Development Of Coherent Speech Research Articles

Создание условий для развития связной речи детей старшего дошкольного возраста

The authors of this article reveal the issues of development of coherent speech of children of senior preschool age in the conditions of a preschool educational organization. They present the author's experience of working on the speech creativity of children by means of modern educational technologies, describe specific methods, techniques and tools in this area of children's activity. They share the forms of work on enriching the developing subject-spatial environment for activating children's coherent speech and working with parents. Present the results of their work on this issue.

ЗАВДАННЯ ВІДКРИТОЇ ФОРМИ З РОЗГОРНУТОЮ ПИСЬМОВОЮ ВІДПОВІДДЮ НА ЗНО З УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ.УРОК В 11 КЛАСІ

The article presents a lesson plan on coherent speech development in 11th- grade upper secondary school students. The study focuses on revealing the students’ understanding of the concept of problem question as it is essential for enhancing the learners’ skills to express their own ideas on the issues offered for discussion in the certification paper by providing well-grounded arguments and relevant examples. The emphasis is laid on structural components, compositional features, and language of the text as a result of performing the open-ended tasks with a detailed written response at the external independent evaluation test in the Ukrainian language and literature.

Общее и речевое развитие детей предшкольного возраста как основа обучения первоначальному чтению

According to the Federal State Educational Standard, the content of the educational program of preschool education should ensure the general and speech development of preschoolers. In connection with the requirement of the named document and the data of pedagogical science, the need for the development of coherent speech, vocabulary, the grammatical side of speech, the education of the sound culture of oral speech and other aspects of the general and speech development of children in the period of preparation for school is substantiated. Referring to the works of classical and modern methodic science, the researcher correlates the process of speech development of preschool children with the development of the motivational, cognitive, emotional-volitional sphere of the personality. The named areas of speech and general develop-ment of preschool children contribute to their preparation for learning to read in elementary school. The urgent problem of ensuring the continuity of preschool and primary education in the issue of teaching preschoolers and primary schoolchildren in initial reading is posed. The possibili-ties of using various methods of teaching initial reading, depending on the writing system, are ana-lyzed. Conclusions on the problem under study are associated with the development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, with the skills of sound analysis and synthesis. The novelty of the research is the idea of the possibility of special training and teaching older preschoolers to initial reading based on the development of a value attitude to language and speech during preschool childhood, on the basis of psychological and pedagogical diagnostics. Arguments in favor of preschool reading teaching are associated with sufficient general and verbal development of modern children.

"Development of oral and written speech in the study of the russian language in an agrarian university"

The article substantiates the conceptual “development of oral and written speech while studying Russian language in future agronomists, describes a semiotic-situational approach as the basis of research, reveals the pedagogical principles of the process under study. The teaching of oral and written speech in the methodology has long been called the development of coherent speech. At the same time, coherent speech is understood as a process, speech activity, and a certain result of an act of communication, i.e. detailed answer of the student on the material of the academic discipline, oral and written presentation of the text created by the student, abstract, article in the wall newspaper, description, reasoning, report. a certain speech work, text.

Perspective-thematic planning for the development of coherent speech and the formation of communicative competence in students of the 1st grade with speech disorders

Perspective-thematic planning for the development of coherent speech and the formation of communicative competence in students of the 1st grade with speech disorders

