Types of speech development disorders in primary schoolchildren and methods of their correction

Article:

The first attempts to correct speech disorders were described in works on deaf pedagogy in the 17th century.
(speech defects with preserved hearing were not considered a special problem then). In defectology science, the most important is the teaching of L. S. Vygotsky about the systemic structure of any defect [5]. Speech impairment can be a primary defect, or it can be layered with underdevelopment of sensory and motor functions, and intellectual disability. In any case, speech disorders require specially organized professional correction.

The effectiveness of correctional education to prevent speech disorders in primary schoolchildren with general speech underdevelopment can only be ensured if the content and methods of correction of speech function are closely linked with work to overcome the secondary defect, that is, the normalization of mental functions and processes that determine the normal process speech acquisition [3].

General speech underdevelopment (GSD) is a variety of complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar). The term OHP appeared in the 50s-60s of the XX century. It was introduced by the founder of preschool speech therapy in Russia, R.E. Levina. and a team of researchers from the Research Institute of Defectology (N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.I. Zharenkova, etc.) [2].

General underdevelopment of speech can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria (sometimes). Despite the different nature of the defects, children with OSD have typical manifestations indicating systemic disorders of speech activity:

– Later onset of speech: the first words appear by 3-4, and sometimes by 5 years;

– Speech is agrammatic and insufficiently phonetically structured;

– Expressive speech lags behind impressive speech, i.e. the child, understanding the speech addressed to him, cannot correctly voice his thoughts;

– The speech of children with ODD is difficult to understand [7].

There are four levels of speech development, which reflect the typical state of language components in children with SLD:

– Level I of speech development is characterized by the absence of speech (the so-called “speechless children”). Such children use “babble” words, onomatopoeia, and accompany “statements” with facial expressions and gestures.

– II level of speech development. In addition to gestures and “babbling” words, distorted but fairly constant commonly used words appear. For example, “lyaboka” instead of “apple”.

– Level III of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult.

– Level IV is characterized by the absence of disturbances in sound pronunciation, and there is only an insufficiently clear distinction between sounds in speech. These children allow rearrangements of syllables and sounds, abbreviations of consonants during confluence, substitutions and omissions of syllables in the speech stream. Their diction is not clear enough, their articulation is sluggish, and they have “mess in the mouth.” Lexical errors are manifested in the replacement of words that are similar in meaning (“The boy is cleaning the yard with a broom” - instead of “The boy is sweeping the yard with a broom”), in the mixing of signs (“a big house” instead of “a tall house”). But all children’s mistakes, which can be attributed to level 4 of speech development with OSD, occur in small quantities and are of an inconsistent nature. Moreover, if you ask children to compare correct and incorrect answers, then they will make the right choice [4].

Speech disorders, manifested in the immaturity of linguistic means, can be divided into three large groups:

– The first group is phonetic speech disorders. They are expressed in defects in the pronunciation of individual sounds.

– The second group is phonemic disorders. They express themselves

the fact that the child not only pronounces certain sounds defectively, but also does not differentiate them sufficiently, and does not perceive the acoustically articulatory difference between oppositional sounds. This leads to the fact that children do not clearly master the new composition of the word and make specific errors when writing.

– The third group is general speech underdevelopment. It is expressed in the fact that the violation extends to both the sound and semantic aspects of speech. If such a child is not provided with speech therapy assistance in a timely manner, he will not be able to fully master literacy in the future.

Mental retardation (abbr. DPR) is a violation of the normal pace of mental development, when certain mental functions (memory, attention, thinking, emotional-volitional sphere) lag behind in their development the accepted psychological norms for a given age [8].

Characteristics of speech of children with mental retardation.

The speech of children with mental retardation satisfies the needs of everyday communication and does not have gross violations of vocabulary and grammatical structure, but it is difficult for them to correctly express their thoughts; their speech is characterized by incoherence, lack of logic, clarity, and expressiveness. The speech of such children is characterized by a poor vocabulary and grammatical structures; their phonemic awareness is underdeveloped [8].

The entire system of correctional pedagogical work is designed to rehabilitate and socially adapt the abnormal student to the realities of the world around him, to make him a full and active member of society. Taking into account the nature of speech disorders, correctional work in school should be carried out on the speech system as a whole [4].

Main directions of correctional work:

– In working with the first level of speech development, the main tasks are: development of understanding of speech, development of active imitative activity in the form of pronunciation of any sound combinations, development of attention and memory;

– Children at the second level of speech development are taught the ability to answer questions and ask each other independently. In the process of dialogue, elementary forms of speech and phrases accessible to children are consolidated. Sentences made by children based on questions are combined into short stories and memorized.

– For children of the third level of speech development: further improvement of coherent speech, practical acquisition of lexical and grammatical means of the language, formation of correct pronunciation, preparation for learning to read and write and mastering the elements of literacy.

