Volume 03 Issue 10-2023
75
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
75-81
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article reveals the features of speech therapy work with children 4-5 years old. Presentation of the theoretical
aspects of the normally developing speech of a child of 4-5 years old. Also a representation of the degree of general
underdevelopment of speech. The plan of the working program for the development of different aspects of the
speech of children 4-5 years old with general underdevelopment of speech is considered. By the age of 6, a child
should have formed a grammatical structure, phonemic hearing, a dictionary by age, as well as coherent speech -
simple sentences and short stories. But in children with speech disorders, these spheres are violated, therefore,
correction of the impaired spheres of speech and the development of unformed spheres are needed. For this, many
programs are being developed. The presented program describes the blocks, the tasks of which are solved in the
classroom, which contributes to the development of these areas of speech, and without which it would be difficult to
achieve the desired results. Each of the blocks is revealed in the classroom, in any of the areas, whether it is completing
tasks at the table or in a joint game with children and / or a teacher, as well as when performing creative tasks.
KEYWORDS
Correction, dysarthria, alalia, anarthria, phonetic and phonemic underdevelopment, general underdevelopment of
speech, primary school age.
INTRODUCTION
Research Article
SPEECH DISORDERS IN CHILDREN OF PRIMARY SCHOOL AGE AND
WAYS FOR THEIR CORRECTION IN SPEECH THERAPY
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-12
N.B.Zairova
Lecturer At The Department Of Speech Therapy» Faculty Of Special Pedagogy And Inclusive Education
Tashkent State Pedagogical University Named After Nizami, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
76
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
75-81
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Characteristics of the main speech disorders
encountered in primary school age and ways of their
correction in speech therapy work.
As a rule, a child with speech disorders is very critical of
his pathology, but one of the main dangers that speech
disorders
pose
is
inhibition
of
intellectual
development, because speech is one of the main
intellectual
tools.
Normalization
of
intellect
development occurs as speech difficulties are
eliminated and normal word pronunciation is formed;
This is why it is so important to diagnose speech
pathologies in a timely manner and begin their
correction.
Most often, speech disorders in children of primary
school age arise in childhood. In severe cases of speech
disorders, the child not only cannot speak clearly and
distinctly himself, but he poorly perceives and
assimilates the sound of som
eone else’s speech, has
difficulty constructing phrases and sentences, and has
a limited vocabulary. This applies to both active
vocabulary (words meaningfully used in speech) and
passive (words of other people’s speech, perceived by
ear). If proper measures are not taken to correct
speech in a timely manner, the child will have serious
problems communicating with peers and adults, and,
as a result, the development of all kinds of complexes
that impede learning, the development of mental and
creative potential.
The main results and findings
Speech disorders in children are classified depending
on whether a child with speech impairment can attend
a regular secondary school, or whether he requires
training in a specialized educational institution (severe
speech impairment). Severe forms of pathologies of
speech organization include dysarthria, alalia,
anarthria, caused by speech disorders associated with
organic damage to the central nervous system.
Depending on the level of damage to the speech
system, they are divided into the following forms:
aphasia - the collapse of all components of speech as a
result of damage to the cortical speech areas;
alalia - systemic underdevelopment of speech as a
result of damage to cortical speech zones in the pre-
speech period;
dysarthria - a violation of the sound pronunciation side
of speech as a result of a violation of the innervation of
the speech muscles. Depending on the location of the
lesion, several variants of dysarthria are distinguished:
pseudobulbar, bulbar, subcortical, cerebellar.
In domestic science, two classifications of speech
disorders
are
used:
clinical-pedagogical
and
psychological-pedagogical.
These
classifications,
although they consider the same phenomena from
different points of view, do not contradict, but
complement one another and are focused on solving
Volume 03 Issue 10-2023
77
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
75-81
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
different problems of a single, but multifaceted
process of correction of speech development
disorders. It should be noted that both classifications
relate to primary speech underdevelopment in
children, i.e. to those cases when speech development
disorders are observed with intact hearing and normal
intelligence.
The clinical and pedagogical classification is based on
the principle “from general to specific” and is focused
on detailing the types and forms of speech disorders
and developing a differentiated approach to
overcoming them. Disorders of the development of
oral speech are divided into two types: phonation
(external) design of the utterance, which are called
disorders of the pronunciation side of speech, and
structural-semantic (internal) design of the utterance.
Violations of phonation registration of utterances
include:
dysphonia (aphonia) - disorder (or absence) of
phonation due to pathological changes in the vocal
apparatus; dysphonia manifests itself in disturbances
in the strength, pitch and timbre of the voice;
bradyllia - a pathologically slow rate of speech,
manifested in the slow implementation of the
articulatory speech program;
tachylalia - a pathologically accelerated rate of speech,
manifested in the accelerated implementation of the
articulatory speech program;
stuttering is a violation of the tempo-rhythmic
organization of speech, caused by the convulsive state
of the muscles of the speech apparatus;
dyslalia - a violation of sound pronunciation with
normal hearing and intact innervation of the speech
apparatus (synonyms: sound pronunciation defects,
phonetic defects, phoneme pronunciation defects).
