Speech Skills Research Articles

How occupational therapists, physiotherapists, and speech and language therapists can benefit from precision teaching

Purpose This paper aims to discuss how precision teaching holds great promise in enhancing the skills of occupational therapists, physiotherapists and speech and language therapists. Precision teaching plays a significant role in developing fluency in foundational motor and speech skills, leading to improved performance in complex skills. Design/methodology/approach This paper reviews research focusing on precision teaching’s effectiveness in enhancing oral motor and fine motor skills, such as the Big 6 + 6, and its potential application in related skills. Findings Precision teaching provides a measurable and efficient approach to skill development, assisting therapists in improving the daily living and communication abilities of individuals with intellectual and developmental disabilities. Originality/value The broader implications of precision teaching’s application in therapeutic settings are discussed.

Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.

Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Children with speech sound difficulties showed significant concurrent language (Hedges' g = -0.60) and reading (Hedges' g = -0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = -0.85) and reading (Hedges' g = -0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. https://doi.org/10.23641/asha.27849828.

УСНИЙ АНГЛОМОВНИЙ ДИСКУРС ІТ-ФАХІВЦІВ У КОНТЕКСТІ ФОРМУВАННЯ СТРАТЕГІЧНОЇ КОМПЕТЕНТНОСТ

The article reveals the features of oral English professional discourse of IT specialists. The strategic competence of future IT specialists is considered as an ability of these specialists to eff ectively apply the formed language knowledge, speech skills and abilities, since eff ective communication and fl exible interaction require the use of the entire linguistic potential of the individual. It has been found that, together with pragmatic, sociocultural and psychological factors, discourse can be considered as a coherent speech aimed at social action and interaction of people. It was found that each speech case within the situations of oral professionally oriented communication of IT specialists covers three dimensions: text (oral, written speech, visual image, or their combination), discursive practice and social practice. In our research, we view communication strategies as means to develop individuals’ speaking skills in English for professional purposes, in the present case – for IT sphere. The analysis of IT specialists’ professional discourse has shown that there is the correlation of IT specialists’ professional roles with the major communicative functions (cognitive, evaluative, social, psychological) of English. According to the criteria of the sphere of communication among the participants of the discourse, scholars defi ne the following types of discourse: everyday, scientifi c, political, religious, business and professional. Linguistic features of oral, professionally oriented communication of IT specialists involve the analysis of vocabulary, grammatical structures, syntax, and the coherence of sentences, with the help of which discourses and genres are realized linguistically. The following linguistic features of the oral professional discourse of IT specialists were highlighted during the study: use of special vocabulary, dominance of certain grammatical structures, use of nicknames, often associated with computer terminology, emotional coloring, and the implementation of communicative strategies and strategies for the use of language, taking into account the rules of etiquette and netiquette. Key words: professional discourse in oral English, strategic competence, communicative competence, professionally oriented oral English-language communication, future IT specialists.

Technology Of Developing Students’ Speaking Skills In The Process Of Teaching History

Since the development of students' effective speech skills in history classes is one of the important tasks of education, this article examines the problems related to speech and comments of students studying in higher education. Also, it explains pedagogical theory and practical pedagogical technologies on a scientific basis and shows solutions to problematic situations.

LINGUISTIC AND DIDACTIC BASIS FOR THE DEVELOPMENT OF FUTURE DOCTORSʼ SPEAKING COMPETENCY

The article defines the content of the concept of “future doctorʼs speech competence” as an integral quality of a medical student, which is manifested in the general ability and readiness to use language means, the laws of their functioning for the construction and understanding of speech utterances in the context of professional activity of doctors; the linguodidactic principles of development of future doctorsʼ speech competence are substantiated. These include the laws of mother tongue acquisition that contribute to the intensive development of communicative and linguistic skills; general didactic and specific principles that determine the direction in the development of means of developing linguistic skills; forms, methods and techniques that correspond to the main forms of work in higher education; teaching aids, the use of which affects the effectiveness of the content of education. It is noted that the development of future doctorsʼ speech competence can be carried out using the following methods of language teaching: oral presentation by the teacher (narration, explanation, lecture), conversation, work with a textbook, observation and analysis of language phenomena, exercise method, programmed learning and interactive methods. The following interactive learning methods have become valuable for the development of medical students’ language competence: work in small groups, imitation, simulation, discussion, microphone, talk shows, rotating groups. All these methods combine into one whole the activities of the teacher and students, which are aimed at improving language knowledge, developing communicative and speech skills, allow to manage studentsʼ cognitive activity productively and realize educational, educational, developmental, motivational, control and correctional functions of learning in a higher education institution

