Svetlana Panshina
Presentation "Survey of the grammatical structure of speech"
Dear speech therapists! If at speech examination child, you use albums with visual material on O. B. Inshakova, you can use my presentations. They correspond to the albums, but make the work easier, because there are no paper carriers that load the table.
"Examination of the grammatical structure of speech".
Understanding the converted speeches:
Task 1. Execution of instructions from one task.
close the book
Get out the pen
Execution of instructions from two tasks.
Take out a pen and put it on your notebook
Put the ruler on the notebook.
Task 2. Understanding prepositions. show me Where: the cat goes to the house;
cat in the house cat in front of the house; cat behind the house; cat on the roof the cat crawls out of the pipe; cat under the porch.
Task 3. Understanding sentences with a cause-and-effect relationship.
Petya hit Vasya.
Who was hurt?
I went to the cinema after I did my homework.
Volodya broke the pencil that Olya gave him.
What was before?
Understanding the change in the number of nouns in a sentence.
Related publications:
The use of ICT in the formation of the grammatical structure of speech of older preschool children with speech impairment Relevance The formation of children's speech in the preschool years is one of the main tasks of education, since mastering the native language in a close way.
Development of the grammatical structure of speech of children of senior preschool age At preschool age, there is a significant change in speech, which is due to different reasons. First of all, it is the child's going beyond.
Formation of the grammatical structure of speech in children by means of theatrical activities One of the most important problems in speech therapy is the development of speech. This is due to the fact that it plays a huge role in human life. Good.
Formation of the grammatical structure of speech in older preschoolers "Consultation for parents" FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH IN SENIOR PRESCHOOL CHILDREN Consultation for parents. Preschool age is the most sensitive.
The development of the grammatical structure of speech is one of the critical tasks in the work of a speech therapist. The game as the leading activity of the preschooler helps.
Games for the development of the grammatical structure of speech Task number 1. Give "affectionate names": Valya-Valechka Vasya Sonya Sasha-Sashenka Dasha Ira Luda Katya Anya Zina Raya Sima Seryozha Misha Kostya Dima Natasha.
Features of the formation of the grammatical structure of speech in children with general underdevelopment of speech Introduction: Assimilation of the grammatical structure of speech by a child is a complex, multi-level process that is associated with the work of the cerebral cortex.
The use of didactic games and exercises for the development of the lexical and grammatical structure of speech Taking into account the constant increase in the number of preschoolers with a general underdevelopment of speech, the problem of the formation of their lexical and grammatical means.
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Drawing up phrases from pictures depicting simple actions. When showing each picture, an instruction question is asked: tell me what is drawn here? If there is no phrasal answer, a second question is asked: what is it doing? Grade. 5b.-if the phrase is grammatically correct, adequate in terms of the content of the picture, fully and accurately reflects its content. 4b.-Adequate in meaning, the phrase is not sufficiently informative; errors in the use of word forms are noted; the connection of words in the sentence is broken; the normative word order is violated; a long pause with the search for the desired word. 3b.-a combination of the above disadvantages of informativeness and lexical and grammatical structuring of the phrase. 2b.-an adequate phrase-statement is composed with the help of an additional question; not all assignments have been completed. 1b. - there is no adequate phrasal answer with the help of an additional question; the composition of the phrase is replaced by the enumeration of the depicted objects.
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Compilation of phrases-statements on 3 subject pictures. The child names the pictures, then makes up a sentence so that it talks about all 3 subjects. If the child makes up a sentence taking into account only 1-2 pictures, the task is repeated with an indication of the missing picture. Grade. 5b.-phrase is composed taking into account the content of all the pictures, is a fairly informative statement, adequate in meaning. 4b.-there are some shortcomings. The phrase itself is adequate in meaning and corresponds to a probable subject situation. The 3b.-phrase is composed on the basis of the content of only 2 pictures, with the help of the child makes up an adequate statement in content. 2b. - the child could not compose a phrase using 3 pictures, despite the assistance provided. There are errors in the language of the statement. 1b. - the child correctly named the objects, but did not compose a phrase.
