What is characteristic of children 4 levels of ONR. Characteristics of the levels of general underdevelopment of speech in children: Symptoms and Correction of ONR

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Ministry of Education and Science of the Russian Federation
Federal State Budgetary Educational Institution of the Higher vocational education "Ryazan state University name S.A.Senin

Institute of Psychology, Pedagogy and Social Work

Department of Psychology of Personality, Special Psychology and
correctional pedagogy

"Characteristics of children's speech with IV level of general underdevelopment of speech"

Test

Performed: Ozo Student (3.0)

group №4264

Ryabova N.G.

Ryazan 2014.

Introduction

Chapter 1. Concept General underdevelopment of speech

1.1 Various approaches to understanding and determining the general underdevelopment of speech

1.2 Symptoms and mechanism of general underdevelopment of speech

Chapter 2. Characteristics of children's speech with general levels of levels

Conclusion

Literature

Introduction

During the first six years of life, the child acquires more knowledge than all other years taken together. Especially violent development takes place in the first two years, when a newborn baby, having only a few congenital reflexes, gradually learns to sit, crawl and walk, understand someone else's speech and speak independently and acquires other important skills. To understand and reproduce your native speech, the child is studying for a long period of time.

One of actual problems To date, the problem of speech development of preschool children is the problem. The percentage of kids with various speech disorders remains steadily high. Increasingly, it is necessary to deal with tempo delays in speech development in children from 1 to 5 years. Causes are called different, among which environmental factor, genetic changes, deterioration of nutrition, growth information technologiesOverloading nervous system, hypodymna. Currently, preschoolers with deficiencies of speech development are one of the most numerous groups of children with developmental impairment. The general underdevelopment of speech in children is studied for a long time, but also this is one of the most pressing problems of the speech therapy. ONR is common not only among the pupils of specialized kindergartens, but also among children visiting mass preschool educational institutionsand renders bad influence On the whole process of upbringing and learning, on the mental and speech development of the child. The correct understanding of the structure of the ONR, the reasons underlying, the various ratios of primary and secondary violations are necessary for the selection of children in special institutions, to select the most effective methods of correction and to prevent possible complications in school education.

The purpose of this work is to comprehensively study the problem of the general underdevelopment of speech and the characteristics of the speech of children with the fourth level of underdevelopment.

The goal requires a solution to a number of tasks:

1. To explore the special literature on the problems of general underdevelopment of speech in children.

2. To consider the essence of the concept of "general underdevelopment of speech", "Levels of general underdevelopment of speech";

3. To study the characteristics of the speech of children with the total underdevelopment of the speech of the fourth level

4. Formulate conclusions.

Examination consists of administration, two chapters, and imprisonment.

Chapter 1. Concept General underdevelopment of speech

Under the general underdevelopment of speech in the speech therapy is understood as such a form of speech anomaly, in which the formation of all components of speech is violated. The concept of "general underdevelopment of speech" suggests the presence of symptoms of non-deformation (or delays in development) of all components of the speech system (phonetic-phonemermatic part, lexic composition, grammatical system). The general underdevelopment of speech can have a different mechanism and, accordingly, various defect structure. It can be observed with alalia, dysarthria, etc.

Thus, the term "general underdevelopment of speech" characterizes only the symptomological level of violation of speech activity. In most cases, in this case, the violation is possible not so much underdevelopment as the systemic breakdown of speech.

General underdevelopment of speech - various complex speech disorders in which the formation of all components of the speech system is broken, i.e. Sound side (phonetics) and semantic side (vocabulary, grammar). For the first time, the term ONR was introduced in the 1950-60 years of the 20th century by the founder of the preschool speech therapy in Russia R.E.levina. The concept of general underdevelopment of speech (ONR) and is currently actively used to form speech therapy groups Children in preschool institutions. The general underdevelopment of speech can be observed with complex forms of children's speech pathology: Alalia, Afaja (always), as well as Rinolalia, Dysarthria (sometimes). Despite the different nature of defects, children with ONR have typical manifestations indicating systemic violations of speech activities:

Later the beginning of speech: the first words appear to 3-4, and sometimes by 5 years;

Agrammatical speech and not enough phonetically decorated;

Expressive speech is lagging behind impressive, i.e. The child, understanding the address addressed to him, can not properly voice his thoughts;

Speech of children with ONR is unlikely.

1.1 Various approaches to understanding and determining the general underdevelopment of speech

For several decades, the problem of studying the general underdevelopment of speech of various genesis is the object of attention of many researchers. This problem was engaged in leading scientists in the field of speech therapy: R.E. Levina, N.A. Niashan, G.I. Zharankova, L.N. Efimenkova, S.F. Spearova, N.S. Zhukova, S.F. Ivanenko, S.A. Mironova, TB Fillicov and other researchers.

In studies on the theory and practice of modern speech therapy, the definition of general underdevelopment of speech, formulated in the works of researchers who studied this problem in the Research Institute of Defectology under the leadership of R.E.levina, is traditionally used. Understanding the underdevelopment of speech reflected in research R.E. Levina, who studying manifestations speech disorders in a large number of children, noted the violations oral speech Children of preschool and younger school age are diverse in their manifestations. They may concern not only pronunciation, but also affect the process of phonogram formation, to be expressed in the difficulty of sound analysis. In addition, in some cases, the disorder covers both phonetic-phonemetic and lexico-grammatical systems, which is expressed generally underdevelopment of speech.

Formation of ideas about the general underdevelopment of speech in the works of R.E. Levina is associated with the decision to delimit speech development anomalies in children, with the study of the genesis of speech violation, assessment and differentiation of speech violations symptoms. Its works noted that violations of speech in children are diverse in their manifestations and have different origins and the various structure of its manifestation. To understand and evaluate speech violations that can be qualified as a general underdevelopment of speech, it is necessary to distinguish between speech violations with similar states.

Speech violations, according to R.E. Levina, should be excluded from the age characteristics of speech development. To assess the speech development of the child, it is necessary to remember that at each stage of the speech development of the child, certain features of the pronunciation of sounds, the use of lexical and grammatical means of language and the peculiarities of building a sentence are characteristic. These phenomena are associated with the so-called physiological imperfection of the speech function. That is, the assessment of the non-recognition of speech funds as a manifestation of its overall underdevelopment should be carried out only with regard to age norms.

A similar understanding of the general underdevelopment of the speech was expressed in the works of R.A. Belova-David, G.I. Zharankova, G.A. Kashe, N.A. No, L.F. The spirova, which also noted that the violation of all components of speech development (sound, phonderatic, lexical and grammatical) can be viewed as a general underdevelopment of speech.

