employee
Kemerovo, Russian Federation
This present research featured brain building in primary school students with speech problems. The article raises the issues of inclusive education, defines the concept of the so-called general speech underdevelopment, and describes its levels. The author studied various theoretical approaches to the problem in question and the cognitive development in children of primary school age. An ascertaining and formative experiment made it possible to study the specifics of mental operations in children with speech developmental issues. A number of non-verbal tests revealed poor formation of mental operations. The children found text-related tasks especially difficult and required additional explanations and visual examples, which was a clear sign of poor abstract thinking. The article introduces some ideas about correctional and developmental extracurricular activities that improve such cognitive skills as analysis, synthesis, and coherent writing.
junior schoolchildren with special educational needs, verbal thinking, non-verbal thinking, effective corrective developmental means of work, innovative methods, correctional and developmental speech therapy assistance, techniques for the development of mental operations, techniques for the development of mental operations, development of coherent writing
1. Filicheva T. B., Cheveleva N. A., Chirkina G. V. Fundamentals of speech therapy. Moscow: Prosveshchenie, 1989, 223. (In Russ.)
2. Levina R. E. Psychology of speech in pathological cases (autonomous children's speech). Moscow: M. S. Epshtein EDI, 1936, 76. (In Russ.)
3. Volosovets T. V., Kutepova E. N., Mazurova N. V. What teachers should know about speech disorders. Moscow: RUDN University, 2008, 59. (In Russ.)
4. Levina R. E. Pedagogical issues of speech pathology in children. Spetsialnaia shkola, 1967, (2): 121-130. (In Russ.)
5. Volkovskaya T. N. Comparative study of mental and speech disorders in preschoolers with mental retardation and general speech underdevelopment. Cand. Psychol. Sci. Diss. Moscow, 1999, 171. (In Russ.)
6. Vygotsky L. S. Collected works. Vol. 4: Child psychology. Moscow: Pedagogika, 1984, 432. (In Russ.)
7. Fundamentals of the theory of speech activity, ed. Leontyev A. A. Moscow: Nauka, 1974, 368. (In Russ.)
8. Rubinstein S. L. Fundamentals of general psychology. St. Petersburg: Piter, 2010, 713. (In Russ.)
9. Luria A. R. Language and consciousness. 2nd ed. Moscow: MSU Press, 1998, 335. (In Russ.)
10. Luria A. R. Fundamentals of neuropsychology. Moscow: Akademiia, 2003, 384. (In Russ.)
11. Tapbergenov S. O. Thinking and speech in their development and transformation. Privolzhskiy nauchniy vestnik, 2017, (2): 68-75. (In Russ.)
12. Gorskaya N. E., Glyzina V. E., Belousova E. S. Studuing relationship between the features of thinking and the structure of language. Vestnik Irkutskogo gosudarstvennogo tekhnicheskogo universiteta, 2015, (10): 295-301. (In Russ.)
13. Arkhipova E. F. If a child has speech and language disorders. Preschool Education Today, 2017, (2): 38-43. (In Russ.)
14. Kalyagin V. A., Ovchinnikova T. S. Logopsychology. Moscow: Akademiia, 2006, 320. (In Russ.)
15. Yakhyaeva A. Kh. Junior school age: psychological and pedagogical conditions for the development of intellectual abilities. Vestnik Chuvashskogo gosudarstvennogo pedagogicheskogo universiteta im. I. Ya. Yakovleva, 2018, (4): 306-311. (In Russ.)
16. Romanova I. A. Pedagogical system for development of younger schoolchildren's culture of intellectual activity. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 2015, (1): 87-91. (In Russ.)
17. Fotekova T. A. Combination of cognition and speech disturbances in the defectis structure of children with general speech delay. Defektologiia, 1994, (2): 16-24. (In Russ.)
18. Alekseeva M. M., Yashina V. I. Methods for the development of speech and teaching the native language of preschoolers. 3rd ed. Moscow: Academia, 2000, 400. (In Russ.)
