Diagnosis of speech development in the senior group. Diagnosis of the development of speech in children of senior preschool age

Diagnosis of the development of speech in children of senior preschool age.

Completed by: Garavskaya Maria Sergeevna

2013

Content:

Explanatory note

1) Vocabulary:

Method No. 1 (Yu.S. Lyakhovskaya, Ch. Osgood).

2) The study of the lexical and grammatical structure of speech:

Morphology:

Word formation:

Method No. 2 "Checking the ability to critically evaluate speech, the ability to find errors in the use of word formation methods."

Method No. 4 "Checking the skill of the comparative degree of the adjective."

Syntax: technique "Checking the ability to construct sentences."

3) The study of the sound side of speech: methodology "Examination of sound pronunciation".

4) Learning coherent speech: technique "Examination of coherent speech".

5) Application.

Explanatory note.

Speech activity is the basis of human communication. In the process of communication, a person resorts to various means of communication. Speech is a means of conveying information. This is the most important mechanism of intellectual activity, a form of communication between people and a way of existence of knowledge.

The child masters speech as he develops, passing through certain stages. In children who have a speech disorder, there is a decrease in all components of speech activity. Therefore, for timely diagnosis and preparation of a corrective route, a comprehensive diagnosis of these components is necessary. In this case, safe analyzer systems can be involved.

When examining a child, attention should be paid to the following:

Development of phonemic hearing and sound analysis;

Development of vocabulary, communication skills and coherent speech;

Formation of the grammatical structure of speech;

Awareness of speech activity.

Checking the level of development of the dictionary, special attention is paid to the qualitative and quantitative composition of the word, understanding the meaning of the word, the ability to use the expressive means of the language and their use in speech. The study of the vocabulary of children can be carried out for different purposes: to check the level of development of the vocabulary on certain topics in order to control the assimilation of the kindergarten program; to determine age and individual characteristics in order to develop programs for the individual development of children; to identify the level of lexical development of the child as a whole (for mental development, the level of speech readiness for schooling).

To examine the grammatical structure of speech, tasks are used to understand grammatical structures, the formation of a conscious attitude to grammatical constructions is checked, the ability to form words and the ability to construct sentences are checked. Identification of the level is a necessary condition for the organization of purposeful systematic work on speech education, its forecasting. In the process of communication, the study of the lexico-grammatical structure is not very effective, because in this situation, the child uses simple constructions, using well-learned forms of inflection and word formation.

Checking the level of phonemic speech is carried out by performing tasks for the pronunciation of sounds in various positions. During the verification process, it is necessary to: determine the nature of the violation of vowels and consonants, pronunciation in various conditions (isolated, in closed and open syllables, in logs with a confluence of consonants, at the beginning, middle and end of a word, in phrases).

The level of development of coherent speech is checked on the basis of retellings of the proposed texts and independent storytelling. In its natural form, coherent speech is difficult to objectively analyze, since it depends on the conditions of communication, on the relationship between the participants in communication.

The selected methods can be used both for children with speech pathology and without it, i.e. they were selected taking into account the age characteristics of children of senior preschool age (5-6 years). The proposed tasks are accessible to children and do not cause them difficulties in performing.

For diagnostics it is necessary to use visual and verbal material. All procedures are accompanied by instructions and criteria for evaluating the results.

Organization of the survey:

Selection of words for verification (minimal dictionaries);

The examination is carried out individually with each child;

The material is selected taking into account the maximum accessibility to the child;

Special conditions for diagnostics should be created;

The speech of the experimenter should be accessible and understandable to the child;

It is more efficient to carry out diagnostics in several stages.

1) Learning vocabulary.

Method No. 1 (Yu.S. Lyakhovsky, Ch. Osgood).

Target: evaluate the dictionary and analyze the vocabulary (determining the presence / absence of names in the children's dictionary, mastering the thematic minimum vocabulary, comparing the results to establish the dynamics of vocabulary development, establishing the degree of diversity and richness of the dictionary).

Equipment: pictures, objects.

Instruction:

1) children are invited to describe the object based on visual perception;

2) a story from memory, from personal experience;

3) creative (thought-out story);

4) a conversation about types, classifications (depending on the topic);

5) storytelling in the process of playing activity;

6) a story in the course of labor activity.

Results:

Give vocabulary assessments: high level - the word is correctly used and used regardless of the situation; medium - the word is in the dictionary, but is used erroneously or limitedly, only in certain situations; low - the word is not in the active and passive dictionaries.

For vocabulary analysis: the coefficient of lexical richness is calculated (based on the count of words in the text per unit of time: at the beginning of the year the child used 22 words per minute, at the end of the year - 30 words), the coefficient of lexical diversity is measured through the ratio of words used in the text once , and the total number of common words.

Method No. 2 (F.G. Daskalova).

Target: check the meanings of words.

Equipment: test dictionary (for children 5 years old).

Instruction:

Children are offered tasks to determine "what is ...?", "what does the word ... mean?". Test dictionaries are used, including nouns of two types (concrete and abstract). List of words included in the test dictionary: ride, doctor, snake, fruit, girl, tongue, chair, ear, tooth, friend, death, soup, love, peace, pain, heat, hunger.

