Written Speech Differential Diagnostics of Primary School Children With Speech Deviance
Abstract
Modern logopaedic examination schemes do not sufficiently reveal the psychological and pedagogical status of primary school children with speech disorder to work out an individual correction route. The question of children condition with writing disorder of psychological level of its organization is not fully studied. The topical
question in logopaedics is still the development of a written speech survey, considering the neuropsychological approach. We have modified the traditional logopaedic diagnostics using variants of examination schemes and didactic material from well-known techniques. Diagnostic examination is divided into three stages: preparation, the basis and data analysis. The main stage included three blocks: the examination of sensorimotor, cognitive development and emotional-volitional sphere, the development of oral and written speech. The results of the diagnostics showed that the indicators of emotional-volitional sphere are lower in children of the experimental group than in children of the comparative group. Correction of activity (motive, programming, regulation, communication skills of writing) is allocated in an independent section of logopaedic work, using the method of neurolinguistics programming as a means of psychological correction, personal development, improving the effectiveness of correctional and pedagogical influence.
Keywords: neuropsychological approach, diagnostics, general speech underdevelopment, neurolinguistics programming
References
[1] Inshakova, O. B. and Sekachev. V. (2013). Multidisciplinary Analysis of Phonemic Writing Formation of Primary School Children, pp. 14–25. Monograph. Moscow.
[2] Kornev, A. N. (1995). Children Dyslexia and Dysgraphia, p. 222. SPb.: Hippocrates.
[3] Lalaeva, R. I. (2004). Venediktova Reading and Writing Disorder of Primary school Children, p. 224. Rostov n/D: Feniks.
[4] Logopaedics: Methodological Heritage: A Handbook for Speech Therapists and Students. defect. fac. of ped. high schools. (2003). Under the editorship of L. S. Volkova: 5 book. M.: Humanit. ed. center VLADOS. Book IV: Disorders of written speech: developmental Dyslexia, p. 304. Dysgraphia.
[5] Loginova, E. A. (2004). Writing Disorder. Features of Their Display and Correction for Children with Mental Retardation (the textbook, under the editorship of L. S. Volkova), p. 2008. SPb.: ‘Childhood – Press’.
[6] Luria, A. R. (2002). Writing and Speech. Neurolinguistics Research: Tutorial for Students of Psychological Fac. of High Schools, p. 352. M.: Publishing center ‘Academy’.
[7] Reading and Writing: Learning and Adjustment: The Manual (under the editorship of O. B. Inshakova), p. 288. (2007). M.: Publishing House of Moscow Psychological, Social Institute; Voronezh: Publishing house NPO ‘Modek’.
[8] Sirotyuk, A. L. (2007). Psychophysiological Bases of Training for Students: A Tutorial, p. 224. M.: Shopping Center Sfera.