PREPARING EDUCATORS FOR THE USE OF INNOVATIVE TECHNOLOGIES FOR THE DEVELOPMENT OF CREATIVE STORYTELLING OF PRESCHOOLERS

Speech competence is one of the leading basic characteristics of personality formed in ontogenesis. Mastering coherent speech is a component of pre-school children’s speech competence, which provides successful preparation for school. Therefore, the task of coherent speech development occupies a central place in the overall system of work on speech development in a pre-school educational institution. Modernization of pre-school education in Ukraine requires the implementation of innovations in the practice of working with pre-school children. Future pre-school teachers of the XXI century should be able to use innovative pedagogical technologies that will help them find their place in the chosen profession. In the process of studying in a higher educational institution, future pre-school teachers should master innovative technologies for the development of creative storytelling of preschoolers. The speech of older preschoolers is more coherent in situations based on visibility. It is facilitated by a modified method of perception of the image depicted in the picture by different senses, as well as modeling technology. In the process of studying in a higher educational institution, students should master the sequence of work on the formation of skills to compose a creative story: It is advisable to teach future pre-school teachers to use during classes V. Propp’s cards and give them instructions and recommendations how to build a methodological correct sequence of work with them. Thanks to the usage of the proposed method, the child’s creative potential is developed and realized, acquiring real forms of expressiveness.

Развитие связной речи детей старшего дошкольного возраста средствами проектной деятельности

The resent research featured psychological and pedagogical approaches to determining the essential characteristics of coherent speech as a higher mental function. The article focuses on coherent speech development in senior preschoolers and project activities that improve it. The research objective was to study related scientific sources and experimentally justify the efficiency of project activities that improve various parameters of coherent speech in children of senior preschool age. The paper introduces qualitative characteristics of coherent speech development in senior preschoolers. Its specific features include variability in the formation levels of skills to generate simple and complex sentences, as well as to retell and compose texts. The article describes various technologies of coherent speech development, including project activities in the process of interaction between an adult and a child. The experiment confirmed a positive impact of project activities on the coherent speech of senior preschoolers.

Drawing Up Stories Based On Drawings As A Means Of Developing Coherent Speech In Children Aged 5-7 Years

This article discusses the role of organizing and conducting excursions and observations for the development of speech of preschool children in the conditions of modernization. About the ability of the teacher to plan and organize excursions and observations correctly for the development of coherent speech of children of senior preschool age and enrichment of their vocabulary. The use of various types and forms of excursions in training, allowing you to diversify its process. The more they are used by the teacher, the higher the interest of children. Only the right approach to the process of organizing and conducting excursions in the pre-school district will provide a high-quality result.

Формування комунікативної компетентності дітей старшого дошкільного віку: теорія і сучасна практика

The article reveals the state of research of the problem of formation of communicative competence in children of senior preschoolage in the modern theory and practice of Ukrainian preschool and special education. The State Standard and current educationalprograms that determine the purpose, objectives and content of educational work with children and preparation for school in preschoolinstitutions are analyzed.The main disadvantages and advantages of modern programs of education and upbringing of older preschool children are highlighted.The article finds that the problem of formation of communicative competence of preschool children is proposed by most existingeducational programs to be considered in the context of the development of coherent speech. The authors characterize the modernauthor’s programs for the development and teaching of children their native language and speech, which clearly correspond to modernrequirements for reforming preschool education in Ukraine. An objective analysis of the plans of scientific and pedagogical specialistsfor teaching and educational work with children of the senior preschool group of preschool institutions is carried out. It is establishedthat the task of speech development was planned mainly in the direction of formation of phonetically correct speech, enrichment ofvocabulary, ability to answer questions, development of speech etiquette.The article highlights the existing differences between modern requirements for communication and speech activities and the conditionsfor ensuring and implementing this process in general and special educational institutions, which currently create obstacles to effectivecorrectional and developmental work in the direction of the formation of communicative competence in older preschool children withspeech disorders. The expediency of studying the problem of formation of communicative competence of older preschool childrenwith motor alleles, which is an important component of the process of organizing the educational process in a special and inclusivespace, is substantiated. The necessity of defining and taking into account specialized psychological and pedagogical conditions for theformation of communicative competence, which is an indicator of cognitive development and a prerequisite for the success of the furthereducational process, has been proved.

ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

THE DEVELOPMENT OF COHERENT SPEECH OF PRESCHOOL CHILDREN WITH SPEECH DISORDERS IN THE PROCESS OF COGNITIVE DEVELOPMENT ACTIVITIES

At the present stage of development of defectological science and practice, the problem of speech correction of children with disabilities, in particular preschool children with General underdevelopment of speech (GUS) has a great scientific and practical importance. The overcoming of speech disorders and the ability to choose an educational route determine the need of the organization and determination of the content of targeted comprehensive speech therapy assistance. The article scientifically justifies the possibility of using cognitive research activities to improve the performance of speech development of children with disabilities. The efficiency of the program of development of coherent speech of preschool children with General underdevelopment of speech in cognitive research activity is experimentally proved. It is clearly shown that the inclusion of preschool children with General underdevelopment in the educational and research activities promotes the formation and development of skills of making coherent statements: phrases and sentences of the story on the demonstrated actions, story description, story based on personal experience.

ФОРМУВАННЯ ТВОРЧОЇ АКТИВНОСТІ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ В ПРОЦЕСІ ІНТЕГРАЦІЇ МОВЛЕННЄВОЇ ТА ОБРАЗОТВОРЧОЇ ДІЯЛЬНОСТІ

У статті розглядаються теоретичні аспекти формування творчої активності дітей старшого дошкільного віку, зокрема, акцентується увага на інтеграції образотворчих видів діяльності й розвитку мовлення. На основі аналізу досліджень уточнено сутність поняття «творча активність»; акцентовано увагу, що одним з показників розвитку творчої активності особистості є цілісність сприйняття дітьми творів мистецтва. Встановлено, що організація процесу формування творчої активності неможлива без опори на різні види діяльності дітей дошкільного віку: розвиток зв’язного мовлення, словотворчість, образотворча та конструктивна діяльність тощо. Запропоновано ряд складових, які забезпечать ефективність організації освітнього процесу закладів дошкільної освіти (ЗДО) з метою формування творчої активності дітей старшого дошкільного віку.

Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

Развитие связной речи у детей младшего школьного возраста с нарушением слуха

The research featured various theoretical approaches to understanding coherent speech as a complex process in psychological and pedagogical aspects. The article focuses on characteristics of coherent speech in primary school children with normal speech development vs. those with hearing impairment. The subject of the research was the technology of coherent speech development in hearing-impaired primary schoolers. The research objective was to identify, prove, and verify the possibility of developing coherent speech in primary school children with hearing problems. A set of experiments measured and described the qualitative and qualitative parameters of coherent speech in primary school children according to specific auditory analyzer deficits. Coherent speech in hearing-impaired primary school children revealed a variety of speech disorders, which manifested themselves in a different ratio of semantic and lexical and grammatical errors at the sentence and text level. The authors propose several technologies of coherent speech development, including picture-aided storytelling, making riddles, fairy tales, and stories based on personal experience. The research proved that the coherent speech development methods should take into account the specifics of hearing impairments.

MONOLOGICAL SPEECH AS A CONDITION OF PERSONAL AND SOCIAL DEVELOPMENT OF A CHILD PRESCHOOL

The relevance of the problem of the development of coherent speech, namely, its monological form, is due to the fact that the level of formation of monologue speech affects the formation of the personality of the child as a whole, the success of the child in schooling, and socialization. Therefore, this article analyzes and comprehensively covers issues such as the content of monologue speech in the personal and social development of preschoolers.

РАБОТА С РОДИТЕЛЯМИ ПО РАЗВИТИЮ СВЯЗНОЙ РЕЧИ У СТАРШИХ ДОШКОЛЬНИКОВ

The article substantiates the relevance of the development of coherent speech in senior preschool age in the context of family education. In this regard, the basic concepts to which the author refers to "coherent speech", "monologue and dialogical speech" are defined. The author focuses on the principles of organizing speech therapy work on the development of coherent speech. The article states the need for step-by-step work, including preparatory, main and final stages. The author insists on the development of coherent speech in older preschoolers through the formation of skills in composing a story based on a series of plot pictures. The article assesses the conditions for the effectiveness of speech therapy support of the family. In the conclusion, it is concluded that speech therapy work is included in the integral process of psychological and pedagogical preparation of a child for school. Key words: speech therapy work, speech therapist work with parents, coherent speech, development of coherent speech, monologue and dialogue, senior preschool age.

