Speech therapy examination of attention. Speech therapy examination of children with speech disorders in the context of the introduction of federal state education standards

Speech therapy examination at an early age is necessary to determine the level of speech development of the child. A comprehensive diagnosis by a speech therapist helps to notice pathologies that affect the speech center in a timely manner. This measure is needed both to identify the cause of violations and to select optimal methods for solving the problem.

The first visit to a speech therapist is recommended at the age of 3-4 years, when the child is about to go to kindergarten. In some cases, a visit to the doctor is made earlier, when parents notice persistent speech disorders. It may also be necessary to diagnose a speech therapist at school when the problem is just beginning to emerge during the learning process.

At the first appointment, the doctor will ask you to fill out a questionnaire indicating important aspects of the child’s development. The information obtained will help the speech therapist correctly plan the work and select an individual program.

During a general examination, the doctor finds out the following points:

• level of knowledge of geometric shapes, colors, parameters of objects;
• ability to navigate in space and time;
• knowledge of simple mathematical concepts;
• state of fine motor skills;
• ability to classify.

An examination of speech development includes assessing the child’s understanding when he is addressed, finding out what speech means he uses, whether he imitates adults, and how he answers questions. The doctor asks to name and show an object, part of the body, animal, or to describe something in one word.

When examining coherent speech, the doctor asks the child’s name, the names of his parents, sisters, brothers, who he lives with, and what his favorite toy is. Then he will need to tell a story, make sentences using pictures and supporting words.

When should a child be seen by a speech therapist?

The earliest reason to visit a speech therapist will be the absence of babbling in a baby for up to one year. The wrong strategy would be to wait until the child “talks”, because the older he gets, the more difficult it is to solve the existing problem.

The following violations will also be a reason to contact a specialist:

• by the age of three, the child cannot form phrases correctly;
• does not master grammatical structure until the age of five;
• the child began to speak, but then became completely silent;
• pronounces certain sounds poorly.

In addition, a speech therapist’s diagnosis of school readiness will help parents engage in the proper development of their child. The specialist will tell you what to focus on, how to conduct classes, and how to interest the child in improving speech.

Stages of examination by a speech therapist

Examination of children by a speech therapist consists of several stages:

1. Observing the child during play and communication with parents.
2. Assessing the manifestation of interest in surrounding people and objects.
3. Attention, the ability to concentrate, how a child perceives loud sounds and whispers.
4. Assessment of observation skills - comparison of pictures, objects, recognition of colors.
5. Studying the level of intellectual development - the ability to count, distinguish objects by basic characteristics, and navigate in space.
6. Conditions of speech and general motor skills.
7. Speech comprehension and pronunciation skills - repeating sentences, understanding a story, performing light errands, composing sentences.

In some cases, several visits to a specialist are required so that he can verify the presence of violations or confirm their absence.

They will be carried out according to a scheme drawn up after the initial examination and prognosis.

Preparing your child to visit the doctor

A visit to a specialist may alarm the child, then he will close down and will not make contact, which is extremely important for diagnosis. Some children may react negatively to a visit to a speech therapist, even with a correct explanation of the purpose of the visit, arguing that they have no problems and already know how to speak “beautifully,” and then it is very difficult to convince them.

• tell the child who a speech therapist is, explaining to him as an adult;
• show a video of a speech therapist working with a child;
• tell very young children that you are going to meet each other and play.

The speech therapist begins the first appointment in the form of a game, so the child feels comfortable. If you hide the purpose of the visit to a specialist from him, he will be agitated, and then it will be more difficult to get in touch with him.

Types and methods of speech therapist diagnostics

Methods for diagnosing children under 2 years of age without intellectual and hearing impairment:

1. Understanding the names of objects. Several toys are laid out in front of the child, and the speech therapist asks to show each of them in turn.
2. Understanding actions. The speech therapist asks you to perform a specific task - feed the doll, put the bear to sleep.
3. Group orientation. The child is asked to show an object located in the room, find something, or approach something.
4. Active speech. The child plays freely, during which the speech therapist observes his emotions, spoken sounds, and words.

Methods for diagnosing a child by a speech therapist under the age of 3 years:

1. Understanding speech and prepositions. The task is given - to put the toy “under”, “near”, step “over”, stand “in front” of something.
2. Understanding prefix relationships. The order is given to “close”, “unfold”, “open”, “carry away”.
3. Auditory attention. The ability to distinguish similar-sounding words - “mustache-ears”, “mouse-bear” - is determined.
4. Active speech. The speech therapist conducts a free conversation with the child, expecting to hear a complex subordinate clause.

What could be the results?

The results of a speech therapy examination contain information about tempo, rhythm, voice intonation, and breathing patterns. The speech therapist makes notes on the state of the sound-voice structure of phrases and individual words, impressive and expressive speech, vocabulary, and vocal motor skills.

A speech therapist can identify speech disorders such as:

• tongue-tied or dysalgia - distortion, replacement of sounds, their mixing or absence;
• rhinolalia - a violation of sound pronunciation and timbre of the voice due to defects of the speech apparatus, the child nasals, distorts sounds, speaks monotonously;
• dysarthria - occurs as a consequence of damage to the central nervous system, when the movements and strength of the speech organs are impaired, it is difficult for the child to control the tongue;
• alalia - partial or complete absence of speech while maintaining normal hearing, the child tries to contact parents and people around him, doing this with facial expressions and gestures;
• delayed speech development - occurs due to disorders of the physical and mental state, often observed in children from disadvantaged families;
• logoneurosis is stuttering, when a child stretches out sounds, repeats consonants, stops mid-sentence, the exact reasons have not yet been clarified, but the psycho-emotional state plays a big role;
• dyslexia and dysphagia - the inability to master reading and writing with normal intellectual development, the child sees different letters, he makes many mistakes in writing.

If a defect is detected, the root cause must be determined so that work with a speech therapist can be aimed at eliminating it. When there is a suspicion of damage to the nervous system, the doctor refers for examination to other specialists - a neurologist, psychologist, speech pathologist. The final conclusion is made by the speech therapist after receiving answers to all the questions posed.

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Speech therapy examination of children with speech disorders

Speech therapy examination of children with speech disorders is designed for children over 4 years of age and begins with the collection of brief anamnestic information, during which it is necessary to clarify the following data:

1. The age of the mother and father at the birth of the child.

2. The presence of hereditary, neuropsychic, chronic somatic diseases in parents.

3. Data on speech disorders in parents and relatives.

4. Progress of pregnancy:

– from what kind of pregnancy;

– how the pregnancy proceeded (toxicosis of the 1st-2nd half, falls, injuries, psychoses, chronic diseases, infections, use of medications - antibiotics, hormones, presence of chemical hazards, radiation, consumption of alcohol, nicotine, drugs).

5. Progress of childbirth:

– early, urgent, rapid, protracted, dehydrated, weakness of labor, use of stimulation (mechanical, chemical, electrical stimulation, cesarean section);

– when the child screamed, the presence of asphyxia (blue, white);

– Rh factor (negative, positive, compatibility, incompatibility);

– injuries during childbirth (TBI, hemorrhage, birth trauma).

6. Weight and height of the child at birth.

7. Feeding:

- when they brought it to feed;

– like sucking (actively, regurgitating, choking);

– breastfeeding up to... months.

8. State of early psychomotor development:

– holds his head from... 1.5 months;

– sitting since... 6 months;

– costs from... 11 months;

– walks from... 12 months;

– first teeth 6-8 months.

9. Early speech development:

– walking for 2-3 months;

– babbling 4-6 months;

– nature of babble;

– first words;

– first phrases 1.5 years;

– whether speech development was interrupted (for what reason);

– use of gestures.

10. The attitude of family members towards the speech defect (indifferent, they do not notice the defect, they pay attention, they worry, but do not take action).

11. Has the child worked with a speech therapist? Results of speech therapy work.

12. Previous illnesses and time of transfer (severe somatic diseases, infections, bruises, injuries, convulsions when the temperature rises).

After analyzing the obtained anamnestic information, the speech therapist begins to conduct a speech therapy examination. If necessary, additional psychological research is carried out (for example, memory, attention, thinking, intelligence, etc.).

Speech therapy examination for general speech underdevelopment includes the following areas.

Sound pronunciation survey

In a child with general speech underdevelopment, sound pronunciation disorders can affect all groups of sounds, including vowels. Vowel sounds are examined in the following order: [a], [e], [o], [s], [u], [i], [i], [e], [e], [yu], [j] . It is noted whether the child opens his mouth well and whether his articulation is expressive when pronouncing vowel sounds. The examination of consonant sounds is carried out in the following sequence: labial-labial and labial-dental, posterior lingual, lingual-dental, lingual-alveolar (sonorant), lingual-anteropalatal (hissing and whistling).

To examine sound pronunciation, a set of drawings and pictures is used. The objects in the pictures are selected so that the sounds being studied are in three positions - at the beginning, middle and end of the word. Voiced consonants are not offered in final position, since they are deafened during pronunciation.

An approximate list of words for which you can select pictures:

[s] - sled, wasp, nose;

[s"] - seven, orange, goose;

[h] - castle, goat;

[z"] - winter, shop;

[ts] - heron, sheep, finger;

[w] - hat, car, mouse;

[f] - beetle, skis;

[h] - teapot, swing, ball;

[sch] - pike, vegetables, raincoat;

[l] - lamp, balalaika, woodpecker;

[l"] - lemon, palm, beans;

[p] - rocket, potato, mosquito;

[r"] - turnip, carriage, door;

[k] - cat, window, pilot;

[g] - city, garden, dog;

[x] - bread, hunting, ah.

The examination table records the nature of the violation: complete absence of sound, its replacement with another, distorted pronunciation (nasal, softened, labial, interdental, lateral, velar, uvular).

The survey results should reflect:

– form of impaired pronunciation (in isolated pronunciation): normal, absent, replaced, distorted;

– position of the broken sound: at the beginning, in the middle, at the end of the word;

– the presence of synkinesis, hyperkinesis of the facial, facial muscles and wings of the nose during articulation.

