Speech disorders in children of primary school age. “Correction of speech disorders in children and recommendations for teachers to overcome them

The relevance of the research problem is due to big amount speech disorders in children of different ages in regions with bilingual communication.

IN Lately There is a deterioration in the socio-economic situation in the country, accompanied by mass migrations of families of different nationalities. The number of children living in conditions of forced bilingualism and experiencing serious difficulties in mastering the Russian language is increasing; children who do not sufficiently speak Russian by the time they enter a Russian-language school. As a result, children experience difficulties in the process of schooling and often find themselves failing in all subjects.”

Living in an area inhabited by representatives of two or more nationalities, a child from infancy absorbs both languages ​​and uses them as native ones. But in cases where one of the languages ​​has priority, speech disorders arise that are associated with the sound structure of these languages. The peculiarity of our republic is that in the uluses the language of communication of the indigenous population is mainly the Yakut language. In conditions of migration, a child who ends up in another area, where the means of communication is Russian, experiences difficulties in verbal communication with peers and others.

Starting school entails a drastic change in the child’s lifestyle. As school workloads increase, schoolchildren have problems mastering school subjects. One of the most common reasons for the failure of primary schoolchildren is speech disorders, especially when aggravated by incomplete bilingualism.

The development of issues of teaching correct Russian pronunciation has exclusively great importance, since it is impossible to master the Russian language without the sound shell, which is its matter. In primary education, the leading role should be given to elementary theoretical knowledge, and the potential power of theoretical thinking appropriate to the age of primary school students should be used.

Childhood is the most favorable time for learning different languages. As a child grows up, his spontaneous, involuntary actions and innate ability to acquire language gradually lose power. Therefore, the closest attention is paid to the initial stage of language teaching, and the problems of the formation and development of correct Russian pronunciation for primary school students are the most pressing.

In this regard, pedagogical science is faced with the acute problem of revising and qualitatively transforming the content and structure of the correction process, namely, the process of correcting sound pronunciation in Yakut children at all levels of education - from primary school to high school.

Due to objective reasons, children with speech disorders cannot receive the full education that the school offers them. Deviations in speech development contribute to the emergence of a number of problems in the student in the psychological and educational areas: difficulties in communicating with others, perceiving educational information, the formation of self-doubt, and the consolidation of speech defects.

The problem we raise is also relevant due to the fact that modern full-fledged education is considered as a component of culture, its integral part. According to the famous Russian philosopher B.C. Bibler, “the vision of a person in the context of culture is an understanding of the individual in all his uniqueness, uniqueness and universality. The humanistic principle, which forms the basis of the educational process and is designed to perform a culture-creating function, contributes to the familiarization of the individual with universal human values ​​and, at the same time, develops a person’s individual culture through his awareness of his own uniqueness, self-worth and the possibility of creative self-realization of abilities through “communicative broadcasting.” Consequently, both the process of a person’s assimilation of cultural values ​​and the process of his self-realization is carried out through communication, and primarily through speech.”

Research recent years confirm the fact that the number of children is growing school age experiencing difficulties in mastering general education programs. Data from physiologists, psychologists and teachers indicate that among primary schoolchildren such children make up 20-30%. Among these children, according to annual data speech therapy examinations conducted by the author at school, bilingual children make up about 10-15%.

The categorization of bilingual children as a special typological group within the child population, the substantiation of the set of conditions necessary for their successful adaptation in the school environment, became the scientific basis for the formation of a separate direction of correctional and developmental education. Subject special attention teachers in the context of the implementation of this direction becomes pedagogical assistance to children in mastering educational activities. The development of the theory of educational activity and the conditions for its effective formation is actively carried out in modern psychological science.

While remaining relevant for modern schools, the problem of helping students master educational activities is especially acute in the system of correctional and developmental education. Children with speech problems, due to the characteristics that characterize them (reduced performance, learning ability, high fatigue), are especially vulnerable and dependent in the situation of educational activities; V to a greater extent than other children, they need pedagogical guidance in its formation, in the timely elimination of those developmental deficiencies that stand in this way.