At each lesson, tasks are set to correct violations not only of the phonetic-phonemic, but also of the lexical-grammatical side of speech. For example, correction of violations of the pronunciation of the sound s (at the automation stage) taking into account the Russian language program should be combined with work on the preposition s (with brother, with mother), clarifying the semantics of the preposition (the meaning of compatibility of action), highlighting s as an independent word in the sentence. At the same time, an analysis of the structure of the sentence is worked out. In the process of automating sound with, we can recommend (also taking into account the program) work on the prefix c- (ran - ran, wrote - copied). In this case, it is necessary to carry out work comparing the two words both in semantics and in sound design. To develop and clarify vocabulary, tasks are recommended: name words denoting actions, signs of objects, including the sound s, etc.[6].

The effectiveness of correctional work depends on the use of various forms and methods of work - they not only correspond to the interests of children and their needs in play, but also ensure the intellectual development of the child, training his thoughts and mind.

1. Visual techniques - showing toys, pictures, illustrations in books, actions - contribute to the formation of elementary concepts, expanding knowledge about the world around us and developing the ability to generalize. In correctional work, the principle of multiple presentation of the same subject and speech material in variations should be observed. These can be large pictures, printed board games, illustrations in books.

2. In speech therapy practice, the technique of simultaneous pronunciation of a sound and writing the letter denoting this sound is used (writing and speaking). The following verbal techniques can be distinguished: verbal pattern; simultaneous pronunciation of sounds by the child and the speech therapist; repetition; explanation; indication; verbal exercises; a question as a stimulus for a child’s speech activity; assessment of children's speech [6].

3. Gaming techniques are implemented in the use of various characters, fairy-tale plots, theatricalization, staging (pronouncing phrases on behalf of characters or animals), inverted words, intentional mistakes, and in the emotional presentation of the material. Children love to correct “mistakes” made by adults or some character, teach fairy tale guests, and act in some role.

4. Facial exercises contribute to the development of mobility of the facial muscles and precede work on the development of clear articulatory movements. Articulatory gymnastics is designed to prepare the child’s articulatory apparatus for the correct pronunciation of the sounds of their native language.

5. Each complex of articulatory gymnastics included in a particular lesson includes several mandatory tasks: facial exercises; lip exercises; tongue exercises; phonetic exercises for the development of switchability of the muscles of the organs of articulation. Work on sound production is also necessary [4].

Speech disorders in school-age children article on speech therapy on the topic

Speech impairment in school-aged children

Speech disorders in schoolchildren are associated with different reasons, have a different nature and have different effects on the overall development and educational success of students.

Sometimes schoolchildren have a poor vocabulary, violations of grammatical structure and coherent speech, unformed sound pronunciation, and inferior phonemic perception. This leads to the fact that the child cannot express thoughts clearly, completely and correctly.

Some speech impediments can be caused by painful phenomena: abnormal structure or impaired mobility of the speech organs, decreased hearing or vision, disorders of the nervous system in a child. In other cases, speech deficiencies are a consequence of pedagogical neglect: there was little communication with the child, the relatives around them have poor speech, they did not pay attention to the violation, considering it an ordinary “childish” speech. Phonetic peculiarities of children's speech that are not overcome in a timely manner at school age already have a stable character and are more difficult to correct, since the child has developed and consolidated the skill of incorrect pronunciation of sounds. As a rule, speech disorders in schoolchildren have the same picture as in younger children. And only in isolated cases can it happen that in preschool age everything is fine in a child, but during schooling a speech disorder appears.

With all the diversity of speech disorders that schoolchildren have, groups of children with:

phonetic or phonetics-phonemic deficiency; (mechanical and functional dyslalia, rhinolalia and dysarthria);
general underdevelopment of speech (alalia, rhinolalia, dysarthria);
violation of the tempo-rhythmic organization of speech - these are non-convulsive or convulsive disorders (stuttering of a neurotic or neurosis-like nature).

Disorders of written language (reading and writing) in schoolchildren with speech disorders are a very common phenomenon. It is caused by violations of children’s oral speech, their lack of formation of linguistic generalizations: phonemic, morphological and syntactic.

Children with speech impairments who have not had sufficient experience of full-fledged speech communication, who have not done the work necessary for the acquisition of literacy in the analysis and synthesis of linguistic material of different levels (sound composition, vocabulary, grammatical structure, coherent speech) in preschool age, inevitably end up underachieving.

General readiness for schooling presupposes the holistic, harmonious development of a child, in whom all, and not individual, aspects of the personality should be developed. Underdevelopment of any area (mental, emotional-volitional, practically effective, speech) can cause failure at school.

The admission of a child to school who is poorly prepared for it in terms of speech has unfavorable consequences for his further development if the necessary psychological, medical and pedagogical measures are not taken. Due to the immaturity of the sound and lexico-grammatical aspects of speech, such children are among the persistently unsuccessful in their native language and mathematics.