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Retelling. The text is read twice. Before re-reading, a retelling is given. Before compiling a retelling, you must ask 3-4 questions about the content of the text. Grade. 4b.-Retelling compiled independently; the content of the text is fully transmitted, the coherence and sequence of presentation are observed. A variety of language means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are mainly observed. 3b.-Retelling compiled with some help (motivation, stimulating questions); the content of the text is fully transmitted. There are some violations of the coherent reproduction of the text, the absence of artistic and stylistic elements; single violations of the sentence structure. 2b. - Repeated leading questions are used). Connectivity is significantly broken. There are omissions of parts of the text, semantic errors. The sequence of presentation is broken. Poverty and monotony of the used language tools 1b.-Retelling is compiled on leading questions. Passes are noted individual moments action or a whole fragment, repeated violations of the coherent reproduction of the text, single semantic inconsistencies.
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Butterfly. It was spring. The sun shone brightly. Flowers grew in the meadow. A yellow butterfly flew over them. Suddenly a big black bird flew in. She saw a butterfly and wanted to eat it. The butterfly was frightened and sat on a yellow flower. A bird flew around, flew, but did not see the butterfly. So she left with nothing.
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A story based on a series of plot pictures. The child must arrange the pictures in the correct order. Grade. 4b.-A coherent story was independently compiled, fully and adequately reflecting the depicted plot. The sequence in the transmission of events and the connection between fragments-episodes are observed. The story is built in accordance with the grammatical norms of the language (taking into account the age of the children). 3b.-The story was compiled with some help (stimulating questions, pointing to the picture; the content of the pictures is quite fully reflected (there may be omissions of individual moments of the action, which generally do not violate the semantic correspondence of the story). There are unsharply pronounced violations of the coherence of the narrative; single errors in the construction of phrases. 2b. 1b. the use of leading questions and indications of the corresponding picture/specific detail.
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A story from personal experience. The child is invited to write a story on a topic close to him. A plan of several questions-tasks is given. Grade. 4b.-The story contains quite informative answers to all questions. All of its fragments represent coherent detailed statements. The use of lexical and grammatical means corresponds to the age. 3b.-The story is compiled in accordance with the task plan. Most of the fragments are connected statements. Separate morphological and syntactical violations are noted (errors in the construction of phrases, in the use of verb forms, etc.) 2b.-One or two fragments of the story are missing. Most of it is a simple enumeration of objects and the information content of the story is insufficient. In most of the fragments, the coherence of the statement is broken. Violations of the structure of phrases and other agrammatisms are noted. 1b.-The story reflects all the questions of the assignment. Some of its fragments are a simple enumeration of objects and actions (without detail); extreme poverty of content is noted; violation of the coherence of speech; gross lexical and grammatical flaws that make it difficult to perceive the story.
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Story-description. The child should be able to describe his toys, objects, graphic images, based on their visual perception. Grade. 4b.-The story displays all the main features of the subject, gives an indication of its function or purpose. A logical sequence is observed in the description of the features of objects, semantic and syntactic links between fragments of the story. Various means of verbal characterization of the subject are used. 3b.-The story-description is quite informative, differs in logical completeness, it reflects most of the main properties and qualities of the subject. There are isolated cases of violation of the logical sequence in the description of the features of objects, the semantic incompleteness of one or two micro-themes, and individual shortcomings in the lexical and grammatical design of the statement. 2b.- The story is compiled on leading questions, it is not informative enough - it does not reflect some (2-3) essential features of the subject. It is noted: the incompleteness of a number of micro-themes, a return to what was said earlier; the display of the features of the subject in most of the story is disordered. Noticeable lexical difficulties, shortcomings in the grammatical design of sentences are revealed. 1b.-The story is composed with the help of repeated leading questions, indications of the details of the subject. The description of the subject does not reflect many of its essential properties and features. There is no logically determined sequence: a simple enumeration of individual features and details of an object is disordered. Expressed lexical and grammatical violations are revealed. The child is not able to compose a story-description on his own.