Based on the results of examining all sounds, the level of impaired sound pronunciation is determined. (Diphthongs [я], [е], [е], [у] are not assessed by a point system.) For each correctly pronounced sound, the child receives 1 point.

First level (low, less than 20 points). The child has impairments in more than five groups of sounds, including vowel sounds. In addition to the absence, replacement and distortion of sounds, synkinesis and hyperkinesis of facial and facial muscles occur. There is insufficient expressiveness of articulation during the pronunciation of vowel sounds and broken consonants.

Second level (below average, 30-21 points). The child has impairments in three or four groups of sounds, including vowel sounds. In addition to the absence, replacement and distortion of sounds, synkinesis and hyperkinesis of facial and facial muscles occur. There is insufficient expressiveness of articulation during the pronunciation of vowel sounds and broken consonants.

Third level (intermediate, 35-31 points). The child has 7-11 sounds impaired, belonging to two groups of sounds that may be absent, replaced or distorted. The child articulates vowel sounds and other consonant sounds correctly. During the pronunciation of sounds and repetition of words, there is no synkinesis, hyperkinesis of the facial or facial muscles.

Level four (above average, 41-36 points). The child has 1-6 sounds impaired, belonging to no more than one group of sounds, which may be absent, replaced or distorted. The child articulates vowel sounds and other consonant sounds correctly. During the pronunciation of sounds and repetition of words, there is no synkinesis, hyperkinesis of the facial or facial muscles.

Fifth level (high, 42 points). The child articulates all sounds correctly. During the pronunciation of sounds and repetition of words, there is no synkinesis, hyperkinesis of the facial or facial muscles.

Gross motor examination

The examination of general motor skills is carried out according to the following scheme:

1. Study of motor memory. The speech therapist shows movements for the hands and suggests repeating them:

a) hands forward, up, to the sides, on the belt;

b) repeat the movements after the teacher, with the exception of one predetermined “forbidden” movement.

2. Study of static coordination. The speech therapist shows the movements and suggests repeating them:

a) stand with your eyes closed, place your feet on the same line so that the toe of one foot rests on the heel of the other, arms extended forward. Execution time: 5 seconds, 2 times for each leg;

b) stand with your eyes closed, and then on your left leg, arms forward. Execution time 5 seconds.

3. Study of dynamic coordination. The speech therapist shows the movements and suggests repeating them:

a) march, alternating steps and clapping hands. Cotton in between steps;

b) perform 3-5 squats in a row, do not touch the floor with your heels, do them only on your toes.

4. Study of spatial organization. The speech therapist shows the movements and suggests repeating them:

a) walking in a circle, in the opposite direction through the circle. Start walking from the center of the circle to the right, walk around the circle, return to the center on the left. Go through the office from the right corner through the center diagonally, go around the office and return to the right corner diagonally through the center from the opposite corner; turn around in place and move around the office in leaps, starting movements from the right;

b) do the same on the left.

for the first task - 2 points;

for the second task - 2 points;

for the third task - 2 points;

for the fourth task - 1 point;

for the fifth task - 2 points.

First level (low, less than 2 points). The child finds it difficult to perform movements. Doesn't know the sides of the body or the leading hand. Static and dynamic coordination is not formed. Paresis, paralysis, loss of coordination, and the presence of involuntary movements are observed.

Second level (below average, 4-3 points). The child finds it difficult to perform movements. Doesn't know the sides of the body or the leading hand. When performing exercises on static and dynamic coordination, he makes mistakes. Movements are characterized by insufficient accuracy, inconsistency of the motor reaction with the signal, violation of the sequence of movements and switching from one movement to another.

Third level (intermediate, 5-4 points). When performing tasks, the child is diagnosed with difficulties in performing movements. During the examination, a limitation in the range of movements, difficulties in changing the given position of the arms and legs, a decrease in muscle tone, and insufficient accuracy are recorded. When performing exercises on static and dynamic coordination, he makes mistakes. Doesn't know the sides of the body or the leading hand.

Fourth level (7-6 points). The child performs tasks correctly, the range of movements is full, but they are awkward and undifferentiated. Movements are characterized by insufficient coordination of activities. He marches well and performs squats quite accurately. Knows the sides of the body, the leading hand.

Fifth level (high, 9-8 points). The child completes all tasks correctly. Good quality and sequence of movements are noted, as well as clear switching from one movement to another. The child, standing with his eyes closed, freely holds the proposed poses. Marches clearly, performs squats smoothly and accurately. Knows the sides of the body, the leading hand.

Fine Motor Skills Test

1. Examination of static coordination of movements of the fingers:

– perform the task by showing, then by verbal instructions while counting from 1 to 5;

– extend the index finger and little finger of the right hand, then the left hand, then both hands;

– extend the index and middle fingers of the right hand, then the left hand, then both hands;

– place the index fingers on the middle fingers on both hands;

– place the middle fingers on the index fingers on both hands;

– connect the thumb of the right hand, then the left hand, then both hands with the index finger (middle, ring, little finger) into a ring.

2. Examination of dynamic coordination of movements of the fingers:

- alternately connect all the fingers of the hand with the thumb, first of the right hand, then of the left hand, then of both hands simultaneously (“Fingers of the right hand only are greeted, only the fingers of the left hand are greeted”, “Fingers of the right and left hands are greeted);

– perform the “fist - edge - palm” movement with the right, then the left hand, then with both hands at the same time; The test must be repeated with the tongue bitten by the teeth.

3. Study of the sense of rhythm:

– change hands while simultaneously clenching one hand into a fist and unclenching the fist of the other hand;

– “playing the piano” (fingers 1-5, 2-4, 5-1, 4-2, 1-2-3-4-5, 5-4-3-2-1);

– coloring, cutting, shading (based on children’s work);

– drawing according to the “house - tree - fence” pattern.

4. Study of mechanisms for automating the movements of the leading hand (“Let’s say hello”).

The adult invites the child to extend his hand to greet (say hello): first the right, then the left, then both hands.

Maximum points:

for the first task - 6 points;

for the second task - 2 points;

for the third task - 5 points;

for the fourth task - 1 point.

First level (low, less than 2 points). The child is unable to move; inertia and undifferentiated movements are noted. There is no sequence of movements, the tempo of movements is either slow or fast, the rhythm is not reproduced. There are unnecessary movements during greetings.

Second level (below average, 5-3 points). The child’s movements are not precise; disturbances in the dynamic organization of movements are noted. There is no sequence of movements, the pace of movements is slow or fast, the rhythm is not reproduced. There are unnecessary movements during greetings.

Third level (intermediate, 9-6 points). Difficulties are diagnosed in the child when performing tasks for static and dynamic coordination of finger movements, but no obvious violations are noted. During the examination, a limitation in the range of movements, difficulties in changing the specified position of the fingers, a decrease in muscle tone, and insufficient accuracy are recorded. The tempo can be slow or fast, the rhythm is played with minor errors. There are unnecessary movements during greetings.

Fourth level (above average, 12-10 points). Static and dynamic coordination of movements of the fingers is formed, but the range of movements of the fingers is not complete enough. The child has a developed sense of rhythm. There are no unnecessary movements during greetings.

Fifth level (high, 14-13 points). Static and dynamic coordination of movements of the fingers is formed, the movements of the fingers are active, the range of movements is full, there are no replacements of movements. The child has a fully formed sense of rhythm. The leading hand is the right. There are no unnecessary movements during greetings.

Examination of articulatory motor skills

The identification of the characteristics of articulatory motor skills is carried out in the process of the child performing certain actions at the direction of the speech therapist.

1. Study of lip mobility. To identify lip mobility, the child is asked to imitate the following movements:

– stretch your lips forward and round?

– move their corners to the sides;

– raise the upper lip;

– lower the bottom one;

– lick your lips;

– exhaling forcefully, cause the lips to vibrate;

- puff out your cheeks - pull them in.

2. Study of tongue mobility. To identify tongue mobility, the child is asked to imitate:

– make the tongue first narrow and then wide;

– raise the tip of the tongue to the upper incisors and lower it to the lower ones;

– move it like a “pendulum”.

3. Study of the mobility of the lower jaw. To identify the mobility of the lower jaw, the child is asked to imitate:

– lower the jaw;

– push forward;

– determine whether there is contracture.

4. Study of the mobility of the soft palate. To identify the mobility of the soft palate, the child is asked to pronounce the sound “a”. In this case, the presence or absence of active closure of the soft palate with the posterior wall of the pharynx is determined, passive closure is determined with a spatula or finger by reaching the soft palate to the posterior wall of the pharynx; At the same time, the presence or absence of reflexes of the posterior pharyngeal wall is noted.

For each correctly completed exercise, the child receives 1 point.

Maximum points:

for the first task - 7 points;

for the second task - 3 points;

for the third task - 3 points;

for the fourth task - 2 points.

First level (low, less than 2 points). The child finds it difficult to move the articulatory organs; it is impossible to perform most movements with the lips and tongue. He cannot, by imitation, stretch his lips forward, move their corners to the sides, raise his upper lip, lower his lower lip, lick them, cause his lips to vibrate, puff out his cheeks, or retract them. When performing movements with the tongue, there is an inability to perform an exercise on the sequence of movements, on spreading the tongue (tongue in a lump) with increased tone. With decreased tone (the tongue is thin, flaccid), there may be tremors, hyperkinesis, synkinesis, and hypersalivation. There is a lack of active closure of the soft palate with the posterior wall of the pharynx and the absence of reflexes of the posterior pharyngeal wall.

Second level (below average, 6-3 points). The child has an inability to perform many movements with the organs of the articulatory apparatus, an incomplete range of movements, tense or flaccid muscle tone, movements are inaccurate, there is no sequence of movements, there are accompanying, violent movements, salivation is noted, the pace of movements is either slow or fast. In this case, the child does not sufficiently hold the articulators in a certain position.