Depending on the severity of the speech disorder, school-age children receive different types of speech therapy assistance. Mild, partial (partial) disorders are overcome in classes in a speech therapy room, the system of which is widely developed and equipped with appropriate methodological documentation (standards have been developed for determining the contingent of children who are subject to classes, there are recommendations for planning and organizing classes, etc.). Speech therapy classes are conducted in parallel with school teaching, in addition to it, but in no case duplicate the work of the class teacher. These are correctional and developmental classes.

The tasks of a speech therapy center at a comprehensive school include correcting violations of students’ oral and written speech, promoting correctional and speech therapy knowledge among teachers and parents, timely detection of violations and prevention of possible secondary violations in the structure of the child’s defect caused by an existing speech disorder.

Along with the replenishment of speech development, in speech therapy classes the child develops full-fledged knowledge, skills and abilities in the field of language. As a result of a situation of constant failure, a number of students develop a negative attitude towards learning, therefore, in remedial classes, work is carried out aimed at stimulating the development of children’s cognitive activity, at developing the techniques of mental work necessary for mastering grammar.

Children are referred to a speech therapy center by doctors after medical examination, by teachers, or on the initiative of parents. The most important factors for overcoming existing disorders in children are their timely identification and correct diagnosis, and the contact of the speech therapist with the teacher of the class where the child is studying and with the parents. This integrated approach ensures the success of the correctional and educational intervention. Parents are present at the speech therapist’s classes with the child, special conversations are held for them, in which the child’s defect and ways to overcome it are revealed.

The development of speech activity in schoolchildren is extremely important. Children, even with minor speech impairments, sometimes have reduced communication skills.

In this regard, during speech therapy classes, different communication situations are created that activate not only the speech, but also the speech-thinking activity of schoolchildren. Work is underway on all stages of the process of generating a speech utterance: students develop motivation for speech action, an anticipation of its final result is formed, they are taught to plan, select vocabulary, and are introduced to grammatical structuring and control operations. Children are taught to reason and give detailed conclusions and conclusions. This ensures the perfection of the communicative and generalizing functions of speech.

Corrective work with students at the speech therapy center is carried out throughout the school year in different forms: individual, frontal (with a rotating group of students who have approximately the same speech impairments). In speech therapy classes, the pronunciation of sounds is clarified, phonemic perception is developed, work is carried out on vocabulary and grammatical structure, on coherent speech, reading, and writing. At the same time, speech therapy work is permeated with a psychotherapeutic focus and is carried out taking into account the child’s personality characteristics, caused by speech disorders and the situation of persistent academic failure.

In cases where the speech impairment is more pronounced and cannot be overcome in the conditions of a school speech center, and the child, due to an existing defect, cannot study on par with his peers in a general education school, education is carried out in special schools for children with severe speech impairments. Typically, such schools have two departments: for children with severe speech impairments (general speech underdevelopment of various types: alalia, aphasia, rhinolalia, dysarthria) and for children with severe stuttering (neurotic or neurosis-like). In these schools, education is conducted over a more extended period of time, according to special programs with a pronounced correctional focus, using specific techniques, methods and techniques of correctional and educational influence.

A differentiated approach in speech therapy work takes into account various options for the inferiority of components of the speech system and non-speech mental processes and functions that determine the normal process of mastering reading and writing. The work is aimed at developing speech and psychological readiness for mastering literacy, if this was not achieved in preschool age.

The majority of children with speech impairments exhibit an undifferentiated understanding of speech reality, a lack of differentiation in the awareness of the elements of speech (sound, syllable, word, sentence, text), a lag in practical mastery of the skill of language analysis and synthesis, which, together with the inferiority of communication, creates a situation of unpreparedness for mastery written language.

When staffing classes in the first department of a school for children with severe speech impairments, the level of speech development and the nature of the child’s primary defect are taken into account first of all. The duration of training for such students is 12 years, the class size is 12 people. Graduates of a special school receive a document on incomplete secondary education. The curricula provide for a significant number of hours for industrial and labor training. At the same time, work is considered as an important correctional and educational means of overcoming defects in development and personality formation, as a means of preparing students for independent life, social, everyday and labor integration into society.

Overcoming speech disorders is ensured by a rational combination of frontal, subgroup and individual lessons with students. Individual lessons are conducted by a teacher 2-3 times a week. As a rule, teachers have speech therapy education. In addition, correction of speech development disorders is also carried out in native language lessons. For this purpose, the program provides special sections: pronunciation, speech development, literacy training, phonetics, grammar and spelling, speech development. Speech development is also carried out on the material of all other subjects studied.

In the department for stutterers, children in 10 years of study receive knowledge equivalent to 9 years of study in a general education school. An additional year is provided to deepen correctional work in the lower grades.

