciation, characterized by insufficient innervation of the speech apparatus.

L. S. Volkova notes that the leading defect in dysarthria is a violation of the sound-producing and prosodic side of speech, which is associated with an organic lesion of the central and peripheral nervous system.

Defining dysarthria, most scientists do not start from the exact meaning of this term, but interpret it more broadly, classifying articulation disorders, voice formation, tempo, rhythm and intonation of speech as dysarthria.

L. O. Badalyan emphasizes that with dysarthria, along with impaired pronunciation, there is often a delay in the development or underdevelopment of other components of the speech system (lexico-grammatical side of speech, phonemic hearing, etc.), as well as general motor skills.

The above deviations are expressed to varying degrees and in various combinations depending on the localization of the lesion in the central or peripheral nervous system, on the severity of the disorder, and on the time the defect occurred.

Disorders of articulation and phonation, which impede, and sometimes completely prevent articulate sonorous speech, act as a so-called primary defect, leading to the appearance of secondary manifestations that complicate its structure.

Children with different forms of dysarthria differ from each other in specific defects in sound pronunciation, voice, articulatory motility, they require different methods of speech therapy and these defects can be corrected to varying degrees.

There are several forms of dysarthria: mild, bulbar, pseudobulbar, extrapyramidal (or subcortical), cerebellar, cortical.

The classification of dysarthria according to the degree of intelligibility of speech for others was proposed by the French neuropathologist G. Tardier (1968). The scientist determined 4 degrees of severity of speech disorders in this group of children.

The first, easiest degree, when sound pronunciation disorders are determined only by a specialist during the examination of the child.

The second - violations of sound pronunciation can be noticed by anyone, while speech is understood by everyone around.

Third, speech can be understood only by those close to the child and partly by those around him.

The fourth, most difficult, is the lack of speech or speech is practically incomprehensible even to the relatives of the child (anarthria), which is understood as the complete or partial absence of the possibility of sound pronunciation due to paralysis of the speech motor muscles. According to the severity of the manifestation of anartria, it can be different: severe - the complete absence of speech and voice; moderate - the presence of only voice reactions; light - the presence of sound-syllabic activity.

The main signs of dysarthria in children are defects in sound pronunciation, voice disturbances, movement disorders of the articulation organs and respiratory disorders, violations of fine and general motor skills.

Features of the articulatory apparatus of children with dysarthria: spasticity, paresis, hyperkinesis, apraxia, tongue deviation, hypersalivation.

With dysarthria, there are always violations speech breathing, which is associated with a violation of the innervation of the respiratory muscles and a delay in the maturation of the respiratory system. These violations are manifested in the form of a greater frequency, insufficient depth, violations of the rhythm of breathing. Violations of the voice and the melodic-intonation side of speech are associated with movement disorders and paresis of the muscles of the soft palate, vocal cords, and larynx muscles.

Disorders of sound pronunciation and prosody affect speech intelligibility, intelligibility and expressiveness. The sounds that the speech therapist has set, the child does not automate, does not use in speech. During the examination, it is determined that many children who distort, skip, mix or replace sounds in speech, are able to pronounce these sounds correctly in isolation.

E.F. Arkhipova notes that children with dysarthria can be conditionally divided into 3 groups.

First group. Children with a violation of sound pronunciation and prosodic. They have a good level of speech development, but there are difficulties in mastering, distinguishing and reproducing prepositions and prefixed verbs.

Second group. These are children in whom a violation of sound pronunciation and the prosodic side of speech is combined with an unfinished process of the formation of phonemic hearing. In this case, single lexical and grammatical errors occur in children in speech.

Thus, in children, the lack of formation of auditory and pronunciation differentiation of sounds is ascertained. The vocabulary of children lags behind the age norm. Many people experience difficulties in word formation, make mistakes in matching a noun with a numeral, etc. This group of children has phonetic and phonemic underdevelopment.

Third group. These are children who have a persistent polymorphic impairment of sound pronunciation and a lack of the prosodic side of speech combined with an underdevelopment of phonemic hearing. As a result, during the examination, a poor dictionary is noted, pronounced errors in the grammatical structure, the impossibility of a coherent statement, and significant difficulties in mastering words of various syllabic structures. All children in this group demonstrate undeveloped auditory and pronunciation differentiation. It is significant to ignore prepositions in speech.

Thus, a characteristic sign of dysarthria in children is a pronounced underdevelopment of all aspects of speech - phonemic, lexical, syntactic, morphological, all types of speech activity and all forms of written and oral speech.

In a logopedic study of the speech development of preschoolers the largest number they are concerned with the problem of general underdevelopment of speech. The concept of "general underdevelopment of speech" was formulated by R.E. Levina in the middle of the last century and up to the present time has not lost its relevance. At the same time, there are more and more studies that concern the differentiation of speech disorders in a group of children with general underdevelopment of speech. The clinical approach in the definition of speech disorders is increasingly gaining ground. Further accumulation of research in the clinical direction is an urgent task of speech therapy. Particularly promising, in our opinion, is the selection of children with clinical diagnoses of dysarthria and alalia.

Chapter II. Materials and methods of research of children of primary preschool age

2.1 Organization of the study

Experimental work was carried out on the basis of MDOU No. 1179 in Moscow.

This study was carried out in three stages.

At the first stage (from September 20 to November 1, 2015), preparatory work was carried out: setting and clarifying the theme of graduation qualifying work, selection and study of literature on the research problem, primary observation of children, collection of anamnestic data, analysis of medical and pedagogical documentation.