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A story on a topic or a continuation of a story based on a given beginning. The child is shown a picture depicting the climax of the plot action of the story. After analyzing the content of the picture, the unfinished story is read twice and it is proposed to come up with its continuation. Grade. 4b.-The story is composed independently, corresponds in content to the proposed topic (given beginning), brought to its logical conclusion, an explanation of the events taking place is given. The coherence and consistency of presentation is observed, the creative task is solved in creating a fairly detailed plot and adequate images. Language design, basically, corresponds to grammatical norms. 3b.-The story is composed independently or with a little help, generally corresponds to the set creative task. There are unsharply expressed violations of coherence, omissions of plot points that do not violate the general logic of the narrative. There are some language difficulties in the implementation of the plan. 2b.-The story is composed using repeated leading questions. Separate semantic inconsistencies, insufficient information content, lack of explanation of the transmitted events are noted, which reduces the communicative integrity of the message. There are lexical and syntactic difficulties. The connection of the presentation is broken. 1b.-The story is composed entirely of leading questions; extremely poor in content, schematic; continued as planned, but not completed. The coherence of the narrative is sharply broken, gross semantic errors are made. The sequence of presentation is broken. Expressed agrammatism, making it difficult to understand the story.
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Vasya and Katya had a cat. In the spring, the cat disappeared and the children could not find it. Once they were playing and heard meowing overhead. Vasya shouted to Katya: - I found a cat and kittens! Come here soon. There were five kittens. When they grew up. The children chose one kitten, gray with white paws. They fed him, played with him, and took him to bed with them. Once the children went to play on the road and took a kitten with them. They were distracted, and the kitten was playing alone. Suddenly they heard someone shouting loudly: "Back, back!"; - and they saw that the hunter was galloping, and in front of him two dogs saw a kitten and wanted to grab him.
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Writing a story on a given topic. The child is presented with pictures of several objects. An exposition of the story is preliminarily compiled based on pictures.
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The value of a diagnostic examination In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, and be able to analyze which components of speech they affect. In order to correctly understand and effectively influence a speech defect, to choose rational and economical ways to overcome it, it is necessary to identify the nature of speech disorders, their depth and degree, and be able to analyze which components of speech they affect.
Diagnostics includes examination of the following components of speech: the sound side of speech - the level of phonemic perception and the state of phonemic analysis and synthesis; the sound side of speech - the level of phonemic perception and the state of phonemic analysis and synthesis; lexicon; lexicon; grammatical structure of speech; grammatical structure of speech; state of connected speech state of connected speech
Phonemic perception Examination can be carried out from the age of 5 years. It concludes: The survey can be carried out starting from 5 years. It consists: firstly, in the repetition of syllables with oppositional sounds (pa - ba, that - on, firstly, in the repetition of syllables with oppositional sounds (pa - ba, that - na, me - ma, etc.) ; me - ma, etc.); secondly, differentiation by ear of sounds mixed in pronunciation (bowl - bear, rat - roof, bangs - lye). secondly, differentiation by ear of sounds mixed in pronunciation (bowl - bear, rat - roof, bangs - lye).
State of phonemic analysis and synthesis From the age of 5: highlighting the first stressed vowel at the beginning of a word (Anya, stork, wasp, duck); From 5 years old: highlighting the first stressed vowel at the beginning of a word (Anna, stork, wasp, duck); From 6 years old: determining the first consonant sound in a word, the last consonant sound in a word, determining the sequence of sounds in a word. From 6 years old: determining the first consonant sound in a word, the last consonant sound in a word, determining the sequence of sounds in a word.