The latter will determine not only their academic performance, mastery educational material provided by the education standard, but also the dynamics and development trends in general.

All of the above confirms the idea that today the problem of organizing pedagogical conditions for the correction of speech disorders in bilingual children is not sufficiently developed.

Insufficient attention to the importance of the activities of the speech therapy service in school prompted us to pose the following research problem: the creation in a modern school of pedagogical conditions for the correction of speech disorders associated with bilingualism.

The relevance of the study is determined by the need to resolve contradictions:

Between the increasing number of bilingual children and the insufficient theoretical and practical development of this problem;

Between availability in secondary schools speech therapy service and the lack of a system for working with bilingual children;

Between the need of bilinguals for correctional work to eliminate speech problems and the capabilities of the speech therapy service (staffing and their qualifications).

The search for ways to resolve these contradictions determined the problem of our research, which is to identify and substantiate pedagogical conditions that contribute to the elimination of sound pronunciation defects in bilingual children of primary school age. The formulation of this problem determined the choice of topic: “Pedagogical conditions for correcting sound pronunciation in children of primary school age in conditions of bilingualism.”

The purpose of the study is to develop and justify the need for pedagogical conditions that provide correction of the sound pronunciation of primary bilingual schoolchildren.

The object of the study is the process of correcting violations of sound pronunciation at the initial stage of education, focused on the development of bilingual abilities of children.

The subject of the study is the pedagogical conditions necessary for correcting sound pronunciation in primary schoolchildren in conditions of bilingualism.

The research hypothesis is that effective correction of speech disorders, namely sound pronunciation, at the initial stage of education of bilingual children is possible if certain conditions are created:

Ensuring interaction between psychological and pedagogical services with an emphasis on speech therapy support for bilingual children;

Application of the principles of individualization of corrective action;

Introduction of integrated learning technology in the process of correction of speech disorders;

Using gaming technologies to create positive motivation for exercise.

The purpose, subject and hypothesis of the study predetermined the need to formulate and solve the following problems."

1. Study the philosophical, psycholinguistic, pedagogical, sociocultural aspects of bilingualism.

2. To establish and scientifically substantiate the influence of bilingualism on the speech activity of bilingual children.

3. Theoretically and experimentally substantiate the pedagogical conditions that influence the process of correction of speech disorders in primary schoolchildren in conditions of bilingualism.

4. To develop a technological model for the implementation of pedagogical conditions for the correction of speech disorders in primary schoolchildren in conditions of bilingualism.

To solve the problems and test the hypothesis, the following methods were used: theoretical analysis of philosophical and psychological-pedagogical literature on the research problem; modeling; study of documentation of speech therapy services of educational institutions; studying the results of speech therapists’ activities in correctional activities; analysis of the content of correctional programs, manuals, reference books; theoretical analysis of advanced pedagogical experience in speech correction of primary schoolchildren; statistical processing and analysis of the results of a pedagogical experiment; survey, observation, conversation, interview, testing of students; systematization and generalization of research results.

The theoretical and methodological basis of the study consists of:

Research into the prerequisites, conditions and patterns of speech development (J1.C. Vygotsky, J. Piaget, etc.);

Research on the problem of bilingualism (V.U. Vereshchagin, L.S. Vygotsky, A.N. Gvozdev, I.I. Gorelov, Yu.D. Desheriev, K.Z. Zakiryanov, E.I. Isenina, A.R. Luria, M.M. Mikhailov, J. Piaget, D.I. Slobin, M.M. Fomin, L.V.

DR-) - theory of studying the stages of speech development (I.N. Gorelov, N.I. Zhinkin, E.I. Isenina, M.M. Koltsova, A.K. Markova, D.I. Slobin, D.B. Elkonin and others);

Studies of personality speech development in the context of the child’s general mental development (J. Bruner, A. Vallon, L.S. Vygotsky, A.R. Luria, S.L. Rubinstein, J. Piaget, etc.);

Research on speech as a means of a child mastering various types of activities (A.N. Leontiev, A.A. Leontiev, etc.);

Understanding the phenomenon of educational activity (L.S. Vygotsky, V.V. Davydov, A.N. Leontiev, V.I. Slobodchikov, D.B. Elkonin, etc.), revealing its specificity in comparison with other types of human activity ( V.V. Davydov,

D.B. Elkonin, etc.), an idea of ​​its structure and types (L.S. Vygotsky, V.V. Davydov, A.K. Markova, S.L. Rubinshtein, D.B. Elkonin, etc.) .