Correctional and educational work is carried out at school by all teachers and educators, implementing a uniform speech regime and ensuring the implementation of a whole system of extracurricular activities.

The main task of speech development lessons is to help children eliminate their speech deficiencies, increase their level of language proficiency, and teach schoolchildren to use speech as a means of communication and generalization. The formation of speech skills and abilities in children occurs only on the basis of speech practice, therefore, during the period of training in a special school, much attention is paid to specially organized speech practice. Thanks to speech practice, children have increased opportunities for independent accumulation of vocabulary in the conditions of direct speech communication.

In a special school, children with speech disorders receive comprehensive development in the process of correcting the deficiency of speech activity. A necessary condition for correction is a combination of therapeutic, health-improving and psychological-pedagogical work with students.

In most cases, both at speech therapy centers at general education schools and in special schools, positive dynamics of development are revealed in the course of work. By grades 2-3, it is possible to overcome or smooth out the shortcomings that manifest themselves most clearly in grade 1. Education of schoolchildren with speech disorders is also difficult due to the peculiarities of mental processes and functions they have: children have a lack of attention, perception, memory, decreased performance, level of self-control, lack of formation of voluntary activity, pedagogical neglect, which arose already in the initial period of education and worsened in connection with speech underdevelopment.

The uniqueness of the manifestations of speech underdevelopment, the low level of knowledge of the Russian language, the lack of verbal communication, the peculiarities of the emotional-volitional sphere and educational activities of children require special corrective means of influence, aimed simultaneously at non-speech and speech functions. The work takes into account the unity of speech correction, mental processes and activity.

Vocabulary work with children is aimed at expanding their passive and active vocabulary, clarifying their understanding of the meaning of words, mastering the ability to clearly express their thoughts and use words to construct a coherent statement. Specially organized lexical work develops in children the ability to operate with words, highlight their semantic side, compare, evaluate, and select words. Thus, the student develops monologue speech. The child learns to select linguistic means to construct an utterance. Lexical work carried out with schoolchildren is closely connected, on the one hand, with the work on the formation and correction of grammatical structure, and on the other, with clarifying sound pronunciation and correcting its violations.

Work continues with younger schoolchildren, as well as with preschoolers, if at a younger age it turned out to be insufficiently effective in mastering words of a more complex syllabic structure. Children learn to listen to the sounds of speech, distinguish between vowels and consonants, hard and soft consonants, compare words by sounds, determine the presence and place of sound in a word, distinguish between stressed and unstressed vowels, and determine verbal and logical stress. Gradually, during speech therapy, children acquire orientation in the sound structure of speech, master correct sound pronunciation and sound discrimination.

There is no fundamental difference in private methods of correctional and speech therapy work with preschool children and primary schoolchildren. Work with students is carried out taking into account increased speech and cognitive capabilities, in addition to systematic school education. It is taken into account that the leading type of activity for students is no longer gaming, but educational activity.

Bibliography

Corrective pedagogy: Fundamentals of education and nutrition for children with developmental disabilities: Textbook. aid for students avg. ped. schools, institutions / B.P. Puzanov, V.I. Seliverstov, S.N. Shakhovskaya, Yu.A. Kostenkova; Ed. B.P. Puzanova. - M.: Publishing House, 1998.- 144 p.

Prevention of voice disorders in people of voice-speech professions

Belyakova Marina Viktorovna is a master’s student in the field of preparation “Special (defectological) education” of the profile “Speech therapy education” of Smolensk State University.

Abstract: The purpose of this article is to study and compare different approaches to defining the concept of prevention of occupational diseases in general, and in particular the prevention of voice disorders in people of vocal professions. In addition, having defined the very concept of prevention, this article discusses methods for preventing voice disorders in people of voice-speech professions.

Key words: Voice, voice disorders, prevention, voice-speech professions.

Voice is an important component of the communication process. Voice disorders, to one degree or another, complicate both the process of speech reproduction by the speaker himself and the perception of it by others.

This is, of course, an important problem for every person when building a dialogue, when trying to convey information that is significant to him or her to the interlocutor. However, when using the voice as an instrument in professional activities, the importance of its “serviceability” increases many times over.

In modern society, for quite a long period of time, the number of people in vocal professions has been growing. Increased vocal loads also place greater demands on the vocal apparatus, and therefore there is a need to develop preventive measures to preserve a healthy voice and find the most rational ways to restore it in cases of impairment.

The prevention of occupational and professionally caused diseases is understood as a system of measures of a medical (sanitary-epidemiological, sanitary-hygienic, treatment-and-prophylactic, etc.) and non-medical (state, public, economic, legal, environmental, etc.) nature, which are aimed at preventing accidents at work, reducing the risk of developing deviations in the health of workers, preventing or slowing the progression of diseases, reducing adverse consequences. [3].

According to L.B. Rudin, prevention of voice disorders is divided into primary, secondary and tertiary.