At the second stage (from November 2 to November 30, 2015), a theoretical analysis of the research problem was carried out, its objectives, purpose, hypothesis were determined, a stating experiment was carried out in order to examine the speech characteristics of preschoolers with OHP and an analysis of the data obtained was carried out. At the third stage (from December 3 to December 30, 2015), summing up and formulating the conclusions of the entire work was carried out.

The purpose of the experimental work was to identify the differences between alalia and dysarthria.

To achieve the goal and confirm the hypothesis, the following tasks were set:

1. Select a set of psychodiagnostic and research methods that are adequate to the objectives of the study, which will allow you to effectively assess the level of speech development in preschoolers.

2. Examine the motor skills of the articulatory apparatus, the state of tone, vocabulary and coherent speech, sound pronunciation.

3. Analyze the results of the work done.

The sample of subjects consisted of eight children: 4 children with alalia and 4 children with dysarthria, which ensures the validity of the results.

In this study, 3 methods were used:

1) Methodology Filatova Yu.O. and Belyakova L.I. to examine the motility of the articulatory apparatus and the state of tone.

2) Methodology Bezrukova O.A. for examination of vocabulary and coherent speech.

3) Methodology Inshakova O.B. sound examination.

The diagnostic material was selected taking into account the kindergarten program. All tasks are offered to children individually. To process the results, we used a point-level evaluation system.

Conducting a survey of preschoolers requires compliance with the following principles:

1. The ontogenetic principle, that is, the sequence of development of speech functions in ontogenesis should be taken into account.

2. The principle of maximum use of different analyzers.

3. The principle of consistency.

4. The principle of an integrated approach. A comprehensive thorough examination and assessment of the developmental features of the child is required.

5. The principle of gradual complication of tasks.

6. The principle of accounting for leading activities: namely, in the game.

7. The principle of dynamic learning. The principle includes the use of diagnostic techniques, taking into account the age of the subject and the determination of his potential.

8. The principle of qualitative analysis of data obtained during diagnostics. Qualitative analysis of the results obtained in the examination of speech cannot be opposed to taking into account quantitative data. A quantitative and qualitative approach should be combined in data analysis.

2.2 Analysis of the results

The main goal of this study at this stage was to identify the differences between alalia and dysarthria.

The study of preschoolers included the following sections:

1. Examination of the motility of the articulatory apparatus and the state of tone.

2. Examination of vocabulary and coherent speech.

3. Examination of sound pronunciation.

After an experimental study with preschoolers, we got the following results.

Let's start the analysis with the first diagnostic technique, the purpose of which was to determine the level of development and features of the development of articulatory motility and tone.

The technique for studying articulatory motor skills included a number of articulation exercises that the children had to repeat after a speech therapist, and made it possible to determine the features of maintaining the posture of the tongue and lips.

The results of the examination of the motility of the articulatory apparatus are presented in Table 1.

Table number 1. Examination of the motility of the articulatory apparatus

	Children with dysarthria	Children with alalia
Suggested Exercises	Child's name	Performance / Points	Child's name	Performance / Points
Holding lips in position "smile"
			Series M.
Holding lips in position
			Series M.
Holding lips in position "pipe"
			Series M.
Holding tongue in posture "spatula"
			Series M.
Holding tongue in posture "needle"
			Series M.
Holding the tongue in the "sail" position
			Series M.
Switching lip movements "smile"- "pipe"
			Series M.
Touching with the tip of the tongue alternately the right and left corners of the mouth "clock"
			Series M.
Click your tongue "horses"
			Series M.

Average level: 3 points - the movements were performed incompletely, the pace was reduced, a long search for a pose.

So, as we see from the data obtained, preschoolers with alalia coped better with the tasks of this series. All subjects of this group (100%) showed a result above the average. We noted that the children had a normal pace of completing tasks, all movements were accessible to children, and understanding of the instructions was not difficult. Some difficulties arose in children when holding the “spade”, “needle”, “sail” postures, not all children can click their tongues like a horse. When performing, we noted a slightly reduced pace and a long search for the desired position.

In the group of children with dysarthria, we were able to diagnose only one child (25%) with a level above the average development of articulatory motor skills. 50% of children showed an average level, one child (25%) had a level below the average. Children with dysarthria found it much more difficult to perform given task, they needed repeated repetition of the instructions and demonstration of the action, the pace of performance was rather slow, we noted increased distractibility when performing tasks, even after the help of the experimenter, the children completed part of the task with great effort (they did not move their lower jaw, the movements of the tongue were clumsy). It should be noted that the performance of articulatory movements was difficult, there were only attempts to stick out the cheeks with the tongue and move the lips - “smile”. In children, synkinesis (friendly movements), twitching, cyanosis, difficulty in maintaining a posture, switchability, lack of symmetry during execution, etc. were noted.

Diagram 1.

High above average Average below average Low

Diagram 1 shows a comparative description of the children being tested. As can be seen from the data obtained, children with alalia have a higher level of development of articulatory motor skills than their peers with dysarthria.

The second series of tasks of the first technique was aimed at examining the state of tone. The children were offered tasks to study static and dynamic coordination, simultaneity of movements, fine motor skills, mimic movements.

The results of the study are shown in table 2.