N.A. Nikina justifies the need for correctional speech therapy with students mass school On speech therapy points, taking into account the fact that among students with interference of oral speech there are children with a general underdevelopment of speech, expressed as disadvantages of pronunciation of individual sounds and incorrect reproduction syllated structure Words, insufficient vocabulary, incorrect grammatical system of speech.

General underdevelopment of speech, according to L.F. Spirovaya, manifests itself in violation of both sound and semantic side. Describing children with general underdevelopment of speech, L.F. Spear indicates that in addition to violation of sound testing, these children are limited and unstable speech reserve, poor vocabulary, and the expression of the thoughts of lexico-grammatical means of the language is imperfect.

G.I. Zhranvakova, highlighting a group of children in need of a directional speech therapy examination, noted that among the mass school students there are children not only with phonetic, but also with the phoney and lexico-grammatical violations, which is understood as the manifestation of the general underdevelopment of speech.

Describing the clinical features of children with sound-proof impairment, R.A. Belova-David also paid attention to the fact that in this group there are children who, "in addition to complex Kososoniakiya, there is a poverty of a dictionary, an insufficient formation of generalizing concepts, adgammatyisms in phrases."

The study of the problem of general underdevelopment of speech in the works of the above researchers was carried out in the process of analyzing and summarizing data on speech violations of both school-age children with severe speech violations and students of secondary schools who have noticed N.A. Mikanez, speech underdevelopment in the form of small gaps in the development of phonetics, vocabulary and grammar. In the manifestation of the deficiencies of oral speech, these children have no uniformity: some deviations relate more to phonetic-phonderatic development, and less - lexico-grammatical, in others - on the contrary, violations of the lexico-grammatical system are more pronounced.

In research G.I. Zharankova, R.E. Levina, N.A. No, L.F. The spirit concept "General underdevelopment of speech" was used mainly to characterize the speech of school children. At the following stages of development of speech therapy science, network expansion preschool institutions For children with severe violations, speech required research in the theory and practice of general underdevelopment of speech against preschool children. Further studies have shown that the symptoms of general underdevelopment of speech can be revealed with a thorough study in the speech of children of preschool age. In the works of many authors (N.C. Zhukova, L.N. Efimenkova, R.I. Lalaeva and N.V. Serebryakova, S.A. Mironova, TB Filic and G.V. Chirkina, etc.) The concept of "general underdevelopment of speech" is used not only in relation to the children of school, but also preschool age.

N.S. Zhukova Using the definition of general underdevelopment of speech with reference to the work of R.E. Levina, writes that the concept of "general underdevelopment of speech", used in the domestic speech therapy reflects a phenomenological approach to violation of speech development, refers to the description of heterogeneous speech violations and is progressive theoretical approach, as it shows that one is possible pedagogical approach To the heterogeneous manifestations of the underdevelopment of speech in children.

In the current meaning, the concept of "general underdevelopment of speech" is used in the works of T.B. File and G.V. Chirkina, TB Filich or T.V. Tumanova. These researchers under the general underdevelopment of speech in children with preserved intelligence understand the specific manifestations of the speech anomaly, in which the formation of the main components of the speech system is violated or lagged behind the norm.

S.A. Mironova in a number methodical work Uses the concept of "general underdevelopment of speech" to assess the manifestation and structure of a speech violation in young children, but does not clarify its content and does not develop the concept formulated earlier.

A similar approach to using the concept of "general underdevelopment of speech" and is traced in further work of a methodical nature. In the works of R.I. Lalaeva and N.V. Serebryakova This concept is used in assessing the manifestation of single-type speech disorders in children with various forms of speech anomalia, which fully corresponds to the current understanding of the term.

Therefore, it can be noted, thus, a general tendency to use the concept of 2-General underdevelopment of speech ": the concept, theoretically formulated by R.E. Levina and other researchers in the 50-60th years of the 20th century, is actively used in the works of a theoretical and methodical nature. This indicates the accuracy of determining the general underdevelopment of speech, on the one hand, and the complexity of the concept itself on the other. In the future, in the works of 70-90g. Attempts were made to identify new approaches to an understanding of the general underdevelopment of speech.

In a number of works devoted to the analysis of the concept 2, the underdevelopment of speech2 at the present stage of the development of speech therapy science is given a critical assessment of both the term itself and the concept that this term denotes (V.A. Korshikov, A.N. Korenev, V.V. Yurutikin and etc.).

V.A. Knuckikov, analyzing a number of terms that are used to designate speech disorders, notes that the term "general underdevelopment of speech" is denoted by non-formation in children of all structural components language system. But, according to V.A. Kokshikov, this term is over generalized, since it does not reflect the relationship of speech violation and various endogenous and exogenous factors, a qualitative degree of violation of language development, the ratio of imperative and expressive speech disorders.

Dissatisfaction with the allocation of the category "General underdevelopment of speech" expresses A.N. Root. Evaluation and description of speech violations A.N. The root proposed on the basis of a clinical and pathogenetic approach, which makes it possible to allocate types of speech underdevelopment (primary and secondary) and its types (partial and total).

The current state of the problem in the area of \u200b\u200bcorrection of violations of speech in children with the general underdevelopment of speech is comments by V.V. YurTaykina, who believes that the very concept of "general underdevelopment of speech", methods of diagnosing and evaluating a speech violation in the selection of children in special groups, assessing the reasons for the lagging for communicative development and the organization of the main directions of the correctional assistance to these children at the present stage of development of the speech therapy are unnecessary empirical. V.V. Yurtakhkin takes the provision on the heterogeneity of the violation in children with the general underdevelopment of speech, put forward by R.I. Levina, N.A. No other authors, but this inhomogeneity binds, first of all, with a different level of development of cognitive activity, difference in the degree of formation of ideas about the surrounding. The non-recognition of cognitive activity leads to difficulties of assimilation of the sign and methods of deploying knowledge about the surrounding foreign and internal action. Positions expressed allow the author to assume that there are universal mechanisms for general underdevelopment of speeches associated with the formation of various levels of iconic substitution and the corresponding signs and operations with them. " V.V. YurTykina is scheduled for a psycholinguistic approach to solving the problem of the general underdevelopment of speech, which, however, is not fully implemented.

Thus, the concept of "general underdevelopment of speech", formulated in research R.E. Levina and a number of other researchers did not undergo any noticeable changes in the last decades. Under the general underdevelopment of speech in theoretical and methodical literature It is understood by violation of speech activities in children related to violation of the mechanisms of generating and implementing the statement. But, despite the duration of the study period, the diversity of approaches to solving the problem, it remains not fully solved, since the mechanisms of speech underdevelopment are not fully opened, which lead to a river violation in children with speech defects of various etiologies. Therefore, at the present stage of the development of the speech therapy, a psycholinguistic approach to solving the problem of general underdevelopment of speech, to evaluate the symptoms and identification of the mechanisms of violation of speech formation is the most promising, as it allows to determine the paths of differentiated correctional and speech therapy with the identified disorders.

