Glukhov in the formation of coherent speech in preschool children with general speech underdevelopment. Methodology for examining coherent speech according to Glukhov in

1. Methodology for examining coherent speech Glukhova V.P.
Glukhov V.P. suggests monitoring children’s speech during play, everyday life and educational activities
(speech therapy classes and various types of subject-specific practical classes, educational classes in the native language). A main attention
addresses the presence and level of development of children's phrasal speech skills and the characteristics of speech behavior. Children's responses are recorded
in monologue speech classes in the form of individual statements, short messages, stories. For the purpose of a comprehensive study of children’s coherent speech
a series of tasks is used, which includes: drawing up proposals for individual situational pictures; making a sentence based on three pictures,
related thematically; retelling the text; compiling a story based on a picture or a series of plot pictures; writing a story based on personal experience; writing a descriptive story.
Taking into account the individual level of speech development of the child, the examination program can be supplemented with accessible tasks with creative elements:
ending a story according to a given beginning; inventing a story on a given topic.
A comprehensive examination allows you to obtain a holistic assessment of the child’s speech ability in different forms of speech utterances - from elementary (composing a phrase)
to the most complex (writing stories with creative elements). At the same time, the characteristic features and shortcomings in the construction of detailed statements are taken into account,
identified in older preschool children with general speech underdevelopment during special studies.
Surveys of children’s coherent speech, proposed by V.P. Glukhov.
Its purpose is a comprehensive examination of the coherent speech of children with ODD (III level of speech development).
Task 1. Determine the child’s ability to compose a complete statement at the phrase level (based on the action shown in the picture).
Material: a series of pictures with the following content:
Boy watering flowers
Girl catches a butterfly
Boy fishing
Girl sledding
A girl is carrying a doll in a stroller.
When showing each picture, the child is asked a question-instruction: “Tell me what is drawn here?” If there is no phrasal answer, a second auxiliary question is asked,
directly indicating the action depicted (“What is the boy/girl doing?”).
Evaluation of results: 3 points - complete phrasal answer; 2 points - answer with an auxiliary question; 1 point - the child was unable to independently establish semantic predicatives
relationships and convey them in the form of a phrase corresponding in structure.
Task 2. Identifying children’s ability to establish lexical-semantic relationships between objects and transfer them in the form of a complete phrase-statement.
Material: Three pictures “girl”, “basket”, “forest”.
Instructions: Name the pictures and write a sentence so that it talks about all three objects. If the child made a sentence taking into account only one or two pictures
(for example, “The girl was walking in the forest”), the task is repeated indicating the missing picture.
Evaluation of results: 3 points - the child completed the task using phrases adequate to the proposed task; 2 points - completed the task with the help of the teacher; 1 point - couldn't
to make a sentence.
Tasks for composing phrasal statements based on visual support make it possible to identify the individual speech capabilities of children with ODD (III level of speech development).
The following tasks are intended to determine the level of formation and characteristics of children’s coherent monologue speech.
Task 3. Identify the abilities of children with special needs to reproduce a literary text that is small in volume and simple in structure.
Material: fairy tales familiar to children: “Turnip”, “Teremok”, “Rock-hen”.
The text of the work is read twice; Before re-reading, instructions are given to compose a retelling.
Instructions: listen and retell.
Evaluation of results: Particular attention is paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation,
as well as the presence of semantic and syntactic connections between sentences and parts of the story.
Task 4. Compose a coherent plot story based on the visual content of successive fragments-episodes.
Material: A series of pictures based on the fairy tale "The Fox and the Crane".
The pictures are laid out in the required sequence in front of the child and allowed to examine them carefully.
Instructions: Look at the pictures and make up a consistent story. (The compilation of the story is preceded by a review of the subject content of each picture in the series with an explanation of the meaning of individual details.
If there is difficulty, in addition to leading questions, a gesture indication of the corresponding picture or specific detail is used).
Evaluation of results: In addition to the general evaluation criteria, indicators are taken into account: semantic correspondence of the content of the story to that shown in the pictures, compliance with the logical connection between
pictures-episodes.
Task 5. Compose a story based on personal experience - aims to identify the individual level and characteristics of mastery of coherent phrasal and monologue speech when conveying one’s life impressions.
Instructions: the child is asked to compose a story on a topic close to him (for example, “On our site”, “Games on the playground”) and is given a plan for the story: - what is on the playground; what the children do there;
what games do they play; name your favorite games and remember them; remember which games are in winter and which in summer.
Evaluation of results: Attention is drawn to the features of phrasal speech used by children when composing a message without visual textual support. The degree of information content of the story is taken into account,
determined by the number of significant elements that carry a semantic load. Establishing the number of informative elements and their nature (simple naming of an object or their action
detailed description) allow how fully the topic of the message is reflected by the child.
Task 6. Write a descriptive story.
Material: children can be offered both models of objects (toys) and their graphic images, which quite fully and clearly present the main properties and details of the objects.
Instructions: The child is asked to carefully examine the subject for a few minutes, and then write a story about it using the given question plan. For example, when describing a doll it is given
the following instruction-directive: “Tell about this doll: what is its name, what size is it; name the main parts of the body; what is it made of, what is it wearing, what is on its head,” etc.
Evaluation of results: Attention is drawn to the completeness and accuracy of the reflection of the basic properties of the subject, the presence (absence) of a logical and semantic organization of the message, consistency in
describing the characteristics and details of an object, using linguistic means of verbal characterization. In the case where a child is unable to compose even a short descriptive story,
he is offered a sample description given by the speech therapist for retelling.

2. Methodology for diagnosing coherent speech, proposed by Filicheva T.B.
Filicheva T.B. for examination of coherent speech recommends paintings from the series “We are playing”, “Domestic and wild animals”, as well as paintings from “Didactic material for correction
pronunciation deficiencies in preschool children."
When examining coherent speech, it is recommended to use a variety of tasks, for example: tell in the 1st person; choose epithets for certain words; retell the text, changing
time of actions performed; form the comparative degree of adjectives; form a diminutive form, etc.
T.B. Filicheva calls the main task of speech therapy for children with general speech underdevelopment - to teach them coherently and consistently, grammatically and phonetically correct
express your thoughts, talk about events from the surrounding life. This is important for studying at school, communicating with adults and children, and developing personal qualities. Job
development of coherent speech is carried out in the following areas: enrichment of vocabulary; learning to compose retellings and invent stories; learning poems; solving riddles.
And he offers the following methods of correctional work.
Teaching storytelling.
Methodical instructions. Considering the reduced speech activity of speech therapy children, their rapid fatigue, insufficient switching ability, the speech therapist should structure classes accordingly
selects speech material.
Children's first short independent stories should be associated with a familiar visual situation.
For example, a speech therapist gives the task: “Go to the table, take a red ball and a blue ball.” Addressing the children, he asks: “What can you say about Kolya, what did he do?” - "Kolya came to the table and took
red ball and blue ball."
Gradually, the tasks become more complicated: children must remember and perform a larger number of actions, and then accurately describe the sequence of their implementation. At the same time, when one child says,
the rest of the children listen carefully to his story, correcting mistakes and inaccuracies.
Stories - descriptions.
The process of teaching children various types of descriptive stories is preceded by a lot of work comparing objects. Comparison activates children's thoughts, directs attention to distinctive and
similar characteristics of objects helps to increase speech activity.
Children are taught to describe objects as they go through each lexical topic: “toys,” “dishes,” “clothing,” “vegetables,” etc.
It is useful to consolidate the skill of describing objects while performing productive activities (modeling, drawing, designing).
The description of animals and birds should be preceded by work on examining their stuffed animals or images in the picture.
Approximate lexical material
HARE
The hare has long ears and an elongated muzzle. Its hind legs are much longer than its front legs. Therefore, the hare runs and jumps very quickly. The bunny's skin is soft and warm. In winter it is white, and in summer it is gray:
This makes it easier for him to hide from his enemies. A hare lives in a hole in the forest with its young hares.
Stories based on a series of plot pictures.
Specific techniques for working with subject pictures are varied, for example:
The speech therapist gives the children subject pictures, and he himself shows the plot pictures, accompanying their stories. Children must match subject pictures to this series of plot pictures.
The speech therapist reads the story and places pictures on the typesetting canvas himself. Then he takes them down and asks the children to sort out the pictures themselves and repeat the story. In case of difficulty, you can ask
leading question.
Children receive one picture each, and each one tells what is drawn in his picture. One child in conclusion gives a complete story based on all the pictures.
Sample didactic material.
BOAT (set of pictures)
It's summer outside. The sun shines brightly. A boy sits on the river bank and makes a boat out of paper.
The boy lies on his stomach and holds a boat over the water.
The boy lies, smiles, the boat floats. A large cloud appeared in the sky.
It's raining, the boat sank. The boy is crying.
The sun is shining. The boy leaned over the water. The little frogs bring the boy a boat. The boy smiles.
It was summer. The sun shone brightly. Kolya sat by the river and made a boat out of paper.
Kolya made a boat and lay down on his stomach to make it easier to float it through the water. And so the boat sailed. Kolya is happy: the boat turned out good.
A cloud appeared in the sky, it became dark, and it began to rain. The boat got wet and sank. Kolya began to cry. Sorry for the boat.
Little frogs were swimming near the shore. They saw that Kolya was crying, they felt sorry for Kolya. The little frogs took out the boat and gave it to Kolya. And then the rain stopped. Kolya stopped crying.
As the story progresses, you can ask the following questions: “What time of year was it? Where did the boy go? What did the boy do? Why did Kolya cry? Who helped Kolya? What happened next?
Learning poems.
Guidelines for learning poems by children with special needs development
Each new poem must be read expressively by a speech therapist (by heart).
After reading the poem, the speech therapist says that the children will memorize this poem. Then he reads this poem again.
Next, the speech therapist asks questions about the content of the poem, helping the children understand its main idea.
After this, the speech therapist finds out which words the children do not understand and explains their meaning in an accessible form.
The speech therapist reads each line of the poem separately. Children recite it in chorus and then individually. The speech therapist necessarily takes into account the individual abilities of children, therefore, among
The first to recite the poem is the child who remembers faster than others.
Memorizing poems develops children's sense of rhythm, so it is useful to ask children to clap or stamp the rhythm.
The boat is sailing, sailing,
Golden ship
Lucky, lucky gifts,
Gifts for you and me.
(S. Marshak)
Retelling of literary texts.
Methodical instructions. Before reading the story, the speech therapist explains to the children the meaning of difficult words; they pronounce it in chorus and individually. Next, a short conversation is held, leading the children to
content of the story.
After reading the story, the speech therapist asks questions to find out whether the children understood it. Only after this the children are asked to retell what they read. At the same time, at different stages of learning to retell
Various types of retelling are used:
Before starting the retelling, the speech therapist draws up a story plan.
If the child retells with long pauses, then the speech therapist asks leading questions.
The speech therapist retells the story, and the child (depending on his speech capabilities) inserts a word or sentence.
The retelling is organized “in a chain”, when one child begins to retell, the next continues, and the third finishes. This type of work helps develop stable attention in children,
the ability to listen to a friend and follow his speech.
Retelling in person, such as simple dramatization, is often used.
Creative storytelling:
retelling of the text and its continuation with the addition of facts and events from the lives of the characters;
compiling a story based on personal experience by analogy with what was heard.
Sample texts for retelling.
How Sasha saw the plane for the first time.
It was spring, the snow was melting, streams were flowing. Sasha floated paper boats across the water. Suddenly something buzzed overhead. Sasha thought that a bird was flying. Now it's already over your head. It was an airplane. Staring at it
Sasha got on the plane, and the boats sailed away.
Answer the questions:
What time of year was it?
What did Sasha put on the water?
What's buzzing in the air?
What did Sasha confuse with a bird?
Summer.
Summer has come. We walked through the meadow. The grass is knee-high, thick and green. And how many flowers there are in it! They raise their elegant heads. Some wear purple caps, others wear white wreaths.
And others have a whole golden head, like a tiny radiant sun
Answer the questions:
What does the author compare flowers with?
What kind of flowers do you think he depicted?
Have you seen them? Tell us about them.