Examination of the grammatical structure of speech, the use of nouns in the Nominative case of the singular and plural; the use of nouns in the Nominative case of the singular and plural; the use of the Genitive plural form of nouns; the use of the Genitive plural form of nouns; agreement of adjectives with nouns in number; agreement of adjectives with nouns in number; agreement of the numeral with the noun; agreement of the numeral with the noun; formation of nouns with diminutive suffixes; formation of nouns with diminutive suffixes; formation of names of cubs; formation of names of cubs; formation of adjectives from nouns (from 6 years old) - relative, possessive; formation of adjectives from nouns (from 6 years old) - relative, possessive; formation of prefixed verbs (from 6 years old) formation of prefixed verbs (from 6 years old)
The state of coherent speech Suggested: Suggested: retelling of the text; retelling of the text; compiling a descriptive story; compiling a descriptive story; a story based on a plot picture; a story based on a plot picture; through a series of plot pictures. through a series of plot pictures.
Indicators of the development of coherent speech: disclosure of the topic; disclosure of the topic; independence; independence; lexical and grammatical design; lexical and grammatical design; the length of the story; the length of the story; semantic integrity; semantic integrity; means of communication; means of communication; fluency of presentation; fluency of presentation; expressiveness expressiveness
High level The retelling is compiled independently, fully conveys the content of the text, the coherence and sequence of presentation are observed. The retelling is compiled independently, fully conveys the content of the text, the coherence and sequence of presentation are observed. A variety of language means are used in accordance with the text of the work. A variety of language means are used in accordance with the text of the work. When retelling, the grammatical norms of the native language are mainly observed. When retelling, the grammatical norms of the native language are mainly observed. Speech is smooth, pauses are rare. Speech is smooth, pauses are rare.
Intermediate level The retelling is made up with the help of motivation, stimulating and leading questions. The retelling is composed with the help of motivation, stimulating and leading questions. Separate violations of the coherent reproduction of the text are noted. Separate violations of the coherent reproduction of the text are noted. Single semantic inconsistencies, lack of artistic and stylistic elements; single violations of the structure of sentences, a large number of pauses. Single semantic inconsistencies, lack of artistic and stylistic elements; single violations of the structure of sentences, a large number of pauses.
Low level The retelling is based on leading questions. The retelling is based on leading questions. The coherence of the presentation is significantly broken. The coherence of the presentation is significantly broken. Missing parts of the text, semantic errors are noted. Missing parts of the text, semantic errors are noted. The sequence of presentation is broken. The sequence of presentation is broken. Poverty and monotony of the used language means, violations of the structure of sentences are noted. Poverty and monotony of the used language means, violations of the structure of sentences are noted.
The level of speech development affects the successful adaptation and successful learning at school. This is because any process learning activities is impossible without the speech activity of the child (answers to questions, reasoning when solving a problem, oral preparation homework etc.) The level of speech development affects the successful adaptation and successful learning at school. This is explained by the fact that the process of any educational activity is impossible without the child's speech activity (answers to questions, reasoning when solving a problem, oral preparation of homework, etc.)
Literature Glukhov V.P. Formation of coherent speech of children preschool age with ONR. - M., Arti, Glukhov V.P. Formation of coherent speech of preschool children with OHP. - M., Arti, Ushakova O.S., Strunina E.M. Methodology for the development of speech in preschool children. - M. Vlados, Ushakova O.S., Strunina E.M. Methodology for the development of speech in preschool children. - M. Vlados, Balobanova V.P. Diagnosis of speech disorders in children and the organization of speech therapy work in preschool educational institution: compilation method. recommendations. - St. Petersburg: Childhood-press, 2000 Balobanova V.P. Diagnosis of speech disorders in children and organization of logopedic work in a preschool educational institution: a collection of methods. recommendations. - St. Petersburg: Childhood-press, 2000. Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. - M., Education, 1967 Fundamentals of the theory and practice of speech therapy. Edited by R.E. Levina. - M., Enlightenment, 1967
Sections: Working with preschoolers
The technique is designed to identify the features of the speech development of preschool children. This technique is adapted for the examination of five-year-old children. A protocol for examining children's speech has been developed (Appendix 1). The proposed method is aimed at identifying the current level of speech development of the child, so most of the tasks do not provide assistance. The exception is trials in which help, as practice shows, is really effective. So, for example, when examining word-formation processes, stimulating help ( "Wrong, think again..) often leads to updating correct form words.