Results:

Each correct answer is worth 1 point. The maximum number of points for children of five years old is 60. If necessary, you can calculate the estimated coefficient through the ratio between the number of points and the number of all given words (if the estimated coefficient approaches 1, then this indicates the richness of the dictionary and the success in mastering the conceptual meaning of words).

Rating: high level - correct answers from 15 to 20, medium - from 7 to 14, low - from 0 to 6.

Technique No. 3 "Classification of concepts".

Target: reveal the level of generalization.

Equipment: 30 pictures depicting animals, clothes, fruits, vegetables, vehicles, toys.

Instruction:

The teacher names the concepts denoting a group of pictures, asks the subject to give a detailed definition of the concept, and then select the appropriate pictures, for example, depicting animals.

Results:

In each task, the number of correct choices of pictures is counted, each correct choice is estimated at 1 point. The highest score is 30 points.

Assessment: high level - from 20 to 30 points, average - from 10 to 19, low - from 0 to 9.

Method number 4 "Selection of synonyms."

Target: identify the level of selection of synonyms.

Equipment: verbal material.

Instruction:

It is carried out in the form of the game "Say it differently." The child is invited to play with words and pick up a word that is close in meaning to the named word. 10 words are presented: gloomy, old, cheerful, big, cowardly, go, run, talk, laugh, cry.

Results:

The child receives 1 point if the chosen word is a synonym, 0 point if the chosen word does not correspond to the semantic field of the given one.

Assessment: high level - from 8 to 10 points, average - from 4 to 7, low - from 0 to 3.

Technique No. 5 "Selection of definitions".

Target: identify the level of selection of definitions.

Equipment: verbal material.

Instruction:

It is carried out in the form of a game with fishing. The child is asked to come up with as many definitions as possible for the given word. 5 words are presented: dress, birch, girl, apple, fox (dress - what is it? How can you say about it? What can it be?).

Results:

The highest score is 20 points. 2 points - if more than 3 words are invented, 1 point - if less than 3 words are invented, 0 points - if the answer is absent or does not correspond to the semantic field of the presented word.

Assessment: high level - from 14 to 20 points, average - from 7 to 14, low - from 0 to 6.

2) The study of the lexical and grammatical structure of speech.

Morphology.

Technique No. 1 "Checking the formation of a conscious attitude to grammatical structures."

Target: identify the level of formation of a conscious attitude to grammatical constructions.

Equipment: verbal material.

Instruction:

Children are invited to listen to the phrase and determine which forms are used incorrectly (do you think I said everything correctly? what is wrong? how should I say it?).

Verbal material: the girl “draws” with paints, and the boy sculpts “nested dolls” from clay; I eat "ripe red apples"; the boy came home and told his mother that he was in the “kina”; at the kennel lies a dog with "five puppies"; I will build many houses from "sands".

Method number 2 "Checking the ability to use indeclinable nouns in speech."

Target: test the ability to use indeclinable nouns in speech.

Equipment: verbal and visual material (album by O. I. Solovieva).

Instruction:

A) Children should look at the pictures in the album and answer the questions in full sentences:

How many coats are in the closet?

What color coats are hanging in the closet?

What is the boy playing?

b) Children must complete the sentence:

Olya is learning to play the ... (piano);

In the morning we drink tea or ... (coffee);

Mom poured me a whole cup of ... (coffee or cocoa).

Technique No. 3 "Checking the use of a multi-conjugated verb."

Target: check the use of different conjugated verbs.

Equipment: verbal material.

Instruction:

The teacher offers to listen to the sentence "The girl wants to walk":

How can you say about many girls? (girls want to walk).

The boy wants to sing, but how about many boys?

How to say about Kolya? (Kolya wants to sing).

Olya, do you want to sing? (want).

Olya and Katya, do you want to draw? (want).

Method No. 4 "Checking the use of nouns in the genitive plural."

Target: check the use of nouns in the genitive plural.

Equipment: verbal material, toys, pictures, real objects.

Instruction:

A) The game "What's gone?": boots, shoes, sandals, slippers; oranges, apples, pears, tomatoes; bears, wolves, foxes.

B) To master words that are difficult to visually indicate, you can conduct a verbal exercise “Finish the sentence”:

Mom bakes pancakes, so I wanted to ... (fritters);

Bought a chocolate cake for my birthday. Dad said that the store has a large selection of ... (cakes).

Word formation.

Technique No. 1 "Checking the language sense, perception and understanding of word-formation forms."

Target: to check the language flair, perception and understanding of word-formation forms.

Equipment: verbal material.

Instruction:

Children are asked to answer the following questions:

How would you explain what a teacher, a builder, a washerman is?

A person can work as a cyclist, a reader?

Is it possible to call a writer a person who can write?

Can you call a pianist a person who can play the piano?

Method No. 2 "Checking the ability to critically evaluate speech, the ability to find errors in the use of word formation methods."

Target: to check the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.

Equipment: verbal material.

Instruction:

Children are invited to listen to incorrect word forms and express their opinion (can I say that? How to say it right?).

The oil lies in the "shrovetide" (butter dish).

Salt is poured into the "salt" (salt shaker).

Grandmother put delicious jam in the "varenitsa" (jam bowl).