3. Methodology for examining coherent speech by Vorobyova V.K.
Vorobyova V.K. recommends examining coherent speech in four series.
The first series is aimed at identifying the reproductive capabilities of children’s speech and includes two tasks: retell the text in as much detail as possible; retell the same text, but briefly.
As experimental material, it is recommended to use story texts designed for the age of the subject and subjected to adaptation in terms of reducing their volume.
The second series of experimental tasks is aimed at identifying children’s productive speech abilities: the ability to independently create a semantic program for a coherent message based on visual
supports; the ability to implement the found program into a coherent message.
This series includes two tasks. In task 1, children are asked to independently arrange a series of plot pictures in the sequence of logical development of the event. 2 task orients
children to compose a story using the found program.
The third series is aimed at identifying the peculiarities of constructing a coherent message in conditions of partial given semantic and lexical-syntactic components of the statement. It includes
includes three types of tasks:
composing a continuation of a story based on the beginning read;
inventing a plot and composing a story using subject pictures, which children must select from a common bank of subject pictures;
independently finding a theme and its implementation in stories.
The fourth series of tasks is aimed at clarifying the state of orientation activity, since orientation in the rules of text generation precedes the creation of a coherent monologue
statements. Approximate activity consists in the ability to identify general, characteristic features inherent in the organization of this particular linguistic unit. Solving the condition issue
indicative activity of children with systemic speech disorders is important for studying the structure of speech underdevelopment, in particular, for identifying the influence of speech underdevelopment on the formation
cognitive activity and the degree of development of children’s analytical capabilities.

Methodology for examining the state of coherent speech (V. P. Glukhov)

To study the state of coherent speech of preschool children with OHP, V. P. Glukhov uses the following methods:

vocabulary examination according to a special scheme;

study of coherent speech using a series of tasks;

observation of children in the process of educational, subject-practical, gaming and everyday activities in a children's educational institution;

study of medical and pedagogical documentation (data from anamnesis, medical and psychological studies, pedagogical characteristics and conclusions, etc.); using data from conversations with parents, educators and children.

Children's abilities to construct sufficiently informative, communicatively complete coherent statements are largely determined by the level of formation of the lexical structure of speech. Therefore, a targeted study of the state of children’s vocabulary is a necessary component of a comprehensive study of coherent speech.

To examine the vocabulary, a vocabulary minimum of 250-300 words, specially compiled by the examiner, can be used. In this case, it is recommended to use visual material from the relevant manuals by G.A. Kashe and T.B. Filicheva, T.B. Filicheva and A.V. Soboleva, O.E. Gribova and T.P. Bessonova, O.N. Usanova and others. Lexical and corresponding illustrative material is selected taking into account the following principles:

Semantic (the minimum dictionary includes words denoting different objects, their parts, actions, qualitative characteristics of objects; words related to the definition of temporal and spatial relationships, for example: “far-close”, “up-down”, “first-then” " and etc.);

Lexico-grammatical (the dictionary includes words of different parts of speech - nouns, verbs, adjectives, adverbs, prepositions - in a quantitative ratio characteristic of the vocabulary of older preschool children with normal speech development);

Thematic, according to which, within individual categories of words, lexical material is grouped by topic (“Toys”, “Clothing”, “Utensils”, “Vegetables and fruits”, etc.,

Physical, everyday, professional actions, words denoting color, shape, size and other qualitative characteristics of objects, etc.). The child’s knowledge of the names of observed natural phenomena, concepts of time of day and year is revealed.

To compile the dictionary, words known to children with normal speech development are selected; at the same time, preference is given to words that are accessible to children with SLD in terms of their syllable structure. When examining the dictionary, V.P. Glukhov suggests using the technique of children naming the objects, actions, etc. depicted in the pictures. If the child cannot remember or correctly name the required word, techniques of prompting the initial syllable (sound) or “silent” articulation are used.

To identify the development of certain general categorical concepts in children, sets of pictures depicting homogeneous objects are used (approximately 15-18 generalizing words-concepts). The child is asked to name a general group of objects in one word. To determine children's capabilities in establishing relationships between certain words-concepts, a task is given to select antonyms.

When analyzing survey data, attention is paid to which words of each of the lexical-conceptual groups are missing in the child’s dictionary; characteristic errors and lexical substitutions are noted.

Observation of children's speech is carried out in the process of play, everyday life and educational activities (speech therapy classes and various types of subject-based practical classes, educational classes in their native language). The main attention is paid to the presence and level of development of children's phrasal speech skills (the ability to give short and detailed answers, ask a question to the teacher, talk about a planned and completed action, etc.), to the characteristics of speech behavior. Children's responses during monologue speech classes are recorded in the form of individual statements, short messages, and stories. The observation method makes it possible to get a general idea of the level of development of children’s spontaneous speech, the formation of its grammatical structure, the ability to use coherent statements when communicating, convey this or that information, etc.

For the purpose of a comprehensive study of children’s coherent speech, a series of tasks is used, which includes:

1. drawing up proposals for individual situational pictures (“action pictures” in the terminology of L.S. Tsvetkova, 1985);

2. drawing up a proposal based on three pictures related thematically;

3. retelling a text (a familiar fairy tale or short story);

4. compiling a story based on a picture or a series of plot pictures;

5. writing a story based on personal experience,

6. compiling a descriptive story.

Taking into account the individual level of speech development of the child, the examination program can be supplemented with accessible tasks with creative elements:

7. ending the story according to a given beginning;

8. coming up with a story on a given topic.

A comprehensive examination allows you to obtain a holistic assessment of the child’s speech ability in various forms of speech utterances - from elementary (composing a phrase) to the most complex (composing stories with elements of creativity). This takes into account the characteristic features and shortcomings in the construction of detailed statements identified in older preschool children with general speech underdevelopment during special studies.

Particular attention should be paid to analyzing the coherence of children's statements. Implicitly expressed violations of coherence include omissions of individual, semantically important words and phrases, and isolated cases of the absence of semantic and syntactic interphrase connections. With significant violations of coherence, there is a repeated absence in the story of a semantic and syntactic connection between adjacent phrases, omissions of words or parts of the text that affect the logical organization of the statement, and a violation of the semantic connection between two fragments of text. The omission of several fragments, the lack of a semantic connection between a number of consecutive sentences, the incompleteness of parts of the text, as well as a combination of various shortcomings lead to significant violations of the coherence of the story.

When analyzing and evaluating the stories of children with speech underdevelopment, special attention is paid to shortcomings in the grammatical design of statements.

According to the research data, an individual assessment “profile” of the state of coherent monologue speech is compiled for each child. This “profile” clearly shows in which types of extended statements the child has the greatest difficulties and what can be relied upon during subsequent correctional work.

To study the state of coherent speech of preschool children with ODD, the following methods are used:

§ examination of vocabulary according to a special scheme;

§ study of coherent speech using a series of tasks;

§ observation of children in the process of educational, subject-practical, gaming and everyday activities in the conditions of a children's educational institution;

§ study of medical and pedagogical documentation (data from anamnesis, medical and psychological studies, pedagogical characteristics and conclusions, etc.);

§ use of data from conversations with parents, educators, and children.

Children’s abilities to construct sufficiently informative, communicatively complete coherent statements are largely determined by the level of formation of the lexical structure of speech. Therefore, a targeted study of the state of children’s vocabulary is a necessary component of a comprehensive study of coherent speech.

§ semantic (the minimum dictionary includes words denoting different objects, their parts, actions, qualitative characteristics of objects; words related to the definition of temporal and spatial relationships, for example: “far - close”, “above - below”, “first - then" etc.);

§ lexico-grammatical (the dictionary includes words of different parts of speech - nouns, verbs, adjectives, adverbs, prepositions - in a quantitative ratio characteristic of the vocabulary of older preschool children with normal speech development)*;

§ thematic, according to which, within individual categories of words, lexical material is grouped by topic (“Toys”, “Clothing”, “Utensils”, “Vegetables and fruits”, etc.; physical, everyday, professional actions; words denoting color, shape, size and other qualitative characteristics of objects, etc.). The child’s knowledge of the names of observed natural phenomena, concepts of time of day and year is revealed.

The compilation of a minimum dictionary is carried out in accordance with the standard program of education and training in a preschool institution (1995), taking into account the lexical material that children entering older age groups must learn. Words known to children with normal speech development are selected; at the same time, preference is given to words that are accessible to children with SLD in terms of their syllable structure. When examining the dictionary, children use the technique of naming the objects, actions, etc. depicted in the pictures. If the child cannot remember or correctly name the required word, techniques of prompting the initial syllable (sound) or “silent” articulation are used.

For the purpose of a comprehensive study of children’s coherent speech, a series of tasks is used, which includes:

§ drawing up proposals for individual situational pictures (“action pictures” in the terminology of L.S. Tsvetkova, 1985);

§ drawing up a proposal based on three pictures related thematically;

§ retelling a text (a familiar fairy tale or short story);

§ compiling a story based on a picture or a series of plot pictures;

§ writing a story based on personal experience;

§ compiling a descriptive story.

Taking into account the individual level of speech development of the child, the examination program can be supplemented with accessible tasks with creative elements:

§ ending a story at a given beginning;

§ coming up with a story on a given topic.

Here is a description of the tasks.

First task used to determine the child’s ability to compose an adequate complete statement at the phrase level (based on the action shown in the picture). He is offered one by one several (5-6) pictures with approximately the following content:

1. “The boy is watering the flowers”;

2. “Girl catches a butterfly”;

3. “A boy catches a fish”;

4. “Girl sledding”;

“A girl is carrying a baby in a stroller,” etc.

When showing each picture, the child is asked an instructional question: “Tell me what is drawn here?” As a result, it becomes clear whether the child is able to independently establish semantic predicative relations and convey them in the form of a phrase corresponding in structure. In the absence of a phrasal answer, a second auxiliary question is asked, directly indicating the action depicted (“What is the boy / girl doing?”). When analyzing the results, the features of the composed phrases are noted (semantic correspondence, grammatical correctness, the presence of pauses, the nature of the observed agrammatism, etc.).

Second task- drawing up a sentence based on three pictures (for example, “girl”, “basket”, “forest”) - is aimed at identifying children’s ability to establish logical-semantic relationships between objects and convey them in the form of a complete phrase-statement. The child is asked to name the pictures and then compose a sentence so that it talks about all three objects. To make the task easier, an auxiliary question is suggested: “What did the girl do?” The child is faced with the task: based on the “semantic” meaning of each picture and the teacher’s question, establish a possible action and display it in speech in the form of a complete phrase. If the child has composed a sentence taking into account only one or two pictures (for example, “The girl was walking in the forest”), the task is repeated indicating the missing picture. When assessing the results, the following are taken into account: the presence of a phrase adequate to the proposed task; features of this phrase (semantic “fullness”, syntactic structure, agrammatisms, etc.); the nature of the assistance provided to the child.