Third level (intermediate, 10-7 points). When performing tasks, the child is diagnosed with difficulties in the movements of the articulatory organs, but no obvious violations are noted. During the examination, a limitation in the range of movements, difficulties in changing the given position of the speech organs, a decrease in muscle tone, and insufficient accuracy are recorded. Tremors and slowing down during repeated movements may occur.

Fourth level (above average, 13-11 points). The child’s articulatory motor skills are formed, the range of movements is full, but they are slow, awkward, and undifferentiated. Movements are characterized by insufficient coordination of activities. During the execution of movements by the organs of the articulatory apparatus, there is no synkinesis, hyperkinesis, or salivation.

Fifth level (high, 15-14 points). The child’s articulatory motor skills are fully formed. The movements of the articulatory apparatus are active, the range of movements is full, the muscle tone is normal, the movements are precise, the tempo is normal, there are no accompanying movements.

Examination of the dynamic organization of the articulatory apparatus in the process of speech And

Identification of the features of the dynamic organization of the articulatory apparatus in the process of speech is carried out when the child performs certain actions and exercises at the direction of the speech therapist.

1. Study of dynamic organization during repetition of articulatory movements:

– bare your teeth, stick out your tongue, then open your mouth wide;

– open your mouth wide, touch the tip of your tongue to the lower teeth (incisors), then raise the tip of the tongue to the upper teeth (incisors) and place it on the lower lip.

– place your wide tongue on your lip, bend the tip of your tongue to form a “cup,” and bring this “cup” into your mouth.

- open your mouth wide, as with the sound [a], stretch your lips into a smile, stretch them into a tube.

– open your mouth wide, then ask to half-close and close it.

2. Study of dynamic organization during repetition of sound series. Repeat the sound series several times (the sequence of sounds changes):

- “a-i-u”, “u-i-a”;

- “o-i-a”, “a-o-i”;

- “y-o-e”, “e-y-o”;

- “o-o-a”, “o-a-o”.

3. Study of dynamic organization when repeating syllable series (the sequence of syllables changes):

- “ka-pa-ta”, “pa-ka-ta”;

- “pla-plo-plu”;

– “ral-lar-tar-tal”;

- “strength-lifting-healthy.”

4. Study of dynamic organization when reading poems. The speech therapist reads Agnia Barto’s poems “Ball”, “Bunny”, “Horse” and suggests repeating them.

For each correctly completed exercise, the child receives 1 point.

Maximum points:

for the first task - 5 points;

for the second task - 4 points;

for the third task - 4 points;

for the fourth task - 3 points.

First level (low, less than 2 points). The child is unable to move his tongue; movement disorders are manifested in the replacement of one movement with another, in the search for articulation, in “getting stuck” on one movement, inertia of movements, undifferentiation of movements, disruption of the smoothness of movements, tension of the tongue, twitching of the tongue, inability to switch from one articulatory posture to another, from one phoneme to another and from one sound range to another. There is no sequence of movements, there are accompanying, violent movements, salivation is noted, the pace of movements is either slow or fast.

Second level (below average, 7-3 points). The child's tongue movements are imprecise; violations of the dynamic organization of articulatory movements are manifested in frequent, but not constant replacement of one movement with another, in the search for articulation, in “getting stuck” on one movement, inertia of movements, undifferentiation of movements, disturbance of the smoothness of movements, tension of the tongue, twitching of the tongue, in irregular violations that occur switching from one articulatory pose to another, from one phoneme to another and from one sound series to another. There is no sequence of movements, there are accompanying, violent movements, salivation is noted, the pace of movements is either slow or fast.

Third level (intermediate, 11-8 points). When performing tasks on the dynamic organization of the articulatory apparatus, the child is diagnosed with difficulties, but no obvious violations are noted. During the examination, a limitation in the range of movements, difficulties in changing the given position of the speech organs, a decrease in muscle tone, and insufficient accuracy are recorded. Tremors and slowing down during repeated movements may occur.

Fourth level (above average, 14-12 points). The child has developed a dynamic organization of the articulatory apparatus during speech, but there is a slight lack of volume and tempo of movements. During the execution of movements by the organs of the articulatory apparatus, there is no synkinesis, hyperkinesis, or salivation.

Fifth level (high, 16-15 points) - the movements of the articulatory apparatus are active, the range of movements is full, there are no replacements of movements. The child has a fully formed dynamic organization of the articulatory apparatus in the process of speech.

Examination of facial muscles

An examination of facial muscles is carried out while the child performs certain actions as directed by the speech therapist.

1. Study of movements of the forehead muscles:

- frown;

– raise eyebrows;

- wrinkle your forehead.

2. Study of eye muscle movements:

– close your eyelids easily;

– close your eyelids tightly;

– close your right eye and then your left;

- wink.

3. Study of movements of the cheek muscles:

– inflate the left cheek;

– inflate the right cheek;

- inflate both cheeks at the same time.

4. Study of facial poses. Express with facial expressions:

- astonishment;

- joy;

- sadness;

- angry face.

5. Study of symbolic praxis;

– kiss;

- smile;

- spitting;

- clicking.

When performing tasks, the condition of the facial muscles is diagnosed. For each correctly completed exercise, the child receives 1 point.

Maximum points:

for the first task - 3 points;

for the second task - 4 points;

for the third task - 3 points;

for the fourth task - 5 points;

for the fifth task - 6 points.

First level (low, less than 5 points). The child cannot move the muscles of the eyes, forehead, and cheeks.

Second level (below average, 9-6 points). The child's movements of the muscles of the eyes, forehead, and cheeks are inaccurate, and some movements are unsuccessful, for example, winking, whistling, grinning, spitting, clicking.

Third level (intermediate, 15-10 points). Difficulties are diagnosed in a child when performing tasks to examine facial muscles, but no obvious violations are noted.

Fourth level (above average, 19-16 points) - The execution of movements is correct, but there is blurriness in the execution of movements such as spitting, clicking. Mimic poses have been formed. The movements of the muscles of the forehead and cheeks are sufficient.

Fifth level (high, 21-20 points). The child's facial expressions are fully formed. All movements are performed correctly.

Examination of the structure of the articulatory apparatus

1. Lip examination. Narrow, fleshy, acheilia (absence of lips), syncheilia (fusion of the lateral parts of the lips), brachycheilia (short middle part of the upper lip), thickening and shortening of the frenulum of the upper lip, within normal limits.

2. Study of the dentition. Giant (with disproportionately large crowns), mesio-distal displacement (outside the jaw arch), adentia (the absence of one or more teeth), supernumerary, deformed, crooked, small (with disproportionately small crowns), rare, awl-shaped, ugly.

Vestibular deviation (displacement of teeth outward from the dentition), oral inclination (displacement of teeth inward from the dentition), supraocclusion (high position of the tooth that does not reach the plane of closure of the dentition), infraocclusion (protruded, low position of the tooth relative to the occlusal plane) , trema, diastema, rotation of the tooth around the longitudinal axis, crowded arrangement of teeth.

3. Bite examination. Prognathia (upper jaw pushed forward), progenia (lower jaw protruding outward), open anterior bite (crooked jaws in the front part due to rickets or due to improperly grown front teeth), open lateral bite, transversal narrowed dentition (discrepancy in the width of the upper and lower dentition), straight, floating, deep.

4. Language research. Narrow, fleshy, ankyloglossia (short hyoid ligament), microglossia (small), macroglossia (large), glossotomy (partial or complete removal of the tongue), glossoptosis (developmental anomaly).

5. Examination of the hard and soft palate. Hard palate: gothic, domed, narrow, low, flattened. Soft palate: short, congenital isolated underdevelopment.

6. Examination of the lower jaw. Deformed, micrognathia (small size of the upper jaw), macrognathia (large size of the upper jaw), microgeny (small size of the lower jaw), macrogeny (large size of the lower jaw).

The examination reflects the structural features of the articulatory apparatus: normal, mild deviations (indicate which), gross deviations (indicate which).

Phonemic Awareness Test

1. Study of the state of physiological hearing. The hearing test is carried out using whispered speech. It is recommended to use two groups of words: the first group has a low frequency response and can be heard with normal hearing at an average distance of 5 m; the second - has a high frequency response and is heard on average at a distance of 20 m. The first group includes words that include vowels [u], [o], and consonants - [m], [n], [v], [ p], for example: raven, yard, sea, room, hole, etc.; the second group includes words that include hissing and whistling sounds from consonants, and [a], [i], [e] from vowels: hour, cabbage soup, cup, siskin, hare, wool, etc.

2. Study of differentiation of non-speech sounds. To do this, the child must answer the questions: “What is buzzing?” (car), “What passed?” (tram), "Who's laughing?" (girl), “Guess what it sounds like?” (pipe, whistle, water flows, paper rustles).

3. Study of auditory memory and speech understanding. To do this, the child must complete various tasks in a given sequence. For example, “Give me the cube, and take the ball on the table,” “Put the cannon on the table, and put the hare on the chair and come to me.”

4. Study of the distinction between syllables and words with oppositional sounds. To do this, the child must repeat after the researcher:

- ba-pa, da-ta, ka-ha-ka, sa-xia, zha-sha, sa-za;

– mouse - bear, reel - tub, rose - vine;

– seven cars on the highway;

- the shepherd walked quickly;

– there was an iron lock;

– the hand mirror fell.

5. Study of phonemic analysis and synthesis (in children over four years old). To do this, the child must complete the following tasks:

– determine whether there is a sound [s] in the words: airplane, lamp, bowl, napkin;

– determine the number of sounds in a word and the place of the sound [s]” in the words: juice, wasp, nose;

– make a word from the sounds: [s], [t], [o], [l]; [k], [a], [p]; [p], [a], [w];

– come up with a word for a given sound: [s], [sh], [l], [r];

– from the total number of pictures, select only those whose names begin with a certain sound.

1. Study of breathing type:

– upper clavicular, thoracic or diaphragmatic (1 point).

2. Study of speech breathing:

- pronounce a phrase of 3-4 words (5 years old), 4-6 words (6-7 years old).