Primary prevention is understood as a set of measures designed to prevent possible risk factors for voice disorders (organization of work and rest schedules, healthy eating, sports, environmental environment, etc.).

For people in speech professions, the main components of primary prevention are the introduction into practice of the basics of physiology and occupational hygiene (approximate norms of speech loads, i.e. time spoken in hours per day and week; vocal load regime in accordance with the specifics and type of production situation; rest regime in accordance with the specifics and type of production situation; drug nonspecific prevention (vitamin therapy, seasonal immunotherapy); optimization of diet and qualitative and quantitative composition of food; hardening, etc.

Secondary prevention is understood as a set of measures that are aimed at eliminating pronounced risk factors that, under certain conditions (stress, weakened immunity, excessive stress on any other functional systems of the body), lead to the occurrence, exacerbation and recurrence of the disease.

Tertiary prevention refers to social (building confidence in one’s own social suitability), labor (the ability to restore work skills), psychological (restoration of behavioral activity) and medical (restoration of the functions of organs and systems of the body) rehabilitation.

In our opinion, the work of speech therapists should also be included in tertiary prevention in accordance with this classification. Pedagogical techniques for voice restoration formed the basis of one of the sections of speech therapy - phonopedia. This section of speech therapy involves developing the skills of correct voice production using pedagogical techniques with constant activation of the muscular system with minimal load on it. The study of the mechanism of voice formation provided a physiological basis for phonopedic techniques and confirmed their leading role in functional training of the vocal apparatus.

L.G. Volkova gives a slightly different classification. The main preventive measures to prevent voice pathology, in her opinion, “are hardening the body, mastering the skills of the most rational diaphragmatic breathing and a soft attack of voice delivery.

To protect the voice, people in vocal professions must remember that smoking, alcohol, and the abuse of hot and very chilled food are unacceptable, since this irritates the mucous membrane of the pharynx and larynx. You should beware of colds. Observations show that “small colds” have a negative effect on the vocal apparatus, during which people continue to work, straining their voice. The most radical measure to prevent diseases of the vocal apparatus can be considered staging the speech voice; all persons who, due to their occupation, have to speak a lot, need it.

Secondary prevention consists of preventing defects and layers resulting from voice pathology. These are primarily neurotic reactions to a defect, which aggravate the development of the underlying disorder.” [1]

Thus, the work of a speech therapist is considered by V.G. Volkov, is the key to successful primary prevention of voice disorders in people of voice-speech professions. Speech therapy treatment for voice pathology, in her opinion, involves the activation and coordination of the vocal apparatus using pedagogical techniques.

Having considered various approaches to the classification of the concept of prevention of voice disorders in people of voice-speech professions, we pointed out the importance of speech therapy methods in the system of preventive measures to restore voice among professionals in various fields of activity related directly to voice and speech. Having outlined the importance of speech therapy work in this area, we should take a closer look at the various methods of preventing voice disorders in people of voice-speech professions currently presented in the literature.

One of the methods for preventing voice disorders is the method of I.A. Mikhalevskaya and E.V. Lavrova. The main preventive measure to preserve the voice for people in vocal professions, in their opinion, is its staging. It includes four areas:

Regulating the muscle tone of the body through exercises to relieve tension throughout the body, to relax the articulatory muscles of the lips, tongue, cheeks, jaw, face.
Body training for the formation of accurate posture.
Correction of physiological and phonation breathing using static and dynamic exercises; development of respiratory support.
Functional training to improve the acoustic qualities of the voice - the formation of the speech range of the voice, expanding the abilities of the tonal and dynamic ranges [2].

These trainings provide an opportunity to master the skills of correct and natural voice formation; contribute to the successful implementation of the communicative function of speech in professional activities. The full course lasts 4–5 months. The quality and stability of results are determined by the consistency of weekly classes with a speech therapist and daily independent training at home.

In the first half of the course, exercises are performed in consultation with a speech therapist. Upon completion of work with a speech therapist, the student is given recommendations for continuing independent training. They need to be done three to four times every day, selecting some exercises from the full course of prevention, alternating them periodically. The selection must necessarily include exercises to maintain a stable costo-abdominal type of breathing, as well as daily voice training.