19. Glukhov V. P. Fundamentals of psycholinguistics. Moscow: AST; Astrel, 2005, 351. (In Russ.)
20. Fundamentals of the theory and practice of speech therapy, ed. Levina R. E. Moscow: Alians, 2013, 367. (In Russ.)
21. Mastyukova E. M. A child with developmental disabilities: early diagnosis and correction. Moscow: Prosveshchenie, 1992, 95. (In Russ.)
22. Mazanova E. V. Correction of dysgraphia on the basis of violations of language analysis and synthesis. Summaries of classes for speech therapists. Moscow: GNOM i D, 2006, 72. (In Russ.)
23. Methods for studying the intellectual sphere of the personality of schoolchildren, comp. Chuprov L. F. Abakan: ASPI, 1990, 56. (In Russ.)
24. Chuprov L. F. Methods for the study of the verbal development of children: a comparative analysis of E. F. Zambatsevichene's methods and Verbal Subtests. Psikhologicheskaia diagnostika, 2006, (1): 86-109. (In Russ.)
25. Denisov A. F., Dorofeev E. D. Culturally free intelligence test by R. Cattell (User guide). St. Petersburg: Imaton, 1996, 17. (In Russ.)
26. Agranovich Z. E. Speech therapy care in the modern conditions. Zdorovie - osnova chelovecheskogo potentsiala: problemy i puti ikh resheniia, 2013, 8(1): 228-230. (In Russ.)
27. Sydykova Zh. N. Developing search activity skills of students through the problem-search method of training. International scientific review of the problems and prospects of modern science and education: Collection of Sci. articles LXX Intern. Corresp. Sci.-Prac. Conf., Boston, USA, 20-21 May 2020, 73-74. (In Russ.)
28. Mikhalcheva L. G. The current state of methods of teaching reading to children with general speech impairment. Nauka i shkola, 2019, (3): 236-241. (In Russ.)
29. Samorokova O. P., Kruglikova T. N. Whistling sounds S, S', Z, Z', Ts: we name and distinguish. Plans abstracts of speech therapy classes with 5-7 year-olds with speech disorders. Moscow: GNOM i D, 2021, 80. (In Russ.)
30. Samorokova O. P., Kruglikova T. N. Sonorant sounds L, L', R, R': we name and distinguish. Plans abstracts of speech therapy classes with 5-7 year-olds with speech disorders. Moscow: GNOM i D, 2021, 104. (In Russ.)
31. Kolesova S. V. Individual approach in high school education based on positive pedagogics. Mir nauki, kultury, obrazovaniya, 2016, (2): 195-199. (In Russ.)
32. Ishimova O. A., Sabelnikova S. I. Reading. I read and understand. Helper-notebook. Federal state educational standard for limited health needs. Moscow: Prosveshchenie, 2021, 112. (In Russ.)
33. Konovalenko V. V., Konovalenko S. V. Formation of coherent speech and development of logical thinking in senior preschool children with limited health needs. Moscow: GNOM i D, 2001, 48. (In Russ.)
34. Fotekova T. A., Akhutina T. V. Diagnostics of speech disorders in schoolchildren using neuropsychological methods. 2nd ed. Moscow: Airis-press, 2007, 176. (In Russ.)
35. Sheronov V. V., Shestakov M. M. Component structure of the basic teaching methodology for primary school-aged children with hearing disabilities to play chess. Physical Education, Sport - Science and Practice, 2019, (1): 3-8. (In Russ.)
36. Yarkova G. A., Tokareva E. Y. Development of thinking and speech in primary school children by means of the content of educational material. Modern problems of science and education, 2020, (3). (In Russ.) https://doi.org/10.17513/spno.29843
37. Romanova I. A. Comparative analysis of using intellectual games in the educational process. Pedagogics, psychology, medical-biological problems of physical training and sports, 2014, (3): 64-69. (In Ukr.) https://doi.org/10.6084/m9.figshare.936985