Features of teaching Russian in educational institutions in Sri Lanka: the linguistic and cultural aspect

Introduction. Russian as a foreign language (RKI) is a basic element of the formation of linguistic and cultural competence of foreign language students and contributes to the improvement of their speech skills and the expansion of ideas about Russian culture, which determines the relevance of the undertaken research. The purpose of the study is to substantiate the importance of a linguocultural approach in the methodology of teaching Lankan students the Russian language by reading the works of Russian writers, in this case – on the example of the work of M.A. Bulgakov "Towel with a Rooster", as well as in the development of linguistic didactic material for teachers of the Russian Language in preparing students for the exam at the A2-B1 level of proficiency in Russian. Materials and methods. To achieve this goal, the authors use the following methods: the method of analyzing the collected data, the method of testing, the method of comparative analysis and systematization, the method of observation. The approbation of the developed linguistic didactic material based on artistic works was carried out on 150 Lankan students of the Gampaha Vikramarachchi University of Folk Medicine of the Republic of Sri Lanka, who took offline courses on learning the Russian language of the I.Ya. Yakovlev Chuvash State Pedagogical University (I.Ya. Yakovlev CHSPU). The effectiveness of taking courses using the developed linguodidactic material was proved by comparing the test results before and after the training courses. Results. The methodological development consists in the fact that on the basis of the adapted text of the work of art, exercises and test tasks have been compiled, focused both on analyzing the content of the work of art and on improving the skills of using linguistic units in speech. The exercises are accompanied by the necessary theoretical material (materials for reference) for both the student and the teacher. The system of exercises pays attention to the most common communicative situations in order to develop active Russian language skills in accordance with its norms. In addition to the linguistic material contained in the literary text, the exercises also use words and expressions related to the lexical and grammatical theme of the text, which contributes to an active increase in the lexical stock and understanding of the grammatical features of the Russian language. This method of writing assignments based on works of art allowed students to increase their interest in new vocabulary, develop their skills in using explanatory dictionaries, and also contributed to the development of studied grammatical rules not on artificially composed sentences, but through real text and communicative situations. The effectiveness of this technique is confirmed by the high results of passing the certification exam: out of 150 people who completed the training, 100 people successfully passed the exam and received state-issued certificates. Conclusion. The conducted research contributes to the teaching methodology of RKI. The developed didactic materials, taking into account the linguistic and cultural approach, have applied significance and can be used in teaching foreign language students the Russian language and in the system of their comprehensive preparation for the A2-B1 certification exam.

Longitudinal follow-up of hearing, speech, and language skills in 6-year-old children with congenital moderate hearing loss

ObjectivesChildren born with moderate hearing loss present with speech and language outcomes at both ends of the spectrum. To explore reasons for this, the objective of this study was to follow up a group of children born with moderate sensorineural hearing loss at 6 years of age (n = 7) by investigating their outcomes in hearing, speech, and language development from time point of hearing aid fitting at 6 months. Another objective was to investigate the relationship between earlier outcomes on precursing variables to the current status in auditory, speech and language development. MethodEarlier data from a project with the same participants of auditory variables, speech, and language development were compared to the current study outcomes at 6 years of age. Children in this study performed standardized tests of phonology (SVANTE), expressive vocabulary (BNT), and speech-in-noise test (Hagerman's sentences). Parents reported on their child's functional auditory performance in everyday life (PEACH), and demographics and general development (questionnaire). Etiology and frequency of speech and language-directed intervention from time point of diagnosis to 6 years of age were collected through medical journals. ResultsHearing levels were stable over time in all children but one, who had received bilateral cochlear implants. Performance on speech-in-noise testing varied in aided condition (−0.8 to 8, mean 2.65, SD 3.09) and unaided condition (7.2 dB–21.2 dB, mean 12.06, SD 4.82). Scores on the PEACH indicated further review in four of the seven children. Mean group score on consonant proficiency had increased from 3 to 6 years of age and were within age norms. Vocabulary scores were below the norms of children with typical hearing. Outcomes on vocabulary measures at 2.5 years showed strong correlations that were significant to scores on the BNT at 6 years of age (r = 0.87, p = 0.05). Correlations between hours of hearing aid use and vocabulary was not significant at 6 years of age. The frequency of intervention sessions in the first 6 years varied between participants (4–55, mean 19.1, SD 17.1). ConclusionDespite homogeneous hearing and other background variables in the participants from birth, large individual variations in speech and language outcomes at 6 years of age were found. Considering the many factors involved that impact the development of children with moderate hearing loss, the results suggest that monitoring early precursors in auditory, speech and language development may be helpful in setting commensurate goals for each child. Detecting additional conditions that may pose challenges in future speech and language as early as possible is important. There is ample room for improvement in terms of increasing the frequency of intervention for children with moderate hearing loss and their families.