The next method under consideration for the prevention of voice disorders is the formulation of the speech technique of A.I. Savostyanov. This term is understood by the author as a system of technological techniques of breathing, voice formation, diction, pronunciation skills, brought to the degree of automatism. [5] The main methodological principle of educating the speech voice, according to the author, is the principle of integrated development of all parts of the speech apparatus and their coordinated work in the closest relationship with each other. The methodology and practice of working on speech breathing and voice includes the following components:

1). Work on posture; 2). Formation of muscle freedom; 3). Working on proper full inhalation; 4). Formation of correct phonation exhalation; 5). Formation of nasal breathing; 6). Self-massage; 7). Performing indirect exercises to help relieve muscle tension

All of the above components are worked out using sets of exercises designed to organize the respiratory process necessary for speech voice formation. The author assigns an important role to preparatory exercises that help in developing the teacher’s speech voice. The exercises proposed in this author’s methodology have the following goals:

Develop the correct reflexivity of speech exhalation with activation and sensation of the work of the abdominal muscles, as well as the intercostal and lumbar muscles. Exercises are performed in a static position and during movement.
Develop the correct reflexivity of speech inhalation with activation of the abdominal muscles during inhalation and exhalation, training the rhythm of breathing and prolonged exhalation with sound in a static position and movement.
Free the speech apparatus from muscle tension while pronouncing the text, identify the central speech sound and the sensation of vibration in the cavities of the resonator space (the front bone of the face).
Prepare (“warm up”) the speech apparatus for work, remove or prevent possible muscle tension, feel the sound in the resonators.
Correction of deficiencies in the functioning of parts of the vocal apparatus (lower jaw, intrapharyngeal articulation (pharynx, soft palate, pharynx cavity), tongue, lips)
Learning the correct body position for breathing training.
Development of mixed-diaphragmatic breathing.
Training of the intrapharyngeal cavity to sense sound in resonating cavities.
Formation of the ability to create a feeling of mixed sound: head and chest
Form the laryngopharyngeal cavity.
Overcome such shortcomings as undeveloped chest sound, non-closure of vocal folds, muscle clamps in the larynx.
Train your voice to sound freely during any physical activity (simultaneous training of sound and movement).
Develop range and strength of voice.
Relieve physical tension in the neck and body and in the peripharyngeal muscles.
Train your breathing muscles with sound.
Teach relaxation (take the right postures for rest).

The proposed exercises allow teachers to master speaking techniques; comprehend their own speech practice, help with the production of the speech voice as such, as well as with issues of overcoming the shortcomings of the voice sound.

Another method for the prevention of voice disorders in people of vocal professions is offered by M.V. Fomina. Its technique differs from the two we discussed earlier in that the exercises proposed by the author are aimed at preventing relapses of existing chronic diseases of the vocal apparatus, as well as disorders of the voice function, united under the general name “dysphonia”.

In such cases, it is necessary to teach special voice guidance to persons specializing in speech, in which the larynx would function in the most physiological and optimal mode for it. With the correct rhythm and coordination of breathing, with voice acting on a “support”, with a soft attack, in the most convenient register and range for the lecturer, with maximum amplification of the voice sound due to the head and chest resonators. This will avoid relapses of the disease caused by incorrect, intense phonation, and normalize the timbre of the voice. You can start exercising only after the symptoms of inflammation have completely disappeared. To normalize the breathing rhythm, increase the vital capacity of the lungs, and lengthen the delays during inhalation and after exhalation, breathing exercises have been developed. Phonation exhalation on a “support” allows you to increase the strength of your voice without overstraining the vocal folds. [6]

The work begins with breathing exercises, then includes exercises that help activate the muscles of the neck, external and internal muscles of the larynx. All this prepares the vocal apparatus for phonation. Next, they begin to stimulate phonation (with the pronunciation of the sound “m”), after which they move on to the smooth, calm pronunciation of isolated vowel sounds (in turn, “u”, “o”, “i”, “a”, “e”). After practicing skills in words and phrasal speech, the lessons are completed with vocal exercises in the range of 1-1.5 octaves.

As a preventive measure for voice disorders M.V. Fomina points out the need to comply with hygienic and sanitation rules that ensure the normal functioning of the vocal apparatus. The first include hardening, maintaining a “healthy” lifestyle - measures included in the system of primary prevention measures. Sanitation involves timely seeking medical advice.

Thus, having defined the concept of prevention and its types, we traced the indication of the need for it to prevent voice disorders in people of voice-speech professions in all the methods we examined. All authors note the need for regular classes with specialists and define the prevention of voice disorders in people of voice-speech professions as the key to their successful professional activities.

Bibliography

Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. — M.: Humanite. ed. VLADOS center, 1998. - 680 p.
Mikhalevskaya I.A. A manual on speech voice development for persons of speech and vocal professions / I.A. Mikhalevskaya. – M.: Social project, 2005. – 57 p.
Public health and healthcare (textbook)./ Ed. V.S. Luchkevich and I.V. Polyakova. – St. Petersburg, 2005.
Rudin L.B. The state of the problem of preventing dysphonia in vocalists (scientific review) // Voice and Speech, 2013.
Savostyanov A.I. Speech technique in professional teacher training: practical work. manual - M.: Yurayt Publishing House, 2021. - 142 p.
Fomina M.V. Prevention and treatment of voice disorders in people of vocal professions: Guidelines. - Orenburg: State Educational Institution OSU, 2004.- 19 p.

