Particularities of speech readiness for schooling in pre-school children having general speech underdevelopment: a social and pedagogical aspect

Abstract

The relevance of the research is due to the necessity of creating the pedagogical conditions for correction and development of speech in children having the general speech underdevelopment. For them, difficulties generating a coherent utterance are characteristic, which prevents a sufficient speech readiness for schooling forming in them as well as successful socialization. With regard to this, the paper is aimed at finding out the particularities of coherent monologic and dialogical speech in senior pre-school children having the general speech underdevelopment. The leading method to studying this problem is experimental studying, which allows viewing the particularities of coherent dialogical and monologic speech in pre-schoolers having the general speech underdevelopment in an integrated way. The paper describes particularities of coherent monologic and dialogical speech in pre-school children having the general underdevelopment depending on the level of formation. The quantitative and qualitative analysis of the data obtained has shown that pre-school children having the general speech underdevelopment have significant difficulty carrying on a dialogue and making up detailed utterances. Examples of various lexical and grammatical, logical and meaning-related mistakes of the children are given. The materials of the paper may be of use for specialists rendering the psychological and pedagogical support for children having speech disorders in the educational process.