European International Journal of Pedagogics
11
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
11-14
DOI
3
OPEN ACCESS
SUBMITED
12 April 2025
ACCEPTED
08 May 2025
PUBLISHED
10 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Logopedic Correction to
Eliminate Phonetic-
Phonematic Speech
Underdevelopment in
Students of Grades 1-2 In
General Education Schools
Nigora Zairova
Teacher of the Department of "Speech Therapy" of the Faculty of Special
Pedagogy and Inclusive Education of Tashkent State Pedagogical
University named after Nizami, Uzbekistan
Abstract:
This article is an overview of modern methods
of speech therapists working with primary school
students with phonetic-phonemic disorders. The main
causes of such disorders, their impact on learning and
social adaptation of children are considered. Various
approaches to diagnostics and correction of phonetic-
phonemic disorders are analyzed, including complex
speech
development
programs,
work
with
pronunciation of sounds, articulatory gymnastics and
other methods. Important aspects of interaction
between speech therapists, teachers and parents in the
process of overcoming violations by students are also
discussed. Attention is drawn to the need for an
individual approach to each student and the use of
modern educational technologies for effective work
with phonetic-phonemic disorders of primary school
students.
Keywords:
Phonetic-phonemic disorders, articulatory
gymnastics, individual lessons, correction, complex
approach.
Introduction:
Phonetic and phonemic disorders are
among the most common speech problems in
schoolchildren. They can significantly complicate both
the educational process and the social adaptation of
children in the school environment. In order to increase
the effectiveness of correctional work, it is important for
speech therapists and teachers to understand the
European International Journal of Pedagogics
12
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
causes of these disorders.
The work of a speech therapist is especially important
in elementary school. One of his main tasks is to
identify and eliminate violations of the sound side of
speech in students in the first and second grades.
Phonetic and phonemic disorders are associated with
a violation of sound pronunciation and speech
perception. These problems can manifest themselves
in the form of substitution, distortion, omission or
rearrangement of sounds in words, which makes it
difficult for others to pronounce and understand
speech correctly.
A significant factor contributing to the development of
such disorders is heredity. If the parents had speech
difficulties or problems with pronunciation, there is a
high probability that the child will inherit these
features. Genetic predisposition can affect the
formation of speech organs and auditory perception.
However, it is important to understand that heredity is
not the only factor influencing the development of
phonetic-phonemic
disorders.
Environmental
conditions, features of the educational process and
individual characteristics of the child are also of great
importance.
Thus,
incorrect
formation
of
pronunciation skills or insufficient practice can
aggravate existing difficulties and contribute to their
consolidation.
Effective correction of such disorders requires a
comprehensive and individual approach to each child.
In addition to taking into account hereditary and
genetic factors, it is necessary to pay attention to
teaching correct pronunciation, provide regular speech
practice and create a favorable educational and
psychological atmosphere. Only a combination of
these elements will allow achieving sustainable
positive results and overcoming difficulties in
pronunciation.
In addition, the conditions of upbringing and the
influence of the environment are of great importance.
If at an early age the child does not develop sufficient
auditory control and does not develop sound
recognition skills, this can complicate the formation of
correct pronunciation in the future.
Postnatal factors also influence the development of
speech in children. Bad habits of parents, prolonged
exposure to noise or unfavorable environment can also
affect speech development and lead to pronunciation
disorders.
In addition, psychological and psycho-emotional
factors can affect speech development in children.
Stress, negative emotions, insecurity and low self-
esteem can create additional difficulties in the
development of correct speech in children.
Thus, the causes of phonetic and phonemic disorders in
schoolchildren can be varied and multifactorial.
Understanding these causes is important for proper
diagnosis and correctional work with children. It is
necessary to take into account all aspects of the child's
development in order to help him overcome possible
difficulties in the field of speech development.
To work with students with phonetic and phonemic
disorders, the speech therapist must use a
comprehensive
approach,
including
diagnosis,
correction and prevention of these disorders. It is
important to conduct an initial diagnosis to determine
the level of disorders, their nature and causes. It is also
necessary to identify the individual characteristics of
each student, since the approach to correction must be
individual.
Correctional classes with a speech therapist should
include a variety of exercises aimed at developing
phonemic hearing, conducting articulatory gymnastics,
setting and automating the correct pronunciation of
sounds, as well as forming the correct syllabic and verbal
structure of speech in children.
An important aspect of speech therapy work is
cooperation with the class teacher and parents of
students. Such interaction allows creating favorable
conditions for the correction of speech disorders not
only in the school environment, but also at home. In
addition, it is useful for a speech therapist to interact
with teachers from other educational organizations to
exchange experiences and improve the effectiveness of
the methods used.
Thus, speech therapy work to identify and eliminate
pronunciation disorders in primary school students
plays a significant role in the formation of speech
culture and successful communication of children. Such
activities should be comprehensive, individually
oriented and aimed at achieving specific correction
results.
A speech therapist should create an individual program
for correction, which includes various exercises and
games aimed at improving the pronunciation of sounds
and developing articulatory motor skills. It is important
to remember that working with pronunciation disorders
requires patience and regular interaction with children.