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“Writing and reading disorders in younger schoolchildren”

In recent years, a fairly large number of schoolchildren have appeared who have difficulty mastering their native language as an academic subject. Many parents complain about their children’s inattention, restlessness, reluctance to learn, non-humanitarian mentality, etc. in some cases, parents are right, but sometimes there are more serious problems behind this: physiological, psychological, neurological problems. Defectologists call difficulties in mastering writing and reading skills dysgraphia and dyslexia. Very often these 2 diagnoses are side by side.

Dysgraphia (from the Greek “dis” - difficulty, violation, deviation from the norm; “grapho” - write, depict) is a partial violation of the writing process, in which persistent and repeated errors are observed: distortions and replacements of letters, distortions of the sound-syllable structure of a word, violations unity of spelling of individual words in a sentence, agrammatism in writing.

Writing as a type of speech activity involves recording one’s own thoughts using a certain graphic code. Writing is the most complex type of speech activity; all parts of the cerebral cortex are involved in its formation. The psychophysical basis of writing is the interaction of the work of various analyzers - speech motor, auditory, visual, manual motor. When writing, the interaction of such mental processes as thinking, memory, attention, imagination, external and internal speech occurs.

The writing process consists of 5 psychophysical components

Acoustic (hear and you share the sound)
Articulatory (clarify the sound, the composition of the word, establish the sequence of sounds)
Visual (representation of a graphic image of sound, translation of sound structure into graphic signs)
Retention of graphic symbols in memory and their correct spatial organization.
Possession of sustained attention, knowledge of spelling rules

When writing, you need to perform a phonemic analysis of the word, correlate each phoneme with a letter, write the letters in a certain sequence

The writing process goes through several stages: understanding what we will write about, programming it; verbalization and graphic code. The writing process is actually the reverse of the reading process.

Writing a word is much more difficult than reading it. Difficulties in mastering writing are due to the fact that either each of the processes necessary to write a word, or some part of them, is imperfect in the child. The lack of phonemic analysis complicates the process of dividing words into their component parts and prevents the accurate recognition of each of the selected sounds. Due to pronunciation deficiencies, it is difficult to perform sound analysis and synthesis of words. Due to a violation of the motor sphere (insufficient coordination of the corresponding movements of the finger muscles, instability of the entire hand, etc.), errors are observed in the drawing of letters, spatial orientation on a sheet of paper, line.

Work on the prevention of dysgraphia should begin in preschool age. Even then, a number of children may have prerequisites for the future development of dysgraphia. If a three-year-old child says: “I eat with a spoon” (by analogy with “I cut with a knife”), then this falls within the framework of normal speech development, because. The instrumental case form typical of the Russian language is used here, although it is incorrect for this noun. But if a child says: “I eat with a spoon,” then this goes beyond the scope. In preschool age, we are talking about eliminating agramatisms in oral speech, and if this task is successfully solved, they will no longer appear in written speech. If classes with a speech therapist did not bring the desired result, or the child did not study with a speech therapist, and parents see a huge number of errors in the child’s writing, then classes should be resumed (or started). Dysgraphia will not disappear on its own; it needs to be corrected and corrected.

Dyslexia (from the Greek “dis” - a violation, deviation from the norm, difficulty and “lego” - to read) are conditions, the main manifestation of which is a persistent, selective inability to master the skill of reading. A persistent inability to master syllable fusion and automated reading of whole words, which is often accompanied insufficient reading comprehension.The disorder is based on violations of specific cerebral processes (“cerebro” - brain (lat.)), which generally form the basis of reading skills.

Reading is a type of speech activity during which the letter code is translated into sound and the understanding of the material read is achieved. The psychophysical basis of the reading process is the interaction of the work of the visual, speech motor, auditory analyzers and such mental processes as thinking, speech, memory, attention, imagination. Reading is one of the types of written speech, which is a later and more complex type than oral speech. Reading is formed on the basis of oral speech.

To be able to read means to be able to:

Correlate existing ideas about the visual image of a speech unit (words, phrases, sentences) with what is seen (written) - see;
Correlate the visual image of a speech unit with its auditory-speech-motor image - pronounce;
To correlate the visual image of a speech unit with its meaning is to understand.

There are 4 stages depending on the mechanism of the reading process:

Mastering sound-letter notations.
The stage of analytical reading, in which the unit of reading is a letter - a syllable and understanding lags behind pronunciation (syllable reading)
The stage of development of synthetic reading techniques, in which the unit of reading is the word, and understanding approaches pronunciation.
Stage of automated (synthetic) reading, the reading unit is a phrase, sentence or paragraph, and comprehension is ahead of pronunciation.