The picture shows small "pigs", "kittens" and "pigs" (pigs and kittens).

Method No. 3 "Checking the ability to form forms of nouns and their children."

Target: check the ability to form forms of nouns and their children.

Equipment: visual material.

Instruction:

The game "Who has whom?" It is necessary to select pictures corresponding to each other and form the plural forms of the nominative and genitive case (the fox has cubs, the fox has many cubs).

Method No. 4 "Checking the use of the comparative degree of the adjective."

Target: check the use of the comparative degree of the adjective.

Equipment: verbal material.

Instruction:

Children are asked to complete the sentences:

This house is high, and this one is still ... (higher).

Our river is deep, but the pond is still ... (deeper).

This flower is beautiful, but that one is still ... (more beautiful).

The grass is green, and after the rain even more ... (greener).

It is cold in autumn, and even more in winter ... (colder).

Syntax.

Methodology: "Checking the ability to construct sentences."

Target: test your ability to construct sentences.

Equipment: verbal material:

Instruction:

The child is offered three words, from which he must make a sentence:

Children, walk, park;

Fish, aquarium, swim.

Technique No. 1 "Examination of sound pronunciation."

Target: check the sound.

Equipment: visual and verbal material.

Instruction:

1) The child is presented with pictures with the necessary sounds at the beginning, middle, end of the word. For older preschoolers, these are whistling, hissing and sonorous sounds.

The principle of selecting pictures:

Ability to check the pronunciation of all sounds in all positions;

Content accessibility;

Image realism.

The child is offered to independently name the depicted object. If he makes a mistake in pronunciation, he is advised to look at the inspector and listen to him pronounce the sound, and then repeat. In the case of correct pronunciation, it can be concluded that the sound is present, but not automated, not fixed.

2) The ability to differentiate mixed groups of sounds is checked: whistling-hissing, voiced-deaf.

3) The violation of the syllabic structure of words and words with a confluence of consonants in the form of abbreviations of words is checked: bear, door, tram, rug, golfs, camel, lizard, toys, scarf, transport, bag, aquarium, TV, motorcyclist, etc.

5) The study of coherent speech.

Target: explore connected speech.

Equipment: verbal and visual content.

Instruction:

1) The child is invited to listen to an unfamiliar fairy tale or a short story. Retellings are recorded and analyzed according to the following indicators (results, evaluation):

Understanding the text: correct formulation of the main idea;

Text structuring: the ability to consistently and accurately build a retelling (detected based on a comparison of the retelling with the structure of the text);

Vocabulary: full use of the original vocabulary, replacement of author's expressive means with one's own;

Grammar: the correct construction of sentences, the ability to use complex sentences;

Fluency of speech: the presence or absence of long pauses;

Independence: the presence or absence of the need for prompts in the course of retelling and re-reading the text.

2) The child is invited to carefully consider the picture and make up a story. The stories are recorded and analyzed in terms of subject-logical content and language design.

Criteria:

Integrity: the unity of the theme;

Consistency and structural design;

Connectivity: assessed by analyzing the ways of interphrase communication, the number of sentences that are not related or formally related to each other is counted;

The development of the story, its volume: measured by counting words and sentences, the ratio of simple and complex sentences is established;

Autonomy: assessed by counting sub-questions;

Fluency: Scored by counting long pauses that break the integrity of the story.

Results:

Each indicator is evaluated separately. The highest score of the reproduced text is 12 points. 2 points - correct reproduction, consistent and accurate construction of the retelling; the use of author's words and their exact word substitutions; availability of different types of offers. No grammatical errors; complete absence of unjustified pauses; independent retelling. 1 point - slight deviation from the text; lack of violations of logic; lack of grammatical errors, the predominance of simple sentences; lack of long pauses; few hints. 0 points - incorrect reproduction; violation of the structure of the text; poverty of vocabulary; numerous pauses; the need for hints.

Evaluation: high level of text reproduction - 12 points, average - over 6 points, low - less than 6 points.

Appendix:

1) Vocabulary:

Method No. 1 (Yu. S. Lyakhovskaya, Ch. Osgood).

Method No. 2 (F.G. Daskalova).

riding

Doctor

Snake

Fruit

Girl

Language

Chair

An ear

Tooth

Comrade

Death

Money

Satisfaction

Soup

Love

Peace

Laugh

Pain

Heat

Hunger

Technique No. 3 "Classification of concepts".

Birch

Girl

Apple

Fox

Method number 4 "Selection of synonyms"

Method No. 5 "Selection of definitions" (see Method No. 3).

2) Protocol No. 1. Methodology "Formation of grammatical

building speech. Morphology".

Date:______________________________________________________________

FULL NAME. ________________________________ Age (g.m):________________

1) Checking the formation of a conscious attitude to grammatical structures.

1. The girl "draws" with paints.

2. And the boy sculpts “matryoshkas” from clay.

3. I eat "ripe red apples".

4. I will build many houses "from the sands."

2) Testing the ability to use indeclinable nouns in speech. Finish the sentence:

1. Olya is learning to play the ... (piano)

2. In the morning we drink tea or ... (coffee)

3. Mom poured me a whole cup ... (coffee or cocoa)

3) Checking the use of the conjugated verb "want". Continue the offer.

