Abstract
Relevance of the current study is determined by the importance of forming proper representation of temporal relations in the use of adverbs by preschoolers with speech disorders in the course of their cognition and speech development to prepare them for formal schooling. It has been found that 6–7-year-olds with speech disorders rarely reach a sufficient level of acquiring the vocabulary of temporal relations, which is often very poor. The level of the vocabulary of temporal relations doesn’t always correlate with the structure of speech defect. The author gives differentiated recommendations for specialists to help verbalize temporal relations in the use of adverbs by 6-7- year-olds with speech disorders. The article will be of use for preschool psychologists, speech and language pathologists, preschool teachers, and other educators.
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