Abstract
The main core of activity in organized preschool education is the formation of dialogic competence, due to the key position it occupies in the initial stage of speech development in children. The article is devoted to an experimental study aimed at establishing the level of dialogic competence development in preschool children with general speech underdevelopment. Participants in the experiment were 16 children (9 girls and 7 boys) aged 4 to 7 years, trained in educational structures for social support. The obtained results showed that the low level of dialogic competence is the main dominant in the current empirical research.
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