Table number 2. Examination of the state of tone

	Children with dysarthria	Children with alalia
Suggested Exercises	Child's name	Performance / Points	Child's name	Performance / Points
Static coordination test: maintaining a given posture
			Series M.
Dynamic coordination examination: jumping on the right, then on the left leg
			Series M.
Examination of the simultaneity of movements
			Series M.
Examination of fine finger movements
			Series M.
Examination of arbitrary facial movements
			Series M.

Point-level grading system:

Low level: 1 point - failure to complete or refuse to complete tasks.

The level is below average: 2 points - it is not possible to perform the movement, lethargy, tremor.

Average level: 3 points - the movements were performed incompletely, the pace was reduced, the search for a pose was long.

Above Intermediate: 4 points - movements are available, volume is normal, pace and switching are somewhat slow.

High level: 5 points - all movements are available, the execution is accurate, the volume is full, the tone is normal, the pace is good, the posture is free, the switchability is not disturbed.

The data obtained indicate that children with alalia coped better with the proposed tasks. The level above the average was recorded in 1 child (25%), the remaining 3 children (75%) completed the tasks, showing an average level, which corresponds to the age norm. Children have well-developed voluntary mimic movements and dynamic coordination, movements are accessible to children, and switching is slightly reduced. Some difficulties arose when performing exercises for examining fine motor skills, and there was also a lack of simultaneity in performing movements.

Diagram 2.

high above average medium below average low

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DIFFERENTIAL DIAGNOSIS OF NARUSHE SPEECH IN CHILDREN

Diagnosis of speech disorders is of great practical importance. Psychological and pedagogical classification of speech disorders allows to determine their symptomological level and describe the external symptoms of language (speech) underdevelopment in children, identify impaired speech components (general underdevelopment, phonetic and phonemic underdevelopment, phonetic disorders, etc.). Clinical and pedagogical classification directs the speech therapist's attention to the anatomical and physiological mechanism (pathogenesis) of the disorder, allows you to answer the questions:

What factors cause speech impairment (social or biological);

On what background does it develop (organic or functional);

In what link of the speech functional system is it localized (central or peripheral);

What is the depth (degree) of violation of the central or peripheral apparatus of speech;

The time of its occurrence.

These data also tell the speech therapist in which cases the speech therapy impact is sufficient to overcome the speech disorder, and in which cases the organization of a complex medical and pedagogical impact is necessary.

Methodological association of speech therapists of branches of the MOU "CD and K" and senior speech therapists of MDOU, OU, SKOU, UIT in 2004 - 05 academic year. year purposefully worked on the differential diagnosis of speech disorders. Uniform approaches and a sequence to the diagnosis of speech disorders were developed, options for the ratio of 2 classifications, and forecasts were determined for speech therapy impact and made tables. The table data is given below:

The development of speech in preschool children is normal (according to M.F. Fomicheva).

Delayed speech development compared to normal speech development.

Differential diagnosis of speech disorders of the OHP level I.

General underdeveloped speech of the second level (OHP II level)

General underdevelopment of speech of the third level (OHP level III)

General underdevelopment of speech of the fourth level(OIIPIV level)

Phonetic-phonemagic underdevelopment (FFN)

Phonetic underdevelopment of speech (FNR)

9-10 Differential diagnosis of stuttering

11-12 Diagnosis of dyslexia

13-14 Diagnosis of dysgraphia

15. Diagnosis of dysorphography

We hope that these data on differential diagnostics will help speech therapists not only in identifying speech disorders, but also in the correct organization of the provision of speech therapy assistance to both preschoolers and schoolchildren.

Speech development of preschool children is normal (according to M.F. Fomicheva)

Table No. 1

№

Age

Sound pronunciation

Dictionary

Phrasal speech

Grammar

3 months

Cooing

6-9 months

babbling

12 months

First words

24 months

Vowels: a, e, y; s, e-indefinite.

Consonants of early ontogenesis: m, n, p, b, d, t, g, k, x and their soft variants. Consonants of late ontogeny individually

Items, actions

The beginnings of phrasal speech

2-3 years

Hard and soft labials (m, m", p, p", b, b") , s", l")

Back-lingual (k, k, g, g, x, x")

up to 500 words there are elisions

Elementary judgments from one-word and multi-word sentences

Do not always use conjunctions and prepositions

3-4 years

The consonants are pronounced softly. Whistling and hissing are reduced. Sonorants "l, r" are skipped or replaced by sounds "l", y"

800-1000 words elision and perseveration occur

Short phrases, gradually y lasting and becoming more complex

Word order and linking may be disturbed

4-5 years

The pronunciation of individual sounds in some children may not yet be formed: hissing sounds are not pronounced clearly enough; not all children know how to pronounce the sounds "l, r".

1900-2000 words Rare perseverations and elisions

Coherent, consistent, consists of common and complex phrases

Rare agrammaticism

5-6 years

Almost all sounds are formed or are in the process of automation. The differentiation of whistling and hissing, as well as sonorants in some children is not completed.

up to 2500-3000 words. There are no perseverations either, the only exceptions are some unfamiliar words, such as "excavator".

Children answer questions, retell well-known fairy tales, stories.

Rare agrammaticism

6-7 years old

All sounds are formed. The differentiation of soft and hard consonants, voiced and deaf, whistling and hissing is completed.

up to 3000-3500 words. The syllabic structure is not broken. Polysyllabic, but frequently occurring words are pronounced without errors (electricity, aquarium, policeman).

Children fully and correctly tell and retell.