1.2. Symptomatics and mechanism of general underdevelopment of speech

At the present stage of development of speech therapy science, it is impossible to consider the concept of general underdevelopment of speech without analyzing its symptoms and mechanisms.

The characteristic of the symptoms of a speech violation with the general underdevelopment of speech is given in the works of many researchers problems: L.I. Efimenkova, N.S. Zhukova, R.I. Lalaeva and N.V. Serebryakova, R.E. Levina, N.A. No, L.F. Spirova, TB File, TA Photoek et al.

Analyzing the symptoms of the general underdevelopment of speech, the researchers noted that the speech underdevelopment concerns all components of speech activity: sound-proof, phone formation, the implementation of the lexico-grammatical system of speech, the generation of a connected statement. In the works devoted to the theory and methods of overcoming the general underdevelopment of speech, it is noted that all these violations are manifested in children at the same time. Differences may concern two aspects: the degree of manifestation of a defect of one or another component, on the one hand, and the relationship of violations of language components, i.e. the structures of the speech defect, on the other.

One of the symptoms of the general underdevelopment of speech is later the beginning of the development of speech and varying the degree of manifestation of violations: from the complete absence of common speech to the presence of a detailed speech with pronounced lexico-grammatical and phonetic-phonumatic violations.

Violations of speech activities in children with general underdevelopment of speech are considered R.E. Levina as systemic disorders associated with the concept of system interaction of various components of the language among themselves. In this sense, it suggests to see in the interaction of violated components of the language not a mechanical connection, but of causal interdependence, against the background of which each of the parts can develop and function. It is from these positions by R.E. Levin explains phonetic-phonmematic violations, often speaking children with general underdevelopment of speech in combination with lexico-grammatical. Moreover, the ratio of disturbed components may be different. In some cases, there is a predominance of phonamatic disorders over phonetic, lexico-grammatical disorders over violations of the sound side of speech.

ON THE. Niashains also indicates that the general underdevelopment of speech is expressed in violation of the pronunciation of individual sounds, improperly reproducing the syllable structure of the word, disadvantages of the vocabulary and the grammatical system of speech. At the same time, in the manifestation of deficiencies of oral speech in children there are no uniformity, since "in some deviations relate more to phonetic-phonderatic development, and less - lexico-grammatical, other more pronounced violations of lexico-grammatical system."

Non-profiting sound-proof as one of the symptoms of the general underdevelopment of speech is allocated by all researchers. Violation of this language component noted by R.E. Levina, who described the following types of sound testing in children with general underdevelopment of speech: no sound when the sound is either lowered, or replaced by related sounds; incorrect (atypical) sound pronunciation; Incorrect use of sound when you are able to actually articulate it.

The same features of the speech of children with a common speech underdevelopment noted by N.A. Miashain, in the works of which it is indicated that the violation of speech can be lacking or not right pronunciation sound, as well as cases when a child can pronounce sound, but in independent speech Replaces some sounds with other, close to articulation.

Violation of sound testing with the general underdevelopment of speech was not considered by researchers as an isolated defect. In a number of work, there is notged that gross sound pronunciation defects manifests itself in children simultaneously with difficulties in mastering the phimatic processes and the syllated structure of the word (R.E. Levin).

The underdevelopment of phondematic processes in some cases can manifest itself harder than the violation of sound suspension, according to R.E.levina, and prevents the formation of the elements of the analysis of the sound composition of the words and prerequisites of the linguistic generalization.

Among the violations of the syllable structure of the word in children with the general underdevelopment of the speech R.E. Levina, A.K. Markova, TB Filicheva and other authors mark a variety of defects: skipping sounds and syllables, adding syllables and sounds, shortening words, rearrange sounds and syllables.

The absence of a uniformity of the defect of language components leads to the fact that the general underdevelopment of speech is manifested in children to varying degrees. In the works of R.E. Levina, N.A. No other authors are given a characteristic of the manifestation of the general underdevelopment of speech. R.E. Levina noted that speech underdevelopment has miscellaneous manifestation: some children have a complete absence of generally accepted forms of speech or its infarders; In some, it turns out to be more formed in the presence of signs of a significant lagging behind the norm; Part of the children there is a detailed speech with elements of phonetic and lexico-grammatical underdevelopment.

In research R.E. Levina was introduced and used to date the concept of speech development levels is used: when the child is first, there is no common speech, the reserves of common speech appear, the third corresponds to the detailed speech with elements of phonetic and lexico-grammatical underdevelopment. Using in their work the concept of speech development levels, R.E. Levina, N.A. Nikhasha, L.F. Spirov emphasized that this separation is extremely conditionally, since the structure of a speech violation at different levels of speech development does not change (all speech components remain violated), but the speech of children is significantly distinguished by the degree of manifestation of the violation of these components.

In the works of R.E. Levina, and N.A. It seems that characterize the levels of speech development of children, is given an idea of \u200b\u200bthe manifestation of violations of sound suspension, vocabulary, grammar, singularities of connected speech in children with different levels Speech development. Describing the violation of speech at the first level of speech development, the researchers note, "that in speech there are no verbal means of communication of the child: the child uses an extremely limited number of sound complexes and sound-resistant words, a minor number of common words, strongly distorted in sound and syllable, the speech of such a child admocratic. Children experience difficulties in the understanding of reversed speech, especially the grammatical meaning of nouns, presented outside the context.

With the second level of speech development in the speech of the child, the use of lexical and grammatical means of speech increases: the child begins to use words related to different parts Speech (first of all, nouns and verbs), there are signs of the imposition of verbs and nouns, but the use of various forms of the word randomly and does not correspond to the grammatical meaning required by the plan. The use of predictions is extremely limited, more often the pretext in speech is lowered. Children make attempts to find the right grammar form Nouns, but, according to R.E. Levina and N.A. No, "these attempts most often remain unsuccessful." The authors note that the understanding of the children of the grammatical system of speech in children is improving, but the distinction of the words in the composition of different statements is extremely unstable.