- loud, quiet, loud;

Range. Say the phrase “I am a stork”:

– sending sound to the sky;

- “both up and down...”, as if you were painting a fence.

Expressiveness. Say the phrase “I have a dog”:

- indifferent;

- mysterious;

- admiringly.

Timbre. Say the phrase “They dropped the bear on the floor” as:

- Small child;

- head teacher.

Evaluation of results:

– correct and accurate execution of the task;

– slow and tense;

- with mistakes;

Examination of prosodic components of speech

1. Rhythm of speech. Clap the song:

- "The Forest Raised a Christmas Tree";

- "In the grass Grasshopper sat";

- “From a sunny smile.”

Noted:

– correct and independent reproduction of rhythmic patterns;

– difficulties with independent reproduction;

– inability to reproduce rhythmic patterns.

2. Temp. Tell A. Barto’s poem “Ball” as follows:

- at a snail's pace;

- like a marching soldier;

- like a robot.

Noted:

– the child reads the poem freely at a given tempo;

– the impossibility of reading a poem at a given tempo;

– tempo (normal, accelerated, slow).

3. Pause.

4. Logical stress. Say the tongue twister, changing the emphasis on the words:

There are a lot of mice rustling in the hut.

Six mice rustle in the hut.

Six little mice rustle in their huts.

Six little mice rustle in a hut.

Noted:

– the child correctly places logical stress in speech material of any complexity;

– the child has difficulty placing logical stress;

– impossibility of independently placing logical stress.

Examination of the syllable structure of a word

A syllable is the minimum pronunciation unit. The child masters words consisting of different numbers of syllables, from syllables with clusters of consonant sounds. Therefore, it is necessary to check how the child pronounces words of different syllabic structures - with a combination of consonants at the beginning, middle and end of the word, multisyllabic words and words consisting of similar sounds.

The material for studying the syllabic structure of a word is subject pictures. In the process of presenting the pictures, the instruction is given: “Look carefully at the picture and name who or what it is.”

1. Study of the pronunciation of words with complex syllables: tram, camel, grapes, sugar bowl, basket, tablecloth, swallow, turtle, brushwood, aquarium, refrigerator, crossroads, photograph, under the fly agaric, ballerina, policeman, traffic controller, hairdresser, frying pan, from the frying pan , towel, lizard, draft, temperature, curdled milk.

2. Study of the pronunciation of words of various syllabic composition. 13 series of tasks are offered, which include one-, two- and three-syllable words with closed and open syllables, with clusters of consonants:

1) two-syllable words of two open syllables (mama, ukha);

2) three-syllable words made of open syllables (panama, peonies);

3) monosyllabic words (poppy, lion);

4) two-syllable words with one closed syllable (skating rink, Alik);

5) two-syllable words with a cluster of consonants in the middle of the word (pumpkin, duck);

6) two-syllable words with a closed syllable and a consonant cluster (kompot, Pavlik);

7) three-syllable words with a closed syllable (kitten, machine gun);

8) three-syllable words with a combination of consonants (candy, wicket);

9) three-syllables with a consonant cluster and a closed syllable (monument, pendulum);

10) three-syllable words with two conjuncts (rifle, carrot);

11) monosyllabic words with a combination of consonants at the beginning and end (whip, glue);

12) two-syllable words with two sequences (button, cell);

13) four-syllable words made from open syllables (web, battery).

3. Study of the pronunciation of words of different syllabic composition in sentences.

- The boy made a snowman.

- A plumber is fixing a water pipe.

- The policeman rides a motorcycle.

— The traffic controller is standing at the intersection.

Evaluated:

– features of violations of the syllabic structure of a word (the child pronounces only individual syllables, pronounces the word differently each time);

– elision of syllables, deletion of consonants in clusters;

– paraphasia, rearrangements while maintaining the contour of words;

– iterations, perseverations, adding sounds (syllables);

– contamination (part of one word is combined with part of another).

Speech Comprehension Test

1. Study of passive vocabulary:

– Show me where: doll, table, chair.

- Plant the doll, teddy bear.

2. Study of understanding of grammatical forms. From 4 years old: singular - plural:

– table - tables;

– house - at home;

– chair - chairs;

– tree - trees;

- birch - birch trees.

3. Study of understanding of prepositional case constructions: in - from, on - with, under - from under.

Take a ruler from the pencil case, from the pencil case, from under the pencil case

4. Study of differentiation of diminutive nouns. From 5 years: differentiation of diminutive nouns.

Show: house - house, chair - high chair, blanket... pillow..., castle...

Differentiation of nouns with the suffix ink: grapes - grape, beads - bead.

5. Study of differentiation of verbs with different prefixes.

Walked - came out - moved away.

Left - crossed - entered - entered."

6. Study of understanding of combinations and simple sentences.

Show the key with a pencil, the key with a pencil.

Where is the owner of the dog, where is the owner's dog.

Mother's daughter is daughter's mother.

The girl picks flowers.

The girl is cleaning the room.

Vocabulary Survey

1. Noun dictionary research

Active dictionary:

– nouns: shoes, boots, dishes, plates, stove, bed, thunderstorm, saw, table, T-shirt, shirt, etc.;

– parts of objects: body (head, legs, arms, nose, mouth, chest, stomach, ...);

– names of professions: doctor, driver, teacher, salesman, etc.;

– naming the form - from 5 years.

2. Study of general concepts: clothing, furniture, vegetables, fruits, animals, etc.

3. Study of the verb dictionary.

– What do you do during the day?

- How do you move?

- Who is screaming?

– Who makes what sounds?

- Who's doing what? (by profession).

4. Study of the dictionary of adjectives.

From 4 years: white, black, red, blue, green.

From 5 years: brown, pink, blue, orange.

5. Research on the selection of antonyms.

good, high, grief, light, big, buy;

friend, raise, good, give, wide.

Examination of grammatical structure

1. Study of the formation of nouns named after. p.m. numbers.

Table - tables, tree - ... sparrow - ...

Doll - dolls, window - ... tree stump - ...

Ear - ... chair - ... lion - ...

Elephant - ... dream - ... eye - ...

2. Study of the formation of nouns in indirect cases.

I have a pencil and a doll.

I don't have a pencil or a doll.

I draw..., dad writes about...

3. Study of the formation of gender nouns. p.m. numbers.

Ball - balls, cup - ... tree - ...

Table - tables, book - ... sheet - ...

House - ... ball - ... key - ...

4. Study of the use of prepositions: in, on, under, over, behind, before, about.

5. Study of agreement between numerals and nouns.

House - two houses - five houses.

Doll - ... ball - ... beetle - ...

6. Study of adjective-noun agreement.

Ball, bucket, dress.

Shoe, car.

7. Study of the formation of names of cubs.

From 4 years old: a cat... a duck... a goose... a fox...

From 5 years: from a hare... from a squirrel... from a bear... from a wolf...

From 6 years old: from a cow... from a horse... from a dog...

8. Study of the formation of diminutive forms.

From 5 years: table, ball, house, bed, birch, doll, spoon, closet, bowl.

From 6 years: mushroom, fox, leaf, sparrow, blanket.

9. Study of the formation of relative adjectives from nouns.

Wood - wooden, rubber - ..., metal - ...

Paper - ... straw - ... fur - ...

Brick - ... snow - ... fluff - ...

Lingonberry wool blueberry

10. Study of possessive adjectives.

From 6 years: mother's pouch, hare's tail.

Grandma's jacket, bear's paw.

Dad's newspaper, wolf fur.

11. Study of prefixed verbs.

From 6 years old: walks, runs, flies.

12. Study of the formation of perfective verbs.

Drew - drew.

Wrote - wrote.

I did it, I did it.

Examination of coherent speech

1. Retelling research. “Listen to what I read to you, and you tell it again.”

The story “Smart Jackdaw” for examining a four-year-old child:

“The jackdaw wanted a drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw was out of reach. She began throwing pebbles into the jug and scattered so many that she could drink.”

The story “The Ant and the Dove” for examining a five-year-old child:

“The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown.

A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto this branch and escaped.

The next day the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.”

2. Study of composing a story based on a plot picture. The research material is plot pictures. For example, “Winter Fun”, “Kindergarten”.

Procedure and instructions. The child is offered a story picture and given the following instructions: “Look carefully at the picture and tell me what is drawn on it. Write a story called... (“Winter Fun”, “Kindergarten”)

When choosing stimulus material, the age characteristics of children should be taken into account; their speech abilities; specificity, clarity, accuracy of the plot; the colorfulness of the proposed pictures or objects.

3. Study of composing a story based on a series of plot pictures. The research material is a series of 3-5 pictures.

A series of 4 plot pictures “True Friend”: 1 - A boy was fishing from a boat, and a dog was sitting on the shore. 2 - The boat rocked. 3 - The boy fell into the water and began to drown. The dog jumped into the water. 4 - The dog grabbed the boy by the shirt and pulled him to the shore.

Evaluation parameters. The story is assessed taking into account:

– compliance with the depicted situation (presence of distortions, additions) - 1 point;

– integrity (presence of all semantic links) - 1 point;

– correct sequence - 1 point;

– smoothness of presentation: conveys the content without stops, long pauses, additional words (for example: “Well, what’s next?”, etc.) - 1 point;

– understanding of the content presented - 1 point;

– completeness of the retelling (presence of omissions) - 1 point;

– nature of language design (grammatical correctness of sentences) - 1 point;

– method of completing the task (independently or with the help of an experimenter) - 1 point.

Possible intersection optionstwo classifications

Phonetic speech underdevelopment:

– dyslalia (mechanical, functional motor);

– dysarthria or erased dysarthria;

- rhinolalia.

Phonetic-phonemic underdevelopment of speech:

– dyslalia (functional motor, functional sensory, mixed);

General underdevelopment of speech (levels 1, 2, 3 of speech development according to R.E. Levina and level 4 according to T.B. Filicheva):

– alalia (motor, sensory, sensorimotor) or “exit” from alalia;

– dysarthria or erased dysarthria; rhinolalia.