To identify the degree of development in children of skills in using individual (phrasal) statements, tasks for composing sentences based on demonstrated actions, using reference words (given in a “neutral” grammatical form), etc. can also be used. Inclusion in a comprehensive study of tasks for composing phrasal utterances based on visual support makes it possible to identify the individual speech capabilities of children with special needs developmental disabilities who have the second or third level of speech development. The construction of such phrase-statements is a necessary speech action when composing detailed speech messages (whole text) - descriptive stories from pictures, from their series, stories from experience, etc. The results of completing tasks for composing individual statements from pictures are recorded in the child’s individual card according to following diagram:

Subsequent tasks (3-8) are intended to determine the level of formation and characteristics of children’s coherent monologue speech in its types accessible for a given age (retelling, stories based on visual support and from personal experience, storytelling with elements of creativity). When assessing the performance of tasks for composing various types of stories, indicators characterizing the level of children’s mastery of monologue speech skills are taken into account. The following are determined: the degree of independence in completing tasks, the volume of the story, coherence, consistency and completeness of presentation; semantic correspondence to the source material (text, visual plot) and the assigned speech task, as well as features of phrasal speech and the nature of grammatical errors. In case of difficulties (long pause, break in the narration, etc.), help is provided in the form of consistent use of stimulating, leading and clarifying questions.

Third task aims to identify the abilities of children with special needs to reproduce a literary text that is small in volume and simple in structure. For this, fairy tales familiar to children can be used: “Turnip”, “Teremok”, “Ryaba Hen”, short realistic stories (for example, stories by L.N. Tolstoy, K.D. Ushinsky, etc.). The text of the work is read twice; Before re-reading, instructions are given to compose a retelling. When using original works after re-reading, before compiling a retelling, it is recommended to ask questions (3-4) about the content of the text. When analyzing compiled retellings, special attention is paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences, parts of the story, etc.

Fourth task used to identify children’s abilities to compose a coherent story based on the visual content of successive fragments-episodes. It is recommended to use a series of three or four pictures based on the plots of N. Radlov (“Hedgehog and Mushroom”, “Cats and Birds”, etc.), as well as series with a detailed plot (5-6 pictures), for example “Bear and Hares” * and so on. The pictures are laid out in the required sequence in front of the child and allowed to look at them carefully. Compilation of the story is preceded by an analysis of the subject content of each picture in the series with an explanation of the meaning of individual details of the depicted setting (for example: “hollow”, “clearing”, “meadow” - from the series “Bear and Hares”, etc.). In case of difficulties, in addition to leading questions, a gesture is used to point to the corresponding picture or specific detail. In addition to the general evaluation criteria, indicators determined by the specifics of this type of storytelling are taken into account: the semantic correspondence of the content of the story to that shown in the pictures; maintaining a logical connection between pictures-episodes.

Fifth task- compiling a story based on personal experience - aims to identify the individual level and characteristics of mastery of coherent phrasal and monologue speech when conveying one’s life impressions. The child is invited to compose a story on a topic close to him, related to his daily stay in kindergarten (“On our site”, “Games on the playground”, “In our group”, etc.), and is given a plan of several questions and tasks. So, when composing the story “On our site”, it is proposed to tell what is on the site; what children do on the site; what games do they play; name your favorite games and activities; remember winter games and entertainment. After this, the children compose a story in separate fragments, before each of which the question-task is repeated. When analyzing the performance of a task, attention is paid to the features of phrasal speech used by children when composing a message without visual or textual support. The degree of information content of the story is taken into account, determined by the number of significant elements that carry this or that information on a given topic. Establishing the number of informative elements and their nature (simple naming of an object or action or their detailed description) makes it possible to assess how fully the topic of the message is reflected by the child.

For the sixth task- compiling a descriptive story - children can be offered both models of objects (toys) and their graphic images, which quite fully and clearly present the main properties and details of the objects. You can use toys such as dolls, including characters from famous fairy tales, toys depicting domestic animals (cat, dog), dump truck, etc. The child is asked to carefully examine the object for a few minutes, and then write a story about it using this question plan. For example, when describing a doll, the following instructions are given; “Tell me about this doll: what is its name, how big is it; name the main parts of the body; tell me what she’s made of, what she’s wearing, what’s on her head,” etc. The sequence of displaying the main qualities of an object in a descriptive story can also be indicated. When analyzing a story compiled by a child, attention is paid to the completeness and accuracy of its reflection of the basic properties of the object, the presence (absence) of a logical and semantic organization of the message, consistency in the description of the characteristics and details of the object, and the use of linguistic means of verbal characterization. In the case when a child is unable to compose even a short descriptive story, he is offered a sample description given by a speech therapist for retelling.

Seventh task- continuation of the story at a given beginning (using a picture) - aims to identify children’s capabilities in solving the given speech and creative task, in the ability to use the proposed text and visual material when composing a story. The child is shown a picture depicting the climax of the plot action of the story. After analyzing the content of the picture, the text of the unfinished story is read twice and asked to come up with its continuation.

Let's give an example of such text.

Kolya was in first grade. The road from home to school went through the forest. One winter, Kolya was returning home from school. He was walking along a forest path. So he went out to the edge of the forest and saw the houses of his village. Suddenly four large wolves jumped out from behind the trees. Kolya dropped his briefcase and quickly climbed the tree. The wolves surrounded the tree and, clicking their teeth, looked at the boy. One wolf jumped and wanted to grab him...

Questions about the content of the picture:

1. What do you see in the picture?

2. What time of year is shown?

3. What can you see in the distance?

4. What lies under the tree?

When assessing the completed ending of a story, the following are noted: the semantic correspondence of the child’s statement to the content of the proposed beginning, compliance with the logical sequence of events, features of the plot solution, linguistic means, and grammatical correctness of speech are taken into account.

Eighth task - compiling a story on a given topic - can be used as an additional one. The task is offered to children who, according to previous studies, have certain skills in composing coherent messages. The following option can be used. The child is shown pictures of a girl, a basket and a forest, to which a path leads through the field. Questions are asked: “What will we name the girl?”, “Where did the girl go?”, “Why did she go into the forest?” After this, it is proposed to compose a story about some incident with a girl in the forest. Preliminary compilation of an “exposition" of the story based on a picture makes it easier for children to move on to telling a story according to their own plan. To avoid retelling a familiar fairy tale, it is previously agreed that the child must come up with his own story. Attention is drawn to the structure and content of children's stories, features of monologue speech, and the presence of elements of one's own creativity.

According to these studies, children with OSD (III level of speech development) make little use of coherent phrasal speech in the process of educational and play activities, and experience difficulties in composing detailed syntactic structures. Independent monologue utterances of children with SLD are characterized by the use of predominantly short phrases, errors in the construction of detailed sentences, difficulties in choosing the necessary lexemes, violations of the semantic organization of utterances, and a lack of connection between the elements of the message.

Studies show a limited vocabulary in children with special needs, especially in such lexical and conceptual categories as names of parts of objects, qualitative characteristics of objects (color, size, parameters, etc.) They reveal difficulties in performing tasks for selecting generalizing words and concepts, for defining spatial arrangement of objects, etc.

A number of children have significant difficulties when composing individual sentences based on visual support, which may be due to the inability to establish (or actualize in speech) predicative relations, as well as difficulties in the lexical and grammatical design of statements.

Lack of independence in composing stories, violations of the logical sequence of presentation, semantic omissions, incompleteness of fragments - microthemes, long pauses at the boundaries of phrases or their parts (not carrying a semantic load) may indicate difficulties in programming the content of detailed monologue statements.

An individual qualitative analysis of the statements of children with OSD and with normal speech development (based on the given research methodology) allows us to establish several levels of task completion for each type of story. The main evaluation criteria are: the degree of independence in composing a story, adequacy to the task, semantic richness, coherence and consistency of presentation, compliance of the grammatical design of the statement with language norms.

The above scheme is used in dynamic studies (examination of children over time) conducted before and during special, targeted training.

An assessment in points can also be used according to the identified level of task performance: good - 4, satisfactory - 3, insufficient - 2, low - 1, which makes it possible to more clearly assess the progress of children in learning storytelling in dynamic studies, including the total score assessing the level of mastery of storytelling skills in general. (A total score in the range of 16-20 points characterizes a fairly high or “good” level of storytelling skills, a total score from 11 to 15 corresponds to a “satisfactory” level, from 6 to 10 - insufficient” and from 1 to 5 - “low”).

As an example, we will give stories based on the series of pictures “Bear and Hares” by two children - a child with ODD and a child with normal speech development.

“It’s slow to get started... Shows... Pobezai... Deevo... Deevo catni... From there the birds... Flocks bite. Fall... They're gone. (Story by Ira T., 5.5 years old, general speech underdevelopment).

The story was compiled with the help of a teacher (auxiliary questions were used). The following are noted: omission of essential moments of action, pronounced situationality; there is no sufficient reproduction of a clearly presented plot situation, long pauses between individual words are characteristic, indicating difficulties in composing a story, attention is drawn to the poverty of the linguistic means used, their inadequacy to the task of constructing a coherent, detailed statement.

“One day a bear cub wanted to treat two hares with honey. They went into the forest, to a tree where there was a hollow. Misha climbed the tree when they approached the hollow. When he climbed, bees flew at him, and Misha fell from the tree. When he climbed, the hares were simply having fun, and when Misha fell, the hares began to laugh. Then the bees flew after them. Two hares and a bear began to run, only their heels sparkling. (Story by Yulia T., 5.5 years old, normal speech development).

Postgraduate studies: applicant for correspondence postgraduate studies at Moscow State Pedagogical Institute named after. IN AND. Lenin, 1986.
Higher education: Moscow State Pedagogical Institute named after. IN AND. Lenin, defectology faculty, teacher-speech therapist of preschool, school and medical institutions, 1979.

Topic of the candidate's dissertation

“Features of the formation of coherent monologue speech of children of senior preschool age with general speech underdevelopment” (1987)

Courses for the current academic year

Psycholinguistics.
Methods of speech development for persons with disabilities.
Speech communication of children with speech underdevelopment.
General methodological aspects of training in special educational institutions. Ontogenesis of speech activity.

Publications

The total number of printed works is 116: of which 53 are scientific and 63 are educational and methodological works used in teaching practice.
Among them are 3 scientific monographs, 5 textbooks and more than 30 educational and teaching aids on psycholinguistics, correctional pedagogy and psychology, speech therapy, 4 visual and didactic aids for students of defectology faculties and speech therapists-practitioners.

Publications.

Monographs:
1. Glukhov, V.P. Formation of skills of coherent statements in children of senior preschool age with systemic speech underdevelopment / V.P. Glukhov. ‒ M.: “Sputnik+”, 2010. ‒ 371 p.
2. Glukhov, V.P. Development of imagination and speech of children with systemic speech underdevelopment in the process of correctional and developmental education / V.P. Glukhov. ‒ M.: “Sputnik+”, 2011. ‒ 243 p.
3. Glukhov, V.P. An integrated approach to the formation of coherent speech in preschool children with speech and cognitive development disorders: monograph / V.P. Glukhov. – M.: V. Sekachev, 2014. – 538 p.

