FEATURES OF FORMATION OF PHONIC BREATHING IN YOUNGER PRESCHOOL AGE CHILDREN WITH SPEECH DISORDERS USING LOGOSPIVKA

Abstract

The article addresses the relevant issue of the formation of phonatory breathing in younger preschool children with speech disorders. The authors justify the importance of timely development of physiological and phonatory breathing to ensure the fluency, rhythm, and expressiveness of speech, as well as effective coordination of breathing with voice production and articulation. The results of an empirical study conducted among children aged 3–4 years are presented: 10 children with speech disorders and 10 children with neurotypical development, which revealed significant differences in the level of formation of physiological and phonatory breathing between the groups. A strong positive correlation was found between the indicators of physiological and phonatory breathing, confirming the influence of breathing frequency and depth on exhalation duration, its smoothness, and coordination with speech. To correct the identified difficulties, a methodology of logospivka (a therapeutic technique combining singing, rhythm, breathing, and articulation exercises) was proposed and tested. The methodology includes three stages: preparatory (development of diaphragmatic-rib breathing and muscle relaxation), main (performing logospivkas with musical accompaniment), and final (automatization of skills in speech). Preliminary results of implementing the methodology indicate improvements in exhalation duration and smoothness, as well as coordination of breathing with speech. The obtained data emphasize the effectiveness of logospivkas as a tool in speech therapy practice and justify the prospects of their use for comprehensive speech development in younger preschool children with speech disorders.