Modern technologies and subject content of a foreign language course for future media specialists

Importance. The subject-language integrated approach is relatively new in the field of foreign language teaching methods. It pursues a dual goal related to the formation of professional communication skills in a foreign language (the formation of communicative and professional competencies). The application of the subject-language integrated approach faces several challenges related to both teachers and students. Firstly, the level of training of students should correspond to the B1B2 level. Secondly, the level of teacher training should combine the foreign language teaching with the specialized content teaching. The potential of the subject-language integrated approach in teaching foreign languages has already been applied and evaluated in the future doctors training, lawyers, and agricultural specialists.Research Methods. The subject-language integrated approach can be incorporated into the language training for future professionals in the media sphere (areas of training “Journalism”, “Advertising and Public Relations”, “Media Communications”). The professional component of the course is related not only to the thematic content of the classes, but also to the possibility of using modern technologies (for example, the artificial intelligence capabilities, virtual and augmented reality technologies) in the media products development within the framework of the training course with their subsequent discussion in the language being studied.Research Results. The subject-language integrated approach has obvious potential in the language training of future media specialists (areas of study “Journalism”, “Advertising and Public Relations”, “Media Communications”). The specialized subject content of the course, as well as the technologies and tools used in the practice of media specialists in the media products and advertising products development, along with language competencies, allow the formation of professional competencies.Conclusions. The aim of the research is to further investigate the potential of an integrated approach to the training of future media professionals. Of particular interest to the study is the identification of specific speech skills required for effective foreign language communication in the speech interaction professional sphere.

INTERVENSI DINI BAHASA DAN BICARA ANAK SPEECH DELAY

Language development is one indicator of the overall development of the achievement of cognitive abilities of children Language and speech delays must be recognized by parents from an early age, so that the management provided can maximize the language and speech capacity of children. This research was conducted to describe strategies for implementing early language and speech interventions. talk to children with speech delay The research method used is a qualitative approach with a case study design. This research was conducted at the Happy Living Tesbatan Amarasi PAUD with a total of five children aged 4 years. Data collection techniques through observation, interviews and documents (diaries, checklist documents instrument for assessing achievement of language and speech development, video of early intervention program activities) Method of data analysis using descriptive analysis with a qualitative approach Based on the results of the discussion it can be concluded that there is an increase in language and speech of children with speech delay after being given early intervention Improved language and speech skills can be proven from the results checklist instrument by marking the achievement of language and speech indicators, namely children are able to answer simple questions, express feelings with adjectives, express wishes and mention familiar words

Use of case study technologies based on feature films in teaching business English at a university

In the modern world, proficiency in foreign languages has become an important factor for successful employment and career growth. However, lack of motivation and sufficient speech practice can become an obstacle on the way to the formation of the necessary speech skills. In this regard, as a solution to this problem, the use of case study technology is proposed. The author of the study has developed a series of cases based on feature films in English, aimed at students of levels B1 and B2. The aim of the work was to create methodological recommendations for designing cases based on films and their implementation in English classes. The author examines the stages of case design, starting from formulating the problem and choosing a film to organizing classes using the developed cases. The paper emphasizes that the use of feature films as a basis for case studies activates the listening skills in a foreign language, enriches students’ vocabulary and stimulates their active participation in the discussion of the issue. The author comes to the conclusion that film-based cases contribute to the activation of students’ interaction in a foreign language, develop their communicative skills and teamwork skills, as well as formation of professional skills. In addition, the use of those cases facilitate the development of such soft skills as information analysis, critical thinking, and activity planning. Thus, the study demonstrates that the educational approach based on the use of feature films contributes to more effective teaching of English, improves the quality of the learning process, and increases students’ motivation in general.

