Speech therapy support for the development of the syntactic component of language ability in grade schoolers with severe speech disorders
Fur Ekaterina Petrovna, Kuz Nataliya Alexandrovna, Yakovlev Sergei Borisovich
Novosibirsk State Pedagogical University
Herzen State Pedagogical University of Russia
Submitted: 01.08.2023
Abstract. The research aims to substantiate the need to identify the features of the formation of the syntactic component of language ability in grade schoolers with severe speech disorders. The paper deals with both theoretical and practical issues of the development of syntactic operations in grade schoolers with severe speech disorders: its level organization is presented (the conceptual, semantic levels, the level of formal grammatical structuring); the features of disorders in 3rd-grade and 4th-grade students with dysarthria and motor alalia are described at each level according to the results of the ascertaining stage of the study; a step-by-step system of speech therapy work is proposed; the continuity in the implementation of the content of speech therapy work in the activities of grade school teachers, speech therapy teachers is substantiated. The scientific novelty of the research lies in developing the authors’ methodology for speech therapy work on the development of the conceptual, semantic levels and the level of formal grammatical structuring in grade schoolers with severe speech disorders. As a result, the authors’ methodology for the study of students’ operations at the three syntactic levels in oral and written speech was practically evaluated, data on the features of operations at each syntactic level of grade schoolers with severe speech disorders (with dysarthria and motor alalia) were experimentally obtained, which allowed creating the authors’ methodology for speech therapy work with grade schoolers with severe speech disorders.
Key words and phrases: языковая способность, смысловое синтаксирование, семантическое синтаксирование, формально-грамматическое синтаксирование, тяжелые нарушения речи у младших школьников, метапредметные действия (универсальные учебные действия), language ability, conceptual level of syntax, semantic level of syntax, level of formal grammatical structuring, severe speech disorders in grade schoolers, metadisciplinary activities (universal learning activities)
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