CORRECTIVE-EDUCATIONAL-DEVELOPMENTAL INFLUENCE ON THE FORMATION OF SPEECH READINESS OF OLDER PRESCHOOL CHILDREN WITH SPEECH PATHOLOGY TO THE CONDITIONS OF INTEGRATED EDUCATION

Abstract

The scientific study described the dynamics of the development of speech readiness of older preschool children with logopathology under the conditions of integrated education after corrective, educational and developmental work. The purpose of the study is to determine the effectiveness of corrective-educational-developmental work on the formation of speech readiness of older preschool children with speech pathology, which will ensure successful integration into the conditions of general secondary education institutions. Research methods: theoretical: systematization, analysis, synthesis, comparison and generalization of scientific and theoretical sources to substantiate the conceptual position and idea regarding the solution of the specified problematic issue; empirical: the use of various types of psycholinguistic, logopedic and psychological methods, which are interdependent and complement each other during the study of the component components, such as: conversations, observations, methods of analysis, comparison; data processing methods: included variable-statistical description. Research results. The revealed low indicators of the actual development of the components of speech readiness in children with speech pathology raised questions about the justification of the correctional-educational-developmental system aimed at the formation of components and components of speech readiness at three stages of work: theoretical, practical and final. A program of corrective-educational-developmental work has been developed, tested and implemented, which includes basic blocks: conceptual-objective, correctiveformative (propaedeutic-thorough, variable-sequential and speech-active stages of work); control and evaluation. Accordingly, speech readiness for learning in institutions of general secondary education was formed in the majority of the studied older preschool children with speech pathology (77.9%). Indicators of the average level decreased by 22.7% in all groups of children, low – by 12.1%. The low level remained only in respondents with dysarthria, who noted the presence of a greater number of errors during the performance of tasks.