Rare, single agrammatism when using complex sentences

Causes of delayed speech development.

Emotional deprivation (lack). If the baby was deprived in the first two years of life of close communication with the mother or the person replacing her, he, as a rule, does not catch the eye of an adult, his face is indifferent, amimic, the child does not laugh and almost does not cry. Without emotional contact with another person, the child does not have a need for communication, including speech.

Perceptual (sensual) deprivation. The insufficiency of sensory experience is expressed in the narrow outlook of the child, in his meager awareness. The child does not have the opportunity to implement various objects, their properties and qualities; Gradually, the need for this also fades away in the baby. In the absence or sharp narrowing of sensory experience and subject-practical activity, a ZRR arises, since speech at an early age is an expression of visual-effective forms of thinking.

We often observe the first two causes of RDD in the case of the so-called hospital syndrome (lack of impressions and communication in a child in a hospital bed), in children of socially immature or busy parents, and also as a result of increased parental care (overprotection), when parents create such a protective regime in which the child has no freedom of action and no needs arise, since all needs are forestalled by the parents. To name an object, the child must demand it, want to pick it up, and react emotionally to it.

Stop at the stage of naming the subject. The resulting speech, more often babble, consists in such a child of an insignificant number of words, denoting mainly objects. But the extremely primitive, narrowed activity of the child together with adults, the naming of only nouns by adults without the use of other parts of speech hinder the formation of phrasal speech, narrow the zone of proximal speech development.

Functional immaturity of speech areas of the brain (the so-called tempo delay, when speech develops harmoniously at a later date).

Somatic disorders: violations of the functions of the respiratory organs, insufficiently developed vocal cords, adenoids, etc. - negatively affect the quality of speech (nasal, whispered speech, the inability of the child to pronounce the phrase in a single speech exhalation).

Consequences of PEP (postnatal encephalopathy), i.e. Organic damage to the central nervous system during childbirth and in the postpartum period can be expressed in varying degrees - from very severe manifestations to noticeable only to a neurologist, but they, as a rule, play a decisive negative role in early speech development.

Secondary RRR as a result, impaired hearing, vision, intelligence, motor-motor sphere (ICP).

Delayed speech development by the age of three in children can have a different outcome from complete correction within a year (uncomplicated options 1,2,3) to the determination of refined speech diagnoses (the most severe option is motor alalia, i.e. the impossibility of speech lesions due to organic damage to the central nervous system ). During this period, the development of stuttering should be prevented, especially in the presence of factors5,6. With a refined diagnosis of factor 7, children are shown a placement in a profiling institution according to the leading diagnosis or a visit remedial classes specialists: audiologists, typhlopedagogues, oligophrenopedagogues.

Delayed speech development compared to normal

speech development

Speech therapy work with young children is a young direction in correctional pedagogy.

Medico-psychological and pedagogical commissions send young children to speech therapy groups with the conclusion of the ZRR. It is difficult to diagnose young children, therefore, it is necessary to collect a detailed speech history.

Speech therapists know the concept of the age norm.

Table number 2.

Common indicators of normal speech development

Indicators of speech delay

stage

months:

reflex cry (loud, clear, with short inhalation and prolonged exhalation)

reflex sounds

It is typical for children with lesions of the central nervous system, which result in speech disorders.

Scream is very quiet

individual sobs,

inhalation screams,

piercing cry.

II - stage

5 months:

Scream Qualitative Change

the intonation characteristic of the cry develops (pain, hunger, discomfort, wet diapers)

the smile and conversation of an adult in a child appears cooing (vowel sounds predominate).

month. Laughter on the exhale is the training of speech breathing. There is a transition from reflex sounds to communicative ones.

The cry is monotonous without intonation.

rare sound buzzing

lack of laughter

III - stage - babbling 5-6 months:

physiological changes occur in the structure of the speech apparatus (the oral cavity increases, the tongue becomes more mobile)

sound complexes appear + a combination of labial and lingual consonants with vowels (ma, ba, pa)

the appearance of babbling, repeated pronunciation of syllables under the control of hearing

If there are no sound complexes turning into babble, it may be deafness. Babble is of great importance in the development of speech.

During the babbling period, separate articulations are connected into a linear sequence, which is considered an essential mechanism of syllabic formation.

IV - heyday of babbling 6-7 months:

Active babble (communication with adults). In a healthy child, babbling is an independent activity, an understanding of addressed speech develops. Babble has a certain meaning (babble words that make sense), p-p", b-b", m-m", h-h", k-k", uh, a

The babbling is significantly delayed, the child uses pseudo-words that do not have a specific meaning.

8-9 months

communication of a child with an adult through subject-effective means

The insufficiency of objectively effective communication with adults (isolation from the family) leads to a delay in the development of speech. In children with damage to the central nervous system with MMD, persistent reactions of fear appear, a protest against an unfamiliar environment, people, and the absence of imitative play actions.

1 year:

This period is sensitive for speech development.

The appearance of the first meaningful words (10-12 words is the norm, at least 3-4 words)

There are much fewer words, or separate syllables, the absence of speech imitation of new words; impaired intonation expressiveness of speech.

1.5 years:

Gradual vocabulary accumulation (up to 20 words)

After 1.5 years, mastering the native speech on the basis of speech imitation becomes more difficult every month;

2 years:

"lexical explosion" (dictionary 50-60 words minimum, 300 - maximum).

first phrase

2 - 2.5 years

Gradual development of phrasal speech.