Skills necessary for successful development of the reading process:

Formation of phonemic perception (differentiation and discrimination of phonemes)
Formation of phonemic analysis (separation of sounds from speech)
Formation of visual analysis and synthesis (determining the similarities and differences of letters)
Formation of spatial representations (left - right, top - bottom, big - small, on, under, behind, near, next to, etc.)
Formation of visual mnesis (the ability to remember the visual image of letters)
Formation of coherent oral speech (classification of objects; generalization of objects; correct and grammatically correct answers to questions; explanation of the purpose of objects)
Emotional development of the child (sustained attention, ability to work independently, quick switching from one task to another, strict adherence to adult instructions, etc.)
Well developed fine and gross motor skills
Development of the ability to communicate with peers

The risk group for children with dyslexia includes those schoolchildren who have:

Phonemic hearing disorder
Impaired spatial perception
Violation of the interaction between auditory, visual and kinesthetic perceptions and ideas
Impaired behavior and performance
Poor memory of signs
Poor differentiation of sounds and letters
Poor sound merging
Difficulties in performing sound analysis of words.

With dyslexia, a child can read the same word both correctly and incorrectly; an erroneous reading looks different with each attempt. Many children try to get around reading difficulties by guessing words, relying on the initial part of the word or similarity of sound, while older children rely on the context. Reading comprehension is either difficult or absent (rote reading)

There are also variants of dyslexia when, with a very low quality of reading technique and a large number of mistakes made, the child can quite fully retell the main content of what he read. There are also cases of the opposite nature: with a fairly fluent reading technique, the child understands almost nothing of what he read.

It is quite difficult to completely eliminate dysgraphia and dyslexia, but this does not mean that you do not need to work on it. You should contact a specialist (school speech therapist or speech pathologist), strictly follow all the specialist’s recommendations and a positive result will definitely come.

Parents usually have a question: what to do?

First of all, don't lose heart. Such children are quite capable of mastering reading and writing if they study persistently. Some will need years of study, others months. The essence of the lessons is training speech hearing and letter vision.

It is best not only to contact a speech therapist, but also to work with the child yourself. Speech therapy classes are usually conducted according to a certain system: various speech games, a split or magnetic alphabet for adding words, and highlighting the grammatical elements of words are used. The child must learn how certain sounds are pronounced and which letter this sound corresponds to when writing. Typically, a speech therapist resorts to contrasts, “working out” how hard pronunciation differs from soft, dull from voiced... Training is carried out by repeating words, dictation, selecting words according to given sounds, analyzing the sound-letter composition of words. It is clear that they use visual material to help remember the shapes of letters (for example, “O” resembles a hoop, etc.). There is no need to strive to increase reading speed - the child must thoroughly feel the individual sounds.

It is also a good idea to contact a psychoneurologist: he can help speech therapy sessions by recommending certain stimulating medications that improve memory and brain metabolism. The main thing to remember is that dyslexia and dysgraphia are conditions that require close cooperation between a doctor, speech therapist and parents to determine.

There are several exercises that will help your child cope with dysgraphia:

Every day for 5 minutes (no more) the child crosses out the given letters in any text except newspaper text. You need to start with one vowel, then move on to a consonant. The options can be very different. For example, cross out the letter “a” and circle the letter “b”.

After 2-3 months of such exercises (but on condition - daily and no more than 5 minutes), the quality of writing improves.

Write short dictations in pencil every day. A small text will not bore the child, and he will make fewer mistakes (which is very encouraging). Write texts of 150-200 words, check for errors, do not correct them in the text. Just mark in the margins with a green, black or purple pen (never red). Then give the notebook to the child for correction. He has the opportunity not to cross out, but to erase his mistakes and write correctly.

The goal was achieved: the errors were found by the child himself, corrected, and the notebook is in excellent condition.

Give your child exercises for slow reading with pronounced articulation and copying of the text.

When working with your child, remember a few basic rules:

Throughout special classes, the child needs a favorable regime.

After numerous twos and threes, unpleasant conversations at home, he should feel at least a little success.

Avoid testing your child's reading speed. It must be said that these checks have long been causing fair criticism from psychologists and defectologists. It’s also good if the teacher, understanding the stress the child experiences during this test, conducts it without emphasis, hidden. But it also happens that they create a complete exam situation, call the child alone, set the clock, and even check it not with your teacher, but with the head teacher. Perhaps for a student without problems all this does not matter, but in our patients neurosis can develop. Therefore, if you really need to test your reading speed, do it as gently as possible.

The “read and write more” approach will not bring success. Better less, but better quality. Do not read long texts or write long dictations with your child. In the first stages there should be more work with oral speech: exercises to develop phonemic perception, sound analysis of words. Numerous mistakes that a child with dysgraphia will inevitably make in a long dictation will only be recorded in his memory as a negative experience.

Don't praise too much for small successes. It’s better not to scold or be upset when something doesn’t work out for your child. It is very important not to show your child your emotional involvement: not to get angry, not irritated, and not to be overly happy. A harmonious state of calm and confidence in success is better - it will be much more conducive to sustainable good results.