Cultivating motivational school-readiness for children with systemic speech disorders through the speech therapy

Berdnikova, Natalia; Abashina, Natalia

doi:10.1051/e3sconf/202021018001

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…The school has practically no relation to the formation of this skill and its quality. Therefore, the urgent task of the modern educational process is the purposeful teaching of students with hearing impairment in digital reading and writing as new types of written communicative form of speech [33,34].…”

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confidence: 99%

Speech education of students with hearing impairment as a means of communication

2021

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The article discusses the issue of teaching students with hearing impairment as a means of communication. The scientific-theoretical and applied aspects of the study of oral and written speech of children with intact and deficient hearing are revealed. The results of many years of research are considered and the existing psychological and pedagogical difficulties in language acquisition of students with auditory dysfunction are analyzed. The article focuses on the variable types of epistolary works that implement the communicative function. The importance of digital technologies in increasing the motivation for learning of the deaf and hard of hearing students and the effectiveness of the development of their written language in the educational process is emphasized. Attention is drawn to the positive result of using electronic educational resources in educational practice, which significantly expand the general cultural and speech zones of schoolchildren. The article indicates the importance of mastering by students with hearing impairment new skills and abilities of digital reading and writing as modern types of verbal written communicative form of speech.

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Section: Discussionmentioning

confidence: 99%

Speech education of students with hearing impairment as a means of communication

2021

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Development model of communicative ULA in primary school children with learning difficulties

Skuratovskaya

Романова

2021

E3S Web Conf.

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The article presents the model of the formation of communicative (universal learning actions) ULA, which includes the principles and stages of remedial and pedagogical activities of speech and socio-psychological development. Each stage is supposed to work on communicative ULA development in primary school students with learning difficulties. There are three main directions of the communicative ULA development: the development of cognitive processes, the development of speech skills, and the development of socio-psychological skills. This article also presents the content of remedial and pedagogical work, including various types of activities in the curricular and extracurricular types of organizing educational activities.

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Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization

Abashina

Berdnikova²

2021

E3S Web Conf.

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The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).

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Cultivating motivational school-readiness for children with systemic speech disorders through the speech therapy

Cited by 4 publications

References 14 publications

Speech education of students with hearing impairment as a means of communication

Speech education of students with hearing impairment as a means of communication

Development model of communicative ULA in primary school children with learning difficulties

Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization

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