In the third level of speech development, the speech of children becomes unfolded, vocabulary is significantly increasing, children have no gross violations of the grammatical system of speech, but insufficient or inaccurate use in speech of learned figures and the number of nouns, the type and time of verbs, proposed and case forms of nouns names . Children actively enjoy simple pretexts, especially for reflection spatial relationship (B, k, on, under, out, etc.), but in the speech of children with the third level of speech development there are still quite large number of errors: the prepositions are skipped, mixed. According to R.E. Levina and N.A. No, in children with the third level of speech development, "there is already a need to use prepositions, so children often attempts to properly use one or another." Moreover, in different speech conditions, one and that pretext can be used in various values. The authors note that children with the third level of speech development use prepositions mainly to transmit spatial relations, the remaining values \u200b\u200b(temporary, separating, accompanying, causal) are expressed using prepositions less often.

Developing the question of the concept of general underdevelopment of speech, all researchers noted that it characterizes the speech underdevelopment as a manifestation of similar symptoms in various mechanisms for the occurrence of speech disorders. Among the symptoms of the general underdevelopment of speech by all researchers, the late dates of speech appear, impairment of understanding speech material, violation of all language components and the impairment of oral speech on the process of mastering the diplomas and spelling.

Initially, the question of the mechanisms of speech underdevelopment was decided as the question of the causes of speech disorders. One of the first researchers who systematized data on the reasons for violation of speech development was M.E. Grastz, who divided all the causes of speech disorders to external and internal, organic (anatomo-physiological) and functional, socio-psychological and psycho-neurological.

The clinical approach to the assessment of the reasons for the general underdevelopment of speech was also visible in further research. In the works of G.V. Gurovets, S.I. Maevskaya, B.I. Shostak, as the causes of speech underdevelopment, the factors acting on a child in various periods of his life meaning for speech development are called.

In particular, B.I.Shostak, characterizing the etiological factors underdevelopment of speech, indicated various reasons for the prenatal, natal and postnatal period of development: infections, intoxicating mother and fetus, injuries of the mother during the pregnancy and injury of the child himself, weakness, asthenization of the child and others the reasons.

In research, R.E.levina, there are allegations that deviations in the development of speech in one form or another are noted with a variety of developmental anomalies, which creates objective difficulties of recognition and correct assessment of speech pathology in children.

Describing the causes of general underdevelopment of speech, R.E. Levina noted that only a few cases of the manifestation of speech underdevelopment are directly related to the cause of it. In most cases, children have a complex system of relations between the primary defect and its secondary consequences. Therefore, according to R.E. Levina, and after it and a number of modern researchers (N.S. Zhukova, R.I. Lalaeva, E.F. Sobotovich, etc.), with the same speech pathology, the language system may suffer differently. At the same time, one and the same symptoms may be observed at various mechanisms for the emergence of speech disorders. In most cases, researchers agree that the mechanism of general underdevelopment of speech can be a motor, sensory, sensing alaria, children's afasion, dysarthria (E.M. Mastjukova, R.I. Lalaeva, L.F. Spearova, L.M. Chudinova and etc.).

Analysis of the symptoms of general underdevelopment of speech allows authors to describe homogeneous manifestations of speech disorders in children with various speech development anomalies. Although at a number of research, an attempt was made to identify general disorders for various on etiology and manifestations of speech pathologies, this problem to date remains one of the relevant, but not developed. Following N.I. Zhinkina, which under the mechanism understands the connection and interaction of elements during a process, the mechanism of the speech violation should be understood as a violation of communication and interaction between language elements in the process of generating speech.

Attempts to identify and formulate common mechanisms for various violations, which lead, despite the difference in primary defects, to speech violations of a similar structure, a number of studies were undertaken. This problem was tried to solve B.M. Greenshpun, R.E. Levina, N.A. Nikhasha, L.F. Sparova. Analyzing written works Children with general underdevelopment of speech, L.F. Spearov revealed a large number of errors pointing to the insufficient awareness of children of the tongue patterns and the generalization of the language material, and the quality of the mechanism of speech underdevelopment, it considers a violation of the ability to language generalization.

The same point of view on the mechanism of a speech violation was expressed by N.A. Nikhashan, noted that in children with a general underdevelopment of speech, there is no lack of ability to allocate and generalize the sound and morphological elements of words. By virtue of this N.A. Niashan one of the most important areas in the work considered the development of the ability to observe and summarize some language phenomena.

B.M. Greenshpun, analyzing the peculiar features of the speech therapy work with the children-Alaliki preschool age, whose speech refers to the first level of speech development, notes that their speech development differs from the ontogenetic development of normally speaking children in quantitative and qualitative indicators. The mechanism of speech underdevelopment B.M. Greenshpun binds to the inability to master the language system, i.e., according to the author, in children-alalikov, who have underdevelopment of speech corresponds to the first level of speech development on the classification of R.E. Levina, it is formed not speech activity mediated by the system of language signs, but only separate speech actions and individual language signs are accumulated, that is,
The language system is not created.

Chapter 2. Characteristics of children's speech with general levels of levels

underdevelopment of speech

The fourth level of the underdevelopment of the speech allocated by TBFil. It includes children with non-space expressed residual manifestations of lexico-grammatical and phonetic-phonderatic underdevelopment of speech. Minor violations of all components of the language are detected in the process of a detailed examination when performing specially selected tasks.

In the speech of children there are separate violations of the syllable structure of words and soundproof. Elysia predominate, and mainly in reducing sounds, and only in isolated cases - Slots pass. Paraphanas are also marked, more often - rearrange sounds, less often syllables; An insignificant percentage of travelers and add syllables and sounds.

Insufficient indity, expressiveness, somewhat sluggish articulation and fuzzy diccia leave the impression of a general blurred speech. The incompleteness of the formation of the sound structure, the mixing of sounds characterize the insufficient level of differentiated perception by the phone. This accycling is an important indicator that has not yet ended to the end of the phonism formation process.

Along with the disadvantages of phonetic-foundhematics, these children were found and separate violations of the meaning speech. Thus, with a sufficiently diverse subject dictionary, there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, view), people of different professions (photographer, telephone industry, librarian), body parts (chin, eyelids, feet). In responses, generic and species concepts (crow, goose - bird, trees, and forests, forest - birch) are mixed.

With the designation of actions and signs of objects, some children use typical names and approximate value names: oval - round; rewritten - wrote. The nature of lexical mistakes is manifested in the replacement of words close in the situation (uncle paints a brush fence - instead of "uncle paints a brush fence; the cat rolls the ball - instead of" tangle "), in the mixture of signs (high fence - long; brave boy - fast; grandfather old - adult).

Having a certain margin of words denoting different professions, children are experiencing difficulties in differentiated designation of men and female; Some children call them equally (pilot - instead of the "flyer"), others offer their form of word formation that is not characteristic of the Russian language (Lechika - instead of the "flyer", wrestling - intelligence officers, dressing holder, storage room - a storage room, drummer - drummer).