The maximum number of points awarded for the successful completion of all tests of the methodology for five-year-old children is 282 points.
When processing the received data, the absolute value is converted into a percentage. If the above figures (corresponding to a given age) are taken as 100%, then the percentage of success in the implementation of the methodology by each subject can be calculated by multiplying the total score for the entire test by 100 and dividing the result by 282. The percentage expression of the quality of the implementation of the methodology calculated in this way is then correlated with one of four success levels, identified as a result of the experimental work of T.A. Fotekova.
IV - 100 - 80% speech development is normal,
III - 79.9 - 65% ZPR, OHP
II - 64.9 - 50% ZPR, ONR, TNR
I - 49.9% and below TNR; pathology of speech, aggravated by intellectual impairment.
In order to obtain an individual speech profile, it is necessary to calculate the success of each series of the technique in percentage terms (multiply the number of points accrued for the entire series by 100 and divide the result by the maximum possible score for this series). In the first series, it is advisable to calculate the percentage of success for each task separately in the same way (Appendix 2). Then, using the obtained values, it is necessary to draw a speech profile (Appendix 3), postponing the success of the tasks in percent on the ordinate axis, and the names of the tasks on the abscissa axis:
1 - articulatory motility
2 - sound pronunciation
3 - phonemic perception
4 - syllabic structure words
5 - language analysis and synthesis skills (for 5-6 year old children) phonemic analysis skills (for 4 year old children)
6 - vocabulary and word-formation processes (for 5-6 year old children) active dictionary (for 4 year old children)
7 - grammar structure
8 - understanding of logical-grammatical relationships (for 6-year-old children)
9 - connected speech
Having obtained such a profile, one can immediately isolate both the most unformed and the most successful components of the child's speech system and, based on this, develop a correctional program.
METHODOLOGY FOR EXAMINATION OF ORAL SPEECH IN FIVE-YEAR-OLD CHILDREN
The technique uses speech tests proposed by R.I. Lalae-voi, T.B. Filicheva, G.V. Chirkina, S.G. Shevchenko, A.P. Nechaev, S.E. Bolshakova, N.V. Serebryakova, L.S. Solomakha, I.S. Krivovyaz. To assess the success of the tasks, we used point system, developed by L.I. Peresleni, T.A. Fotekova.
The technique includes five series that combine a certain number of speech samples. Each sample is evaluated separately, then the sum of points for the entire task, for the series is calculated, and then the total score for the completion of all tasks of the methodology is calculated from the total marks for each of the five series.
For each series, and in some series and for each group of samples, their own evaluation criteria have been developed. General rule when evaluating tasks of all series, the degree of success is taken into account using four gradations, which makes it possible to obtain a more differentiated result.
For series I (except for sound pronunciation, sound recognition), II; III; IY - 1; 0.5; 0.25; 0 points.
For the recognition of sounds - 5.3.1.0 points
For sound pronunciation - 3; 1.5; 1; 0 points.
For the Y series - 5; 2.5; 1; 0 points.
In different tasks, these gradations reflect the clarity and correctness of the performance, the nature and severity of the mistakes made, and the use of help.
If it is necessary to clarify the state of any aspect of speech, each of the series of the technique can be used independently.
The maximum number of points awarded for the successful completion of all tests of this technique is 282 points.
Series I - Study of the sensorimotor level of speech- includes four groups of tasks.
First group The sample is aimed at studying the state of articulatory motility by performing 10 movements and chains of movements as shown by a speech therapist.
Instruction:“Watch how I perform and repeat the movements after me.”