1. The girl wants to go for a walk. How can you say about many girls?

Girls ... (want to walk)

3. The boy wants to sing. How can you say about many boys?

Boys… (want to sing)

5. And what about Kolya? Kolya ... (wants to sing)

4) Checking the use of nouns in the genitive plural. Game "What's gone"

Boots

Shoes

Sandals

Slippers

oranges

Apples

Pears

Tomatoes

Protocol No. 2. Methodology "Formation of grammatical

building speech. Word formation".

Target:______________________________________________________________

Date:______________________________________________________________

FULL NAME. ________________________________ Age (g.m):________________

1) Checking the language sense, perception and understanding of word-formation forms.

1. How would you explain what a builder is?

2. How would you explain who a doctor is?

3. Can a person work as a cyclist? Reader?

2) Checking the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.

1. Is there oil in the “Shrovetide”? (butter dish)

2. Is salt poured into the “salt bowl”? (salt shaker).

4. The picture shows small "pigs", "kittens" and "pigs". (pigs and kittens).

3) Checking the ability to form forms of nouns and their children.

1. Dog

2. Cat

3. Cow

4. Squirrel

5. Goat

6. Duck

7. Chicken

4) Checking the ability to form words:

A) By merging two bases (morphological-syntactic method).

1. The hare has long ears. What hare? (long-eared)

2. The butterfly has colorful wings. What butterfly? (variegated)

3. The beetle has long whiskers. What beetle? (long mustache)

B) By moving from one grammatical class (nouns) to another (adjectives) (semantico-morphological method).

1. If the plug is plastic, it is plastic.

2. If the pot is made of clay, it is clay.

3. If the knife is steel, it is steel.

4. If the plate is paper, it is paper.

5. If the teapot is porcelain, it is porcelain.

5) Checking the ability to select single-root words.

1. Snow

2. Winter

Conclusion:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Protocol No. 3. Methodology "Formation of grammatical

building speech. Syntax".

Target:______________________________________________________________

Date:______________________________________________________________

FULL NAME. ________________________________ Age (g.m):________________

1) Testing the ability to construct sentences:

1. Children, walk, park

2. fish, aquarium, swim

2) Self-compilation of a proposal according to the proposed picture:

1. Picture #1

2. Picture #2

3) The study of the sound side of speech.

Methodology: "Examination of sound pronunciation".

4) The study of coherent speech.

Methodology: "Examination of coherent speech."

Structuring text

Vocabulary

Grammar

fluency of speech

Independence

The conclusion and recommendations of the teacher on the study of the development of coherent speech: ________________________________________________________________________________________________________________________________________________________________________________________________

Toolkit

Diagnosis of the level of development of children by speech development

Perova Vera Nikolaevna,
senior educator GDOU d / s No. 62
Petersburg

EXPLANATORY NOTE

The diagnostic material includes a methodology for three aspects of children's speech development: vocabulary, grammatical structure and readiness to master written speech.

Diagnostic tasks will reveal speech skills corresponding to the age characteristics of children.

Assignments vary in content. Evaluation criteria have been developed for each task, which will allow the teacher to develop a specific plan of pedagogical work with children to improve these aspects of speech. A selection of visualizations was made for diagnostic tasks, which will make the diagnostic process interesting for the child and will contribute to the objectivity of the results obtained.

This diagnostic material is focused on the "Program for the upbringing and education of children in kindergarten." It is planned to include these materials in the operational type of diagnostics.

IIJUNIOR GROUP

1. Show the pictures on which "Toys", "Dishes" are drawn.

Purpose: To reveal the understanding of specific nouns denoting specific concepts, objects; understanding and using generalizing concepts in their speech.

Material: pictures depicting: toys - doll, car, drum, etc. Crockery - cup, plate, saucepan, etc.

2. What is the girl doing? /mother, boy, etc./

Purpose: to determine the volume of the verb dictionary; the ability to correctly name actions.

Material: pictures

Criteria: the child correctly names the actions - 3 points

Makes 2 or more mistakes - 1 point

3. Show in the pictures: a cup - cups, a mushroom - mushrooms, a doll - dolls, a ball - balls.

Purpose: Determining the understanding of the singular and plural forms of nouns.

Criteria: the child correctly names and shows objects - 3 points

Many mistakes - 1 point

4. Put the ball in the box, on the table, under the table, behind the box.

Purpose: to determine the understanding of prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.

Material: pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5. Name who has what?

Purpose: To determine the ability to use nouns in the genitive case of the singular without a preposition.

Whose tail is this? - Foxes.

Who's bag is this? - Moms.

Who's car is this? - A boy.

Whose ears are these? - Hare.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6. Name affectionately: house - ...., ball - ...., hands - ...., doll - ....

Purpose: To determine the ability to form nouns with diminutive - affectionate suffixes and use them in speech ..

