Speech Therapy Intervention With Armenian-Speaking Children Having Sounds Pronunciation Disorders

Abstract

The purpose of this study is to present the peculiarities of speech therapy intervention with children with dyslalia and to analyze the specific patterns of Armenian speaking children sound pronunciation and speech perception, speech therapy conditions for overcoming speech problems, the relevance of teaching methods in the process of formation of pronunciation functions, which will contribute to the improvement of dyslalia under the application of appropriate methodic. The methods of studying and analyzing the leading pedagogical experience of the teachers and speech therapists has been investigated within the frame of this research pedagogues and teachers, as well as the methods of psycho-pedagogical research: observation, conversation, inquiry were used. Different types of dyslalia, peculiarities of the speech therapy process, the rules of professional practice through the way of presentation and analysis of private cases, has been observed and analyzed, for exact determination of the direction and extent of speech therapy intervention in accordance with preventive interventions. Scientific justification of the appropriate methodological requirements, tools, and techniques used in the process of overcoming speech disorders of Armenian-speaking children is more effective if the speech therapy prevention techniques are used on early stages, as well as the methods of correcting dyslalia in accordance with the rules of Native language teaching enable effective speech therapy work in general education. This kind of systematic approach enables accounting the unique regularities of the Native language (in this case, the Armenian language); identify, evaluate, and coordinate sound pronancation disorders of mainstream school students; to implement the process of ontervention for overcoming speech problems of children with speech disorders.