Violation of the tempo and rhythm of speech:

– stuttering;

- tachylalia;

– bradyllia;

– stumbling (polturn).

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Speech therapy examination of children with speech disorders in the context of the introduction of the Federal State Educational Standard

Khruleva N.V., teacher – speech therapist MOU PPMS CDK"Chance", year 2014

« Speech therapy examination of children with speech disorders in the context of the introduction of the Federal State Educational Standard».

Federal State Educational Standard for Preschool Education (GEF DO) takes into account educational needs and characteristics children with disabilities (OVZ)- to the program "From birth to school" section included “Correctional and inclusive pedagogy”.

Created taking into account the characteristics of speech and general development children with disabilities, The standard provides learning through activity, opens up wide opportunities for pedagogical creativity, providing the opportunity to create variable educational materials that provide step-by-step speech therapy correction, development of ability children independently solve educational-cognitive and educational-practical tasks in accordance with their capabilities.

Implementation of the program "From birth to school" in accordance with Federal State Educational Standard involves assessing individual development children within the framework of pedagogical diagnostics.

At the core speech therapy examination are the general principles and methods of pedagogical diagnostics: it must be complex, holistic and dynamic, but at the same time it must have its own specific content, aimed at analyzing speech violations.

Complexity, integrity and dynamism examinations are provided by that all sides are examined speech and all its components, moreover, against the backdrop of the whole personality subject, taking into account the data of his development - both general and speech.

So what is it speech therapy examination?

Speech therapy examination is a set of measures aimed at identifying speech disorders in the subject through comprehensive and complete study speeches, its individual components, taking into account the data of personality development from an early age.

primary goal speech therapy examination consists of the following:

Explore conditions child upbringing and development based on conversations with parents and analysis of documents;

Identify the level of development of leading activities and evaluate in accordance with age standards;

Identify the characteristic features of the emotional, personal and cognitive sphere of the child’s general mental development;

Assess the state of the connection speeches from the point of view of its subject-semantic and lexical-syntactic design;

Determine the degree of mastery of the components of the language system.

At the core speech therapy examination lies"speech card".

Speech therapy examination according to the speech card, includes the following points:

1. First name, last name, age.

2. Early development data:

a) general (briefly);

b) speech (in detail, by period).

4. Vision.

5. Intelligence.

6. The structure of the organs of articulation, their mobility.

7. State of general motor skills.

8. Brief description of the child at present.

9. Speech: a) impressive; b) expressive - from the point of view of phonetics, vocabulary, grammatical structure; does he have a fluent speech?

10. Conclusion.

The first points are filled out from the words of the mother accompanying the child and on the basis of medical documentation.

This data collection takes quite a lot of time.

We have streamlined this process and use questionnaires to collect anamnestic data.

The questionnaire does not exclude a conversation with parents, but significantly reduces its time.

Data from the questionnaire speech therapist transfers it to the speech card, and places the questionnaire itself in the child’s individual folder. We have created such folders for each child and collect all the material in it. examination(drawings, cards with completed tasks, etc. + we also include a speech card).

We obtain data on the structure of the articulation organs based on examination of the oral cavity. We cannot get away from this. We establish the mobility of the articulatory apparatus by asking the child to make the basic movements of each of the organs (lips, tongue, soft palate, while noting freedom and speed of movement, its smoothness and uniformity of movement of the right and left sides (tongue, lips, soft palate, as well as ease of transition from one movement to another.

The examination begins with a conversation. We use the topic for conversation and the manual according to the speech map.

Another methodological technique examinations there will be active observation of the child in the process of his activities, which we organize by offering him various material (toys, pictures) and setting him various tasks of the game and curriculum.

During classes on musical and physical development, during meals, we identify the state of general and fine motor skills and enter the data into the speech card.

In the process of specially organized activities, we observe how children perform educational and play tasks aimed at studying the general development of the child.

N–r: Exercise "The Fourth Wheel" on individual sheets. Children had to circle what they thought was an unnecessary object, and color the remaining objects, united by a common feature, with colored pencils. While observing the children, we note who has difficulty completing the task correctly and ask this child to explain his choice.

These are other types of tasks for we take surveys from"Album of individual examination of a preschooler» - author Tatyana Aleksandrovna Tkachenko, series "Practical speech therapy» . We put cards with completed tasks in the child’s individual folder.

We use these tasks to identify children's level of proficiency in general concepts.

Table games, such as lotto, are also used “Who needs what for work?”, or pictures from question: “Who is missing what?” The teacher can lead the game. Speech therapist at this time observes the actions children, listens to their responses and records the data in the speech card. We use this technique to identify the volume of vocabulary.

Full Understanding speeches- a necessary prerequisite for the correct use of speech and for further successful learning. Therefore, starting to examination of the child, speech therapist studies all sides speeches: its impressive and expressive sides.

Examining impressive side speeches(understanding speeches, we focus on how understands child:

a) names of various everyday objects;

b) generalizing words (clothing, dishes, furniture, vegetables, transport, etc.);

c) everyday phrases;

d) a short text told or read to him.

At examination expressive side we study speeches:

a) dictionary;

b) grammatical structure speeches;

c) sound pronunciation;

d) phonemic hearing;

d) syllable structure of the word;

Analyzing the answers children, we determine the poverty or richness of the vocabulary (names of objects and their actions, qualities, positions in space (to identify the use prepositions) etc.

At examination grammatical structure, the nature of the design of answers, the use of phrases is revealed (short, elementary, stereotypical or expanded, free, special attention is paid to the correct agreement in verb and case endings, the correct use prepositions.

For examinations For sound pronunciations, we select subject pictures so that their names include the sounds being tested at the beginning, middle and end of words.

For examinations we select the necessary illustrative material,

conveniently differentiated by sections and topics:

"Album on development speeches» - author Victoria Semenovna Volodina;

« Speech therapy cards for examining sound pronunciation, syllabic composition of words, lexical-grammatical structure and coherence speeches" - author Natalya Nikolaevna Belavina.

"Album of individual examination of a preschooler» - author Tatyana Aleksandrovna Tkachenko.

Innovations that change education in our country require the active work of all participants in the educational process, encourage them to analyze their work and make the necessary adjustments to it. We have optimized the process speech therapy examination:

introduced the questionnaire into the conversation with parents;

For examinations the general development of the child we use the method of active observation in the process of specially organized activities and during classes;

We created a folder for each child where we collect all the material on examination(drawings, cards with completed tasks, parent questionnaire, speech card).

As a result examination becomes comprehensive, complex and dynamic and makes it possible not only to analyze speech disorders, but also to outline a plan for the most effective assistance.

A speech therapist should not be interested in finding speech pathology where there is none. In any case, a preschool child with cerebral palsy needs speech therapy support to prevent deviations in the development of not only oral, but also written speech in the future.

The purpose of a speech therapy examination is to compile the most objective, detailed picture of the child’s speech development and to identify factors that have a negative or positive impact on this picture.

Speech therapy examination includes 2 stages: preliminary and actual examination stage.

At the preliminary stage, the speech therapist gets to know the child in absentia based on materials from pedagogical and medical documentation, conversations with parents and people who worked with the child. In the process of studying the documentation, the speech therapist receives information about the child’s age, the time of diagnosis of cerebral palsy, the presence of concomitant diagnoses, attempts and results of the child’s regular and special education.

In order to assess the dynamics of a child’s development, it is necessary to collect anamnestic information. In speech therapy, a popular approach is when the speech therapist collects detailed information about the prenatal, natal and early postnatal development of the child. Sometimes the entire pediatric history is copied into speech therapy records. Speech therapists often try to establish cause-and-effect relationships between the presence of unfavorable factors in the child’s medical history and a speech therapy diagnosis. At the same time, the polymorphism of factors influencing the development of speech in ontogenesis is ignored.

In our opinion, such an approach is unlawful and inappropriate. It leads to the speech therapist going beyond the boundaries of professional competence and does not contribute to high-quality speech therapy diagnostics. Speech therapy diagnosis should be carried out primarily on the basis of current symptoms and data from medical specialists.

For a speech therapist, anamnestic information about the progress of the child’s early psychomotor and speech development is, of course, important, and this information should be collected as carefully as possible. It is necessary to enter into speech therapy cards only those anamnesis data that may be directly related to the development of the child’s speech.

Next, it is necessary to obtain the latest data from medical specialists about the form of cerebral palsy, the state of intelligence, the state of hearing, the state of the nasopharyngeal and oropharyngeal areas, the state of vision, and the state of the child’s musculoskeletal system.

In a conversation with parents, the information obtained from the documentation should be clarified and supplemented. It is important to determine how parents assess the condition and prognosis of the child’s development, what expectations they associate with speech therapy work, and to what extent they intend to take part in this work themselves.

In the process of an actual examination, it is necessary, first of all, to identify the level of development of the child’s communication: the dominant form of communication, its motives, the need for communication and means of communication. It is important to compare the child’s actual level of communication development with the ideas of parents and immediate family about his communication capabilities. The data obtained is used in the examination procedure using an approach that is adequate for the child.

It is possible that the child does not communicate well with others and does not fully demonstrate his capabilities during examination. In this regard, it is necessary not only to use standard examination techniques, but also to find out from parents whether the child has certain speech abilities, as well as under what conditions these abilities manifest themselves. It is also recommended to pay attention to the communication style of those around you with the child. Thus, parents often accompany their speech with gestures and actions, and the child is guided by these movements, and not by the speech itself. In this case, only the appearance of a satisfactory understanding of everyday speech is created. In addition, during examination, speech therapists usually use standard picture material that is already familiar to children, which can also mask speech impairment.

The child’s ability to understand and reproduce speech is determined in conversation. The conversation must be structured in such a way that one can draw a conclusion about the presence of situational and contextual speech, as well as the level of speech development. To determine the level of development of situational speech, a conversation is held about surrounding objects using pictures. So, in order to identify the presence and nature of contextual speech, you need to ask the child about his home, hobbies, etc.