Textbooks. Educational and teaching aids.
1. Glukhov, V.P. Features of the formation of coherent speech of preschoolers with general speech underdevelopment: an educational manual for students of defectology departments of pedagogical universities / V.P. Glukhov. – M.: MGOPU, 2001. ‒ 194 p.
2. Glukhov, V.P. Formation of coherent speech in preschool children with general speech underdevelopment: educational and methodological manual / V.P. Glukhov. ‒ M.: ARKTI, 2002. – 146 p.
3. Glukhov, V.P. Formation of coherent speech in preschool children with general speech underdevelopment / V.P. Glukhov. ‒ Ed. 2nd, rev. and additional ‒ M.: ARKTI, 2004. ‒ 168 p.
4. Glukhov, V.P. Fundamentals of psycholinguistics: a textbook for students of pedagogical universities / V.P. Glukhov. ‒ M.: AST: Astrel, 2005. ‒ 352 p.
5. Kovshikov, V.A., Glukhov, V.P. Psycholinguistics. Theory of speech activity. Textbook for universities / V.P. Glukhov. ‒ M.: AST: Astrel, 2007. ‒ 320 p.
6. Glukhov, V.P. Fundamentals of psycholinguistics. / V.P. Glukhov. ‒ M.: AST: Astrel, 2008. ‒ 354 p.
7. Baskakova, I.L., V.P. Glukhov. Workshop on psycholinguistics: a textbook for students of pedagogical universities / V.P. Glukhov. ‒ M.: AST: Astrel, 2009. – 187 p.
8. Glukhov, V.P. Psycholinguistics: a textbook for pedagogical and humanitarian universities / V.P. Glukhov. ‒ M.: V. Sekachev, 2013. – 344 p.
9. Glukhov, V.P. Methodology for developing the skills of coherent statements in preschool children with general speech underdevelopment: an educational manual for students of pedagogical and humanitarian universities and practicing speech therapists / V.P. Glukhov. ‒ Ed. 2nd, rev. and additional ‒ M.: V. Sekachev, 2014. ‒ 232 p.
10. Glukhov V.P. Psycholinguistics. Textbook and workshop for academic undergraduate students. M.: Yurayt Publishing House, 2016. (Grift UMO VO).
11. Glukhov V.P. Special pedagogy and special psychology.
Textbook for academic undergraduate studies. M.: Yurayt Publishing House, 2016. (Grift UMO VO).
12. Glukhov V.P. Special pedagogy and special psychology.
Workshop. Textbook for academic bachelor's degree. M.: Yurayt Publishing House, 2016. (Grift UMO VO).

Training

Professional retraining at the Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State University for the Humanities" under the program "Higher School Teacher" (Diploma of professional retraining PP No. 008796). 30.12. 2014 – 06/09/2015
Advanced training at the Federal State Budgetary Educational Institution of Higher Professional Education "Moscow State University for the Humanities" in the design and implementation of basic undergraduate educational programs in the field of training "Special (Special Defectology) Education" (Teacher-Special Defectologist). (72 hours).
Advanced training at the Federal State Budgetary Educational Institution of Higher Education "Moscow State Pedagogical University" in the design and implementation of basic undergraduate educational programs in the field of training "Psychological and pedagogical education" (72 hours).
Training at the Federal State Autonomous Institution of Agroindustrial Complex and PPRO under the program “Theoretical and methodological problems of modern speech therapy.” 04/18/2016 – 04/30/2016 (72 hours).
Advanced training in Moscow, Federal State Budgetary Educational Institution of Higher Education "MPGU" on the topic "Design and implementation of modular network educational programs at the educational levels of bachelor's, master's and postgraduate studies with the focus (profile) "Teacher-defectologist"." 2017– 78 hours (Certificate No. 14474-PK-2017).

Lyamina G.M. Features of speech development in preschool children (Document)

Kashe G.A. Correcting speech deficiencies in preschool children (Document)

Sokhin F.A. Speech development in preschool children (Document)

Coursework - Forming a sense of cooperation in preschool children (Coursework)

Test - Physical education of children of early preschool age (Laboratory work)

n1.doc

Glukhov V.P.

FORMATION OF CONNECTED SPEECH

PRESCHOOL CHILDREN WITH GENERAL

SPEECH IMPORTANCE

MOSCOW 2006

INTRODUCTION ON THE PROBLEM OF FORMATION

CONNECTED SPEECH IN CHILDREN WITH GENERAL SPEECH IMPAIRMENT

UNDERDEVELOPMENT
Among the most important tasks of speech therapy work with preschoolers with general speech underdevelopment (GSD) is the formation in them coherently th monologue speech. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling.

The success of children's education at school largely depends on their level of mastery of coherent speech. Adequate perception and reproduction of textual educational materials, the ability to give detailed answers to questions, independently express one’s opinions - all these and other educational activities require a sufficient level of development of coherent (dialogical and monological) speech.

Significant difficulties in mastering the skills of coherent contextual speech in children with SLD are due to the underdevelopment of the main components of the language system - phonetic-phonemic, lexical,

Grammatical, insufficient development of both the pronunciation (sound) and semantic (notional) aspects of speech. The presence in children of secondary deviations in the development of leading mental processes (perception, attention, memory, imagination, etc.) creates additional difficulties in mastering coherent monologue speech.

Characteristics of coherent speech and its features are contained in a number of works of modern linguistic, psycholinguistic and special methodological literature. Applicable to various types isn't it R cheesy utterances, coherent speech is defined as a set of thematically united segments of speech that are closely interconnected and represent a single semantic and structural whole (2, 28, 44).

According to A.V. Tekuchev, coherent speech in the broad sense of the word should be understood as any unit of speech whose constituent linguistic components

(significant and function words, phrases) represent a single whole organized according to the laws of logic and grammatical structure of a given language. In accordance with this, “each independent individual sentence can be considered as one of the varieties of coherent speech” (44, p. 462).

Concept " coherent speech" refers to both dialogic and monologue forms of speech.

Dialogue (dialogue)- the primary form of speech in origin. Having a pronounced social orientation, it serves the needs of direct live communication. Dialogue as a form of speech consists of replicas (individual utterances), a chain of sequential speech reactions; it is carried out either in the form of alternating addresses, questions and answers, or in the form of a conversation (conversation) of two or more participants in verbal communication. Dialogue is based on the common perception of the interlocutors, the commonality of the situation, and knowledge of what is being discussed. In dialogue, along with the actual linguistic means of spoken speech, non-verbal components also play an important role - gesture, facial expressions, as well as means of intonation expressiveness. These features determine the nature of speech utterances. The structure of the dialogue allows for grammatical incompleteness, the omission of individual elements of a grammatically expanded utterance (ellipses or elision), the presence of repetition of lexical elements in adjacent remarks, and the use of stereotypical constructions of conversational style (speech cliches). The simplest forms of dialogue (for example, replica statements such as an affirmative or negative answer, etc.) do not require the construction of a statement program (A.R. Luria, L.S. Tsvetkova, T.G. Vinokur, etc.).

In linguistics, the unit of dialogue is considered to be a thematically united chain of remarks characterized by semantic, structural and semantic completeness - “dialogical unity” (N.Yu. Shvedova, S.E. Kryukov, L.Yu. Maksimov, etc.). Sufficient (“exhaustive”) disclosure of the topic (subject of speech), semantic completeness and structural unity, determined by the adequate use of linguistic and extralinguistic means in a specific situation of speech communication, are criteria for the coherence of expanded dialogical speech.

Monologue speech (monologue) is understood as the coherent speech of one person, the communicative purpose of which is to report any facts or phenomena of reality (32, 36, etc.). Monologue is the most complex form of speech, serving for the purposeful transmission of information. The main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information (N.A. Golovan, A.G. Zikeev, A.R. Luria, L.A. Dolgova, etc.).The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned. Comparing the monologue and dialogic forms of speech, A.A. Leontiev especially highlights such qualities of monologue speech as relative expansion, greater arbitrariness and programming. Typically, “the speaker plans or programs not only each individual utterance, but... the entire “monologue” as a whole.” 

Being a special type of speech activity, monologue speech is distinguished by the specific performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, form- and word-building, as well as syntactic means. At the same time, it realizes the intent of the statement in a consistent, coherent, deliberately planned presentation. The implementation of a coherent, detailed utterance presupposes retention in memory of the composed programs for the entire period of speech communication, the use of all types of control over the process of speech activity (current, subsequent, proactive) based on both auditory and visual (composing a story based on visual material) perception. Compared to dialogue, monologue speech is more contextual and presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of, including complex, syntactic structures. Consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature (13, 20, 30 and

A number of varieties of oral monologue speech or “functional-semantic” types are distinguished (O.A. Nechaeva, L.A. Dolgova, etc.). In older preschool age, the main types in which monologue speech is carried out are description, narration and elementary reasoning

(13, 36, 38). A message about facts of reality consisting in relations of simultaneity is called description . It represents a relatively detailed verbal description of an object, phenomenon, a reflection of its basic properties or qualities, given “in a static state.” A message about facts that are in sequence relations is called narratives . A narrative reports an event that unfolds over time and has “dynamics.” An extended monologue utterance, as a rule, has a compositional structure: introduction, main part, conclusion(13). A special type of statement that reflects the cause-and-effect relationship of any facts

(phenomena) is called reasoning. The structure of a monologue-reasoning includes: an initial thesis (information whose truth or falsity needs to be proven), an argumentative part (arguments in favor of or against the initial thesis) and conclusions. Reasoning thus consists of a chain of judgments that form conclusions. Each type of monologue speech has its own construction features in accordance with the nature of the communicative function.

Along with existing differences, there is a certain commonality and interconnection dialogical and monologue forms of speech. First of all, they are united by a common language system. Monologue speech, which arises in a child on the basis of dialogic speech, is subsequently organically included in the conversation. Such statements can consist of several sentences and contain various information (short message, addition, elementary reasoning). Oral monologue speech, within certain limits, can allow incomplete statements (ellipses), and then its grammatical structure can approach the grammatical structure of dialogue (18, 19, 32, etc.).

Regardless of the form of speech (monologue, dialogue), the main condition for its communicativeness is s in i zn o s t . Mastering this most important aspect of speech requires special development in children of the skills of composing coherent statements.

The term " statement"communicative units are defined (from a single sentence to a whole text), complete in terms of content and intonation and characterized by a certain grammatical or compositional structure (A.A. Leontyev, T.A. Ladyzhenskaya, etc.). To the essential characteristics of any type expanded statements (description, narration, etc.) include coherence, consistency and logical-semantic organization messages in accordance with the topic and communication task.

The following criteria are highlighted in the specialized literature: connectivity oral communication: semantic connections between parts of the story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of the semantic expression of the speaker’s thoughts (N.I.

Kuzina, T.A. Ladyzhenskaya, L.A. Dolgova, etc.). In modern linguistic literature, the category is used to characterize coherent, expanded speech " text ". Its main features, “the understanding of which is important for the development of methods for the development of coherent speech,” include: thematic, semantic And structural unity, grammatical coherence(31, 32, 49). Such factors of message coherence are highlighted as sequential disclosure Topics in successive text segments, the relationship of thematic and rhematic elements (given and new) within and in adjacent sentences, the presence of a syntactic connection between the structural units of the text (L.I. Loseva, T.A. Ladyzhenskaya, D. Brchakova, etc. ). In the syntactic organization of a message as a single whole, the main role is played by various means of interphrase and intraphrase communication (lexical and synonymous repetition, pronouns, words with adverbial meaning, function words, etc.).

Another important characteristic of an extended utterance is subsequence presentation. Violation of the sequence always negatively affects the coherence of the text. The most common type of presentation sequence is a sequence of complex subordinate relationships - temporal, spatial, cause-and-effect, qualitative (N.P. Erastov, T.A. Ladyzhenskaya, etc.). The main violations of the sequence of presentation include: pass; rearrangement of sequence members; mixing different rows of a sequence(when, for example, a child, without finishing the description of any essential property of an object, moves on to describe the next one, and then returns to the previous one, etc.).

Maintaining coherence and consistency of the message is largely determined by its logical-semantic-word organization. The logical and semantic organization of a statement at the text level is a complex unity; it includes subject-semantic and logical organization (I.A. Zimnyaya, S.A. Guryeva, etc.). An adequate reflection of the objects of reality, their connections and relationships is revealed in subject-semantic organization statements; the reflection of the course of presentation of the thought itself is manifested in its logical organization. Mastering the skills of logical and semantic organization of a statement contributes to a clear, deliberate presentation of thoughts, i.e. voluntary and conscious implementation of speech activity. Carrying out the speech activity of speaking, a person follows the “internal logic” of revealing the entire structure of objective relations. An elementary manifestation of a semantic connection is an interconceptual connection, reflecting the relationship between two concepts. The main type of interconceptual connection is a predicative semantic connection, which “is formed earlier than others in ontogenetic development” (19, p. 55).

