Дисертаційна робота присвячена проблемі забезпечення достатнього рівня
мовленнєвої готовності дітей старшого дошкільного віку з логопатологією до
інтегрованого навчання шляхом розробки програмно-методичного комплексу
корекційно-розвивальної логопедичної роботи на основі констатації актуального
стану мовленнєвої готовності, визначенню рівнів її сформованості та факторів
ризику дизонтогенезу мовлення.
Розроблено та обґрунтовано сучасну діагностичну модель дослідження
мовленнєвої готовності дитини старшого дошкільного віку. Вивчено покомпонентно
актуальний стан мовленнєвої готовності дошкільників до інтегрованого навчання в
школі дітей із логопатологією. Визначені серед пре- та постнатальних факторів
ризику дизонтогенезу мовлення найбільш значущі, що покладено в основу
виділення груп логопедичного ризику для проведення раннього логопедичного
супроводу. Розроблено та апробовано програмно-методичний комплекс корекційно-
розвивальної логопедичної роботи, скерованої на розвиток мовленнєвої готовності
за всіма її компонентами, із застосуванням інноваційних логотехнологій, що
забезпечило підгрунття для успішної інтеграції дітей із логопатологією до
загальноосвітнього простору.
Диссертационная работа посвящена проблеме обеспечения формирования
достаточного уровня речевой готовности детей старшего дошкольного возраста с
логопатологией к интегрированному обучению в школе путем разработки
программно-методического комплекса коррекционно-развивающей логопедической
работы на основе констатации актуального состояния речевой готовности,
определению уровней ее сформированности и факторов риска дизонтогенеза речи.
Разработана и обоснована современная диагностическая модель исследования
речевой готовности ребенка старшего дошкольного возраста. Изучено
покомпонентно актуальное состояние речевой готовности к интегрированному
обучению детей с логопатологией в школе. Установлено среди пре- и
постнатальных факторов риска дизонтогенеза речи наиболее значимые, что
положено в основу выделения группы логопедического риска для раннего
логопедического сопровождения. Разработан и апробирован программно-
методический комплекс коррекционно-развивающей логопедической работы,
направленной на развитие речевой готовности по всем ее компонентам, с
применением инновационных логотехнологий, что обеспечило успешную
интеграцию детей с логопатологией в общеобразовательное пространств.
The thesis is devoted the problem of ensuring a sufficient level of speech school
readiness of children of senior preschool age with logopatology to integrated education
through the development of software and methodical complex correction and development
of speech therapy on the basis of ascertaining the actual condition of the speech school
readiness, determination of its levels and risk factors to dysontogenesis of speech.
Based on extended and refined interpretation of the concept of speech school
readiness through the prism of the functional system of speech and language is developed
and based on current diagnostic model research speech school readiness criteria and
indicators of the acquisition of the necessary linguistic skills and skills of senior preschool
children for learning in school. Conducted diagnostic screening component–wise status of
formation of speech school readiness in children with phonetic and phonemic
underdevelopment of speech, general speech underdevelopment of the third level of
primary origin and normal speech development showed the lowest levels of self-control,
performance of tests auditory-speech memory, verbalization of spatial representation and
cognitive activity, the ability to analyze, understanding grammatical structures, plurals of nouns, comparatives and superlatives, design offers 2/3 is investigated on the base of
intellectual and regulatory components and semiotic – half people. Generalized data on the
state of formation of speech school readiness suggest that not only children with
logopatology, but with normal speech development, speech therapy require a differential
complex correctional and developmental work: the modified indicators are identified
among the studied children with normal speech development – 0,58, phonetic and
phonemic underdevelopment of speech – 1,6 and the general underdevelopment of speech
of the third level – is a 5,25 each. It is proved that the absence of violations of
phonological and lexico-grammatical sides of the question, the child does not
automatically achieve a sufficient level of her development of speech school readiness,
and integrated learning that requires a change in strategy in the correction and
development of speech therapy, namely: the shift work with a semiotic component, which
even in children with general speech underdevelopment of the third level was relatively
established, on the base of intellectual and regularly components. Set of pre - and postnatal
risk factors dysontogenesis of speech is most important that the basis of allocation groups
speech therapy risk for early speech therapy support. Developed program and methodical
complex logo-psychological, correctional-developing direction for the formation of speech
school readiness in children of senior preschool age with phonetic and phonemic
underdevelopment of speech and the general underdevelopment of speech III level, and for
normal speech development. The basis of the content of the complex was as follows:
theoretical aspects of speech development and speech school readiness as an indicator of
the functional system of speech and language; identification of risk factors to
dysontogenesis of speech; study of the speech levels of readiness on basic intellectual,
semiotic and regulatory components; the linkages between them. A modern differentiated
program and methodical complex of correctional-developing speech therapy work on
formation of the basic components of speech school readiness included a combination of
targeted correctional and compulsory copyright, classical didactic task, computer games
and the use of innovative speech therapy devices. Systematic, consistent, functional
implementation of the developed program and methodical complex allows to increase the
overall level of speech school readiness, changed to improve the performance of its
components. All indicators of development of basic intellectual and semiotic components
of the speech school readiness the third investigated the result improved with the
advantage of high-level and regulatory– medium. Children with normal speech
development and phonetic and phonemic underdevelopment of speech reached the highest
rates 3.5 times higher than in the group with the general underdevelopment of speech III
level. Low skill level for all three indicators completely eliminated in the first two groups,
and in the third it decreased in 1.5 times. A comprehensive and differential approach to
developing speech school readiness, one-third of children of senior preschool age with
logopatologу significantly improved the level of formation of its main structural
components, ensure an adequate level of speech school readiness of children and allowed
them to change the type classes in primary and inclusive; to eliminate the need of children
with phonetic and phonemic underdevelopment of speech to go to the classes
compensatory and developmental education and reduce the number of children with
general underdevelopment of speech III level, which are needed in the following classes.