Material: pictures

Criteria: the child correctly forms nouns with diminutive - affectionate suffixes - 3 points

Makes one mistake - 2 points

Makes two or more mistakes - 1 point

Instructions for conducting:

2. Invite the child to name from the pictures who is doing what.

3. The child is invited to name the object in the singular and plural according to these pictures.

4. Invite the child to complete instructions according to verbal instructions ..

5. The child is invited to determine who owns what.

6. The child is invited to name the objects depicted in the pictures affectionately.

Final grade:

14-18 points - high level

10 - 14 points - average level

9 or less points - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

MIDDLE GROUP

1. Name the objects shown in the picture in one word:

Teapot - saucer - plate - saucepan ... / dishes /

Jacket - hat - sweater - trousers…/clothes/

Slippers - sandals - shoes - boots - boots…/shoes/

Cucumber - tomato - cabbage - potatoes - carrots ... / vegetables /

Apple - pear - orange - banana ... / fruits /

Purpose: To reveal the understanding of specific nouns denoting specific concepts, the understanding and use of generalizing concepts in one's speech.

Material: pictures depicting: dishes, clothes, shoes, vegetables, fruits

Criteria: the child correctly names and shows objects - 3 points

2. Name the objects that can be called this word:

animals, toys, furniture

Purpose: To reveal the understanding of specific nouns denoting specific concepts, the understanding and use of generalizing concepts in one's speech.

Material: pictures depicting: bear, fox, squirrel, hare, wolf; car, doll, pyramid, etc., table, chair, sofa, cabinet.

Criteria: the child correctly names and shows objects - 3 points

Makes 1-2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

3. As you can say affectionately: son, mushroom, house.

Goal: Knowledge and ability to use nouns with diminutive suffixes.

Material: pictures

Criteria: the child correctly names - 3 points

Makes 1 mistake - 2 points

Makes 2 or more mistakes - 1 point

4.Help animals find their cubs: a hare - ....., a squirrel - ......, a bear - ......, a wolf - ......

Criteria: the child correctly names and shows pictures with animals - 3 points

Allows 1 - 2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

5. Say it right:

Apple. Tanya has a lot...

Tree. There are many in the forest...

Shoes. Ollie doesn't have...

Purpose: the ability to use nouns in the form of the genitive plural

Numbers.

Material:pictures depicting named items

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6. The mouse loves cheese very much. Find all the pieces of cheese in her room and tell the mouse where each piece is.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7. What color are the objects: a ball - ..., a bucket - ..., a dress - ..., a car - ....

Purpose: the ability to coordinate adjectives with nouns in the singular.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

8. Name whose items these are. Mom's bag - mom's

Grandma's sweater - ...

Dad's newspaper...

Fox Burrow - ...

/Whose? Whose? whose?/

Material: pictures

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

9. Ask the doll Olya to lie down. / Olya, lie down. /

The fox is chasing the bunny, how do we call him? / Bunny, run. /

Ask the driver of the toy car to take the bricks to the building corner. /Go./

Purpose: to determine the ability to use imperative forms in speech.

Criteria:

The child correctly uses imperative forms in speech - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

10. Say it right:

I have a pencil. /pen/

I do not have …

I'm drawing …

Dad writes...

Purpose: to reveal the ability to use nouns in indirect cases without a preposition.

Material:

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for conducting:

Before each task, a set of pictures selected for this issue is laid out on the table.

1. The child is invited to choose pictures for these lexical topics and name them.

2. Invite the child to choose pictures related to a particular group.

3. Offer to affectionately name the items shown in the picture.

4. Invite the child to find the appropriate picture and name the baby animal.

5. Invite the child to correctly say the word in the plural.

6. Offer to help the mouse find pieces of cheese in the room using prepositions.

7. Offer to name the object, and say what color it is.

8. Offer to name whose items these are.

Final grade:

22 - 27 points - high level

15 - 21 points - average level

14 points or less - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

SENIOR GROUP

1. Compilation and naming of the whole object from its parts.

Name the parts of the body from the pictures: head, legs, arms, nose, chest, stomach, neck, etc.

Name the parts of clothing from the pictures: sleeve, collar, button.

Name the parts of furniture from the pictures: back, leg, seat.

Name the parts of the car from the pictures: door, wheels, steering wheel, cabin.

Allows 1 - 2 mistakes - 2 points

2. Name the shape of the objects: round, oval, triangular, square, rectangular, etc.

Purpose: Purpose: the ability to coordinate adjectives with nouns in the singular.

Material: subject pictures

Criteria: child correctly shaped objects - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

3. A lot of what? Ball - balls, table - ..., house - ..., birch - ..., cup - ..., book - ..., tree - ..., leaf - ..., chair - ..., ball - ..., key - ..., pencil ...

Purpose: To reveal the ability to use nouns in the form of the genitive case

Plural.

Material:pictures depicting named items

Criteria: the child correctly names and shows objects - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

4. What is the name of a small object? Table, ball, house, bed, birch, doll, spoon, cupboard, bowl.

Purpose: Knowledge and ability to use nouns with diminutive - affectionate

Suffixes.

Material: subject pictures

Criteria: the child correctly named all the items - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5. Name whose items these are. Bunny tail...

Bear paw - ...

Wool of a wolf - ...

Purpose: The ability to form possessive adjectives from nouns.

/Whose? Whose? /

Material: pictures

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6. Finish the sentence:

We went to the zoo / on what? / (metro)

My sister is learning to play /on what?/ (piano)

Goal: Ability to use indeclinable nouns.