3 years:

1000 words maximum, minimum vocabulary 250 words, sentences of 3 words are used, the child uses the plural of nouns and verbs, says his name, gender, age, understands the meaning of simple prepositions, performs tasks like “put the cube in the box”

motor awkward, poorly developed movements of the fingers, lips, tongue; there is no coordination in the movements of the lips and tongue.

Passive dictionary nominee. Active dictionary 5-10 words;

children get stuck on the ambiguity of the syllable (“: ki” - kitty, fur, hair);

the dynamic organization suffers;

impaired innervation of the articulatory apparatus;

understanding of speech is sharply limited, or is of a situational and everyday nature

the child uses gestures, onomatopoeia;

in speech, babble words, fragments of words like echolalia;

the syllabic structure is grossly broken;

sound pronunciation is impaired according to the dysarthria type (vowels are reduced, backlingual ones are distorted, a defect in softening, deafening);

phonemic perception - literal parophasias are observed;

gross agrammatisms of a simple phrase.

RRR diagnosis. Children are enrolled for 1 year with a re-examination to clarify the diagnosis, since the reasons that led to the RRR are different.

I. Understanding

situational

II. Phrasal speech

Not formed, often using paradigmatic means of communication.

III. Grammar

Do not understand grammatical changes of words

IV. Vocabulary

Babbling words, separate nouns and verbs that are incomprehensible to others, onomatopoeia, a wider passive vocabulary.

V. Syllabic structure of words

not formed

VI. Sound pronunciation

Sounds of early ontogeny are reduced

VII. phonemic hearing

Not formed

VIII. Dynamics, forecast

Relatively favorable with speech therapy assistance

Motor alalia Sensory alalia Sensorimotor alalia Pseudobulbar dysarthria Stuttering

General underdevelopment of speech II level - a complex speech disorder in which the formation of all components of the speech system is impaired in children

Table No. 4

I. Understanding

At the household level. There is no understanding: forms, number and gender of adjectives, the meaning of prepositions, male forms. and wives. gender of verbs

II. Phrasal speech

The beginnings of phrasal speech. simple phrase from 2x - 3x words.

I.T.T.Grammar

Does not possess word-formation skills, confuses the case form, uses nouns in I. p., verbs in the infinitive, does not agree on the number and gender of adjectives and nouns, numerals and nouns, nouns and verbs, omits prepositions.

IV. Vocabulary

Doesn't name, explains. Doesn't know parts of things. Omits prepositions, replaces words with similar ones in meaning, finds it difficult to use actions, signs; does not know the color, shape, size.

V. Syllabic structure of words

Multiple and persistent elisions, perseverations and contaminations.

VI. Sound pronunciation

The sounds of early ontogeny are sharply disturbed. Polymorphic substitutions, reduction of sounds

VII. phonemic hearing

Does not differentiate sounds of early ontogeny. Hearing loss is grossly impaired. Literal paraphasias.

VILSpeech conclusion

OHP II level of speech development, motor (expressive) alalia, Art. f. Diz. (Pronounced expressive and impressive agrammatisms. The phrase is one-two-word. Insufficient development of psychomotor skills; switching from one movement to another is disturbed, smoothness, coordination of movements, weakness is noted right hand; auditory attention, line formation function. In behavior, there are symptoms of negativism, contact is intermittent, selective. Speech activity requires stimulation. Game activity with the help of an adult).

OHP level II, sensory alalia, Art. f. Diz. (Primary underdevelopment of impressive speech. Lack of formation of the phonemic side of speech. expressive speech missing. Echolalia. The intonational-rhythmic side of speech is preserved.)

OHP level II, sensorimotor alalia, st. f. Diz.

IX. Dynamics, forecast

From 4 years old with a period of study of 3 years in the speech group of the preschool educational institution. Discharged: a) with a good speech in a public school; b) with a significant improvement in a speech school or in a correction class.

I. Understanding

Incomplete. It is difficult to understand spatial, temporal, logical and grammatical constructions.

II. Phrasal speech

Low level of age development. Extended phrasal speech with residual manifestations lexico-grammatical and phonetic-phonemic underdevelopment. There is no clarity, consistency of presentation, emphasis on external, superficial impressions, and not on causal relationships. There is no sense of rhyme and rhythm.

III. Grammar

Singular agrammatism of gender, number, case constructions. Negotiation violation various parts speech, the use of prepositions, the omission of conjunctions in complex sentences.

IV. Vocabulary

Below the age limit. Poor. There are no, or are present in a distorted form, less common words denoting the names of objects, objects, actions, their signs.

The most characteristic lexical difficulties relate to:

parts of objects and objects;

verbs expressing the refinement of actions (lapping);

prefixed verbs;

antonyms;

relative adjectives, related words.

V. Syllabic structure of words

Violated. Difficulties in reproduction compound words. Basically, the sound filling suffers (perseveration, elision, contamination).

VI. Sound pronunciation

The sounds of middle and late ontogeny are disturbed. Incorrectly pronounce 10-20 sounds Unstable substitutions, mixing of sounds (it can be isolated in the norm, in the speech stream of substitutions).

VII. phonemic hearing

Underformed. Low level of formation of operations of analysis and synthesis, abstraction, generalization and comparison. Literal paraphasias are an indicator of the persistence of phonemic hearing impairment.