Depending on the extent of the answers, a preliminary conclusion can be made about the level of development of expressive speech: 1 - absence of speech or one-word speech, 2 - phrasal speech, 3 - coherent speech. Next, it is necessary to study in detail the state of all linguistic subsystems: lexical, grammatical, phonetic, phonemic aspects of speech in the impressive and expressive planes.

To identify the level of development of subject vocabulary, it is recommended to use variable material: natural objects, toys, pictures. A child’s understanding and use of verbs, adverbs, and prepositions can be revealed in the process of conversation and joint substantive activity.

The study of the lexical side of speech involves identifying the state of various aspects of the lexical meanings of words, i.e. the presence of denotative, significative, structural and pragmatic aspects. To study the state of the denotative aspect, it is necessary to give tasks to correlate words with phenomena of the surrounding reality. The simplest technique is to ask the child to show objects, actions, signs, and then name those that the speech therapist points out.

The study of the significative aspect involves identifying the ability to generalize and transfer. To do this, you can offer different types of objects with the same name - for example, tables, cups, etc. - of different shapes and sizes. The child is asked to select these objects and name them. It must be remembered that knowledge of concepts that unite a class of objects (for example, vegetables or dishes) depends only on whether the child has received appropriate training and, therefore, is not an indicator of the development of linguistic or intellectual abilities.

To study the structural aspect, the presence of systemic connections between the lexical meanings of words is established. These connections are divided into two types: paradigmatic and syntagmatic. The identification of such connections is carried out in associative experiments, where you need to match a word to a stimulus word. Taking into account the preschool age, the child can be given the opportunity to rely on clarity, but in such a way that he is in a situation of choice.

The state of the pragmatic aspect is determined based on an understanding of the emotional content of the word. To do this, you can invite children to divide words into “good” and “bad”.

The study of the grammatical structure of speech involves identifying the ability to perform grammatical operations of inflection and word formation. When studying the ability of inflection, it is necessary to identify how the child masters the categories of number, gender, case of nouns and adjectives, as well as the categories of number, tense and gender of verbs. Thus, to study the category of number, the child is asked to show and name paired pictures depicting objects in the singular and plural, and to study the category of gender, the child is asked to show and name pictures depicting objects denoted by masculine, feminine and neuter nouns, combined with the words my, mine, mine. To study the category of case, children are offered pictures that correspond to phrases that include nouns in different cases. The speech therapist pronounces part of the phrase, and the child is asked to complete it.

Adjectives are examined similarly in combination with nouns. The category of number of verbs is studied in combinations with nouns using paired pictures. Categories of tense and gender of verbs are studied in phrases using visualization. The phrases are structured like this: “Today the boy... is walking, and yesterday he... was walking. Today the girl... sings, and yesterday she... sang.”

The ability of inflection is tested using the example of suffixal and prefixal methods. To study the suffixal method of inflection, it is usually proposed to change the word using diminutive suffixes. In this regard, paired pictures depicting a large and a small object are given. The child is asked to name a large object, and then to name a small object affectionately.

To study the prefix method, a series of cognate verbs are usually taken such as jump - jump - jump over - jump, etc. Picture material is selected accordingly.

At the same time, it should be remembered that lexical and grammatical violations manifest themselves most clearly in coherent speech. Therefore, when examining a child, you must first pay attention to the nature of his spontaneous statements.

The study of the phonemic system of speech must be carried out with special care in preschool age. It is necessary to check the state of the ability to distinguish phonemes using all phonemic features. The ability to distinguish between voiced - voiceless, nasal - oral, palatal - non-palatalized, posterior lingual - anterior lingual, sibilant - sibilant, fricative - occlusive, labial - lingual, vibrant - occlusive is tested.

The most correct technique for studying the ability to distinguish phonemes is the use of paired pictures denoting quasi-homonym words. For example, a child is offered a pair of pictures: a kidney - a barrel. Next, the instructions are given: “Look, in one picture there is a barrel, and in the other there is a kidney. I'll check your attention now. Several times I will name one or the other picture. Listen carefully and show the picture that I name.” During this task, the child should only show the pictures, but not name them. If, when working with one pair of pictures, the child gives unstable results, another pair of pictures is offered for the same opposition, for example, arable land - tower. The speech therapist names pictures from among the four pictures presented.

Next, you need to check the state of the child’s phonemic awareness. To do this, he is asked to choose from the presented pictures those whose names contain one or another phoneme. Of course, it takes a lot of time to check all 42 phonemes, so first of all they check those phonemes that the child pronounces incorrectly, or those with which the speech therapist is going to start working.

The next step in the study of the phonemic system is to identify the state of phonemic analysis and synthesis. To do this, the ability to perform simple and complex forms of phonemic analysis and synthesis is examined (table).

Research on phonemic analysis and synthesis abilities

	Question-assignment
Recognizing sounds in words	Does the word have a sound?	Is there a sound in the word sled - at the beginning, middle or end?
Phonemic analysis	Make a word from sounds	Make a word from the sounds [Ш], [А], [Р]

The state of the meaning-distinguishing function of phonemes can be determined as follows. The child is offered phrases in which one of the words is replaced by a quasi-homonym, for example: “This house has a red rat. There’s a roof running near the fence.” If a child reacts to mistakes, it means he is aware of the differences in the meaning of words.

To study the state of the phonetic system of speech, it is necessary to check the state of sound pronunciation, the state of the sound-syllable structure of words, and the presence of different types of intonation. The state of sound pronunciation is first checked in reflected speech - the child is asked to pronounce sounds in isolation and in syllables (open, closed, with a combination of consonants). Picture material is used to study the state of sound pronunciation in words and phrases. The pictures are selected in such a way that when naming them, the child demonstrates how he pronounces sounds in different positions - at the beginning, middle, end of words. To study the state of the sound-syllable structure of words, it is proposed, based on pictures, to name words that have different sound-syllable structures. To study intonation abilities, pictures of different contents are offered, allowing you to reproduce the exclamations “Ay” or “Oh” with different intonation. In addition, pictures are given that correspond to the pronunciation of phrases with different intonations.

A conclusion about the conditions for the formation of the phonetic-phonemic system in a child can be made after examining the state of the respiratory, vocal, and articulatory sections of the speech apparatus.

When examining the breath, the following is determined:

type - diaphragmatic, thoracic, clavicular breathing;

volume -- sufficient to pronounce 10 syllables or less (specify quantity);

rhythm - even or uneven breathing;

tempo - normal, rapid.

timbre - normal, nasal, muffled;

modulation -- modulated (there is a change in pitch), unmodulated.

When examining the articulatory apparatus, its anatomical structure is first checked. Thus, deviations in the structure of the lips include: cleft lip - cheiloscis; increased size of the upper lip, its protrusion and overhang over the lower lip - procheilia.

Deviations in the structure of the jaws lead to a change in their relationship - the bite. A normal (orthognathic) bite is expressed in the fact that the frontal incisors of the upper and lower dentition are in contact, with either the upper incisors overlapping the lower ones by 1/3, or the lower incisors overlapping the upper ones by the same distance.

Bite changes:

Prognathia (distal bite) - the upper row of teeth protrudes noticeably forward, the frontal incisors do not touch the lower row of teeth.

Progenia (mesial occlusion) - the lower dentition protrudes forward, the frontal incisors do not touch the upper dentition.

Direct bite - the frontal incisors touch the cutting surfaces without overlapping each other.

Crossbite is a displacement of the upper and lower jaws relative to each other in the horizontal plane.

Deep bite - the upper frontal incisors completely overlap the lower ones or vice versa.

Open bite - lack of closure between the dentition in the frontal plane (direct open bite) or from the side (lateral open bite).

Narrowing of the jaws. There may be a narrowing of the upper or lower jaw, unilateral or bilateral.

Micrognathia is the small size of the upper jaw in relation to the lower jaw.

Microgenia is the small size of the lower jaw in relation to the upper jaw.

Teeth position problems:

The arrangement of individual teeth within the dental arch. The location of the upper teeth inside the dental arch is referred to as the “palatal position”, the location of the lower teeth is called the “lingual inclination of the incisors”.

Diastema is the space between the incisors. The diastema can be medial (in the middle) or lateral (side).

Deviations in the structure of the palate: cleft palate - palatoschisis; postoperative scars; high (synonyms: gothic, domed, deep) palate. A high palate is typical for young children.

Deviations in the structure of the tongue: macroglossia - large size of the tongue in relation to the size of the lower jaw; microglossia - small size of the tongue in relation to the size of the lower jaw; shortened hypoglossal ligament. Usually it is not the size of the hyoid ligament that is meant, but the distance from the tip of the tongue to the insertion of the hyoid ligament. Normally, it is approximately equal to the length of the terminal phalanx of the patient's thumb.

Next, you need to check the state of the oral motor functions involved in pronunciation. The ability to perform basic articulatory movements is revealed by checking the mobility of the lips, tongue, and soft palate.

Lip mobility: grin; pulling the lips forward.

Tongue mobility: protruding tongue; raising the tip of the tongue to the upper lip; lowering the tip of the tongue onto the lower lip; movements of the tip of the tongue to the right and left; licking lips; sticking out a narrow tongue.

Mobility of the soft palate: pronouncing “a” with the mouth open.

The listed movements must be assessed according to the following parameters:

Volume of articulatory movements.

Symmetrical performance of articulatory movements.

Synchronicity of breathing, phonation and articulation.

When examining children with cerebral palsy, it is especially important to determine the presence of neurological symptoms in the oral area. These symptoms include:

increased salivation (salivation);

increased, variable or decreased muscle tone;

the presence of synkinesis;

the presence of hyperkinesis;

presence of ataxia;

* unreduced reflexes of oral automatism.

The presence of oral apraxia, in our opinion, can only be detected in automated movements formed during life. Such movements include voluntary smiling, folding lips into a tube when blowing air, voluntary licking of lips, etc. Of course, such movements also include movements made while eating. However, identifying apraxia in movements unrelated to pronunciation is unlikely to provide clues to pronunciation problems. As mentioned earlier, in children with neurological pathology of the oral region, articulatory praxis is always formed specifically.