Evaluating a targeted selective speech, language, and communication intervention at scale – Protocol for the Happy Talk cluster randomised controlled trial.

Background In areas of social disadvantage up to 40–50% of children enter preschool with speech and language skills significantly poorer than would be expected for their age. The Happy Talk trial tests if a community embedded, targeted selective speech and language programme that simultaneously engages with parents and early childhood educators, (1) improves language outcomes in children aged between 2 years 10 months and 6 years and (2) is cost effective for the health care system. Method The Happy Talk trial is a large scale cluster randomised trial of a 12-week manualised intervention delivered in pre/school settings serving socially disadvantaged communities, in Ireland. Seventy-two clusters will receive the intervention (12 participants per cluster). Parents and pre/school staff engage in group training and coaching in the form of 12 1-hour sessions for parents and four staff workshops, over the course of the pre/school year. Training/coaching includes core interaction skills (modelling, expanding, balancing questions and comments), early literacy and phonological awareness. Blinded assessments pre- and immediately post-intervention and at 6 months follow up, will measure the primary outcomes of children’s receptive and expressive language and functional impact, and secondary outcomes of quality of life. Parental responsiveness and educator-child interactions will also be evaluated. Discussion This robust study evaluates a public health approach to the delivery of speech language and communication intervention in the ‘real world’ in the community, which focuses on prevention and equity of access. Pilot work indicates that the programme is feasible, acceptable to parents and staff, cost effective, and suitable for implementation at scale. The trial includes a process evaluation, a well-developed economic evaluation and the outcomes are directly relevant to children, families and educators. This work has the potential to improve the long-term outcomes and life chances of people living in social disadvantage. Trial registration clinicaltrials.gov NCT06460090 Trial Management There is a formal governance structure to oversee the conduct and running of the trial, consisting of a trial management group and a steering committee. More details on the composition, roles and responsibilities of each committee can be found in the supplemental material.

Learner training for phonetic transcription of typical and/or disordered speech: A scoping review.

Phonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research. To systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature. A scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis. A total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for training; aspects of the delivery of training; transcription; problem areas noted; and strategies/resources. Implications and considerations for teaching are discussed, along with recommendations for research in the design of evidence-based training. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre-registration competencies. What is already known on this subject Phonetic transcription is a core skill of SLT/Ps and linguists for clinical speech assessment and research, and it is an important component in the curriculum of the relevant degree programmes. Many experts and course instructors have discussed their opinions regarding phonetic transcription teaching and/or reported their own training programmes in various sources such as books and book chapters, research papers and conference proceedings. What this paper adds to the existing knowledge The paper reports a scoping review that systematically summarized the materials and procedures for delivering and evaluating phonetic transcription programmes and experts' opinions and recommendations for phonetic transcription teaching, reported in the literature. The data from these two types of sources allowed an integrated discussion of the various aspects of phonetic transcription training, such as content, format and structure, materials and timing of teaching and the evaluation of training efficacy. What are the potential or actual clinical implications of this work? The data synthesized and discussed provide a foundation for a review of current practice in phonetic transcription teaching in SLT education. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre-registration competencies.

Subjective and functional outcome measures to evaluate performance of pediatric cochlear implant