In order to assess the performance of articulatory movements, you need to ask the child to hold the speech organs in the desired position for 3-5 seconds, the last three exercises must be performed 4-5 times
Grade: 1 point - the correct execution of the movement with the exact correspondence of all characteristics to the presented one; 0.5 points - slow and strenuous execution; 0.25 points - performance with errors - long search for a pose, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis; 0 points - non-execution of the movement. The maximum number of points for the entire task is 10 points.
Second group tasks is aimed at the study of sound pronunciation through the reflected pronunciation of specially selected words.
In order to save time, phrases and texts with tested sounds are not presented at this stage, because the opportunity to clarify the pronunciation of sound in different positions and with varying degrees of independence of speech will be presented in the course of further examination. The final assessment of the sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.
Instruction:"Repeat the words after me."
Grade: It is proposed to conditionally divide all sounds into five groups:
The first four are the most frequently violated consonants.
(1 group - whistling C, C, C, C, C; 2 group- hissing Sh, Zh, Ch, Sch;
3 – L,L; 4 – P, Pb) and group 5 - the rest of the sounds, the defects of which are much less common (post-palatal sounds G, K, X, and their soft variants, sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds.
3 points - perfect pronunciation of all sounds of the group in any speech situations; 1.5 points - one or more sounds of the group are pronounced correctly in isolation and reflected, but sometimes they are subject to substitutions or distortions in independent speech, i.e. insufficiently automated; 1 point - in any position, only one sound of the group is distorted or replaced, for example, as is often the case, a solid sound suffers R, while the soft version is pronounced correctly; 0 points - all or several sounds of the group are distorted or replaced in all speech situations (for example, all whistling sounds are defectively pronounced, or sounds Z, S, C, a S, Z saved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15 points.
Third group is aimed at studying the state of phonemic hearing: it contains 26 tests, involving the identification of a vowel sound among a number of vowel sounds, distinguishing sounds by oppositions (voiced-deafness, softness-hardness, sonoras, hissing-whistling), repetition of a number of syllables (1, 10, 15 respectively).
a) recognition of a vowel sound among a number of vowel sounds
Instruction:"Raise your hand when you hear - ABOUT-»
Grade:
b) determining the ability to differentiate oppositional sounds
Instruction:"Show picture".
Grade: 1 point - correct answer on the first try; 0.5 points - the correct answer on the second attempt; 0.25 points - the correct answer on the third attempt; 0 points - incorrect answer on the third attempt. The maximum number of points for the entire task is 10 points.
c) the repetition of a number of syllables consists of 15 samples, which are chains of syllables with phonetically similar sounds.
Instruction:"Listen carefully and repeat after me as accurately as you can."
Presentation - reproduction - presentation - reproduction.
First, the first member of the pair (ba-pa) is presented, then the second (pa-ba). The reproduction of the sample as a whole is evaluated (ba-pa-pa-ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because. the task of the survey is to measure the current level of speech development.
Grade: 1 point - accurate and correct reproduction at the pace of presentation; 0.5 points - the first member is reproduced correctly, the second is likened to the first (ba-pa-ba-pa); 0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement, omissions;
0 - points refusal to perform, the complete impossibility of reproducing the sample. The maximum number of points for the entire task is 15 points.
Fourth group The sample is aimed at studying the formation of the sound-syllabic structure of the word and includes 15 words with a gradual complication of the syllabic structure.
Instruction:"Repeat after me".
The words are presented before the first reproduction.
Grade: 1 point - correct and accurate reproduction at the pace of presentation; 0.5 points - slow syllable reproduction;
0.25 points - distortion of the sound-syllabic structure of the word (omissions and rearrangements of sounds and syllables within the word); 0 points - non-playback.
The maximum number of points for the entire task is 15 points.
The highest score for the entire 1 series - 70 points .
Series II - Exploring Skills in Language Analysis and Synthesis- includes two groups of tasks (determining the first vowel sound in a word, extracting a given sound from words).
First group consists of five samples.
Instruction:“What is the first sound you hear in the word …?”