In the psycholinguistic aspect, pronunciation disorders
can arise due to three main reasons: deficiencies in the
operations of discrimination and recognition of
phonemes (perception defects); unformed operations
of selection and implementation of pronounced
sounds; violation of the conditions for the realization
of sounds in anatomical defects of the speech
apparatus
In most children, sound pronunciation reaches the
language norm by 4-5 years. Most often, speech
defects are caused by the fact that the child’s
articulatory base has not been fully formed (the entire
set of articulatory positions necessary to pronounce
sounds has not been mastered) or the articulatory
positions have not been formed correctly, as a result of
which distorted sounds are produced;
Volume 03 Issue 10-2023
78
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
75-81
SJIF
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MPACT
FACTOR
(2021:
5.
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)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
rhinolalia - disturbances in voice timbre and sound
pronunciation caused by anatomical and physiological
defects of the speech apparatus. With rhinolalia,
distorted pronunciation of all speech sounds is
observed, and not individual ones, as with dyslalia.
The psychological and pedagogical classification is built
on the opposite principle -
“from the particular to the
general.” This approach is focused on impact as a
pedagogical process, the development of methods of
psychological and pedagogical correction for working
with a group of children (study group, class). For this
purpose, the general manifestations of various forms
of speech disorders are determined. In accordance
with this classification, speech disorders are divided
into two groups: impairment of means of
communication and impairments in the use of means
of communication. Communication disorders include
phonetic-phonemic underdevelopment and general
speech underdevelopment (GSD)).
Phonetic-phonemic underdevelopment of speech is a
violation of the processes of formation of the
pronunciation system of the native language in
children with various speech disorders due to defects
in the perception and pronunciation of phonemes. The
following main manifestations of this condition are
distinguished:
undifferentiated pronunciation of pairs or groups of
sounds. In these cases, the same sound can serve as a
substitute for two or even three other sounds for the
child. For example, the soft sound t is pronounced
instead of the sounds s, ch, sh: “tyumka” (bag),
“tyaska” (cup), “hoe” (hat);
replacing some sounds with others. Sounds that are
difficult to pronounce are replaced by easier ones,
which are characteristic of the early period of speech
development. For example, the sound l is used instead
of the sound r, the sound f - instead of w. In some
children, a whole group of whistling and hissing sounds
can be replaced by t
he sounds m and d: “tabaka”
(dog);
mixing sounds. This phenomenon is characterized by
the unstable use of a number of sounds in different
words. A child can use sounds correctly in some words,
but in others, replace them with similar ones in
articulation or acoustic characteristics. Thus, a child,
able to pronounce the sounds r, l or s in isolation, in
speech utterances says, for example: “The carpenter is
planing a board” instead of “The carpenter is planing a
board.”
Such violations indicate underdevelopment of
phonemic hearing (the ability to distinguish
phonemes),
which
is
confirmed
during
the
examination. Underdevelopment of phonemic hearing
prevents the full implementation of sound analysis of
words. That is why at school age this group of children
Volume 03 Issue 10-2023
79
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
75-81
SJIF
I
MPACT
FACTOR
(2021:
5.
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)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
has insufficient prerequisites for learning to write and
read.
Speech disorders in children of primary school age
include various complex speech disorders, in which the
formation of all components of the speech system
related to the sound and semantic side is affected.
Speech disorders in children of primary school age are
understood as impaired formation of all components
of the speech system in their unity (sound structure,
phonemic
processes,
vocabulary,
grammatical
structure, semantic aspects of speech) in children with
normal hearing and primary preserved intelligence.
Speech disorders in children of primary school age are
heterogeneous
in
terms
of
developmental
mechanisms and can be observed in various forms of
oral speech disorders. Common signs include a late
onset of speech development, a poor vocabulary,
agrammatisms, pronunciation defects, and phoneme
formation defects. The disorder can be expressed to
varying degrees: from the absence of speech or its
babbling state to extensive speech, but with elements
of
phonetic
and
lexico-grammatical
underdevelopment. Depending on the degree of
impairment in the formation of means of
communication, ONR is divided into three levels.
According to A.R. Luria, these levels of speech
underdevelopment are designated as:
lack of common speech (so-
called “speechless
children”);
the beginnings of complete or partial absence of
speech absence of speech caused by damage to the
muscles or nerves involved in pronunciation;
developed
speech
with
elements
of
underdevelopment in the entire speech system.
Thus, the development of ideas about speech
disorders in children of primary school age is focused
on the development of correction methods for groups
of children with similar manifestations of various forms
of speech disorders. It is necessary to take into account
that speech disorders in children of primary school age
can be observed with various lesions of the central
nervous system and deviations in the structure and
functions of the articulatory apparatus, i.e. for various
clinical forms of oral speech disorders.
It is important to take into account the fact that with
little speech activity, the child’s general cognitive
activity suffers. Speech with speech disorders is not a
full-fledged means of communication, organization of
behavior and individual development. Intellectual
deficiency and a limited supply of knowledge,
observed in many children with speech disorders at
different age periods, are therefore secondary in
nature.
CONCLUSION
Volume 03 Issue 10-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
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SJIF
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Publisher:
Oscar Publishing Services
Servi
In some cases, children with speech disorders develop
pathological personality traits and neurotic character
traits. As a reaction to speech impairment, they
experience isolation, negativism, self-doubt, tension,
increased irritability, touchiness, and a tendency to cry.
Some children use speech only in emotionally charged
situations. The fear of making a mistake and causing
ridicule from others leads to the fact that they try to
get around speech difficulties and refuse verbal
communication. Speech disability “excludes” the child
from the chil
dren’s group and, with age, increasingly
traumatizes his psyche.
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Oscar Publishing Services
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