VIII. Dynamics and forecast

Dynamics is positive. With speech therapy help - complete correction or residual phenomena (violations of written speech); without help - violations of oral and written speech.

IX. Can match

OHP level III, art. f. Dysarthria OHP level III, stuttering OHP level III, rhinolalia

OHP level III, due to bilingualism in the family OHP level III, unexplained ontogenesis OHP level III, exit from motor alalia (in schoolchildren) OHP level III, dysgraphia (in schoolchildren)

I. Understanding

Limited. Difficulty understanding nouns with singularity suffix,

possessive adjectives, unfamiliar compound words.

II. Phrasal speech

Violation of the logical sequence, "getting stuck" on minor details, skipping the main events, repeating individual episodes.

In independent storytelling, they use simple uninformative sentences.

3!. Difficulties in planning statements, selecting language means.

III. Grammar

Persistent errors:

For diminutive nouns(coat - coat, platenka - dress).

Nouns with singularity suffix(peas, peas - pea; puff, gun - fluff).

Adjectives derived from nouns with different meanings of relation(fluffy - downy; pine - pine).

Adjectives with suffixes characterizing the emotional-volitional and physical state(boastful - boastful; smiling - smiling).

Possessive adjectives(Volkin - wolf)

Difficulties in the formation of unfamiliar complex words.

Difficulties in expressing antonymic relations (politeness -evil, good-natured, not politeness).

Mistakes in the use of genitive and accusative plural nouns.

Offer structures:

a) omissions of unions;

b) replacement of unions;

c) inversion.

IV. Dictionary

Insufficient subject vocabulary.

Replacement of generic and specific concepts (forest -birches, trees - Christmas trees).

When denoting actions and attributes of objects, replacing them with typical names and names of approximate meaning (oval -round).

Difficulties in the differentiated designation of masculine and feminine persons(pilot - instead of a pilot).

V. Syllabic structure

Separate violations of the syllabic structure and sound filling

Elysia - single omissions of syllables, often abbreviations of sounds.

Perseverations (rare)

VI. Sound pronunciation

The process of phoneme formation is not finished:

Mixing sounds.

Lack of intelligibility, expressiveness, fuzzy diction.

General blurred speech

VII. phonemic hearing

Underformed. Low level of formation of operations of analysis and synthesis, abstraction, generalization and comparison. Single lateral paraphasias.

VIII. Dynamics and forecast

The dynamics is positive with speech therapy help. In the absence of such - persistent violations of the letter.

IX. Correlation of diagnostics

OHP level IV, erased dysarthria;

OHP level IV, stuttering;

OHP level IV, rhinolalia;

OHP level IV, due to bilingualism in the family OHP level IV, recovery from motor alalia

FFN is a persistent violation of the pronunciation of several groups of sounds, accompanied by a violation of phonemic perception. Diagnosed from the age of 5. Up to 5 years, distorted pronunciation is considered normal and is calledage or physiological tongue-tied.

Table number 7.

I. Understanding

Children with FFN quite well understand addressed speech, incl. and the meaning of grammatical changes in words. There is no confusion in the understanding of words similar in sound.

II. Phrasal speech

Phrasal speech is expanded. Children use common simple and complex sentences. Structural and grammatical violations of the phrase are almost not observed.

III. Grammar

There may be non-rough agrammatism, single violations that are not characteristic.

IV. Vocabulary

The vocabulary corresponds to the age norm. There may be a narrowing of the stock of knowledge and ideas about the environment.

V. Syllabic structure of words

Almost no damage is observed.

VI. Sound pronunciation

There are violations such as:sigmatism, rotocism, lambdacism, cappacism, gamacism, chitism, deafening and softening defects.

VII. phonemic hearing

Perception, analysis and synthesis of the sound composition of words suffer. Particular difficulties are caused by the differentiation of sounds that differ in subtle acoustic features (voiced - deaf, hard - soft, whistling - hissing).

VIII. Dynamics and forecast

Without speech therapy help, violations of sound pronunciation and phonemic perception cannot be corrected on their own. At school, children may have a writing disorder (dysgraphia), difficulties in the sound analysis of words.

IX. Correlation with medical classification

FFN - complex dyslalia;

FFN - an erased form of dysarthria (general blurring of speech, lateral pronunciation, changes in the tone of the muscles of the tongue, inaccuracy, insufficiency of movements, hyperkinesis, deviation of the tongue, salivation of articulation difficulties, chewing and swallowing disorders in the form of rare choking, slow speech rate);

FFN - stuttering;

FFN - rhinolalia.

I. Understanding

Complete

II. Phrasal speech

Phrasal speech is developed, there is a common phrase, a story, retelling is available.

III. Grammar

not violated

IV. Vocabulary

age appropriate

V. Syllabic structure and sound filling

not violated

VI. Sound pronunciation

Violated (most often there is sound distortion).

Sounds are pronounced irregularly, distortedly, for the phonetic system given language, which in a child with this form of dyslalia is fully formed, but the phonemes are realized in non-standardized, unusual variants (allophones). Most often, the wrong sound in its acoustic effect is close to the right one. The listener correlates this variant of pronunciation with a certain phoneme without much difficulty.

Mostly there is a distorted pronunciation (front-lingual non-plosive consonants). Defective pronunciation is less often observed (posterior lingual explosive consonants and middle lingual). These are rotacism, lambdacism, sigmatism, whistling and hissing sounds, iotacism, kappacism, gammacism, chitism.