To understand the process of formation of coherent speech, the basic principles of the theory are important generating a speech utterance, developed in the works of domestic and foreign scientists.

For the first time, a scientifically based theory of speech production was put forward by L.S. Vygotsky. It was based on the concept of the unity of the processes of thinking and speech, the relationship between the concepts of “sense” and “meaning,” and the doctrine of the structure and semantics of inner speech. According to the theory of L.S. Vygotsky, the process of transition from thought to word is carried out “from the motive that gives rise to any thought, to the design of the thought itself, its mediation in the inner word, then in the meanings of external words and, finally, in words” ( 4, p. 375). The theory of speech generation, created by L.S. Vygotsky, was further developed in the works of other domestic scientists (A.A. Leontiev, A.R. Luria, N.I. Zhinkin, L.S. Tsvetkova, I.A. Zimnyaya, T.A.Akhutina and others).

A.A. Leontyev put forward a provision on internal programming utterances, considered as the process of constructing a certain scheme on the basis of which a speech utterance is generated.  Such programming can be of two types: programming of a single specific utterance and speech whole. A.A. Leontiev proposed a schematic diagram for the generation of speech, including the stages of motivation, design ( program, plan), implementation of the plan and, finally, comparison of the implementation with the plan itself (1, 30, etc.).

The works of A.R. Luria provide a detailed analysis of some stages of speech generation (motive, intent, “semantic notation”, internal predicative scheme of the utterance), and the role of internal speech is shown. As necessary operations that determine the process of generating a detailed speech utterance, A.R. Luria identifies operations of control over its construction and conscious selection of the necessary linguistic components (32).

The generation of a speech utterance is a complex multi-level process. It begins with a motive, which is objectified in the design; the idea is formed with the help of inner speech. Here a psychological “semantic” program of the statement is formed, which “reveals the “intention” in its initial embodiment. It combines the answer to questions, What say, in what order and how say" (20, 32). This program is then implemented in external speech on the basis of the laws of grammar and syntax of a given language (L.S. Tsvetkova, 1988, etc.)

According to T.V. Akhutina, there are three levels of speech programming: internal (semantic) programming, grammatical structuring and motor kinetic organization of the utterance. They correspond to three operations for selecting elements of a statement: selection of semantic units (units of meaning), selection of lexical units that are combined in accordance with the rules of grammatical structuring, and selection of sounds. The author highlights the programming of both extended statements and individual sentences

The process of grammatical structuring includes: finding a grammatical structure; determining the place of an element (selected according to the meaning of the word) in the syntactic structure and assigning grammatical characteristics to it; fulfillment of obligations imposed by the grammatical form of the first (or key) word in a phrase or sentence. Attributing grammatical characteristics to a word (“lexeme”) involves selecting the desired word form from the corresponding number of grammatical forms of the word (L.S. Tsvetkova, Zh.M. Glozman, 50, etc.).

Psychological works analyze various parts of the generation mechanism text, considered as a product of speech activity (the function of internal speech, the creation of a “speech whole” program in the form of successive “semantic milestones”, the mechanism for implementing a plan in a hierarchically organized system of predicative connections of the text, etc.). The role of long-term and operative memory in the process of generating a speech utterance is emphasized (N.I. Zhinkin, A.A. Leontyev, I.A. Zimnyaya, etc.). To analyze the state of children’s coherent speech and development systems its purposeful formation, taking into account such links in the mechanism of its generation, such as the presence of an internal plan, a common semantic scheme statements, targeted selection of words, placing them in a linear scheme, selection of word forms in accordance with the intent and chosen syntactic structure, control over the implementation of the semantic program and the use of language means.

A number of studies from the perspective of psychology and psycholinguistics highlight the issues of the formation of speech activity in children. They examine, in particular, the features of children’s mastery of the grammatical structure of their native language, syntactic means of constructing statements (A.M. Shakhnarovich, V.N. Ovchinnikov, D. Slobin, A.V. Gorelov, etc.), planning and programming operations speeches (V.N. Ovchinnikov, N.A. Kraevskaya, etc.). According to A.A. Lyublinskaya and other authors (33, 52), the transition of external speech to internal speech normally occurs by 4-5 years of age. N.A. Kraevskaya found that the speech of 4-5 year old children is no longer fundamentally different in terms of the presence of an internal programming stage in it from the speech of adults.  Analysis of the formation of various aspects of speech activity in children from the standpoint of psychology and psycholinguistics is directly related to the problem of the development of coherent speech during preschool childhood.

In the preschool period, a child’s speech, acting as a means of communication with adults and other children, is directly related to a specific visual communication situation. Carrying out in a dialogical form, it has a pronounced situational (determined by the situation of verbal communication) character. Changing living conditions with the transition to preschool age, the emergence of new types of activities, new relationships with adults leads to differentiation of functions and forms of speech. A form of speech-message arises in the form of a story-monologue about what happened to the child outside of direct contact with an adult. In connection with the development of independent practical activity, he has a need to formulate his own plan, to reason about the method of performing practical actions.   There is a need for speech that is understandable from the speech context itself - coherent contextual speech. The transition to this form of speech is determined primarily by the assimilation of grammatical forms of detailed statements. At the same time, there is a further complication of the dialogical form of speech, both in terms of its content and in terms of increasing the child’s language capabilities, activity and the degree of his participation in the process of live speech communication.

The issues of the formation of coherent monologue speech of preschool children with normal speech development are discussed in detail in the works of L.A. Penyevskaya, L.P. Fedorenko, T.A. Ladyzhenskaya, M.S. Lavrik and others (27, 36, etc.). Researchers note that elements of monologue speech appear in the utterances of typically developing children as early as 2-3 years of age (23, 28). At 5-6 years old, the child begins to intensively master monologue speech, since by this time the process of phonemic development of speech is completed, and children mainly acquire the morphological, grammatical and syntactic structure of their native language (A.N. Gvozdev, G.A. Fomicheva, V. K. Lotarev, O. S. Ushakova, etc.). In older preschool age, the situational speech characteristic of younger preschoolers noticeably decreases. Already from the age of 4, such types of monologue speech as description (a simple description of an object) and narration become available to them, and in the seventh year of life, short reasoning (36). However, children’s full mastery of monologue speech skills is possible only under conditions of targeted training. Necessary conditions for successful mastery of monologue speech include the formation of special motives and the need to use monologue statements; the formation of various types of control and self-control, the assimilation of appropriate syntactic means of constructing a detailed message (N.A. Golovan, M.S. Lavrik, L.P. Fedorenko, I.A. Zimnyaya, etc.). Mastering monologue speech and constructing detailed coherent statements becomes possible with the emergence of regulating, planning functions of speech(L.S. Vygotsky, A.R. Luria, A.K. Markova, etc.). Research by a number of authors has shown that children of senior preschool age master the skills of planning monologue statements

(L.R. Golubeva, N.A. Orlanova, I.B. Slita, etc.). Forming the skills of constructing coherent, detailed statements requires the use of all speech and cognitive capabilities of children, while simultaneously contributing to their improvement. It should be noted that mastering coherent speech is possible only if there is a certain level of development of the vocabulary and grammatical structure of speech. Therefore, speech work on the development of lexical and grammatical means of the language should also be aimed at solving the problems of forming a child’s coherent speech.

Many researchers emphasize the importance of working on sentences of various structures for the development of coherent monologue speech (A.G. Zikeev, K..V. Komarov, L.P. Fedorenko, etc.). “In order for children to understand monologue speech, and even more so to master it to convey their messages, it is necessary that they master the corresponding syntactic structures,” notes L.P. Fedorenko (36, p. 130).

The above provisions are especially significant for correctional work with children with general speech underdevelopment (GSD). In the theory and practice of speech therapy under general speech underdevelopment(in children with normal hearing and primary intact intelligence) is understood as a form of speech pathology in which the formation of each of the components of the speech system is disrupted: vocabulary, grammatical structure, sound pronunciation. In this case, there is a violation of the formation of both semantic and pronunciation aspects of speech. The group with OHP includes children with various nosological forms of speech disorders (dysarthria, alalia, rhinolalia, aphasia) in cases where there is a unity of pathological manifestations in the three indicated components. Typical for the entire group of children with ODD is: late appearance of expressive speech, a sharply limited vocabulary, pronounced agrammatism, defects in pronunciation and phoneme formation, specific violations of the syllabic structure of words (17, 47). Speech underdevelopment in preschool children can be expressed to varying degrees: from the complete absence of speech means of communication to extensive speech with manifestations of lexico-grammatical and phonetic-phonemic disorders

(40, 17). Depending on the severity of the speech defect, they vary three levels of speech development (R.E. Levin and others), identified on the basis of an analysis of the degree of formation of various components of the language system. First level Speech development is characterized by a complete or almost complete absence of means of communication at an age when a normally developing child has mostly developed speech communication skills. Phrasal speech in such children is almost completely absent; when trying to talk about an event, they are able to name only a few words or one or two highly distorted sentences. On second level speech development, communication is carried out not only with the help of gestures and babbling words, but also with the use of fairly constant, although very phonetically and grammatically distorted speech means. Children begin to use phrasal speech and can answer questions, talk with an adult using a picture, about familiar events in their surrounding life. However, children with this level of speech development practically do not speak coherent speech. Most common in children 5-6 years of age with OHP third level speech development. Children already use developed phrasal speech, but at the same time they have phonetic-phonemic and lexical-grammatical deficiencies. They manifest themselves most clearly in different types of monologue speech (description, retelling, stories based on a series of paintings, etc.). Limited vocabulary, lag in mastering grammatical structure native language complicate the process of development of coherent speech, the transition from a dialogical form of speech to a contextual one (17, 48).

Special studies have established that older preschoolers with SLD, who have the third level of speech development, lag significantly behind their normally developing peers in mastering the skills of coherent, primarily monologue, speech (10, 17, 47, 54). Children with ODD have difficulties programming the content of extended statements and their linguistic design. Their statements (retelling, various types of stories) are characterized by: violation of coherence and sequence of presentation, semantic omissions, pronounced, “unmotivated” situationality and fragmentation, low level of phrasal speech used. Based on this, the formation of coherent monologue speech of older preschoolers with OHP acquires paramount importance in the overall complex of correctional measures.Work on developing their lexical and grammatical means of language should also be aimed at children’s full mastery of monologue speech.

Analysis of data from speech therapy practice and pedagogical study of children with SLD made it possible to establish that the variability of manifestations of general speech underdevelopment in children is not limited to three levels of speech development. Indications of this are contained in the works of a number of researchers (T.B. Filicheva, L.S. Volkova, S.N. Shakhovskaya, etc.). As a result of a long-term comprehensive psychological and pedagogical study of children with ODD, T.B. Filicheva identified another category of children with ODD, “in whom the signs of speech underdevelopment are erased” and are not always correctly diagnosed as systemic and persistent speech underdevelopment (47, p. .309 - 310). The author organized an in-depth psychological and pedagogical study of this category of children using a specially developed methodology, as a result of which specific features of the manifestation of general speech underdevelopment in this group of children were established, which can be defined as fourth level speech development (47, p. 84). It is characterized by a slight disturbance in the formation of all components of the language system, which is revealed during an in-depth speech therapy examination when children perform specially selected tasks. General speech underdevelopment fourth level is defined by the author as a kind of erased or mild form of speech pathology, in which children have mildly expressed but persistent impairments in mastering the language operations of word formation, inflection, in the use of words of a complex structure, some grammatical constructions, an insufficient level of differentiated perception of phonemes, etc.

The peculiarities of the formation of coherent speech in children with fourth level ONR, according to research by T.B. Filicheva, is manifested in the following. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are revealed. When talking about events from their lives, composing a story on a topic with elements of creativity, children mainly use simple, uninformative sentences. Children in this group still have difficulties in planning their utterances and selecting appropriate linguistic means (47, pp. 97-99).

