THE DIAGNOSIS AND CORRECTION PROBLEM OF COMMUNICATIVE SPEECH ACTIVITIES IN PRESCHOOL CHILDREN WITH SPEECH DYSONTOGENESIS: DOMESTIC EXPERIENCE

Abstract

The article analyzes domestic research on theoretical and methodological and practical aspects of diagnosis and correction of severe speech disorders of different genesis. The relevance of the topic is due to the complex multi symptomatic disorders of communication and speech activity and the practical significance of the study, which consists in the implementation of a systematic and comprehensive approach to the method of diagnostics and correction of communication and speech activity in preschool children with different types of speech dysontogenesis. Purpose: The article attempts to analyze the neuropsychological, psychological, psycholinguistic and logo didactic experience of the national scientific-theoretical and practical-methodological achievements in the development of communicative speech in preschool children with different types of speech dysontogenesis. Attention is drawn to the fact that the speech and communication difficulties of the child reflect the level of their mental development. The methodological basis of the work was the provision of: communicative-personal approach to the study of the development of a child with speech disorders, methods of complex diagnosis and compensation for speech development disorders in children. Scientific novelty: information about modern domestic methods of diagnostics and correction of communicative-speech activity in preschool children with different types of speech dysontogenesis has been refined and supplemented. Conclusions: Diagnosis and correction of speech and communication activity in preschool children with different types of speech dysontogenesis has become the subject of multi-vector scientific searches of domestic scientists and testify to the powerful potential of Ukrainian speech therapy as a science.