This research examines the possibilities of promoting the development of phonemic perception among children of preschool age with phonemic insufficiency. Phonemic insufficiency is a complex and difficult disorder; in such cases, therefore, a specialist carries out an in-depth evaluation of a child’s speech development and language acquisition, which allows them to determine a precise program of speech therapy using the necessary correction methods and techniques, including games. The aim of the present study is first, to investigate theoretically and evaluate practically the possibilities of promoting phonological perception in children with phonological insufficiency using a collection of games created by the author; and second, to gather expert opinion to substantiate the efficiency of these games in interventions. The research was carried out using a literature review, speech and language therapist survey, an analysis of expert opinion of the developed games, and speech therapy sessions to improve phonological perception in pre-school children with phonological insufficiency. Results. Forty-nine children aged five and six years old with phonological insufficiency were involved in the empirical stage of the study, namely speech therapy sessions over a period of six months. An initial and a follow-up assessment of phonological perception were carried out and showed dynamic growth for all participants. The results of the speech and language therapist survey revealed that speech therapists included the presented games in interventions and viewed them as relevant and effective instruments to reduce phonological insufficiency. The comments by experts selected from among the survey respondents on the games created by the author indicate that they are relevant and effective instruments in phonological insufficiency reduction.
This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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