BackgroundThe majority of research on the effects of cochlear implants has been on clinical evaluations of efficacy (hearing and speech skills and auditory thresholds). But it is unclear how much clinical efficacy metrics (speech, hearing, and language tests) actually demonstrate how beneficial cochlear implants (CI) are in everyday circumstances. In this study, we aim to assess the performance of a child’s current CI with both subjective and functional outcomes measures. Also, we aimed to assess factors affecting these outcomes after CI.MethodsThe study group included 45 cochlear-implanted children, and their chronological age ranges between 4 and 12 years. Children were divided according to their language age into three groups: group 1 (G1) includes15 children with a language age of less than 2 years, group 2 (G2) includes 15 children with a language age of 2 to less than 4 years, and group 3 (G3) includes 15 children with language age 4 to 6 years. Assessment was done in two sessions: one for phoniatric evaluation and another for audiological evaluation.ResultsCI enabled children to develop speech perception in a closed manner evidenced by the early speech perception (ESP) test with pattern perception being the easiest and monosyllabic words being the most difficult and the least to develop. Most children with CI were able to control their voice, to a lesser extent to use speech in meaningful use in social situations and to develop communication strategies in oral situations which were the least to develop, and this was evident by Meaningful Use of Speech Scale. Children with CI were able to acquire language, and their receptive language was better than expressive language, but their language age was below their chronological age.ConclusionThe cochlear implant is an effective rehabilitative tool for the treatment of prelingually deafened children, and this was evident by our results. A hierarchal approach of speech assessment according to the language age of the child and selection of age-appropriate speech perception test is very important to assess cochlear-implanted children Speech recognition had a high degree of variability. Early implantation age and increased duration of implant experience were the most important factors associated with good performance with CI, better speech perception, and better language outcomes.

Мedia Text: Communication Tactics for Building Trust

Using the activities example of journalist-podcaster, Kommersant media holding expert Daria Tsivina, the article examines communicative tactics for building trust as an media culture integral part. One of the main reasons for the article topic relevance is the transformation of the formation processes and trust manifestation in a journalist associated with the development of information and communication technologies and convergence processes. Media trust is a key concept in the overall assessment of the journalistic text quality. We show the relationship between the main trust elements, which is understood as the truthfulness of words, actions, emotions and motives. The article presents the empirical study results, the purpose of which is to identify journalistic communication tactics that are of particular importance in the media trust formation. Nonverbal communication – voice intonation – is the most important, along with verbal, means of communication and infl uence. The features of nonverbal communication compared to verbal communication are described.Leading qualities determined based on the study results are indicated, which include speech skills (speech technique), communication skills (speech logic, emotional content); persuasiveness, ability to present information; erudition. To achieve the study purpose, an online survey was conducted. The research process used the content analysis method, as well as lexical-semantic and morphological analysis. It is concluded that the podcast is an audio version of a written text. This is one of the main differences between the podcast format and other formats of modern media discourse, which allows us to explore the author’s speech techniques. It can be concluded that the Tsivina’s texts lexical features show that the restaurant critic views his own podcast as an effective means of communication with the audience. In general, the podcast “Restaurant Criticism with Daria Tsivina” is characterized by a clear, concise structure and the use of easy-to-understand morphological units. Prosody as a super segmental phonological phenomenon in context. This study suggests that the podcaster must take into account prosody as a super segmental phonological phenomenon that is critical to the trust formation. Keywords: podcast, media trust, prosody, intonation, convergence

DEVELOPMENT OF AN INTERACTIVE WEBSITE WITH DIDACTIC GAMES TO ENHANCE VOCABULARY IN YOUNG STUDENTS WITH INTELLECTUAL DISABILITIES

The article investigates the development of a website that includes interactive didactic games designed to improve the vocabulary of primary schoolchildren with intellectual disabilities. It describes the importance of developing vocabulary in children with intellectual disabilities and shows how the game approach can be an effective tool for teaching and developing speech in this category of children. The process of developing a website with didactic games is considered, which includes the selection of appropriate software, interface design, development of interactive tasks and games, as well as testing and improvement of the website. In particular, the article discusses methods and approaches to creating games aimed at developing lexical skills, expanding vocabulary and improving communication skills in children with intellectual disabilities. The advantages of using interactive didactic games in the educational process of junior schoolchildren with intellectual disabilities are highlighted. They stimulate children's interest in learning words and expanding their vocabulary, develop cognitive and speech skills, improve memory and concentration, and increase motivation and enjoyment of learning. A game-based approach can keep children interested, motivated, and effective, helping them to develop their language skills and achieve greater academic success. The website was created on the wix platform. The collection of didactic games was developed on the LearningApps platform. There are various types of tasks, for example quizzes, puzzles, crosswords, matching exercises, etc. Images for didactic games were generated by playground.ai artificial intelligence, which opens up new opportunities for creating visually appealing games and tasks. The importance of developing website with interactive didactic games for the development of vocabulary of younger students with intellectual disabilities is emphasized, they can become an effective tool for teaching and developing speech in children of this category, contributing to their success in learning and overall development.