Grade: 5 points - correct answer on the first try; 3 points - the correct answer, but slowness and uncertainty are noticed in the answers; 1 point - one correctly guessed sound; 0 - refusal to execute.
The maximum number is 5 points.
Second group consists of ten tests that reveal the extent to which the child isolates the sound from the word.
Instruction:
Do you hear the sound of a motor rrrr in words?"
“Do you hear the mooing of a cow mmmm in words?"
The child is offered three attempts with the provision of stimulating assistance: "Think again."
Grade: 1 point - correct answer on the first try; 0.5 points - the correct answer on the second attempt; 0.25 points - the correct answer on the third attempt; 0 points - incorrect answer on the third attempt.
The maximum number of points for a task is 10 points.
The maximum number of points for the entire Series II - 15 points.
Series III - Exploring Vocabulary and Word Formation Skills- consists of three groups of tasks.
First group includes 45 tests to check the active subject dictionary; showing and naming parts of the subject; naming generalizing concepts: toys, dishes, clothes, animals, birds, furniture, vegetables, fruits; names of cubs, names of professions (8,14,8,8,7 respectively).
Second group includes 22 samples to check the dictionary of features (color, shape, quality of the object) - 12, 5, 5, respectively.
Third group includes 25 tests for checking the verb dictionary (naming actions from pictures, “Who moves how?”; “Who screams like?”) - 10, 5, 10, respectively.
Subject Dictionary:
Instruction:
"Answer the question" is used for the 1st, 5th groups of samples.
“Point and name the parts. What is this?" applied to the 2nd group of samples.
“How can all these items be called in one word” - for the 3rd group of samples.
"Name the cubs of ..." - for the 4th group of samples.
Feature Dictionary:
Instruction:
“Tell me what color of paint” - for the 1st group of samples
“Name the object in shape” - for the 2nd group of words.
"Answer the question" - for the 3rd group of words
Verb Dictionary:
Instruction:
“Name what you are doing?” - for the 1st group of samples.
“Answer, how does ... move?” - for the 2nd group of samples.
“Answer how screaming ...?” - for the 3rd group of samples.
Grade: 1 point - correct answer; 0.5 points - the correct answer after stimulating assistance: "Think again"; 0.25 points - inaccurate use of the word based on lexical paraphasias - the sound proximity of words, replacing the name of an object with an outwardly similar one, similar in meaning, situational connection with each other, designating the entire situation instead of the object; 0 points - failure.
The maximum number of points for completing the first group of tasks is
45 points, the second - 22 points, the third group - 25 points.
Maximum Points Series III - 92 points
Series IV - Exploring Grammar- consists of five groups of tasks.
First group is aimed at studying the state of inflection: it contains 45 samples, providing for the formation of the form of the nominative case, the genitive case of the plural; dative singular and plural forms; accusative singular and plural forms; singular instrumental forms of a noun; formation of a diminutive form of a noun (10,10,4, 4,4,4, 4,5 respectively)
Instruction:“I will talk about one subject, and you about many. One is a table, and if there are a lot of them, these are tables ... ”- for the 1st group of samples.
"What's gone?" - for the 2nd group of samples.
"Tell me, who do you feed?" - for the 3rd, 4th groups of samples.
"Who do you see in the picture?" - for the 5th, 6th groups of samples.
“What do you do to chop wood, sweep the floor, sew, draw?” - for the 7th group of samples.
“Name affectionately the objects that I will show. The big one is a hand, and the small one is a pen ”- for the 8th group of words.
Second group includes 3 tests for the agreement of the noun and adjective of the masculine and feminine singular.
Instruction:"Name the object by color."
Third group includes 8 tests for matching a noun with a numeral.
Instruction:“Let’s count: one (one)…, two (two)…, five….”
Grade 1,2,3, groups of tasks: 1 point - correct answer; 0.5 points - self-correction or the correct answer after the stimulating help "Wrong, think again"; 0.25 points - incorrectly formed form; 0 points - failure.