Theory of a systematic approach to speech therapy work (M.Z. Akhiyarova, G.V. Volkova, R.I. Lalaeva, E.M. Mastyukova, V.I. Seliverstov, A.V. Semenovich, A.L. Sirotyuk, G. V. Chirkina, etc.);

Research into the process of teaching the Russian language to junior schoolchildren of Yakut nationality and the formation of Russian-Yakut bilingualism (V.M. Anisimov, N.D. Neustroev, P.N. Samsonov, M.M. Fomin, etc.);

Research on ethnopedagogical aspects of the development and upbringing of children (G.N. Volkov, N.D. Neustroev, A.P. Okoneshnikova, N.G. Samsonov, etc.); study of organizational and managerial activities of educational institutions (D.A. Danilov, E.S. Nikitina, etc.).

The experimental work was carried out on the basis of secondary school No. 2 named after M.K. Ammosov in Neryungri, involving 150 primary school students.

The study was conducted from 1999 to 2005 and included 5 stages:

1. Analytical and diagnostic stage (1999-2000): a study of first-graders from secondary school No. 2 in Neryungri in order to identify characteristics of mental development and determine the range of speech therapy problems.

2. Theoretical-orientation stage (2000-2001): development and selection of correctional programs in accordance with the developmental characteristics of students.

3. Constructive-modeling stage (2001-2003): construction of general approaches to creating pedagogical conditions that make it possible to effectively correct the speech deficiencies of bilingual children.

4. Constructive and implementing stage (2002-2004): implementation of developed correctional programs and recommendations.

5. Analytical and generalizing stage (2004-2005): general analysis of the results of the study, the effectiveness of the model, development of recommendations, preparation and publication of the results obtained in materials of conferences and seminars.

Scientific novelty of the research:

Pedagogical conditions for the correction of speech disorders in children have been identified

Bilinguals of primary school age;

The system of correctional and developmental activities in a secondary school has been scientifically substantiated and experimentally confirmed;

A technological model has been developed for the implementation of pedagogical support for students in the correction of speech disorders in primary schoolchildren in conditions of bilingualism;

Didactic games for correcting sound pronunciation in bilingual children are classified.

Theoretical significance

The concepts of “bilingualism” and the features of the development of bilingualism in younger schoolchildren in a comprehensive school setting have been clarified;

A technological model for implementing a system of pedagogical conditions for the correction of speech disorders in primary bilingual schoolchildren has been developed.

The practical significance of the study lies in the preparation of recommendations for parents, the development of educational and methodological aids for speech therapists and primary school teachers (Ammosova L.I. Correction and development of speech of bilingual children with SLI; Ammosova L.I. Didactic materials for classes on correction and development of speech children with NVAD). The following provisions are submitted for defense:

A system of pedagogical conditions (the creation of a school psychological and pedagogical service to support personal development, the formation of positive motivation for cognitive and speech activity in bilingual children, the development of a system of speech therapy services, including speech diagnostics, identification and analysis of problems with the subsequent formation of groups depending on speech disorders and the creation individual correctional programs, development of recommendations for teachers and parents in order to provide them with the necessary assistance), promoting the development of correctional and developmental activities of secondary schools with primary schoolchildren and the correction of speech disorders in primary schoolchildren in conditions of bilingualism;

Technological model for the implementation of pedagogical conditions for the correction of speech disorders in primary schoolchildren in conditions of bilingualism (the system of pedagogical support for primary school students, the structure of interaction of school services, the process of individualization of pedagogical support for the development of phonetic phonemic awareness speech).

The reliability of the research results is ensured by the methodological validity of the theoretical positions, the adequacy of scientific and pedagogical methods to the goals and objectives of the study, the representativeness of the experimental data obtained, their analysis and generalization. The theoretical principles and conclusions made during the study were confirmed by the results of experimental work, which showed the effectiveness and feasibility of the proposed model of speech therapy service, and the successful implementation into practice of a comprehensive school.