Material: subject pictures

Criteria: the child correctly completes the sentence - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7. Find, show and tell. Where is the mother - a squirrel and her squirrels.

Purpose: Understanding prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

8.Look carefully at the pictures. Name the professions of those who are depicted on it.

Material: pictures of a builder, seller, teacher.

Criteria: the child correctly forms nouns with diminutive suffixes - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

9. Tell me where the kitten is.

Purpose: Understanding prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.

Material: pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

10. Complete the sentence: One house, two ...

One doll, two...

One ball, two...

One beetle, two...

Material: subject pictures

Criteria: the child is correct - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for conducting:

Before each task, a set of pictures selected for this issue is laid out on the table.

2. Cards depicting various objects are placed alternately in front of the child and they are asked to name the parts of which it consists.

3. Cards depicting various objects are placed alternately in front of the child and they are asked to answer the question.

4. The child is invited to consider the cards and name the objects depicted on them affectionately.

5. Cards with the image of animals and body parts are placed in front of the child, and they are asked to name whose parts they are.

6. Invite the child to complete the sentence.

7. Cards with the image of squirrels and squirrels are placed in front of the child, they ask the child to say where the squirrels hid from the squirrel's mother.

8. Ask the child to list the professions on the cards and answer the question “Who does what?”

9. Cards are placed in front of the child, they ask the child to tell where the kitten is.

10. Invite the child to complete the sentence according to the picture.

Final grade:

24 - 30 points - high level

14 - 23 points - average level

13 or less points - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

GROUP PREPARATORY FOR SCHOOL

1. Compilation and naming of a whole object from its parts.

Name the parts of the body from the pictures: elbow, knee, fingers, nail.

Name the parts of clothing from the pictures: collar, cuff, loop.

Name the parts of the window objects from the pictures: frame, window sill, glass.

Name the parts of the car from the pictures: body, cabin, headlights, engine.

Purpose: Development of higher mental functions of thinking - attention, analysis and synthesis of parts and the whole.

Material: subject pictures

Criteria: the child correctly names and shows parts of the whole - 3 points

Allows 1 - 2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

2. Who does what? /using profession/

Purpose: to reveal the knowledge of children about the work of adults.

Material: pictures depicting the work of adults, their professional activities

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

3. Finish the sentence: pencil - two pencils, five pencils, key - ...., lion - ..., lake - ..., door - ...

Purpose: the ability of children to coordinate nouns with numerals.

Material: subject pictures

Criteria: the child correctly coordinates nouns with numerals - 3 points

Allows a small number of errors - 2 points

Many mistakes - 1 point

4. Help animals find their cubs: a cow - ..., a horse - ..., a dog - ...,

Purpose: the ability to form the names of baby animals

Material: pictures depicting animals and their cubs.

Criteria: the child correctly calls and shows - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5. What is it made of: Wooden pencil - wooden, paper craft - ..., straw hat - ..., fluff pillow - ..., snow woman - ..., rubber wheel - ...

Purpose: The ability to form relative adjectives from nouns.

Material: pictures

Criteria: the child correctly names - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6. Name the actions: What are the children doing? / walks, leaves, enters, leaves, goes /

Purpose: To reveal the ability to form prefixed verbs.

Material: plot pictures

Criteria: the child correctly forms prefixed verbs - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7. What is the boy doing?

Purpose: Understanding prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.

Material: plot pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for conducting:

Before each task, a set of pictures selected for this issue is laid out on the table.

1. Cards with the image of the whole object and individual fragments are placed in front of the child, the child is invited to pick up and name the parts to the whole.

2. Ask the child to list the professions on the cards and answer the question “Who does what?”

3. Invite the child to complete the sentence on the picture.

4. Cards with the image of animals and their cubs are placed in front of the child, invite the child to find the cub of the animal and name it.

5. Cards with the image of objects are placed in front of the child, invite the child to find and name the objects from which they are made.

6. Invite the child to determine from the picture what the children are doing.

7. Cards are placed in front of the child, they ask the child to tell what the boy is doing.

Final grade:

17-21 points - high level

12 - 16 points - average level

11 or less points - low level

Speech diagnostics

1. Method "Tell by the picture"

This technique is intended to determine the active vocabulary of the child.

The child is given 2 minutes to carefully examine these pictures. If he is distracted or cannot understand what is shown in the picture, then the experimenter explains and specifically draws his attention to this.

After the examination of the picture is completed, the child is offered to tell what he saw on it. 2 minutes are allotted for each picture.

The psychologist conducting the study using this technique records the results in a table, where he notes the presence and frequency of the child's use of various parts of speech, grammatical forms and structures.

Scheme for recording the results of the study according to the "Tell by the picture" method:

Fragments of speech recorded in the process of research	Frequency of use
	Nouns

	Adjectives in regular form



	Pronouns

	Prepositions
	Complex sentences and constructions

Evaluation of results:

10 points(very high) - all 10 fragments of speech included in the table are found in the child's speech

8-9 points(high) - 8-9 of the fragments of speech included in the table are found in the child's speech

6-7 points(medium) - 6-7 of the fragments of speech contained in the table are found in the child's speech

4-5 points(medium) - in the child's speech there are only 4-5 of the ten speech fragments included in the table

2-3 points(low) - 2-3 of the fragments of speech included in the table are found in the child's speech

0-1 point(very low) - in the child's speech there is no more than one fragment of speech from those included in the table.