The formation of words with the help of magnifying suffixes also causes significant difficulties: children or repeat the word called the speech therapist (boots - a great boot), or call arbitrary shape.

Ensuring errors remain persistent:

1. Speed-last nouns

2. Nouns with subfixes of singleness

3. Adjectives formed from nouns with various correlation values

4. Adjectives with suffixes that characterize the emotional and physical state of objects

5. Hardening adjectives.

Against the background of using many complex words that are often found in speech practice (leaf fall, snowfall, aircraft, helicopter, etc.), there are persistent difficulties in the formation of unfamiliar difficult words (instead of a book-book - a scribe; icebreaker - light alarm, Lelnik, Dalacol; Beekeeper - bees, pensioner, beehovik; Stalevar - Steel, Capital).

The originality of the limited vocabulary is most brightly detected when compared with the norm.

A significant amount of errors falls on the formation of nouns with imfixes of emotional assessment, singleness, leader. Resistant difficulties are found in the formation of replacing adjectives (with correlation values \u200b\u200bwith food, materials), excavated, relative adjectives ("-", ",
"-The"), as well as complex words.

It can be assumed that these manifestations are explained by the fact that, due to the limited speech practice, children even in a passive plan are not able to absorb the listed categories.

It should be added to this that it is possible to detect the specified gaps in the assimilation of the vocabulary stock only with a scrupulous examination using an extensive lexic material. As shown to study the practical experience of diagnosing the underdevelopment of speech, speech therapists, as a rule, are limited to the presentation of only 5-6 words, of which many are frequently used and familiar children. This leads to erroneous conclusions.

When assessing the formation of lexical means of the language, it is established as children express "systemic communications and relationships that exist inside lexical groups" Children with the fourth level of speech development are quite easy to cope with the selection of common antonyms indicating the size of the subject (large - small), the spatial opposite (far away), the estimated characteristic (bad - good). Difficulties are manifested in the expression of the antonymic relations of the following words: Running - walking, running, walk, do not run; Greed is not greed, courtesy; courtesy - evil, kindness, not politeness.

The correctness of the name of antonyms largely depends on the degree of abstractness of the proposed couples of words. So, the task is not unavailable to the selection of opposite words from the meaning of words: youth, light, ruddy face, front door, different toys. In the answers of children, initial words with a particle "Non-" (not a rosy person, dottyness, unavailable) are more often found, in some cases there are options that are not characteristic of the Russian language (the front door - the back - the backdrop - non-curtains).

With the differentiation of verbs, including the prefixes "from", "You", not all children also cope: the words close to synonyms are often selected (jump - Bare; let's run - run; ride - roll up; take away - take it).

The insufficient level of the lexical means of the language is especially brightly attacked by these children in the understanding and use of words, phrases, proverbs with a portable value. For example, "rosy, like an apple" is interpreted by a child as "ate a lot of apples"; "Faced the nose to the nose" - "hit the noses"; "Hot heart" - "burning can be"; "Do not spit into the well - it's good to get drunk" - "to do not care is not good, there will be nothing to drink"; "Prepare Sani in the summer" - "Summer took the Sledge from the balcony."

Analysis of the characteristics of the grammatical design of the speech of children allows you to identify errors in the use of nouns of the parent and vinitive case multiple number, complex prepositions (in the zoo fed proteins, foxes, dogs); In the use of some prepositions (looked out of the door - "looked out due to the door"; fell out of the table - "fell from the table"; the ball lies around the table and chair - instead of "between the table and a chair"). In addition, in some cases, violations of adjectives with nouns are noted when there are nouns for men and female in one sentence (I paint the ball with a red felt-tip pen and a red handle), the only thing and plural (I lay books on the big tables and little chairs - instead "I lay down books on large tables and small chairs"), violations are preserved in coordinating numerical with nouns (the dog saw two cats and ran over two cats).

Insufficient formation of lexico permology forms of the language of heterogeneous. Part of the children detects a minor number of errors, and they wear a non-permanent character, and if the childrenproof compare the correct and incorrect answer options, the choice is carried out correctly.

This suggests that in this case, the formation of a grammatical system is at the level approaching normal.

Other children have difficulty are more sustainable. Even when choosing the correct sample after some time in self speech, they still use erroneous wording. The originality of the speech development of these children inhibits the pace of their intellectual development.

With a fourth level, there are no errors in the use of simple predictions, difficulties are insignificrated in the coordination of adjectives with nouns. However, it remains pronounced difficulties in the use of complex predictions, in coordination of numerical ones. These features are most pronounced in comparison with the norm.

Special difficulty represents for these children the design of proposals with different additives:

1) missions of alliances (Mom warned, I did not go far - "so that I did not go far");

2) the replacement of unions (I ran where the puppy was sitting - "where the puppy was sitting");

3) Inversion (finally, everyone saw for a long time which kitten was "saw a kitten, which was looking for a long time").

Next a distinctive feature Children of the fourth level of underdevelopment of speech is the council of their connected speech.

1. In conversation, when drawing up a story on a given topic, a picture, a series of plot patterns, the violations of the logical sequence, the "jam" on the secondary details, the passages of the main events, the repeat of individual episodes;

2. Talking about events from his life, making up a story on a free topic with elements of creativity, they are mostly simple in low informative proposals.

3. There are difficulties in planning their statements and selection of relevant language funds.

TBFichova cites the following examples of independent stories of children in which listed difficulties are present.

No. 1. The story on the series of scene paintings "Savior Comrade".

"This boy caught fish, and this catching. The boy caught the fish and this caught. And then the fishing rod fell and the boy ran. And the boy shouted the boy, and he - let's go to the uncle. The boy took this boy, and the uncle floats and caught the fish. " (Dima K., 6 l. 1 month).

# 2. Story for the free topic "Sunday Day".

"I'm with my mother and dad went to the store. And then I saw a kolobok. I went to my house. There dad sat my. From the pipe smoke shined. We had a good home 2-storey. I went out to walk and there was rain. "(Lena V., 6 l.).

# 3. Retelling the story "Lyun".

"Sheep boy wakes. Well, the people began to call, that the wolf goes. "Help, the wolf goes!" And the men see, well, that the boy is lying and more, well, they did not come. And boy yelling: "Wolf, more!" And men do not go - thought the boy is lying. Well, the boy and cut the whole flock. "

Conclusion

Thus, the IV level is characterized by the absence of sound impact disorders, and there is only a not enough distinguity of sounds in speech. These children permits the rearrangements of syllables and sounds, reduce consonant when weaving, replacing and skipping syllables in the speech stream. Children of this level occasionally experience difficulties in reproducing complex, long words. These problems are detected, as soon as the child has the need to assimage a new vocabulary, complicated by the sound structure.