A Study on the Effects of Memory Training and Speech Processing Intervention on Children's Working Memory and Speech Skills: Based on the Perspective of Brain and Cognitive Science

The present study examined the effect of phonological processing and working memory intervention on the verbal working memory and phonological skills of children with Specific reading disorders. Ten participants between 7 to 10 years of age who met ICD 10 criteria for specific reading disorders, were assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre - test and post - test measures were the Test of Memory for Children (TOMC) and Informal Reading Assessment (IRA). The intervention group received 30 sessions of phonological processing intervention and working memory intervention. The control group received no intervention. Post - test assessments included TOMC and IRA. Participants who had received the intervention showed more improvement than controls. The majority of the participants in the experimental group performed higher post - intervention.

Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. Thisnecessitates the use of game methods in the process of corrective-developmental activities for older preschool children. Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders. Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva. Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work. Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

Speech production skills of bilingual children using cochlear implants

Abstract Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4–11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical hearing. Data were collected about the percentage of consonant correct (PCC) and vowel correct (PVC) produced in French and intelligibility in all languages they spoke. Bilingual and monolingual children with CIs had comparable speech accuracy in French, but the pattern differed, impacting PCC for bilinguals and PVC for monolinguals. Most children with CIs had accurate and intelligible speech in French, but few bilingual children with CIs were highly intelligible in their home language. Therefore, bilingualism did not impede the speech production outcomes of bilingual children with CIs in the language of the wider community.

Phrasebook in Text Typology: a Type of Textbook or an Independent Type of Text?

Introduction. A phrasebook as a type of text is aimed at providing the basics of communication in situations when the knowledge of a foreign language is absent. It can not be classified as a type of a dictionary, textbook or manual for the development of speaking skills. The article examines the problem of determining the status of a phrasebook in the typology of text types. The study is aimed at a diachronic analysis of the texts and structure of phrasebooks to identify features that unite a phrasebook with a textbook, as well as to determine the properties inherent only to a phrasebook, allowing it to be distinguished as an independent type of text. The lack of works that consider the problem of determining the status of a phrasebook determines the relevance of the study.Methodology and sources. The research material – the texts of German-Russian and Russian-German phrasebooks of the XVIII–XXI centuries, covering the time period from 1795 to 2011, which were created both for teaching the German or Russian language, and for practical use during travel. The general (educational and tourist) phrasebooks were chosen because of the fact that they reflect different aspects of interaction between representatives of language communities in predetermined situations.Results and discussion. The comparison has shown that a phrasebook is an independent type of text, at different stages of its historical development having more or less similar features with a textbook, dictionary and a manual for the development of oral speech skills, but differing significantly from them. In the course of its historical development, the cohesive connections between the linguistic units of the phrasebook weaken: from a book containing coherent and logical dialogues on various topics (XVIII–XIX centuries), the phrasebook turns into a manual with a set of thematically organized template phrases and lists of words (late XX–XXI centuries).Conclusion. The phrasebook, thus, is a type of text that is closely related to the era of creation, which is reflected not only in the theme and structure, but also in the strength of the cohesive connections of the linguistic units that make up the phrasebook.

Self-Assessment to Improve English Speaking Skills: an action research with Elementary School Ecuadorian students

This study aimed to determine the impact of self-assessment on speaking skills among A2 movers’ students. The data analysis revealed that its use has a favorable effect on students' speech skills and showed that they could use the content in a real context. They incorporated reflection to be aware of their learning, understood their mistakes, and tried to improve their level of preparation for better results. At that time, they took responsibility for all the steps planned in innovation because they tested their effort and progress in each activity. In addition, the improvement demonstrated in the results of the evaluation carried out by the teacher with the rubric in the posttest was significant in the final part of the unit. The self-assessment helped students take the necessary corrective measures to be more prepared to do speech exercises. According to the students' perspectives, self-evaluation helped them improve their skills because they were able to identify areas of speech that needed to be improved and gradually, could reinforce their discourse to give better descriptions of places and people.