Conclusions about the level of development:

10 points- very tall.

8–9 points- high

4–7 points- average

2–3 points- short.

0–1 point- very low.

2. Method "Name the words"

The method presented below determines the stock of words that are stored in the active memory of the child. An adult calls the child a word from the corresponding group and asks him to independently list other words belonging to the same group.

The naming of each of the following groups of words is given 20 seconds, and in general, 160 seconds to complete the entire task.

1. Animals.

2. Plants.

3. Colors of objects.

4. Shapes of objects.

5. Other signs of objects, except for shape and color.

6. Human actions.

7. Ways to perform actions by a person.

8. The qualities of the actions performed by a person.

If the child himself finds it difficult to start listing the necessary words, then the adult helps him by naming the first word from this group and asks the child to continue listing.

Evaluation of results

10 points - the child named 40 or more different words belonging to all groups.

8-9 points - the child named from 35 to 39 different words belonging to different groups.

6-7 points - the child named from 30 to 34 different words associated with different groups.

4-5 points - the child named from 25 to 29 different words from different groups.

2-3 points - the child named from 20 to 24 different words related

with different groups.

0-1 point - the child named no more than 19 words for the whole time.

Conclusions about the level of development

10 points - very high.

8-9 points - high

4-7 points - average.

2-3 points - low.

0-1 point - very low.

3. Methodology "Definition of concepts"

In this technique, the child is offered the following sets of words:

bind, pinch, prickly.

Imagine that you have met a person who does not know the meaning of

one of these words. You should try to explain to this person what each word means, for example the word "bike".

How would you explain this?"

The child is offered 1 set of words.

For each correct definition of the word, the child receives 1 point. You have 30 seconds to define each word. If during this time the child could not give a definition of the proposed word, then the experimenter leaves it and reads out the next word in order.

If the definition of the word proposed by the child turned out to be not quite accurate, then for this definition the child receives an intermediate mark - 0.5 points. With a completely inaccurate definition - 0 points.

Evaluation of results

The maximum number of points that a child can receive for completing this task is 10, the minimum is 0. As a result of the experiment, the sum of points received by the child for determining all 10 words from the selected set is calculated.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

4. Methodology "Clarification of passive vocabulary"

In this technique, the same five sets of words are offered to the child as stimulus material.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Plane, button, book, cloak, feathers, friend, move, unite, beat, blunt.

3. Car, screw, magazine, boots, scales, coward, run,

bind, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, twirl, folding, pushing, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

The child is read the first word from the first row - “bike” and is asked from the next rows to choose words that fit it in meaning, constituting a single group with this word, defined by one concept. Each subsequent set of words is slowly read to the child with an interval of 1 second between each spoken word. While listening to a row, the child must indicate the word from this row, which in meaning fits the one already heard. For example, if he had previously heard the word “bicycle”, then from the second row he would have to choose the word “aircraft”, which, with the first, is the concept of “modes of transport” or “means of transportation”. Then, sequentially, from the following sets, he will have to choose the words “car”, “bus” and “motorcycle”.

If the first time, i.e., after the first reading of the next row, the child could not find the right word, then it is allowed to read this row to him again, but at a faster pace. If, after the first listening, the child made his choice, but this choice turned out to be wrong, the experimenter fixes the mistake and reads the next row. As soon as the child has read all four rows to find the right words, the researcher goes to the second word of the first row and repeats this procedure until the child makes attempts to find all the words from the subsequent rows that match all the words from the first row.

Comment. Before reading the second and subsequent rows of words, the experimenter must remind the child of the found words so that he does not forget the meaning of the words being sought. For example, if by the beginning of reading the fourth row, in response to the stimulus word from the first row “bike”, the child has already managed to find the words “airplane” and “car” in the second and third rows, then before reading the fourth row to him, the experimenter should tell the child something like this: “So, you and I have already found the words “bicycle”, “airplane” and “car” that have a common meaning. Remember it when I read you the next series of words, and as soon as you hear a word of the same meaning in it, immediately say so.

Evaluation of results

If the child correctly found the meanings from 40 to 50 words, then he eventually gets 10 points.

If the child was able to correctly find values from 30 to

40 words, then he is awarded 8-9 points.

If the child was able to correctly find the meaning of 20 to 30 words,

then he gets 6-7 points.

If during the experiment the child correctly grouped from 10 to 20 words, then his final score in points will be 4-5.

Finally, if the child managed to combine less than 10 words in meaning, then his score in points will be no more than 3.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

0-3 points - low.

7.5. Methodology "Definition of active vocabulary"

The child is offered any picture that depicts people and various objects (for example, the one shown in the figure below). He is asked for 5 minutes to tell in as much detail as possible about what is shown and what is happening in this picture.