Among the disadvantages of a phonetic-phonemematic nature, along with an insufficient formation of the sound structure, there are insufficient indity, expressiveness of speech, fuzzy diction, creating the impression of common speech blur, mixing sounds, indicating a low level of formation of differentiated profile perception and which is an important indicator of the unfinished phonism formation process. At this level, direct learning to read and write possible.

In the subject dictionary, there are no words denoting some animals, plants, professions of people, body parts, parts of items. Responding to questions, children mix generic and species concepts.

When designating actions and signs of items, typical and similar names are used. Lexical errors appear in the replacement of words close to meaning; In the streaming and mixing signs.

Children demonstrate a sufficient formation of lexical means of language and skills to establish systemic communications and relations that exist within lexical groups. They easily cope with the selection of common antonyms. Difficulties appear in the expression of antonymic relations of abstract words.

The insufficient level of formation of lexical means of the language is especially pronounced in understanding and use of phrases, proverbs with portable.

There are eigenous forms of word formation that are not characteristic of the Russian language. But all the mistakes of children who can be attributed to 4 levels of speech development in ONR are found in minor quantities and are inconsistent.

This level is characterized by a deployed phrase speech with elements of lexico-grammatical and phonetic-phonderatic underdevelopment.

Literature

Altukhova T. A. Study of the peculiarities of perceptual-semantic text formation by younger students with general underdevelopment of speech III and IV levels / Altukhova T. A., Karachevtseva I. N. // SC. speech therapist. - 2005. - No. 1. - P. 31-43.

Glukhov VP From the experience of speech therapy work on the formation of a coherent speech of children with ONR pre-school age in student learning // Defectology - No. 2 - 1994 - p. 56-73

Zhukova N.S., Mastiukova E.M., Filichova T.B. Overcoming the general underdevelopment of speech in preschoolers, the second edition, M., Enlightenment, 1990

Kondratenko I. Yu. The problem of learning system lexical values Pressure schools with general underdevelopment of speech reflecting their emotional states and evaluation // Defectology. - 2001. - № 6. - P. 41-47.

Kondratenko I. Yu. Formation of emotional vocabulary from preschoolers with a general underdevelopment of speech: monograph. - St. Petersburg. : Karo, 2006. - 238 p.

Konovalova S. N. Features of mastering predicative vocabulary with the general underdevelopment of speech of various genes // Defectology. - 2006. - № 3. - P. 59-66.

Levina R.E. Experience in the study of non-laws of Alalikov, Moscow, 1951

Levina R.E. Basics of the theory and practice of speech therapy, Moscow, 1968

Speech Studdia: Textbook for Students Defectol. Fact Ped. universities / ed. L.S. Volkovka, S.N. Shakhovskaya

Nikolaev S. M. From the experience of working on streamlining the grammatical system of speech of students with non-terrible ONR // Defectology. - 2000. - No. 1. - P. 86-96.

Training and education of children with a common underdevelopment of speech // Speech therapy. - M., 1998. - P. 614-647.

Smirnova I.A. Speech therapy diagnosis, correction and prevention of speech disorders from preschoolers with cerebral palsy. Alalia, Dysarthria, ONR: Teaching manual For speech therapists and defectologists. - SPB: Childhood-press, 2004. - 320 s.

Tkachenko T.A. Learn to speak correctly. ONR Correction System in children 6 years old. - M: Gnome and D. - 2001

Tumanova T. V. Development of word formation from preschoolers and younger students with ONR // Education and teaching children with developmental impairment. - 2003. - № 6. - P. 54-58.

Phileeva T. B. Elimination of the general underdevelopment of speech in preschool children: Stratch. Manual / T. B. Fichieva, G. V. Chirkin. - ed. 3rd - M.: Iris-Press; Iris-Didactika, 2005. - 212 p.

Phileeva T.B. The fourth level of underdevelopment of speech // Phileeva T.B. Features of the formation of speech in children of preschool age. - M., 1999. - P. 87-98, p. 137-250

Phileeva T.B. Features of the formation of speech in children of preschool age. - M., 1999. - P. 87-98.

Reader on speech therapy (extraction and texts). Tutorial For students of higher and medium educational institutions: 2 tt. Ti / Ed. L. S. Volokova and V. I. Seliverstov. - M.: Humanit. ed. Center VladoC, 1997

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The general underdevelopment of speech (ONR) is a deviation in the development of children, which is manifested in non-formation of sound and semantic sides of speech. At the same time, underdevelopment of lexico-grammatical and phonetic-phonderatic processes is observed, there is no coherent pronunciation. ONR in preschool children occurs more often (40% of the total) than other speech pathologies. To the general underdevelopment of speech should be taken very seriously, since without correction it is fraught with such consequences as disgrave and dyslexia (various letters violations).

The symptoms of the ONR in the child must be taken seriously because it can entail a whole range of problems.

1 level of ONR - the complete absence of connected speech.
2. The level of the ONR - the child has initial elements of common speech, however, the vocabulary is very meager, the child allows many errors in the use of words.
3 Level ONR - a child can build suggestions, but the sound and semantic side are not yet well developed.
4 level of ONR - the child is talking well, allowing only some shortcomings in the pronunciation and construction of phrases.

In children with general underdevelopment of speech, pathologies obtained in intrauterine development are most often detected, or during childbirth: hypoxia, asphyxia, injuries during childbirth, reserves conflict. In early childhood, the underdevelopment of speech may be a consequence of cranopy and brain injuries, often emerging infections, any diseases in chronic form.

ONR is diagnosed to the 3rd year, although the "prerequisites" of underdevelopment of speech can be formed even at the stage of pregnancy and childbirth
When the baby has a general underdevelopment of speech any extent, he starts talking quite late - in 3 years, some - only by 5 years. Even when the child begins to pronounce the first words, many sounds he pronounces fuzzy, words have wrong shape, he says unbelievable, and even close people are with difficulty (see also :). This is not connected to such a question. Since the formation of pronunciation occurs incorrectly, this adversely affects other aspects of the development - memory, attention, mental processes, cognitive activity and even coordination of movements.
The underdevelopment of speech is adjusted after determining the level. From its characteristics and diagnosis directly depends on what measures will need to take. Now we give more detailed feature Each level.
1 level of ONR
Children 1 level of ONR do not know how to form phrases and build suggestions:
They use a very limited margin of words, and the main part of such a lexicon is only separate sounds and sound-resistant words, as well as several simpler, often audible words.
The proposals that they can use consist of one word, and most words are leptewat, like a baby.
They are accompanied by the facial expressions and gestures, understandable only in this situation.
The meanings of many words such children do not understand, often rearranged syllables in words and instead full word Pronounce only its part consisting of 1-2 syllables.
Sounds The child says very fuzzy and inadvertently, and some of them are not able to reproduce at all. Difficult for it are other processes related to work with sounds: distinguish between sounds and highlight individuals, combine them into word, recognize sounds in words.