Due to the fact that the most characteristic pathology for children with cerebral palsy is dysarthria, let us dwell in more detail on the diagnosis of this speech disorder.

Diagnosis of dysarthria is based on a combination of linguistic, psychological and neurological symptoms. The linguistic symptoms of dysarthria primarily include various violations of the phonetic aspect of speech. Characteristic is lateral and interdental pronunciation with squelching sounds. At the same time, it should be taken into account that both lateral and interdental pronunciation are not necessarily signs of dysarthria. They can also be caused by an open bite, imitation and other reasons.

To understand the mechanism of impaired pronunciation, it is important not so much to state the nature of the deviation (interdental, velar, etc.), but to evaluate why this method of pronunciation was formed. For example, the basis of the labial-dental pronunciation of sibilants is not the excessive activity of the lips, but the inability of their formation in the lingual way.

For the analysis of pronunciation disorders, it is important that with congenital dysarthria the process of formation of the phonetic-phonemic system itself takes place specifically, which is influenced by the following factors.

Insufficient or incorrect air flow.

Impaired control of the muscles of the velopharyngeal ring, which may cause nasalization of oral sounds.

Paralysis, paresis, hyperkinesis, ataxia in the oral area. They make it difficult to form articulatory complex sounds, but have a greater effect on the speed of pronunciation and fusion of sounds. In this regard, in speech there is a slow pace of pronunciation, blurriness, and the presence of overtones.

Increased salivation (salivation) is the cause of squelching sounds.

Distorted formation of the phonemic system. This factor is the most significant in the process of developing pronunciation in a child with dysarthria. A child with dysarthria perceives his speech as normal-sounding (this is a pattern of speech ontogenesis) and adjusts his phonetic system in accordance with his distorted ideas about how speech should sound. And thus another central symptom of dysarthria is formed:

distorted formation of articulatory praxis.

Psychological symptoms include communication problems in conditions of inadequate pedagogical support.

When determining the form of dysarthria, one should focus primarily on symptoms. At the same time, we can take into account the degree of probability of this form in a child (Table 4).

Clinical forms of dysarthria in children

It must be borne in mind that children can have mixed forms of dysarthria. Thus, in children with cerebral palsy, as a rule, there is a component of pseudobulbar insufficiency in combination with other components.

The speech therapy conclusion, or diagnosis, begins first of all with the definition of speech impairment according to the clinical and pedagogical classification. This may be dyslalia, rhinolalia, dysarthria, alalia, functional delay in language development (paraalalia), aphasia, dyslexia, stuttering, dysphonia, speech tempo and rhythm disorders. The clinical diagnosis should be written indicating the form of the disorder. The following factors are taken into account.

Almost all of these disorders can be combined.

Such complex disorders as alalia require prolonged diagnosis, and initially this diagnosis can only be questioned.

If a child receives speech therapy help not only individually, but also in a group, then it becomes necessary to assign him, in accordance with the diagnosis, to a speech therapy group according to the psychological and pedagogical classification. In accordance with this classification, such groups are: phonetic speech underdevelopment, phonetic-phonematic speech underdevelopment, general speech underdevelopment, stuttering.

The group of children with “phonetic speech underdevelopment” may include children who have phonetic disorders with a normally developing phonemic system. These are usually children with dyslalia. Less commonly, children with mild dysarthria.

The group of children with “phonetic-phonemic speech underdevelopment” includes children with problems in the development of phonetic and phonemic systems. Accordingly, these may be children with dyslalia, dysarthria, or rhinolalia.

The group of children with “general speech underdevelopment” includes children with underdevelopment of the lexico-grammatical and phonetic-phonemic systems. These may be children with alalia or delayed language development.

Thus, a speech therapy report usually has two points, for example:

functional dyslalia. Phonetic speech underdevelopment.

Organic dyslalia. Pseudobulbar dysarthria. Phonetic-phonemic underdevelopment of speech.

Pseudobulbar dysarthria. Phonetic-phonemic underdevelopment of speech.

Pseudobulbar dysarthria. Delayed language development. General speech underdevelopment. 3rd level.

Expressive alalia.

General speech underdevelopment. 2nd level.

Speech therapy diagnostics is the most important part of speech therapy work. The better a speech therapist understands the causes and nature of a speech disorder, the more effectively he can build the process of its correction.

Speech therapists often have to deal with the same manifestations of different pathological conditions. When diagnosing, it is important to evaluate the nature of these manifestations and their dynamics. Of course, as a result of the survey it is necessary to draw conclusions. But you need to keep in mind: the more complex the pathology, the more these conclusions are preliminary, requiring further clarification in the process of dynamic observation.

Speech therapy examination

A speech therapy examination should be based on general principles and methods of pedagogical examination: it should be complex, holistic and dynamic, but at the same time it should have its own specific content aimed at analyzing speech disorders.

Each speech disorder is characterized by its own set of symptoms, and some of them turn out to be the main primary symptoms for each disorder, the core ones, while others are only additional and only stemming from the main defect, i.e., secondary.

The methodology and techniques for conducting the survey must be subject to the specifics of its content.

The complexity, integrity and dynamism of the examination are ensured by the fact that all aspects of speech and all its components are examined, moreover, against the background of the entire personality of the subject, taking into account the data of his development - both general and speech - starting from an early age.

Speech therapy examination includes the following points:

1. First name, last name, age, nationality.

2. Complaints from parents, educators, teachers.

3. Early development data: a) general (briefly); b) speech (in detail, by period).

4. Brief description of the child at present.

5. Hearing.

6. Vision.

7. The child’s reaction to his speech difficulties.

8. Intelligence.

9. The structure of the organs of articulation, their mobility.

10. Speech: a) impressive; b) expressive - from the point of view of phonetics, vocabulary, grammatical structure; whether he speaks at length; c) written language - reading and writing.

11. Conclusion.

The first three points are filled out from the words of the mother, teacher, teacher accompanying the child, and based on the documentation provided. In cases where an adult applies, these sections are filled out according to the applicant’s words.

A brief description can be formulated from the words of the parents (educator, teacher), or can be presented by the child care institution sending the child. It is desirable that it contain information about what the child is interested in and how he reacts to his speech difficulties.

It is advisable to fill out the hearing and vision examination data on the basis of the submitted certificates from the otolaryngologist and ophthalmologist. If there are no specialists, then the speech therapist must check the hearing and vision himself and establish (by questioning) at what age the deviation from the norm was noted.

The state of intelligence is the main factor in the analysis of speech impairment. It is important to find out what comes first: a severe speech disorder that delays the overall development of the child, or mental retardation that delays and distorts speech development.

The speech therapist obtains data on the structure of the articulation organs based on an examination of the oral cavity. He establishes the mobility of the articulatory apparatus, inviting the child to make the basic movements of each of the organs (lips, tongue, soft palate), while noting the freedom and speed of movement, its smoothness and uniformity of movement of the right and left sides (tongue, lips, soft palate), and also the ease of transition from one movement to another.

First of all, the speech therapist must identify the level of development of the child’s intelligence and analyze his speech in detail. There are special techniques to clarify these issues.

The examination begins with a conversation. The topic for the conversation and the manuals that the speech therapist will use are considered and selected in advance, taking into account the age of the child.

During the conversation, the speech therapist tries to establish contact with the subject, and also reveals how the child understands his speech, whether he uses a phrase, and whether he pronounces sounds correctly. Establishing contact and the conversation itself help the speech therapist get an idea of ​​the general mental and speech development of the child, and some of the characteristics of his personality.

Another methodological method of the examination will be the active observation of the speech therapist over the child in the process of his activities, which is organized by the speech therapist, offering him various materials (toys, pictures) and setting him various tasks of the game and educational plan. Tasks related to the processes of abstraction and generalization are of great importance:

1) arrange a series of sequential pictures related to each other by a certain content, in the order of the sequence of actions or events depicted; 2) classify objects (shown in the pictures) into groups: dishes, furniture, toys, vegetables, fruits, etc.; The pictures laid out on the table depicting objects belonging to different groups need to be sorted, explained why they are combined into one group, and then named the objects in one word.

You can also use a simpler classification technique, which is called “The fourth odd one”: out of four proposed pictures, one of which does not fit the rest, you need to highlight and explain why it does not fit. Board games are also used, for example, lotto “Who needs what?”, or pictures with the question: “Who needs what?”

In both classification tasks, the child with developmental disabilities begins to group objects according to random, irrelevant attributes. So, he puts the carrots and the doll in one group, because “the carrots and the doll’s dress are red,” or he combines the knife and bread, since bread is cut with a knife, etc.

A full understanding of speech is a necessary prerequisite for the correct use of speech and for further successful learning. Therefore, when starting to examine a child, the speech therapist studies all aspects of speech: its impressive and expressive sides.

When examining the impressive side of speech (speech understanding), the speech therapist focuses on how the child understands:

a) names of various everyday objects; b) generalizing words (clothing, dishes, furniture, fruits, vegetables, transport, etc.; c) a phrase of an everyday nature; d) a short text told or read to him. When examining speech understanding, you should not require a verbal response from the child. It is enough to receive it with the help of a gesture, selection of the necessary pictures, facial expressions, and individual exclamations.

When examining the expressive side of speech, the speech therapist studies: a) vocabulary; b) grammatical structure; c) sound pronunciation; d) voice, its tempo and smoothness.

Observing the child’s speech, the speech therapist determines the poverty or richness of his vocabulary. To determine vocabulary, the speech therapist selects the necessary didactic material, using not only subject pictures, but also plot ones, which will allow you to name objects and their actions, quality, position in space (to identify the use of prepositions), etc.

When examining a child’s vocabulary, you should pay attention to the degree to which he has mastered the syllabic structure of a word (the presence of word abbreviations, up to the use of one syllable from a word, permutations within a word).