El desarrollo del discurso coherente en estudiantes de primaria en el proceso de actividad constructiva y artística

The article examines the development of speech in elementary school students. The research objective is to determine the status of coherent speech development in 3rd-grade students in the process of constructive and artistic activity. The article defines the criteria (structural and compositional, communicative and productive, and communicative and creative), indicators, and levels of development of coherent speech in elementary school students in the process of constructive and artistic activity. Each criterion includes a group of qualitative content-disclosing indicators and characterizes the achievements of students in the intended type of activity. Based on this, the authors have developed a methodological tool that allows them to diagnose coherent speech development in 3rd-grade students in the process of constructive and artistic activity and to conduct a precise quantitative differentiation by high, sufficient, medium, and low levels of coherent speech formation with specific characteristics for qualitative measurements that open up prospects for the development of appropriate effective measures for improving the quality of training students for such activity.

Pedagogical kinesiology in correctional work with preschool children with various disabilities

In recent years, there is a growing number of children with speech disorders, including General speech underdevelopment (GSU). GSU children have problems with communication, development, and difficulties in working together with their peers. The use of kinesiological exercises complex in correctional and developmental work with preschool children is effective for the development of coherent speech and optimization of interpersonal relationships in the children’s team.

Method of propaedeutic work of teaching of coherent speech of children of junior preschool age

The article is devoted to the problem of the development of broadcasting of junior preschoolers. The development of speech for preschool children is fairly determined by one of the key issues in modern education. Different approaches to the problem are analyzed. The essence of the concept is defined as a methodology that is interpreted as an applied subsystem of pedagogy, which answers the question: how to achieve a certain result in practical activity, guided by the existing system of values. All the parts of speech (phonetic, lexical, grammatical) are characterized, which is a necessary condition for the teaching of sciences' juggling The concept of propaedeutic in scientific literature is analyzed and defined as "preliminary studying", an introductory course, presented in a concise and accessible form, introduction to the course of a certain science. The method of propaedeutic work of teaching of coherent speech of children of the very youngest preschool age is developed and theoretically described, since all the necessary conditions for its formation are created on the brink of early and preschool childhood. The method of propaedeutic work for the teaching of coherent speech in children of the fourth year of life is the activating sessions - specially designed occupations-dialogues, the purpose of which is to stimulate the speech activity of children. Thus, each step has its own content, purpose, which is aimed at the development of coherent speech of the child. Each stage is interconnected with each other. Thus, at the first stage, readings of literary texts are offered for discussion, on the second one - the involvement of children in the description of the plot picture in the content of the work. In the third stage, the tutor invites children to engage in tournament playback of pre-read text episodes. At the fourth stage during the sessions of activating training, assemblage of the didactic dialing field is foreseen. The method of propaedeutic work of the joint teaching of younger preschoolers should be based on various linguistic tasks, the conditions of the frontal and individual interaction of the teacher and children, as well as the game forms of training for building a coherent statement.

Improvement of Visually Impaired Children’s Interest in the Development of Oral Speech

The article reveals the experimental aspects of the study and development of coherent speech in visually impaired primary school children. In the article, coherent speech is understood as a form of consecutive, logically-stated, compositionally-interconnected segments of speech production, with a well-thought-out plan and meaningful content. The article shows the possibilities of visually impaired children to reflect in coherent speech information that is perceived through impaired vision, processed and analyzed. The role and importance of preparatory work on the development of visual perception and visual representation for the purpose of development of the coherent speech of visually impaired schoolchildren are described. The conditions for improving the interest of visually impaired schoolchildren in participating in remedial games and exercises for the development of ideas about the world and, thus, the development of coherent speech in the form of retelling or compiling different stories are described. The types and forms of remedial classes for the development of coherent speech of visually impaired schoolchildren are substantiated. The role and significance of the “fairy tale model” or the process of modeling a sequence of related fairy tales or stories are described.