Speech Development Program for the first stage of the OSR should include an integrated approach aimed at developing speech centers Brain
At the level of ONR in the child first of all it is necessary to develop an understanding of what he hears. It is no less important to stimulate the skills and the desire to independently build a monologue and a dialogue, as well as develop other mental processes that are directly related to speech activity (memory, logical thinking, attention, observation). The correct sound pronunciation at this stage is not as important as grammar, that is, building words, wordform, endings, use of prepositions.
2 level of ONR
On the level 2 of the ONR in children, in addition to the incoherent speech laying and gestures, the ability to build out of 2-3 words is already manifested. simple sentencesAlthough their meaning is primitive and expresses, most often, only a description of the subject or action.
Many words are replaced by synonyms, since the child does not determine their meaning.
He experiences certain difficulties and with grammar - incorrectly pronounces endings, inappropriately inserts the prepositions, poorly coordinates the words among themselves, confuses the only multiple number, allows other grammatical errors.
Sounds The child still says unfortunately, distorted, mixes, replaces some others. Distinguish individual sounds and determine sound Makeup The child is still practically unable to do, as well as to connect them into whole words.

Features of correctional work at level 2 of the ONR consist in development speech activity and meaningful perception heard. Much attention is paid to the rules of grammar and vocabulary - replenish the vocabulary, compliance with the norms of the language, the correct use of words. The child learns to competently build phrases. Work is underway on the right pronunciation of sounds, various errors and shortcomings are corrected - the rearrangement of sounds, replacing some others, training for the pronunciation of missing sounds and other nuances.

At the second level of ONR, it is important to connect to the phonetics, that is, working with sounds and their right pronunciation
3 level of ONR
Children 3 of the level of ONR can already speak unfolded phrases, but mostly build only simple sentences, with difficult yet coping.
Such children are well understood what others are talking about, but still make it difficult to perceive complex speech turnover (for example, involved and consuming) and logical connections (causal relations, spatial and temporary connections).
Lexicon in children 3 levels underdevelopment of speech are significantly expanded. They know and use all the main parts of speech, although nouns and verbs prevail in their conversation over adjective and adverbs. At the same time, the child may still be mistaken, calling objects.
There is also an improper use of prepositions and endings, stress, incorrect coordination of words among themselves.
The permutation of syllables in words and replacing some sounds of others is already extremely rare, only in the most difficult cases.
The pronunciation of sounds and the distinction of them in words, though violated, but already in a simpler form.

Underdevelopment of speech 3 levels assumes classes developing connected speech. Lexics and grammar of oral speech are improved, the developed principles of phonetics are fixed. Now children are already preparing for the study of diplomas. You can use special educational games.

4 level of ONR
Four levels of OR or non-timber, pronounced general underdevelopment of speech is characterized by a rather large and varied vocabulary, although the child has difficulties in understanding the values \u200b\u200bof rare words.
Babes do not always understand the meaning of the proverb or the essence of Antonym. The problem can create and repetition words, complex in composition, as well as the pronunciation of some difficult-acting combinations of sounds.
Children with a non-letter pronounced general underdevelopment of speech still poorly determine the sound of the word and make mistakes in the formation of words and wordforms.
They are confused when they have to independently express events, they can miss the main thing and excessively paying to secondary, or repeat what has already said.

4 The level characterized by the non-timber pronounced general underdevelopment of speech is the final stage of correction classes, after which children achieve the necessary norm of speech development of preschool age and are ready for admission to school. All skills and skills must still develop and improve. This also applies to the rules of phonetics, and grammar, and vocabulary. The ability to build phrases and suggestions is actively developing. The underdevelopment of speech at this stage should no longer be, and children begin to explore reading and writing.
The first two forms underdevelopment of speech are considered severe, so their adjustment is conducted in specialized children's institutions. Children who have underdevelopment of speech 3 levels attend classes in classes correctional learning, and from ONR of the last level - general education classes.
What is the survey?
Diagnosing the underdevelopment of speech is carried out in children of preschool age, and the earlier this happens, the easier it will be to adjust this deviation. First of all, the speech therapist holds a preliminary diagnosis, that is, meets the results of the child's inspection by other children's experts (pediatrician, neurologist, neurologist, psychologist, etc.). After that, it turns out in detail from the parents, as the speech development of the child proceeds.
The next stage of the survey - diagnosis of oral speech. Here the speech therapist clarifies how much various language components were formed:
The degree of development of connected speech (for example, the ability to make a story on the illustrations, retell).
The level of grammatical processes (the formation of various words, matching words, building proposals).

Next is studied sound side of speech: What features has speech apparatusWhat is the sound-proof, how developed the sound binding of words and syllable structure, as the child reproduces sounds. Since the underdevelopment of speech is a very difficult diagnosis for correction, children with ONR pass a full examination of all mental processes (including lubber memory).

The identification of the ONR requires a highly qualified specialist, as well as the presence of survey results by other children's experts
Preventive actions
The general underdevelopment of speech is adjusted, although it is not so simple and requires a long time. Start classes from early preschool age, preferably from 3-4 years old (see also :). Correctional and developing work is carried out in special institutions and has a different direction depending on the degree of speech development of the child and individual characteristics.
To prevent the underdevelopment of speech, the same techniques are used as with deviations that cause it (dysarthria, alalia, aphasia, rinolalia). The role of the family is also important. Parents need to be as actively contributed to the speech and general development of their child, so that even the expressive development of speech does not manifest itself and did not become an obstacle to full development school program in future.