Drawing. An approximate picture for a methodology designed to determine the active vocabulary of a child of primary school age:

The child's speech is recorded in a special protocol, the form of which is given in the table, and then analyzed.

table. Protocol form for the methodology for assessing the active vocabulary of a younger student

Fixed signs of speech	The frequency of use of these signs by a child
	Nouns

	Communions
	Participles
	Adjectives in the initial form
	Comparative adjectives
	Adjectives in superlatives

	Prepositions

	Homogeneous members of a sentence
	Compound sentences with conjunctions such as "and", "a", "but", "yes", "or", etc.
	Compound sentences connected by subordinating conjunctions such as: "which", "because", "because", etc.
	Introductory constructions starting with the words “firstly”, “in my opinion”, “I think”, “it seems to me”, etc.

This protocol notes the frequency of the child's use of various parts of speech, complex sentences with conjunctions and introductory constructions, which indicates the level of development of his speech. During the psychodiagnostic experiment, all these signs included in the protocol form are noted on its right side.

Evaluation of results

The child receives 10 points if in his speech (story by picture) there are at least 10 of the signs listed in the protocol.

At 8-9 points, his speech is evaluated when at least 8-9 different protocol signs are found in it.

A child earns 6-7 points for his speech in the presence of 6-7 different signs.

A score of 4-5 points is given to him for the presence of 4-5 different signs in speech.

2-3 points - there are 2-3 signs in speech.

0-1 point - there is no story or it contains 1-2 words, which are one and only part of speech.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

6. Study of speech rigidity

Purpose of the study: determine the degree of speech rigidity. Material and equipment: color pictures of the same type depicting landscapes, each size is at least 20x25 cm, sheets of paper and a pen.

Research Procedure

The study can be conducted with one subject or with a group. If several people are being examined at the same time, then it is better for each subject to receive a picture, and not look at a common poster. Subjects are asked to write an essay based on a picture, but the purpose of the study is hidden.

Instruction to the subject: "In front of you is a picture with a landscape depicted on it. Write an essay on this picture." The time for writing an essay in this case is not limited, and the work ends when the essay has at least 300 words.

Results processing

The purpose of processing the results is to calculate the value of the rigidity of the written speech of the subject for every hundred words of his composition. First, in the essay, a vertical line separates every hundred words. Then, in every hundred words, all repeated words that are the same in sound and spelling, including words that have a common root, are crossed out or underlined. For example, one-root words will be: greens, green, greenish. For each hundred words of the composition, the number of repetition words is counted separately. The conjunction "and" is also a word, and all its repetitions are counted.

The indicator of the rigidity of written speech can be represented both in absolute terms, that is, in the number of repetitions, and in relative terms - in the form of the "KR" coefficient.

Analysis of results

The tendency to repeat words when writing essays is not the same in every hundred. For the interpretation of individual indicators, a table is proposed for determining the degrees of rigidity of written speech.

No. hundreds of words in an essay

Degree of rigidity
		lability
number of repetitions
First hundred	10 or more
second hundred	12 or more
third hundred	14 and over

During the analysis of the results, it is desirable to establish the causes of rigidity. Among the reasons may be: a small speech reserve, poor health of the subject, low intelligence, etc. People with labile speech often have pronounced linguistic and general humanitarian abilities. Usually they are fond of literature and philology. For those wishing to improve themselves, it is important to take care of the prevention of speech rigidity. For these purposes, you can work with a dictionary of synonyms, replacing the words-repetitions with synonyms in your texts of speeches, essays. Oral speech can be developed in a similar way. A tape recording of speeches and conversations with its further analysis helps a lot.

7. Study of the rate of oral speech activity

Purpose of the study: determine the rate of oral speech on the test for reading.

Equipment: reading test consisting of letters and numbers, stopwatch.

Research Procedure

This study is carried out by the experimenter with one subject, who should be comfortably seated at a well-lit table.

The subject is presented with a standard reading test printed on a small form. The test looks like this.

A and 28 I 478 TCM 214 b! yu? \u003d 734819 nosonromor thieves iushchtsfh 000756 kotonrorrrr 11 + 3 \u003d 12 15:5 \u003d 24: 7 \u003d 23 M + A = mother = ma! mom = dad porridge + sha = ka

Instruction to the subject: "At my signal "Begin!" Read aloud everything line by line written on this form as quickly as possible. Try to read without errors. Do you understand everything? If so, then I mark the time. Started!"

The experimenter must use a stopwatch to record the time taken by the subject to read the entire test, and possible errors.

Results processing

The results of this testing are the reading time of the entire set of letters, numbers, signs and the number of errors made by the subject.

Analysis of results

The test results are interpreted using a scale for assessing the rate of oral speech activity.

Reading time

Reading pace	Note
40 s or less		For admitted reading read tempo rank errors decreases by reducing one line down
from 41 to 45 s
46 to 55 s
from 56 to 60 s

In the course of interpreting the results, it is important to take into account what kind of activity the subject prefers to engage in and his temperament. In philologists, the rate of speech activity is usually high. In addition, the speed of reading the test is affected by the state of health and the mood for testing. An important role is played by the installation caused by the instruction. In most people, a high tempo correlates with choleric or sanguine temperaments, while a medium or low tempo correlates with phlegmatic and melancholic temperaments.

The pace of reading can be accelerated by frequent reading aloud and the development of attention.