The need for special systematic work to develop children’s skills of coherent statements is also evidenced by data from a study of the state of coherent speech of primary school students in a correctional school for children with speech disorders. By the beginning of school, the level of development of the lexical and grammatical means of the language is significantly behind the norm. Independent coherent contextual speech in younger schoolchildren remains imperfect for a long time: difficulties are noted in programming statements, in the selection of material, lexical and grammatical structuring of statements, violations of coherence and sequence of presentation (V.K. Vorobyova, L.F. Spirova, G.V. Babina and others). This creates additional difficulties for children in the learning process.

The most important principle of domestic speech therapy is differentiated approach to the analysis and overcoming of speech disorders. When carrying out correctional work with children with ODD, this principle is expressed in establishing the causes underlying speech underdevelopment, taking into account the specifics of speech pathology, and establishing the relationship between speech disorders and the characteristics of the child’s mental development. The differentiated approach is also based on identifying the most developed areas of speech activity, on which correctional work is based. This principle underlies the work on the formation of coherent speech.

The expansion of the network of correctional educational preschool institutions with the organization of groups for children with special needs, the need for further development of the problem of a differentiated approach in the process of overcoming systemic speech disorders, the implementation of the tasks of fully preparing children for school education - determine the particular importance of studying the issues of targeted formation of coherent speech in children with general speech disorders. her underdevelopment.

EXAMINATION OF THE CONNECTED SPEECH STATE OF CHILDREN WITH ODD
Examination technique
To study the state of coherent speech of preschool children with SLD, the following are used: methods:

Survey vocabulary according to a special scheme;

Study coherent speech through a series of tasks;

Observations of children during the educational process,

Subject-based practical, gaming and everyday activities in a children's educational institution;

Study of medical and pedagogical documentation (data from anamnesis, medical and psychological studies, pedagogical characteristics and conclusions, etc.); using data from conversations with parents, educators and children.

Children’s capabilities in constructing sufficiently informative, communicatively complete coherent statements are largely determined by the level of development lexical structure of speech. Therefore, a targeted study of the state of children’s vocabulary is a necessary component of a comprehensive study of coherent speech.

For examination vocabulary can be used specially compiled by the examiner vocabulary minimum in the amount of 250-300 words. In this case, it is recommended to use visual material from the relevant manuals by G.A. Kashe and T.B. Filicheva, T.B. Filicheva and A.V. Soboleva, O.E. Gribova and T.P. Bessonova, O.N. Usanova and others. Lexical

(and corresponding picture) material is selected taking into account the following principles:

- semantic (the minimum dictionary includes words denoting different objects, their parts, actions, qualitative characteristics of objects; words related to the definition of temporal and spatial relationships, for example: “far-close”, “up-down”, “first-then” and etc.);

- lexico-grammatical(the dictionary includes words of different parts of speech - nouns, verbs, adjectives, adverbs, prepositions - in a quantitative ratio characteristic of the vocabulary of older preschool children with normal speech development); 

- thematic, according to which, within individual categories of words, lexical material is grouped by topic ("Toys", "Clothing", "Utensils", "Vegetables and Fruits", etc.; physical, everyday, professional actions; words meaning color, shape, size and other qualitative characteristics of objects, etc.). The child’s knowledge of the names of observed natural phenomena, concepts of time of day and year is revealed.

The compilation of a minimum dictionary is carried out in accordance with the Standard Program of Education and Training in a Preschool Institution (1995), taking into account the lexical material that children entering older age groups must learn. Words known to children with normal speech development are selected; at the same time, preference is given to words that are accessible to children with SLD in terms of their syllable structure. When examining a dictionary, the technique is used naming children of the objects, actions, etc. depicted in the pictures. If a child cannot remember or correctly name the right word, techniques are used hint of the initial syllable (sound) or " dumb" articulation.

To identify the development of certain general categorical concepts in children, sets of pictures depicting homogeneous objects are used

(approximately 15-18 generalizing words-concepts). The child is asked to name a general group of objects in one word. To establish children's abilities to correlate certain words-concepts with each other, a task is given to select antonyms.

Observations of children's speech are carried out in the process of play, everyday life and educational activities (speech therapy and various types of subject-practical classes, educational classes in their native language). The main attention is paid to the presence and level of development of children's phrasal speech skills (the ability to give short and detailed answers, ask a question to the teacher, talk about a planned and completed action, etc.), to the characteristics of speech behavior. Children's responses in class, monologue speech in the form of individual statements, short messages, and stories are recorded. The observation method makes it possible to get a general idea of the level of development of children’s spontaneous speech, the formation of its grammatical structure, the ability to use coherent statements for the purpose of communication, transmitting this or that information, etc.

In order to comprehensive research coherent speech children use a series of tasks , which includes:

(1) drawing up proposals for individual situational pictures

(“action pictures” according to the terminology of L.S. Tsvetkova, 1985);

(2) making a sentence based on three pictures that are related in meaning;

(3) retelling a text (a familiar fairy tale or short story);

(4) compiling a story based on a picture or series

Scene pictures;

(5) writing a story from personal experience;

(6) compilation story-description.

Taking into account the individual level of speech development of the child, the examination program can be supplemented with available tasks with elements

Creativity:

(7) ending the story from a given beginning;

(8) inventing a story on a given topic.

Here is a description of the tasks. First of these is used to determine the child’s ability to compose an adequate complete statement at the phrase level (based on the action shown in the picture). He is offered one by one several (5-6) pictures with the following approximate content: 1) “Ma-

The little boy is watering the flowers"; 2) "The girl catches a butterfly"; 3) "A boy catches a fish"; 4) "Girl sledding"; 5) “A girl is carrying a baby in a stroller,” etc. When each picture is presented to the child, the instructional question is asked: “Tell me, what is drawn here?”, by asking which it becomes clear whether the child is able to independently establish semantic predicates.

New relationships and convey them in the form of a phrase corresponding in structure. In the absence of a phrasal answer, a second auxiliary question is asked, directly indicating the action depicted (“ What is he doing boy / girl?"). When analyzing the results, the features of the composed phrases are noted (semantic correspondence, grammatical correctness, the presence of pauses, the nature of the observed agrammatism, etc.).

Second task- making a sentence based on three pictures, for example: " girl", "basket", "forest", is aimed at identifying children’s ability to establish logical-semantic relationships between objects and verbalization them in the form of a complete phrase-statement. The child is asked to name the pictures and then compose a sentence so that it talks about all three objects. To make the task easier, an auxiliary question is given: “What did the girl do?” The child is faced with the task, based on the “semantic” meaning of each picture and the teacher’s question, to establish a possible action and display it in speech in the form of a complete phrase. If the child made a sentence taking into account only two or even one picture (for example: “The girl was walking in the forest”), the instruction is repeated indicating the missing picture. When assessing the results, the following are taken into account: the presence of a phrase adequate to the proposed task; features of this phrase (semantic “fullness”, syntactic structure, agrammatisms, etc.); the character of helping your child.

To identify the degree of development in children of skills in using individual (phrasal) statements, the following can also be used: tasks for composing sentences based on demonstrated actions, using reference words

(given in a “neutral” grammatical form), etc. The inclusion in a comprehensive examination of coherent speech of tasks for composing phrasal statements based on visual support makes it possible to identify the individual speech capabilities of children with ODD who have the second or third level of speech development. The construction of such phrases and statements is necessary speech action when composing detailed speech messages (whole text) - descriptive stories based on pictures, based on their series, stories from experience, etc.

(13, 20). The results of completing tasks for composing individual statements from pictures are recorded in the child’s individual card according to the following scheme:

An approximate scheme for assessing the completion of tasks for composing phrasal statements

Level execution tasks	Composing phrases according to pictures with images simple actions	Compiling phrases and statements based on 3 subject pictures	Grade in points
"satisfactory"	The answer to a question-task in the form of a grammatically correctly constructed phrase, adequate in meaning to the content of the proposed picture, fully and accurately reflecting her subject content. All variants of the task (5 or 6 phrases) were completed at a level corresponding to the specified characteristics.	The phrase is composed taking into account the subject content of all the proposed pictures, and is an adequate in meaning, grammatically correct, and sufficiently informative statement. The option of displaying a probable subject situation in the form of a short text is also evaluated.	5 points
Average"	A phrase that is adequate in meaning has one of the following disadvantages: A) insufficiently informative; B) errors are noted In the use of word forms (in the choice of the desired grammatical form of a word) that violate the connection of words in a sentence; B) violation of the normative word order in phrases; d) long pauses with searching for the right word	There are some shortcomings (see in the column on the left) in the construction of a phrase that is adequate in meaning and corresponds to the probable subject situation	4 points
“Inadequate”	The combination of the indicated deficiencies in information content and lexico-grammatical structuring of the phrase when performing all (or most) variants of the task	The phrase is based on the subject content of only 2 pictures. When providing assistance (indicating an omission), the child composes a statement that is adequate in content.	3 points
"Short"	An adequate phrase-statement is composed using an additional question indicating the action performed by the subject. Not all task options have been completed	The child was unable to create a phrase using all 3 pictures, despite the assistance provided. There are errors in the linguistic design of the statement	2 points
Exercise Done Inadequate	Lack of an adequate phrasal answer using an additional question. Composing a phrase is replaced by listing the objects shown in the picture	The proposed task was not completed. The child correctly names the objects depicted in the pictures, but cannot make a phrase using them	1 point

Examples of composing phrases and statements by children of preschool age using pictures depicting simple actions

Study group of children	Compiled phrases and statements
Children with OHP	To the question “What is drawn here?”	To the additional question: “What is the boy/girl doing?”
1. Zhenya F.	(1) “Girl pushing a stroller” 1
2. Ira T.	(2) "Flowers... boy" (3) "Girl... sled"	“The boy is watering” “The girl is pushing a sled”
3. Sasha R.	(4) "Boy..."	“Fish... catches... with fishing rods”

In the examples given, the following features of the task are noted: the composition of phrases and statements is replaced by a simple listing of the depicted actions (examples 2,3); to compose a phrase, an additional question is required indicating the action being performed. Characteristically there are pauses while searching for the right word (notes 2-4); omissions of denotations - significant semantic links of a speech utterance (note 1, 2), which may be associated with a violation of semantic programming operations. There are violations in the grammatical design of statements - errors in the use of word forms that violate the connection of words in a sentence, violations of the normative order of words in a sentence (note 3, 4).

Children with normal speech	To the question: “What is drawn here?”	Features of children's speech statements
1. Denis E.	"A girl carrying a little boy in a stroller"	Full common phrase using definition
2. Lena U.	"A boy waters flowers to make them grow"	Using a complex sentence
3. Alyosha D.	“There’s a boy fishing here. He has a fishing rod in his hands. He is sitting on the grass. He sits on the shore of the lake"	An independent attempt to compose a short narrative story

Subsequent tasks (3-8) are intended to study the level of formation and features of coherent monologue speech children in forms accessible for a given age (retelling, stories based on visual support and from personal experience, storytelling with elements of creativity). When assessing the performance of tasks for composing various types of stories, indicators characterizing the level of children’s mastery of monologue speech skills are taken into account. The following are determined: the degree of independence in completing tasks, the volume of the story, coherence, consistency and completeness of presentation; semantic correspondence source material

(text, visual plot) and the assigned speech task, as well as the features of phrasal speech and the nature of grammatical errors. In case of difficulties (long pause, break in the narration, etc.), help is provided in the form of consistent use of stimulating, leading and clarifying questions (36, pp. 157-167).