When examining the grammatical structure, the nature of the formatting of answers, the use of phrases (short, elementary, stereotypical or expanded, free) are revealed; special attention is paid to the correct agreement in verb and case endings, and the correct use of prepositions. For this examination, the speech therapist selects plot pictures, the answers to which require the preparation of various types of sentences: simple (The boy is walking), simple common - using a direct object (The girl is reading a book) or indirect with the use of prepositions (The book is on the table). For a deeper analysis of the grammatical structure, the speech therapist can ask the child additional questions that require the use of singular and plural adjectives.

Analyzing the children's answers, the speech therapist pays attention to the pace of speech (too fast or too slow, monotony or expressiveness of speech), smoothness or its disruption by more or less frequent and severe hesitations - stuttering. When stuttering, auxiliary movements of the arms, legs, and head may be noted.

To examine sound pronunciation, the speech therapist selects subject pictures so that their names include the sounds being tested at the beginning, middle and end of words. If the child incorrectly pronounces a sound in a word, the speech therapist suggests pronouncing this word with this sound by imitation, and then forward and backward syllables with this sound. The nature of the incorrect pronunciation of the sound is noted: the sound is omitted, replaced by another constantly or only in some words, distorted. If a child can pronounce both sounds in isolation, but still confuses them, you should check whether he distinguishes them by ear.

To do this, you can do the following types of work: a) repeat after the speech therapist combinations of sounds like ta-da and da-ta; b) correctly name the pictures (house, volume); c) indicate one correctly

from pictures named by a speech therapist, the names of which differ only in the sounds they mix (for example, bear - bowl or rat - roof, etc.) It is completely possible to check the discrimination of similar sounds if the child knows the letters and can write syllables, words, phrases with the indicated sounds, since oral speech disorders (sometimes even already overcome) are reflected in one way or another when teaching literacy. Thanks to this, the analysis of violations of written speech allows us to more deeply identify the entire violation as a whole.

If there are difficulties in mastering literacy, it is necessary to check how the child is acquiring reading and writing skills in accordance with the program.

In order to identify the most characteristic difficulties for each subject in mastering written language, it is necessary to test not only writing skills, but also reading. So, with regard to reading, determine how the child reads by letters, syllables or whole words, and whether he correctly understands the text being read. When carrying out written work, the speech therapist takes into account the correctness of copying, writing under dictation and independent writing, analysis of errors in writing (errors on spelling rules, errors that distort the structure of the word, and errors of a phonetic nature).

Material for examination of written speech should be taken in accordance with the child’s stage of learning.

The speech therapist conducts a speech examination in various types of activities of the child - play, study, and observes him in communication with others. In this regard, it is possible to identify the characteristics of the child’s personality and his behavior: active or passive, collected, organized, obedient or disorganized, spoiled, stable in play, in work or easily distracted, brave, easily makes contact or timid, shy, aware of his speech difficulties, is embarrassed by them or treats them indifferently.

As a result, the examination becomes comprehensive, comprehensive and dynamic and makes it possible not only to analyze speech disorders, but also to outline a plan for the most effective help.

To carry out the examination described, it is necessary to have at least a certain minimum of aids: several of the toys most beloved by children (a bear, a doll, a bus, a car, etc.), 2-3 plot pictures with simple, understandable content, a series of sequential pictures, several series of subject pictures , selected according to various categories (clothing, dishes, vegetables, etc.); subject pictures, selected according to the presence of tested sounds in their names, a typesetting canvas, a cash register with letters, 2-3 different primers, books for reading grades I, II, III, such as “Little Stories” by L. N. Tolstoy, illustrated fairy tales, several games like lotto and dominoes.

The speech therapist must take into account that failures in school education create in the child a sharply negative attitude towards all aids used at school (primers, reading books, etc.), and that their use during examination may cause refusal to complete the assigned task. In such cases, the speech therapist must be able to use a wide variety of materials: literary texts of varying difficulty, alphabetic texts, but designed in the form of cards, tablets, etc.

When examining children's institutions (kindergartens, schools), a so-called short or indicative survey is used. It helps identify children who need speech therapy help. When children are included in work, a full examination must be carried out.

During a brief examination, the child is asked to pronounce a familiar poem, a sentence in which, if possible, all the most frequently mispronounced sounds are presented, for example. An old grandmother was knitting woolen stockings or a black puppy was sitting on a chain near the booth (whistling, hissing, ringing, r, l).

Planning speech therapy work

When drawing up a plan for speech therapy work, each point of the plan must be justified by survey data.

1 The speech therapist draws up a general work plan, i.e., outlines the stages of work and reveals their content.

2. The next stage of work is revealed in more detail. the main sections of the work are established, their sequence, their relationship with each other

3 Forms of work are determined in the form of a game, a lesson (in connection with the age, intelligence, character, interests of the child).

4. Speech material is selected for each lesson, taking into account the general characteristics of the child, the state of his speech, the main goal of each lesson

Speech therapy examination scheme

1. The interview begins with the purpose of the visit, complaints; parents and child.

2. Familiarization with pedagogical documentation is carried out.

3. Obstetric history and history of the child’s development (motor, speech, mental) are determined. In this case, special attention is paid to:

Pre-speech vocalizations (hooting, humming);

The appearance and nature of babbling speech, the first words, phrases;

The quality of the first words and phrases (the presence of violations of the syllable structure, agrammatism, incorrect sound pronunciation).

4. An objective examination of the child is carried out.

4.1. An emotional contact is established with the child, the correct relationship to the examination is created: the child’s interests, his favorite activities, games, and peculiarities of ideas about the environment are identified.

4.2. Nonverbal functions are studied: psychomotor skills are studied, Ozeretsky tests are used (finger counting, finger gnosis test by imitation, by verbal instructions), the presence of perseverations, stuckness, slipping, and pronounced slowness is established.

4.3. Successive abilities are studied: repetition of a number series in forward and reverse order, sound series according to rhythm, series according to sensory standards.

4.4. Subject gnosis is examined (along a contour, along a dotted line, against a noisy background, with missing elements).

4.5. Letter gnosis and praxis are explored (along a contour, along a dotted line, against a noisy background, with missing elements)

4.6. Thinking is studied (layout of a series of plot pictures, identification of cause-and-effect relationships, determination of the level of semantic integrity of the story).

4.7. Impressive speech is studied - understanding of connected speech, understanding of sentences, understanding of various grammatical forms (prepositional-case constructions, differentiation of singular and plural nouns, verbs, differentiation of verbs with various prefixes, etc.), understanding of words (opposite in meaning, close by value).

4.8. Phonemic processes are studied. In this case the following is carried out:

♦ phonemic analysis - isolating a sound against the background of a word, isolating a sound from a word, determining the place of a sound in a word in relation to other sounds, determining the number of sounds in a word, differentiating sounds by contrast (voiced-dull, soft-hard, 1 whistling- hissing, etc.);

♦ phonemic synthesis - composing words from sequentially given sounds, composing words from sounds given in a broken sequence;

♦ phonemic representations - come up with a word for a specific sound.

4.9. Expressive speech is studied. In this case, the following are subject to verification:

♦ structure and mobility of the articulatory apparatus, oral praxis. The parameters of movements are noted - tone, activity, volume of movement, accuracy of execution, duration, replacement of one movement with another, additional and unnecessary movements (syncenesis);

♦ the state of sound pronunciation - an isolated version, in syllables: open, closed, with a confluence of consonants, in words, in speech, pronunciation of words of different syllabic structures. There is a reduction in the number of syllables, simplification of syllables, assimilation of syllables, rearrangement of syllables;

♦ vocabulary of the language - the child’s independent addition of a thematic range, selection of synonyms, antonyms of related words, identification of common categorical names.

The following are noted: compliance of the dictionary with the age norm, the presence of verbs, adverbs, adjectives, pronouns, nouns in the dictionary, and the accuracy of the use of words.

For motor alalia, note the difference between active and passive vocabulary; i

♦ grammatical structure of speech. The following are noted: the nature of the sentences used (one-word, two-word and more), the nature of the use of prepositional-case constructions, the state of the inflection function, the transformation of the singular nouns into the plural in the nominative case, the formation of the genitive case form of nouns in the singular and plural, agreement with numerals, the state word formation functions, formation of nouns using diminutive suffixes, formation of adjectives (relative, qualitative, possessive), formation of names of baby animals, formation of verbs using prefixes.

4.10. The state of coherent speech is examined (reproduction of a familiar fairy tale, compilation of a story based on a series of plot pictures, etc.): the logical sequence in the presentation of events is noted, the nature of agrammatism and the features of the dictionary are clarified.

4.11. The dynamic characteristics of speech (tempo, intonation expressiveness; the presence of scanned speech; hesitation, stumbling, stuttering) and voice characteristics (loud, quiet, weak, hoarse, hoarse) are studied.

5. The state of written speech is analyzed.

5.1. Writing skills are examined (based on the written work presented in school notebooks):

♦ skills of sound analysis and synthesis are revealed;

♦ features of sound analysis and synthesis are noted;

♦ features of auditory-verbal memory are noted;

♦ auditory differentiation of phonemes is checked;

♦ the state of dynamic praxis is checked;

♦ the leading hand is determined (tests by A. R. Luria for left-handedness and hidden left-handedness);

♦ different types of writing activities are analyzed (copying, dictation, independent writing);

♦ features of handwriting are noted;

♦ the nature of dysgraphic and spelling errors is noted.

5.2. Reading skill examined:

♦ the ability to correctly show printed and capital letters is revealed;

♦ the ability to name letters correctly is noted;

♦ the ability to read syllables, words, sentences, text is revealed and the nature of the mistakes made (substitutions, distortions, omissions, rearrangements of letters, semantic substitutions) is noted;

♦ the nature of reading is noted (letter-by-letter, syllable-by-syllable, continuous, expressive);

♦ reading comprehension is revealed;

♦ the child’s attitude towards reading is noted (whether he likes or does not like to read independently).

6. A speech therapy report is drawn up (speech diagnosis: the degree and nature of the violation of oral and written speech.