Minor changes of all components of the language. In children there are no bright violations of sound readings there are only disadvantages of differentiation of sounds [P - R "], [L - L"], [J], [sh - Ch - W], [t "- C - C - C"] and others . and is characterized by an uniqueness of the syllable structure, the child understands the meaning of the word does not hold the phonematical image in memory, as a result of which the distortion of sound film in different versions:
Perselevations (stubborn repetition of any syllable) "Bliniotecar" - a librarian;
Rearrangements of sounds and syllables "Communched" - cosmonaut;
Elysia (reduction of vowels during concrete);
Parafasia (symbol replacement) "Motokilist" - motorcyclist;
In rare cases, lowering the syllables "Velotonist" is a cyclist;
Adding the sounds of "Tossy" is a pear, and the syllables "injecting".
The degree of lag in the use of difficult words in spontaneous proclaiming and speech contact.
All this can be traced in comparison with the norm, So. The fourth level is determined depending on the ratio of disorders of the syllated structure and soundproof.
35. The main directions of the speech therapy work at the ONR in preschool children.
Work on the elimination of the ONR begins with the examination of children.
1. Oriented (conversation with reservoir, revealed the general UR-HY once-I re-ka, predicted it about OKR, acquaintance of speech therapist with anaman. Data by child)
2. Diagnostic (the structure of the Arcticulus of the Refrase apparatus is examined, the state of its thinking, the state of general and shallow motility, and also made tasks for the research of sound impact, the syllated structure, the state of the dictionary, the gram of the Speech, the state of the coherent speech and consumer processes. All tasks should be brought in a game form and the assignment of the age of the rebv. All the results of the survey will be rented in the Rek-ka card, which must be calculated for several years of trying the Reb ka to the special correctional institution.
3. According to the results, the logoped conclusion is set. A plan of classes with Reb-M is lined up
4. Dynamic observation.
36. Phonetic and phonderatic underdevelopment of speech.
FFNR is a violation of language formation processes in children with various disorders (discharge, rinolalia, dysarthria) due to defects of perception and playback by the phone.
1. Easy degree Nar.
There is insufficient distinction and difficulty of analyzing only impaired sounds (the sound of the sounds incorrectly pronounces and incorrectly analyzes)
2. Average Nar-I
(insufficient distinction of a large number of sounds and several phonetic groups)
3. Deep phonderatic underdevelopment
Inability to distinguish and highlight sounds in words, their presence and follow-up
Disadvantages of sound readings are expected:
1.What are replaced by simpler articulation (C, W\u003e F)
2.What are replaced with diffuse articulation
Instead of two or more articulating close sounds, medium, indispensable sound, instead of [Ш] and [C] -eggic sound [Ш], instead of [h] and [t], like relatively softened [h].
3. Increased use of sounds in speech. Some sounds according to the instructions are isolated by a child correctly, but they are missing or replaced by others. Sometimes the child is the same word in different context or when repetition pronounces differently. It happens that the child is the sounds of one phonetic group Replaced, the sounds are different - distorted. Such violations are called phonetic-phonumatic.
4. Distortion of one or more sounds
The child can distorted 2-4 sounds or talk without defects, and no longer distinguish between the sounds from different groups.
In the phonetic-phoneatical underdevelopment of children, several states are revealed:
In the phonetic-phoneatical underdevelopment of children, several states are revealed:
Difficulties in analyzing violated in the pronunciation of sounds;
With the formed articulation, the indispensable of sounds belonging to different phonetic groups;
The inability to determine the presence and sequence of sounds in the word.

The fourth level of the general underdevelopment of speech in children is not distinguished by all experts. Some believe that such a diagnosis can be put on almost all children, or even adults who do not know how to speak a pure literary language or incorrectly utter some sounds. And yet, recently, many speech therapists prefer to say that the fourth level at the ONR still exists.

ONR fourth level

Children with the fourth level of ONR say it is clear to others, they have a sufficiently developed speech, a big vocabulary. But despite the fact that during the pronunciation of sounds, they have no strong disorders, many sounds are heard fuzzy. There are not very intelligible diction for defects in such children, the sluggish articulation is that the teachers are sometimes called "porridge in the mouth."

Unlike children with the normal development of speech, children with the fourth level of ONR with difficulty use complex words in speech. They appear and errors related to lexical. They can replace words similar by meaning, for example, "Mom screaming a patch" instead of "Mom sews a patch." In their speech there is a mixture of signs of objects, for example, "fat ball" instead of a "round ball".

From the point of view of grammar, children with such a diagnosis are confused if there must be to say the nouns of the plural in the parent and vinegenial cases, for example, "a lot of gospise walked in the garden" instead of "in the garden walked a lot of geese." They do not always use the adjectives when agreeing with nouns, for example, "Masha plays blue tape" instead of "Masha plays a blue ribbon." The child may not always speak like that, and only from time to time, as if the baby does not notice exactly how he says.

An important diagnostic criterion for children of the fourth level of ONR: if they say two options for the proposal, the correct and wrong, they will choose the right one.

The main speech defects in children with the fourth level of ONR

insufficient differentiation during the pronunciation of sounds "R-ry", "L-th", "sh-chh", "s --c-q-th";

violation of the structure of the symbols, the permutation of them in some places with each other: "Varkrody" instead of the "plumber";

inability to keep in memory how the word sounds, with full aware of its meaning;

constant repeat in the words of the same syllable (entertainment), for example, "Blobiotek" instead of the Library;

loss of vowels in words where they follow each other (ELIZIOL): "Claudura" instead of "keyboard";

replacing syllables (parafias): "Avtobistist" instead of "motorist";

periodically occurring bandwidth of the syllables: "Boy" instead of "bakery";

adding unnecessary sounds or syllables in words: "Gigolka" instead of "needle".

Currently, a description of such a complex speech defect, as the general underdevelopment of speech, would be incomplete without the characteristics of an additional fourth level of speech development. It includes children with non-space expressed residual manifestations of lexico-grammatical and phonetic-phonderatic underdevelopment of speech. Minor violations of all components of the language are detected in the process of a detailed examination when performing specially selected tasks.

In the speech of children there are separate violations of the syllable structure of words and soundproof. Elysia predominate, and mainly in reducing sounds, and only in isolated cases - Slots pass. Paraphanas are also marked, more often - rearrange sounds, less often syllables; An insignificant percentage of travelers and add syllables and sounds.

Insufficient indity, expressiveness, somewhat sluggish articulation and fuzzy diccia leave the impression of a general blurred speech. The incompleteness of the formation of the sound structure, the mixing of sounds characterize the insufficient level of differentiated perception by the phone. This accycling is an important indicator that has not yet ended to the end of the phonism formation process.

Along with the disadvantages of phonetic-foundhematics, these children were found and separate violations of the meaning speech. Thus, with a sufficiently diverse subject dictionary, there are no words denoting some animals and birds ( penguin, Ostrich), plants ( cactus, Vyun.), people of different professions ( photographer, telephone play, librarian), parts of the body ( chin, eyelids, feet). In responses, generic and species concepts (Crow, goose - bird, trees - christmas trees, forest - berezki).

With the designation and signs of objects, some children use typical names and approximate value names: oval - round; rewritten - wrote. The nature of lexical errors is manifested in the replacement of words close to the situation ( uncle paints a brush fence - Instead of "uncle paints a brush fence; cat rolls the ball - instead of "tangle"), in mixing signs (high fence - a long; Brave boy - fast; Grandpa Old - adult).