Abstract
The paper summarizes results of experimental studies on verbal and cogitative activity of pre-schoolers with special educational needs (mental retardation). Experiments were carried out to assess lexical richness in pre-schoolers’ spontaneous speech. The article presents theoretical foundations of studies on pre-schoolers’ lexical competence, analyses results of studying verbal and cogitative activity of this category of pre-schoolers. Scientific originality of the research involves developing online assessment methodology to evaluate lexical richness in spontaneous speech of pre-schoolers with mental retardation. The research findings are as follows: qualitative and quantitative analysis of speech development in preschool children with mental retardation allows deeper understanding of their verbal and non-verbal psychic processes, specificity of their communicative development.
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