Third task aims to identify the capabilities of children with special needs in reproducing a literary text that is small in volume and simple in structure. For this, fairy tales familiar to children can be used: “Turnip”, “Teremok”, “Ryaba Hen”, short realistic stories (for example, stories by L.N. Tolstoy, K.D. Ushinsky, etc.). The text of the work is read twice; Before re-reading, instructions are given to compose a retelling. When using original works after re-reading, before compiling a retelling, it is recommended to ask questions (3-4) about the content of the story. When analyzing compiled retellings, special attention is paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences, parts of the story, etc.

Performance fourth task- based on a series of pictures - is used to identify children’s capabilities in composing a coherent plot story based on the visual content of successive fragments-episodes. It is recommended to use a series of three or four pictures based on N. Radlov’s plots (“Hedgehog and Mushroom”, “Cats and Birds”, etc.), as well as series with a detailed plot presented (5-6 pictures), for example, “Bear and Hares” "  etc. The pictures are laid out in front of the child in the required sequence and time is given to look at them carefully. The compilation of the story is preceded by an analysis of the subject content of each picture in the series with an explanation of the meaning of individual details of the depicted setting (for example: “hollow”, “clearing”, “meadow” - from the series “Bear and Hares”, etc.). In case of difficulties, in addition to leading questions, a gesture is used to point to the corresponding picture or specific detail. In addition to the general evaluation criteria, indicators determined by the specifics of this type of storytelling are taken into account: the semantic correspondence of the content of the story to that shown in the pictures; maintaining a logical connection between pictures-episodes.

Fifth task- compiling a story from personal experience - aims to identify the individual level and characteristics of mastery of coherent phrasal and monologue speech when conveying one’s life impressions. The child is invited to compose a story on a topic close to him, related to his daily stay in kindergarten (“On our site”, “Games on the playground”, “In our group”, etc.). Given plan from several questions and tasks. So, when composing the story “On our site”, it is proposed to tell what is on the site; what children do on the site; what games do they play; name your favorite games and activities; remember winter games and entertainment. After this, the children compose a story in separate fragments, before each of which the question-task is repeated.

When analyzing the performance of a task, attention is paid to the features of phrasal speech used by children when composing a message without visual or textual support. The degree of information content of the story is taken into account, determined by the number of significant elements that carry this or that information on a given topic. Establishing quantity informative elements and their nature (simple naming of an object or action or their detailed description) makes it possible to assess how fully the topic of the message is reflected by the child.

To compile descriptive story children can be offered both models of objects (toys) and their graphic images, which quite fully and clearly present the main properties and details of the object. You can use toys such as dolls, incl. characters from famous fairy tales, toys depicting pets (cat, dog), dump truck, etc. The child is asked to carefully examine the object for several minutes, and then write a story about it according to the given question plan. For example, when describing a doll, instructions are given: “Tell-

Live about this doll: what is its name, how big is it; name the main parts of the body; tell me what she’s made of, what she’s wearing, what’s on her head,” etc. The sequence of displaying the main qualities of an object in a descriptive story can also be indicated.

When analyzing a story compiled by a child, attention is paid to the completeness and accuracy of its reflection of the main properties of the object, the presence - absence of logical and semantic organization of the message, the consistency in the description of the characteristics and details of the object, the use of linguistic means of verbal characterization.

In the case when a child is unable to compose even a short descriptive story, he is offered a sample description given by a speech therapist for retelling.

Seventh task– continuation of the story from this beginning (using a picture) is aimed at identifying the children’s capabilities in solving the given speech and creative task, the ability to use the proposed text and visual material when composing a story. The child is presented with a picture depicting the climax of the plot action of the story. After analyzing the content of the picture, the text of the unfinished story is read twice and asked to come up with its continuation. Below is sample material for a survey for this task.
Text of the beginning of the story

Kolya was in first grade. The road from home to school went through the forest. One winter, Kolya was returning home from school. He was walking along a forest path. So he went out to the edge of the forest and saw the houses of his village. Suddenly four large wolves jumped out from behind the trees. Kolya dropped his briefcase and quickly climbed a tree. The wolves surrounded the tree and, snapping their teeth, looked on the boy. One wolf jumped and wanted to grab him... What happened next?

Questions about the content of the picture: What do you see in the picture? What time of year is shown? What can you see in the distance? What lies under the tree?
When assessing the completed ending of a story, the following are noted: the semantic correspondence of the child’s statement to the content of the proposed beginning, compliance with the logical sequence of events, features of the plot solution, the language means used, grammatical correctness of speech.

As an additional ( eighth) the task can also be used to compose a story on a given topic. The task is offered to children who, according to previous studies, have certain skills in composing coherent messages. This option can be used. The child is presented with pictures depicting girls, baskets and forests, to which there is a path across the field. The following questions are asked: “What do we name the girl?”, “Where did the girl go?”, “Why did she go to the forest?” After this, it is suggested to write a story about some incident with a girl in the forest. Preliminary drafting "exposition" A picture-based story makes it easier for children to transition to storytelling of their own making. To avoid retelling a familiar fairy tale, it is previously agreed that the child must come up with his own story. Attention is drawn to the structure and content of children's stories, features of monologue speech, and the presence of elements of one's own creativity.

Comprehensive examination allows you to holistically assess the child’s speech ability in different forms of speech utterances - from elementary

(composing a phrase) to the most complex (composing stories with elements of creativity). This takes into account the characteristic features and shortcomings in the construction of detailed statements identified in older preschool children with general speech underdevelopment during the special research(10, 47, 49, etc.).

According to these studies, children with OSD (III level of speech development) make little use of coherent phrasal speech in the process of educational and play activities, and experience difficulties in composing detailed syntactic structures. Children’s independent monologue statements are characterized by the use of predominantly short phrases, errors in the construction of detailed sentences, and difficulties in choosing the right ones. lexeme, violations of the semantic organization of statements, lack of connection between the elements of the message.

Studies show a limited vocabulary in children with ODD, especially in such lexical-conceptual categories as names of parts of objects, words denoting the qualities of objects (color, spatial characteristics), etc. Difficulties are noted when completing tasks for selecting generalizing words-concepts , to determine the spatial arrangement of objects, etc.

In a number of cases, children have significant difficulties in composing individual sentences (based on visual support), which may be due to the inability to establish (or actualize in speech) predicative relations, as well as difficulties in the lexical and grammatical design of statements.

Lack of independence in composing stories, violations of the logical sequence of presentation, semantic omissions, incompleteness of fragments, long pauses at the boundaries of phrases (not carrying a semantic load), noted in children with ODD, may indicate difficulties in programming the content of detailed monologue statements.

Individual qualitative analysis statements of children with ODD and with normal speech development (based on the given research methodology) made it possible to establish several levels completing tasks for each type of story. The main evaluation criteria are: the degree of independence in composing a story, adequacy to the task, semantic richness, coherence and consistency of presentation, compliance of the grammatical design of the statement with language norms.

The above scheme is used in dynamic studies (examination of children over time) conducted before and during special, targeted training.

Can also be used grade in points according to the identified level of task completion: good - 4, satisfactory - 3, insufficient - 2 , low - 1, which makes it possible to more clearly assess the progress of children when learning storytelling in dynamic studies, incl. according to the total score of the level of mastery of storytelling skills in general. (A total score in the range of 16-20 points characterizes a fairly high or “good " level of storytelling skills, the sum of points from 11 to 15 corresponds to a “satisfactory” level, from 6 to 10 to “insufficient” and from 1 to 5 to “low.”)
As an illustration, we present stories based on the series of pictures “Bear and Hares” by two children - a child with ODD and a child with normal speech development.

1. "Slowly meet the zachikov... Shows... Pobezai... Deevo... Deevo roll... From there the birds... Flocks bite. Fall... They run away." (Story by Ira T., 5.5 years old, general speech underdevelopment).
The story was compiled with the help of a teacher (auxiliary questions were used). The following are noted: omission of essential moments of action, pronounced situationality; there is no sufficient reproduction of a clearly presented plot situation, long pauses between individual words are characteristic, indicating difficulties in composing a story, attention is drawn to the poverty of the linguistic means used, their inconsistency with the task of constructing a coherent, detailed statement.
2. “Once a bear cub wanted to treat two hares with honey. They went into the forest, to a tree where there was a hollow. Misha climbed the tree when they approached the hollow. When he climbed, bees flew at him, and Misha fell from the tree. When he climbed, the hares were just having fun, and when Misha fell, the hares began to laugh. Then the bees flew after them. Two hares and a bear began to run, only their heels sparkled" (Story by Yulia T., 5.5 years old, normal speech development).
The story was composed independently, told freely, vividly, emotionally, reflecting the plot situation as a whole. Complex constructions and figurative comparisons are used. The task was completed at a fairly good level (taking into account the age of the child).
Individual assessment of children's stories makes it possible to establish what points should be paid attention to when teaching a child this type of storytelling, as well as to obtain objective comparative data in primary and dynamic studies. The examination data is recorded in the child’s individual record in the following form:

Particular attention should be paid to the analysis connectivity children's sayings. Mildly expressed violations of coherence include omissions of individual, semantically important words and phrases, and isolated cases of the absence of semantic and syntactic interphrase connections. With significant violations of coherence, there is a repeated absence in the story of a semantic and syntactic connection between adjacent phrases, omissions of words or parts of the text that affect the logical organization of the statement, and a violation of the semantic connection between two fragments of text. The omission of several fragments, the lack of a semantic connection between a number of consecutive sentences, the incompleteness of parts of the text, as well as a combination of various shortcomings lead to sharp disruptions in the coherence of the story.

Stories written by children with SLD are, in most cases, characterized by disruptions in the coherence of the narrative. Let's give examples.
1. Continuation of the story from this beginning

(task 7): “He sniffed, didn’t grab it... They left the forest... The Volks began to lick the deevo. Kolya got lost... and the Volks didn’t find him... On the deevo... Pasusel went home. Pyidi Kolya dvey. Home, and the wolves are gone." (Seryozha G., 5.5 years old).
In the given ending of the story, there are significant violations of the coherence of the narrative due to the lack of semantic and syntactic connections between individual phrases and omissions of essential moments of the action; the sequence in the transmission of events is disrupted (despite its certain predetermination arising from the plot situation of the beginning of the story). There are pronounced shortcomings in the linguistic implementation of the plan.
2. Compiling a story on a given topic (task 8): “She. She fell asleep in the forest... Then there were wolves running and foxes and... bunnies. And then... then she went home... To the foi igfy ... They fought there... ate" (Maxim B., 5.5 years old).
The coherence of the narrative is disrupted due to omissions of moments of action, lack of connection between parts of the story, semantic and syntactic connections between adjacent sentences, etc.

When analyzing and evaluating the stories of children with speech underdevelopment, special attention is paid to shortcomings in the grammatical design of statements. The stories of children with ODD are characterized by: poverty and monotony of the means used phrasal speech(short phrases, insufficient use of complicated and complex sentences), which limits children’s ability to compose an informatively complete message. Most often, errors are noted when constructing sentences (incorrect connections and omissions of words, errors in the use of verb forms, duplication of phrase elements, etc.); Serious shortcomings in the syntactic organization of statements are revealed - a violation of the syntactic connection between phrases, primarily due to the discrepancy between the aspectual and tense forms of verbs in successive sentences, omissions of predicate verbs, etc. Lexical difficulties and errors associated with the weakness of lexical differentiations. These features must be taken into account when conducting remedial education for children with general speech underdevelopment.