In addition, a speech therapist can conduct group
lessons where children interact with each other,
learning how to pronounce sounds correctly in a playful
way. This approach helps not only develop speech skills,
but also improve social skills and communication. Early
detection and correction of phonetic and phonemic
disorders are important for successful literacy and
European International Journal of Pedagogics
13
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
speech development of children. Speech therapy plays
a key role in the formation of full-fledged
communicative competence of students, which
directly affects their success in school and social
adaptation.
To assess pronunciation skills, articulation analysis is
used, which includes a study of the anatomy and
physiology of the speech organs, as well as an analysis
of the dynamics of articulation and the correct
pronunciation of sounds and sound combinations.
To check the phonetic and phonemic competence of
schoolchildren, testing is carried out to distinguish and
recognize sounds and phonemes. This helps to
determine which sounds or groups of sounds cause
difficulties and how pronounced these problems are.
Another important stage of the examination is the
analysis of the socio-cultural context and conditions of
upbringing of students, since the environment and
style of communication can influence the development
of speech skills.
The use of various methods of diagnosis and correction
of phonetic and phonemic disorders in students in
grades 1-2 is of great importance for the successful
work of speech therapists. The examination includes a
comprehensive analysis of the child's ability to
distinguish, recognize and pronounce sounds and
sound combinations, as well as the study of phonemic
hearing. To determine the level of disorders, various
tests, tasks and methods are used, such as articulation
analysis, phonemic testing and assessment of speech
dynamics
One of the methods of correcting phonetic and
phonemic disorders is individual work with each
student. This approach includes the creation of a
personalized program of remedial classes aimed at
eliminating problem sounds in each child, taking into
account his individual characteristics and needs.
Another important method is comprehensive work on
the development of phonetic hearing and articulation
skills. This includes training in the correct
pronunciation of sounds, as well as the use of various
games, exercises and techniques to improve phonemic
hearing. An equally important aspect is interaction
with class teachers and parents. Such cooperation
helps to create favorable conditions for the correction
of disorders not only in the educational process, but
also in everyday life. Support from teachers in the
implementation of correctional tasks and active
involvement of the family are key factors in
successfully overcoming difficulties.
Correction of phonetic and phonemic disorders
requires patience, consistency and a systematic
approach, taking into account the age and individual
characteristics of each student.
When conducting correctional tasks, it is necessary to
take into account several key points: all tasks must be
adapted to a specific child. This takes into account not
only the level of speech development, but also age and
psychological characteristics. For example, game
exercises can be effective for younger children, and
more complex speech therapy tasks and tests for older
children. It is also important to consider how the child
perceives the tasks: for some, auditory perception tasks
are suitable, while others will cope better with practical
exercises.
The use of visual materials significantly improves the
assimilation of the material. These can be cards with
images of objects corresponding to certain sounds,
articulation diagrams, toys that help make classes
interesting and accessible to the child.
To maintain the child's interest in classes, it is important
to use game teaching methods. Games in which the
child can actively participate help not only improve
pronunciation, but also make the correction process
more enjoyable and exciting. For example, games about
comparing sounds or rhyming exercises can be fun and
entertaining.
It is important to encourage your child’s successes to
maintain their motivation. Positive reinforcement in the
form of praise or small rewards helps the child feel
confident and continue working, even if some tasks
seem difficult. Support during failures is also important:
it is important that the child does not lose faith in his or
her abilities and understands that failures are a natural
part of the learning process.
Classes must be held regularly, otherwise progress will
slow down. It is important to create a stable and
consistent program within which the child gradually
masters new skills. In addition, it is important to
alternate different types of activities (games, exercises,
tests) so that the classes do not become monotonous.
It is important to work closely with the speech therapist,
parents and teachers to maintain a unified approach
and achieve maximum results. The speech therapist can
provide recommendations for homework, help teachers
adapt assignments for the class, and parents can
monitor the completion of exercises at home. In
addition to all of the above, regular consultation with a
speech therapist will help adjust the training program
and assess the child's progress. The speech therapist can
offer new methods, select effective games and tasks
that will correspond to the child's current level of
development and his needs. Thus, the correction of
phonetic and phonemic disorders is a multifaceted
process that requires an integrated approach, attention
to the child's needs and close cooperation of all
European International Journal of Pedagogics
14
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
participants in the educational process.
REFERENCES
Ткаченко Т.А. Развитие фонематического слуха.
Санкт
-
Петрбург. “Детство
-
пресс”, 1998 г.
Пожиленко Е.А. Волшебный мир звуков и слов.
Москва, “Владос”, 1999 г.
Успенская Л.П., Успенский М.В. Учитесь правильно
говорить. Москва, “Просвещение”, 1992 г.
Филичева Т.Б., Чиркина Г.В., Чевелева Н.А. Основы
логопедии. Москва, “Просвещение”. 1989 г.
Логопедия, под редакцией Волковой Л.С. Москва,
“Просвещение”. 1989 г.