Approbation and implementation of the research results took place in the form of reports and speeches at seminars at the city and republican level (2001-2005), scientific and practical conferences in Neryungri (2001-2005), Yakutsk (2001) .), international conference “The Republic of Sakha and the international educational space: development prospects” (2001), discussed at meetings of the departments of pedagogy and methodology primary education Neryungri branch of YSU and PI YSU.

The research materials formed the basis for the educational and methodological manual developed by the author for speech therapists and primary school teachers, approved by the scientific and methodological council of the Institute of Technology (f) YSU (1999, 2000).

Structure of the work: the dissertation consists of an introduction, two chapters, a conclusion, a bibliography, and appendices.

Conclusions on the second chapter

An analysis of the state of speech therapy services in secondary schools revealed the need to apply a systematic approach to solving the problem of bilingualism. The implementation of a systematic approach is embedded in the interaction of school services - psychological, speech therapy, social and pedagogical. The result of theoretical understanding of the real process was the development of a structure for interaction between school services.

A multidimensional study of the psychological characteristics of children with speech pathology from the standpoint of a systematic approach, ensuring an impact on the entire personality of the child and adult with a speech disorder, is, in our opinion, the highest priority approach to overcoming the shortcomings of sound pronunciation in Yakut-speaking students.

IN modern conditions The main goal of the speech therapy service in a general education institution is to develop a scientifically based system for correction of learning, correction of speech disorders in schoolchildren, as well as the prevention of speech disorders.

The main principle of the speech therapy service is the provisions of humanistic psychology and pedagogy about “accompanying” the child in the process of his development.

To organize successful speech therapy work, certain prerequisites were created, which include: the presence of a speech therapy service at school; scientific approach to speech therapy activities; a systematic approach to the study and correction of the defect, an individual approach to the correction process and monitoring of results; unity of goals and cooperation between speech therapy and psychological services in the process of supporting the student; formation of the correct attitude of the student and his responsibility in relation to his speech; support and assistance from parents.

During the experiment, a system of speech therapy support for bilingual children was created, which includes:

A system for diagnosing the phonetic, lexical, grammatical structure of the language;

Development and implementation of individual correction programs in accordance with the developmental characteristics of a particular student;

Selection of effective methods and techniques for developing speech skills.

The final examination of the speech of bilingual students graduating from primary school confirmed our assumptions that for children with speech problems it is necessary to create specific pedagogical conditions that would promote their speech development. According to our hypothesis, these conditions in our experimental study were:

An individual approach to eliminating speech therapy problems - the development of individual correctional projects that take into account all the developmental features of a given student, which made it possible to successfully correct speech problems caused by incomplete bilingualism;

The use of integrated learning technology in speech therapy classes, since mastering the sound structure of the Russian language largely occurs in the process of mastering vocabulary, grammar and spelling; in the same way as spelling work is associated with reading, grammar, spelling and speech development;

The use of gaming technologies, which makes it possible to take into account the age and psychological characteristics of primary bilingual schoolchildren when implementing a system of correctional and developmental influence;

Transformation of a second language from an object of study into a means of cognition and communication, since only in free communication do children acquire the opportunity to gain experience communicating in a second language; support of correctional and developmental work by an in-school medical, psychological and pedagogical council, which made it possible to consider speech defects from the point of view of various specialists.

CONCLUSION

In the process of improving the quality of education and upbringing, an important role is played by the psychological and pedagogical study of schoolchildren during their studies in primary school. The timely identification of the reasons for the educational lag of individual students and the choice of the most effective ways to eliminate these lags directly depend on its results. One of the common reasons for the failure of primary school students in general education institutions is various violations of oral and written speech, which often make it difficult to master correct reading and competent writing. Especially often, the educational lag of elementary school students is provoked by such a social factor as bilingualism.

The dissertation work presents in theoretical, methodological and practical aspects the conditions for improving the correctional and pedagogical work of objects of the educational process to overcome school maladaptation of bilingual students primary school.