___ SAMPLE LEVELS ASSESSMENT SCHEME

Level Nenia assignments	_______________________V i d a g a n i o n _____________________________ 1. R e s t a l 2. A story based on a series of plot pictures
I. - "good"	The retelling was compiled independently; The content of the text is fully conveyed, the coherence and consistency of the presentation is maintained. A variety of linguistic means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are generally observed.	A coherent story has been independently compiled that sufficiently fully and adequately reflects the depicted plot. The sequence in the transmission of events and the connection between fragments-episodes are observed. The story is constructed in accordance with the grammatical norms of the language (taking into account the age of the children).
2.-"satisfactory-	The retelling is compiled with some help (prompting, stimulating questions). The content of the text is fully conveyed. There are some violations of coherent reproduction of the text, the absence of artistic and stylistic elements; isolated violations of sentence structure.	The story was compiled with some help (stimulating questions, directions to the picture). The content of the pictures is fairly fully reflected (certain moments of action may be omitted, but in general they do not violate the semantic correspondence of the story to the depicted plot). There are mildly expressed violations of the coherence of the narrative; isolated errors in the construction of phrases.
3. - "under-	Repeated leading questions are used. There are omissions of individual moments of action or an entire fragment, repeated violations of the coherence of the presentation, and isolated semantic inconsistencies.	The story is composed using leading questions and indications of the corresponding picture or its specific detail. The coherence of the narrative is broken. Omissions of several moments of action and individual semantic inconsistencies are noted.
4.-"bottom- (1 point)	The retelling is based on leading questions. The coherence of the presentation is significantly impaired. Omissions of parts of the text and semantic errors are noted. Violated subsequence presentation. The poverty and monotony of the language used is noted.	The story is composed with the help of leading questions, Its coherence is sharply disrupted. There is an omission of significant moments of action and entire fragments, which violates the semantic correspondence of the story to the depicted plot. There are semantic errors. The story is replaced transfer actions shown in the pictures.
5. Ass- not fulfilled

COMPLETING TASKS FOR COMPLETING A STORY

_V i d a g a n i o n _______________________________ 3. Story from personal experience 4. Story - description
The story contains fairly informative answers to all the questions in the task. All its fragments represent coherent, detailed statements. The use of lexical and grammatical means is age appropriate.	The story shows everything basic signs of an object, an indication of its functions or purpose is given. A certain logical sequence is observed in the description of the characteristics of an object (for example, from the description of the main properties - to the secondary ones, etc.). Semantic and syntactic connections between fragments of the story (micro-themes) are observed, various means of verbal characterization of the subject are used (definitions, comparisons, etc.).
The story is compiled in accordance with the question plan of the task. Most of the fragments present coherent, fairly informative statements. Individual morphological and syntactic violations are noted (errors in the construction of phrases, in the use of verb forms, etc.).	The descriptive story is quite informative, characterized by logical completeness, and it reflects most of the basic properties and qualities of the subject. There are isolated cases of violation of the logical sequence in the description of features (rearrangement or mixing of sequence rows), semantic incompleteness of one or two microthemes, and individual shortcomings in the lexico-grammatical design of statements.
The story reflects all the questions of the task. Some of its fragments are a simple enumeration (naming) objects and actions; The information content of the story is insufficient. In most of the fragments the coherence of the narrative is broken. There are violations of the structure of phrases and other agrammatisms.	The story is composed with the help of individual motivating and leading questions, it is not informative enough - it does not reflect some (2-3) essential features of the subject. The following are noted: the incompleteness of a number of micro-topics, a return to what was said earlier; The display of signs of the subject in most of the story is disordered. Noticeable lexical difficulties and deficiencies in the grammatical design of sentences are revealed.
One or two pieces of the story are missing. Most of it is a simple listing of objects and actions (without detail); there is extreme poverty of maintenance; the coherence of the narrative is sharply disrupted; gross lexical and grammatical deficiencies that make it difficult to understand the story.	The story is composed using repeated leading questions and indications of the details of the subject. The description of the item does not reflect many of its essential properties and features. There is no logically determined sequence of the story-message: a simple listing of individual features and details of the subject is chaotic. Severe lexical and grammatical violations are noted. The child is not able to compose a descriptive story on his own.

___________Tasks __________________

5. A story on a topic or a continuation of a story based on this

Mu start

The story is composed independently, corresponds in content to the proposed topic (this beginning), is brought to its logical conclusion, and an explanation of the events taking place is given. The coherence and consistency of the presentation is maintained, the creative task is solved in creating a sufficiently detailed plot and adequate images. The language design mainly corresponds to grammatical norms.

The story was compiled independently or with a little help, generally corresponds to the assigned creative task, is quite informative and complete. There are mildly expressed violations of coherence, omissions of plot points that do not violate the general logic of the narrative; some language difficulties in implementing the plan.

Compiled using repeated leading questions. There are some semantic inconsistencies, insufficient information content, and lack of explanation of the transmitted events, which reduces the communicative integrity of the message. Lexical and syntactic difficulties are noted that prevent the full implementation of the story's concept. The coherence of the presentation is broken.

The story is composed entirely of leading questions; extremely poor in content, “schematic”; continued as planned, but not completed. The coherence of the narrative is sharply disrupted; gross semantic errors are made. The sequence of presentation is broken. Severe agrammatism, making it difficult to understand the story.

According to the research data, an individual assessment is compiled for each child. "profile" states of coherent monologue speech (p. 38-39).

This “profile” clearly shows in which types of extended statements the child has the greatest difficulties and what can be relied upon in the course of subsequent correctional work.

“Profile” is also convenient to use in dynamic observations.

Examples of compiling an individual “profile” of communication status

Noah monologue speech of children with ODD (third level of speech development).

Alyosha Z. Group I ("weak")

V i s a g e

Levels fulfillment tasks	1. Re- Tale	2. A story based on a series of pictures	3.Tale from experience	4. Story-description	5. Continuation of the story
I."good- "shiy"
II. "satisfactory"
III. "insufficient"
IY. "short"
Y. task not completed

Note. The results of the examination of coherent speech, noted in the “profile,” were obtained before the start of special training for children in coherent speech. Particular difficulties are noted in composing a descriptive story and in storytelling with elements of creativity.
Olya M.

	Types of tasks
Levels of task completion	1. Retelling	2. A story based on a series of pictures	3. A story from experience	4.Tale-description of the object	5.Pro- due story
I. "good"
II."satisfactory"
III."not-enough accurate"
IY." short"
Y.task not completed

Organization of the survey. The study of the state of coherent speech begins with the study of the medical and pedagogical documentation available for the child; additional anamnestic information must be obtained from conversations with teachers and parents. The examination of vocabulary in children is carried out individually in two or three steps. The study of coherent speech using a series of tasks is carried out after completing the vocabulary examination. All tasks are performed sequentially, on different days and in the morning. Dynamic observations of the state of speech are carried out throughout the entire period of correctional training. Anamnestic information, the results of special studies of vocabulary and coherent speech, data from observations of spontaneous speech activity, and the personal and psychological characteristics of the child are entered into an individual speech therapy examination card.

During observations of children, features of perception, attention, memory, imagination, and certain aspects of mental activity are noted

(the ability to compare, generalize, classify), performance indicators, etc. The characterological characteristics of the individual are revealed (sociability, initiative, isolation, attitude to studies, etc.), behavioral characteristics, etc. Particular attention is paid to indicators that are directly related to the formation of coherent monologue speech, and also determine the capabilities of children in the process of correctional and educational work (perception and assimilation of educational material, productivity in completing tasks, features of speech behavior, etc.). According to studies (10, 17, 47, 48), children with ODD are characterized by instability of attention, difficulties in memorizing verbal (text) material, and insufficient development of comparison, generalization, and classification operations. A significant proportion of children with OHP have disturbances in the emotional-volitional sphere (lethargy, inertia, emotional excitability), decreased speech activity, etc. Data on the personal and psychological characteristics of children can be summarized according to the scheme proposed below (pp. 41-45). The results of psychological and pedagogical research are also used for the purpose of an individual approach to children in the learning process.

SCHEMES OF PSYCHOLOGICAL AND PEDAGOGICAL

EXAMINATIONS OF THE CHILD
I. Psychological characteristics
a) Features of attention

Stability of attention (capable of long-term concentration on an object or quickly distracted); nature of distraction:

Distracted by external stimuli___________

In the absence of external stimuli____________

Switching of attention (fast, easy, slow, difficult).

General level of development of voluntary attention (appropriate for age, low, not formed)____

__________________________

b) Features of memory

Remembers quickly or slowly, with difficulty; remembers for a long time; quickly forgets.

Characteristics of verbal memory_____________

________________________________________________

There are difficulties (specify what type) in memorizing: new words

Phrases, syntactic constructions______

________________________________________________

Text material______________________________

_____________________________________________

c) Development of some sensory functions

Formation of ideas about color, shape, size of objects (appropriate for age, lack of

Precisely formed, not formed)____________

__________________________________________________________________________________________________

The ability to differentiate objects according to basic characteristics

d) Indicators of the development of mental activity

Comparison ability______________________

________________________________________________

Generalization ability______________________

________________________________________________

Classification ability_________________

________________________________________________
e) Development of the ability for creative activity (modeling, drawing, appliqué, design, verbal creativity)

Attitude towards creative activity (active, interested, passive, indifferent)_________________________________________________

_______________________________________________________________________

Manifestation of elements of creativity in training sessions_______________________________________________________________________________

Carrying out tasks according to one's own design

(presence of novelty, stamp, copying, use of previously acquired skills, etc.)_________________________________________________________

____________________________________________________________________

Productivity of “creative activity”______________________________

____________________________________________________________________
II. Performance in class
Starts up quickly or slowly____

_______________________________________________

Easily or with difficulty switches from one type of work to another________________________________

_______________________________________________

Concentrated during class or often distracted________________________________________________

________________________________________________

Pace of work. Completes tasks quickly, at an average pace, slowly. Reasons for the slow pace of work (thinking, careful execution, decreased mental activity: lethargy, lethargy, distractibility, etc.)_____________________________________________________________________________________________________________________________________________

Works productively throughout the lesson or gets tired quickly ___________________________________________________________________________

_______________________________________________________________________

How does fatigue manifest itself: a slowdown in pace, deterioration in quality, or a complete cessation of work.

Subjective and objective signs of fatigue

(complaints of fatigue, poor health; lethargy, drowsiness, distractibility, etc.). Is the work equal in quantity and quality?__________________________

________________________________________________

When there is a decline in performance (mid-session, end of session)_______________________________________________________________________________________________________________________________
III. Some typological features
Active, mobile - inert, slow. Calm, balanced, excitable, unbalanced.

Speed of reaction to verbal stimuli

(instructions, tasks, etc.): fast, slow, requires repeated reinforcement____________________________________________________________

Speed of switching from one type of activity to another_______________________________________________________________________________
IY. Features of emotional-volitional

spheres

There are: increased emotional excitability, irritability, lethargy, lethargy, etc.

The predominant mood in class (cheerful, depressed, without any special shade)

_______________________________________________

At home_________________________________________

Do you experience sudden mood swings during the day?

_______________________________________________________________________

Does the child show persistence in the face of difficulties?__________________________________________________________________________

_______________________________________________________________________
Y.Personal and characterological features
Sociable, reserved

Makes contact (easily, willingly, slowly, with difficulty)__________________

Incl. : non-speech contact _______________________

speech contact _______________________________

_______________________________________________

Attitude towards comrades______________________

_______________________________________________

Attitudes towards peer group leadership

(strives for primacy - yes, no; is others recognized as a leader - yes, no)_____________________________________________

________________________________________________

Does he take initiative in games, activities, or follow the example of others?________________________________________________

_________________________________________________

Interests and inclinations. In what types of activities are they manifested?______________________________________________________________________________

Child's attitude towards learning activities

(activity, interest, hard work, accuracy; passivity, indifference, negligence_________________________________________________
Attitude towards one’s defect (indifferent, fixation on the defect, desire to overcome it) ___________________________________________

_______________________________________________________________________

_______________________________________________________________________
Activity of verbal communication (corresponds to the norm, increased, decreased, noted: isolation, negative attitude towards verbal communication, manifestations of autism)__________________________________________________________

_______________________________________________________________________
Notes _________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
General conclusion