CORRECTION OF CHILDREN SPEECH GENERAL UNDERDEVELOPMENT USING COMPUTER TECHNOLOGIES

Abstract

The requirements for modern education are growing every day, so the education of children with speech disorders needs to modernize its content, in the use of modern speech therapy and pedagogical technologies. The involvement of computer technologies in the process of speech therapy and pedagogical education of children with various nosologies is based on the results of research by domestic and foreign scientists. However, all studies that involve the use of computer technology to correct children's speech activity have not been fully studied. In our work, along with traditional methods of correcting general speech underdevelopment in older preschool children, we used I. Gorokhova's computer programs «Games for Tigers». This computer speech therapy program consists of more than 50 exercises with different levels of complexity and provides a systematic approach to the correction of speech disorders. The exercises of this program are provided in a playful way. To solve the problem, problematic situations are provided, which the child must solve with the means and capabilities of the program available to him. In the experimental group of children, in which computer technologies were used along with traditional methods, the indicators of language development were significantly higher than in the control group, where was used traditional correction of general speech underdevelopment only. The proposed method of using computer technologies significantly increased the levels of the child communication, the development of vocabulary, coherent speech and the level of grammatical and sound side of speech in older preschool children with general speech underdevelopment. The use of computer technologies in the complex correction of general speech underdevelopment motivates children to speech therapy classes, increases the development of higher mental functions (attention, memory, speech, imagination). This is due to the fact that the child objectively evaluates the results of his activities, he independently models situations in the game.