Корекція та розвиток лексико-семантичної складової мовлення в молодших школярів із загальним недорозвиненням мовлення при опануванні ними навичками читання і письма

Abstract

The article highlights the peculiarities of correctional and developmental work with younger schoolchildren with general underdevelopment of speech (GUS) III - IV levels in elementary school, when the urgent tasks are to overcome the disorders of their oral speech and assist in mastering reading and writing skills. The article considers the directions of work on correction and development of lexico-semantic component of speech in children with GUS. Such work is planned and carried out within certain lexical topics, which allows to increase the volume of passive and active vocabulary based on clarification, expansion of knowledge about the world in the process of learning the native language, reading artistic and cognitive texts, for the formation of the structure of the lexico-semantic meaning of words, the semantic connections between them, the formation of an understanding of the meaning of a word in the unity of its lexical and grammatical meanings. The article reveals the peculiarities of influence on the lexico-semantic component, taking into account the close relationship between the work on correction and development in younger schoolchildren oral and written speech. The described correctional and developmental work contributes to the consolidation of the sound-letter structure of words included in certain semantic fields, their comparison by lexical meaning and degree of generalization. Examples of children's exercise in the use of synonyms, antonyms, polysemantic words, phraseological units, in the analysis of cognate words are given, which, in general, contributes to the enrichment of lexical means, experience of speech activity. The article states that the study of a certain lexical topic requires involving children in drawing up dialogues, monologues in oral speech within various life and didactic situations, organizing practice for them in using accessible, interesting and important phrases and texts in writing from the point of view of communication. The described work should be carried out taking into account the psychophysiological, individual characteristics of students, during the organization of cognitive activities which interested for them.