VII. phonemic hearing

Not violated. Analysis and synthesis is available.

VIII. Dynamics and forecast

This defect tends to perpetuate a distorted (defective) pronunciation, tk. in some cases, a distorted sound, close to the desired sound in terms of acoustic effect, begins to acquire a semantic (phonemic) function. His articulation is fixed, and usually does not lend itself to self-correction due to the inertia of articulatory skills. With the help of a speech therapist, most often, you can correct

IX. Correlation with medical classification

Dyslalia, or rather articulatory-phonetic dyslalia. It is combined with rhinolalia, stuttering, an erased form of dysarthria.

Stuttering

Table No. 9

1. Understanding

2. Phrasal speech

3. Grammar

May be impaired or preserved, depending on the presence of concomitant speech disorders.

4. Dictionary

5. Syllabic structure

6. Sound pronunciation

7. Phonemic hearing

8. Timing of stuttering

2 - 3 years

45 years

9. Types of stuttering

neurotic

neurosis-like

10. Forms of stuttering

tonic

Clonic

Mixed (tono-clonic, clono-tonic).

11. Types of seizures

Respiratory.

Articulating.

12. Degree of manifestation

Light (barely noticeable and does not interfere with verbal communication).

Average (activity in activity is reduced, sociability is broken).

Severe (verbal communication is impossible due to severe convulsions in all speech guides).

13. Motor skills

Associated movements:

Involuntary (tics, myoclonuses of the muscles of the face, neck,

hands);

Arbitrary (tricks of motor skills of the arms, legs, body, head - coughing, biting the tip of the tongue, etc.).

Embolophrasia, logophobia.

14. Rate of speech

Delayed.

U speedy

Spasmodic.

Normal.

15. Dynamics and forecast

Favorable with speech therapy: 2-4 years, more often in girls.

Unfavorable: 5 years, Primary School more often in boys.

16. Correlation with other classifications

FFN, FNR, ZRR, ONR Art. f. dysarthria, rhinolalia.

Anamnesis

Vegeto-

vascular

dystonia

Perinatal encephalopathy, trauma, left-handedness

Unevenness in the development of thinking and speech, pathological speech environment

Flow

Constant, undulating, recurrent

General motor skills

Involuntary violent movements (tics, myoclonuses in the muscles of the face, neck, arms)

Arbitrary tricks of the motor skills of the arms, legs, body, head (biting the tip of the tongue, silent articulation), embolophrasy of sounds, combinations

Embolophrasies of words, sentences

Articulatory motility

Articulatory convulsions (occlusive consonants, convulsions of the muscles of the tongue, lips, soft palate) Vocal convulsions (discontinuity, whispering of vowels, convulsions of the muscles of the larynx) chest) Mixed convulsions (articulation-voice, articulation-respiratory, respiratory-voice)

Sound pronunciation

Could be broken

Could be broken

Fixation of attention on speech difficulties

Seriously worried

Do not notice

Conclusion

neurotic stuttering

neurosis-like

stuttering

Physiological iterations (non-convulsive)

Form: tonic, clonic, mixed

Degree:

Light (active, contact, indifferent to the defect, convulsions in independent speech)

Medium (activity in activity is reduced, sociability is impaired, the defect is not aware, convulsions in independent question-answer reflected speech).

Severe (passive in activity, not sociable; contact when prompted from outside, convulsions in all types of speech)

Dynamics

With speech therapy

Forecast

Favorable: 2 - 4 years, more often in girls. Adverse: Primary school, puberty, more common in boys

Adverse:

2-5 years, may develop into stuttering

Associated with speech disorders

ZRR, ONR, FFN, erased dysarthria

Etiology

Pathogenesis

Symptoms

Forecast

speech

non-speech

localized damage to the cerebral cortex as a result of trauma or infection

Functional reasons:

bilingualism;

defect of speech contacts.

1. Unformed sensorimotor operations (visual-spatial analysis of letters and their combinations in a word);

Immaturity

language operations with sounds, syllables, words and sentences in the text (phonemic, morphological, syntactic level).

Violation of semantic operations (correlation with meaning).

Persistent replacements and

mix of sounds

reading

Letter-by-letter reading;

distortion of the sound-syllabic structure;

impaired reading comprehension;

"guessing" reading;

agrammatisms when reading;

slow paced reading.

Dyslexia may be accompanied by:

neurological and disorders of higher mental functions (attention, memory, abstract thinking)

Appears in children

MMD, ZPR;

with severe violations of written and oral speech;

with cerebral palsy;

with mental retardation;

with the norm of intelligence

With an integrated approach to the structure of the defect and correctly chosen methods of correctional and developmental work, positive dynamics is possible

Types of dyslexia

Mechanism

Symptoms

phonemic dyslexia

Reading disorders associated with underdevelopment of phonemic perception, analysis and synthesis. Disturbed differentiation of phonemes. Unformed kinesthetic sensations

Manifested in the difficulties of assimilation of letters. Replacement of sounds similar acoustically articular. Letter-by-letter reading.

Distortion of the syllables of the structure of the word Omissions of consonants when they converge. Insertion of vowels between consonants Rearrangement of sounds Omissions of syllables, rearrangement of syllables

Correction of sound pronunciation

Development of phonemic perception

Optical dyslexia

Violated visual perception and representation.

Poorly learns the image of letters The child does not learn the connection between the visual image of the letter and the sound.