The purpose of this work was a theoretical and practical study of pedagogical conditions for correcting sound pronunciation in primary schoolchildren in conditions of bilingualism. As a result of the implementation of the assigned tasks, we were able to develop and experimentally test the effectiveness of a technological model for the implementation of pedagogical conditions that enhance the process of correction of speech defects in primary schoolchildren in cases of bilingual education.

In the process of theoretical and experimental research, the assigned tasks were solved. An analysis of the sociocultural, philosophical and psycholinguistic aspects of bilingualism showed that, despite the widespread interest in the problem, there remains a large number of unresolved issues in this area.

Bilingualism is considered as a factor that accelerates the emergence and development of a child’s ability to understand words and speech. Based on the fact that the plasticity of the physiological basis of speech development is preserved only up to the age of seven, the role of timely organization of correctional work in the first grade of a general education institution increases.

During the experiment, it was established that for the effectiveness of the correctional and developmental process the following conditions are necessary:

Application of integrated learning technology (an innovation is the use of elements of verbotonal methodology);

The use of gaming technologies in the correction process;

Transforming a second language from an object of study into a means of cognition and communication;

Support of correctional work by an in-school medical, psychological and pedagogical council.

Theoretical analysis of the problem allowed us to assert that the tendency in the development of the personality of a primary school student, which is determined by his desire to speak competently, is possible thanks to the comprehensive work of the speech therapy service. Psychological and pedagogical work speech therapist, aimed at developing the unity of the emotional, intellectual and volitional sides of the personality and based on the characteristics inherent in human nature, allows us to observe with our own eyes the changes occurring not only in the student’s speech activity, but also in his personal sphere, namely, the ability to communicate , learn, develop. Therefore, under favorable conditions for correcting his sound pronunciation, he becomes an employee and colleague of the teacher, and his behavior contains the main characteristics cognitive interest: positive attitude towards the world around you, passion, responsibility towards the subject of your interest.

The work also examines the features of bilingualism in the Republic of Sakha (Yakutia), determines the influence of bilingualism on speech disorders of primary schoolchildren, and linguistic analysis presented speech errors, the linguistic roots of these disorders are determined. The relationship between psychology, pedagogy and speech therapy and the totality of their influence on the personality of a primary school student are considered.

The second chapter of the work confirms the validity of the hypothesis put forward that for effective correction of speech disorders it is necessary to create certain pedagogical conditions.

An experimental study of bilingual students of primary school age showed that some children have speech therapy problems with sound pronunciation, underdevelopment of phonemic perception, lexical-grammatical structure and coherent speech, which, according to our assumption, is the reason for the lag in educational activities.

These include:

1. Linguistic reasons - the interfering influence of the phonological system of the native language.

2. Psychological and phonological reasons - absence special work on the development of phonemic hearing, associated with the perception and reproduction of the sound of Russian speech, without which it is impossible to create a stable stereotype of pronouncing a Russian word; the influence of internal speech in the native language on the process of mastering the sound system of the Russian language.

3. Pedagogical reasons - insufficient development of methods for teaching Russian pronunciation to bilingual children, insufficient qualifications of a certain part of primary school teachers.

To implement the program to support bilingual children in the educational environment, the following pedagogical conditions were created:

Application of integrated speech therapy sessions;

Application of gaming technologies;

Support of correctional and developmental work by an in-school medical, psychological and pedagogical council;

Transforming a second language from an object of study into a means of cognition and communication.

The goals and objectives of the study have been completely resolved, the research hypothesis has received its theoretical and experimental disclosure.

The validity of the put forward provisions and the reliability of the results obtained are determined by the rigor of the conceptual apparatus of the study, the definition of the subject area and objectives of the study; analysis of the achievements of pedagogy, psychology and speech therapy; using a set of methods that correspond to the purpose of the study; monitoring of results and representativeness of the experimental data obtained, their quantitative and qualitative analysis.

The problem under study is multifaceted, so further research requires questions of use computer technology in the speech therapy space and their role in the development of full bilingualism, the readiness of the teaching staff to work with bilingual children.

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