Abstract
The paper summarizes results of experimental studies on peculiarities of descriptive narrative speech of junior schoolchildren with mental retardation. The article considers the following issues: theoretical and practical foundations for studying junior schoolchildren’s monologic speech, the research process organization, content and assessment of descriptive narrative speech of junior schoolchildren with mental retardation. Scientific originality of the study lies in the fact that the authors propose a set of diagnostic tasks developed on the basis of the first-grade textbook “Literary Reading” and aimed to identify the level of monologic speech skills of junior schoolchildren with mental retardation. The research findings contribute to therapeutic studies on speech development in junior schoolchildren with mental retardation.
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