It manifests itself in poor assimilation of the image of individual letters, in a mixture of letters similar in outline; unrecognized letters while reading

Development and correction of visual perception.

Formation of spatial representations, visual analysis and synthesis.

Refinement and differentiation of optical images of mixed letters

motor dyslexia

Violation of motor speech reproduction.

Difficulty in moving the eyes along the line. Impaired visual perception

Manifested in impaired coordination of articulatory movements when reading; loss of a line, words in a line.

Development and correction of general, fine and speech motor skills

Expanding the field of perception.

Development of volume and concentration of attention.

semantic dyslexia

Impaired understanding of the words read, sentences of the text;

Unformed ideas about syntactic links within sentences;

The grammatical structure is broken.

Manifested:

in a misunderstanding of the meaning of the text read;

in the difficulties of sound-letter analysis and synthesis,

in the process of reading, words are perceived in isolation, out of connection with other words of the sentence

Development of language analysis and synthesis.

Enrichment and activation of the dictionary.

Formation of coherent speech.

Agrammatical dyslexia

Underdevelopment of the lexical and grammatical structure of speech, morphological and syntactic generalizations

Appears:

in change case endings and number of nouns

errors in agreement in gender, number and case of nouns and adjectives

Refinement of the sentence structure

Development of the function of inflection of word formation.

4. Work on morphological analysis, synthesis of word composition and with cognate words

Etiology

Pathogenesis

Symptoms

Forecast

speech

non-speech

Genetic factor - hereditary predisposition

Exogenous factor 2.1. Organic causes:

pathology of pregnancy, childbirth, asphyxia;

"chain" of children's infections;

Functional reasons:

incorrect speech of others;

bilingualism;

insufficient attention to the speech of the child by adults;

defect of speech contacts.

Immaturity

certain speech

and non-speech functions:

auditory differentiation of sounds;

correct pronunciation;

language analysis and synthesis;

Manifested in persistent and repetitive errors in the process of writing:

distortion and replacement of letters;

distortion of the sound-letter structure of the word;

sentence structure distortions

agrammatisms in writing

Dysgraphia is accompanied by:

neurological disorders

cognitive impairments

disturbances of perception, attention, memory;

mental disorders

Appears in children

mmd,

ZPR;

with severe speech disorders;

with cerebral palsy;

with hearing and vision impairments;

with mental retardation;

with the norm of intelligence

With a targeted corrective and speech therapy impact, the symptoms of dysgraphia are gradually smoothed out.

Table #1

Types of dysgraphia

Mechanism

Symptoms

Directions of corrective work

1. Articulatory - acoustic dysgraphia.

Violated pronunciation, auditory differentiation of speech sounds. The child writes the words as he pronounces them.

Unformed kinesthetic images of sounds

It manifests itself in substitutions, mixtures, omissions of letters, corresponds to substitutions and omissions of sounds in oral speech.

Correction of sound pronunciation

The development of phonemic perception.

2. Dysgraphia based on phonemic recognition disorders.

Violation (inaccuracy) of auditory differentiation of sounds, while the pronunciation of sounds is normal.

Manifested in substitutions of letters corresponding to phonetically close sounds

1. Development of phonemic perception.

3. Dysgraphia on the basis of a violation of language analysis and synthesis.

Violation of various forms of language analysis and synthesis: analysis of sentences into words, syllabic and phonemic analysis and synthesis.

It manifests itself in distortions of the structure of words and sentences.

1. Development of language analysis and synthesis

4. Agrammatic dysgraphia

Underdevelopment of the lexical and grammatical structure of speech: morphological and syntactic generalizations.

It manifests itself in agrammatisms in writing at the level of a word, phrase, sentence, text.

Clarification of the sentence structure.

Development of the function of inflection and word formation

Work on the morphological analysis of the composition of the word and with cognate words

5. Optical dysgraphia

Underdevelopment of visual - spatial functions;

Visual gnosis, visual mnesis, visual analysis and synthesis, space-time representations.

Manifested in the substitutions and distortions of letters in the letter:

substitutions for graphically similar handwritten letters, consisting of the same elements, but differently located in space; including the same elements, but differing in additional elements;

mirror spelling of letters;

omissions of elements, especially when connecting letters that include the same element, extra and incorrectly located elements.

The development of visual (subject, letter) gnosis.

Development of visual analysis and synthesis.

Correction of visual memory.

Formation of space-time representations.

Refinement and differentiation of optical images of mixed letters.

Etiology

Pathogenesis

Symptoms

Category of children

Forecast

speech

non-speech

Genetic factor - hereditary predisposition.

Exogenous factor 2.1. Organic causes:

pathology of pregnancy, childbirth, asphyxia;

damage to the areas of the brain involved in the writing process;

"chain" of children's infections;

Functional reasons:

incorrect speech of others;

bilingualism;

insufficient attention to the child's speech on the part of adults;

defect of speech contacts.

Immaturity

certain speech

and non-speech functions:

auditory memory;

diction, articulation;

dynamic praxis of the hand;

lexical - grammatical structure of speech;

visual-spatial functions.

It manifests itself in persistent and specific violations in the acquisition of spelling knowledge, skills and abilities.

Dysorphography is accompanied by:

neurological disorders;

disturbances of perception, attention, memory.

Appears in children with:

mmd,

ZPR;

with violations of oral and written speech;

with the norm of intelligence

Timely and systematic assistance makes it possible to overcome this violation and, to a certain extent, prevent the negative consequences caused by them.