Fourth group includes 10 tests for the use of prepositional-case constructions and is associated with the need to insert a missing preposition into the sentence.
Instruction:“Now I will name a sentence in which a word is missing, try to find it and insert it.”
Due to the difficulty of this task, two types of assistance are used:
1 - stimulating help (“Wrong, think again”) and 2 - in the form of a question to the missing preposition (“Pours tea where?”)
Grade: 1 point - correct answer; 0.5 points - the correct answer after stimulating assistance; 0.25 points correct answer after the help of the second kind; 0 points - inefficient use of aid, as first and second kind.
Fifth group tasks involves the repetition of sentences of varying grammatical complexity. According to psycholinguists, the ability for such repetition is an indicator general level language competence. Children are able to reproduce sentences of the level of grammatical complexity that they have mastered in their own speech. The volume of verbal material and the quality of the child's auditory-speech memory also affect the success of these tasks.
The sentence is repeated until it is played for the first time (1-2 times).
Instruction:"Listen to the sentence and try to repeat it as accurately as possible."
Grade: 1 point - correct and accurate reproduction; 0.5 points - omission of individual words without distorting the meaning and structure of the sentence; 0.25 points - omission of parts of the sentence, distortion of the meaning and structure of the sentence, the sentence is not completed; 0 points - non-playback.
In total, there are 9 samples in the task.
The maximum score for each group of tasks coincides with the number of trials in it, and for the entire IV series is 75 points.
Series V - Study of the Formation of Connected Speech
Children are offered two tasks: compiling a story based on a series of plot pictures and retelling.
In order to take into account both the semantic side and the quality of the lexical and grammatical design of a coherent statement, the performance of tasks is assessed according to three criteria proposed by R.I. Lalayeva, which are somewhat modified.
1. Drawing up a story based on a series of plot pictures (three pictures)
"Cat and Mouse"
Instruction:“Look at these pictures, try to put them in order and come up with a story.”
Grade:
1) the criterion of semantic integrity: 5 points - the story corresponds to the situation, has all the semantic links located in the correct sequence; 2.5 points - a slight reduction in the situation was allowed, incorrect reproduction of cause-and-effect relationships, or the absence of connecting links; 1 point - the loss of semantic links, a significant distortion of the meaning, or the story is not completed; 0 points - no write-off of the situation.
5 points - the story is grammatically correct with adequate use of lexical means; 2.5 points - the story does not contain agrammatisms, but there are stereotypical grammatical formulation of statements, isolated cases of searching for words, separate or inaccurate word usage; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not framed.
5 points - independently laid out pictures and composed a story; 2.5 points - the pictures are laid out with stimulating help, the story is composed independently; 1 point - unfolding pictures and compiling a story on leading questions; 0 points - failure to complete the task even with help.
2. Retelling the listened text.
Retelling requires a sufficient level of auditory-speech memory formation, and such characteristics as logic, the ability to convey cause-and-effect relationships are based on mental activity.
The story is presented no more than twice.
Instruction:“Now I will tell you a little story, listen to it carefully, remember it and get ready to tell it to me”
HEDGEHOG.
The children went for a walk in the forest. They saw a hedgehog under a bush. The children wanted to take a hedgehog, but he curled up in a ball. Katya carefully took the hedgehog. The guys brought him home and gave him milk.
Grade:
1) criterion of semantic integrity: 5 points - all the main semantic links are reproduced; 2.5 points - semantic links are reproduced with minor reductions; 1 point - the retelling is incomplete, there are significant reductions, or distortions of the meaning, or the inclusion of extraneous information; 0 points - non-compliance;
2) criterion of lexical and grammatical design: 5 points - the retelling was made without violations of lexical and grammar rules; 2.5 points - the retelling does not contain agrammatisms, but there are stereotypes in the design of statements, search for words, separate close verbal substitutions; 1 point - agrammatisms, repetitions, inadequate use of words are noted; 0 points - retelling is not available.
3) criterion of independence of performance: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling on questions; 0 points - retelling is not available even for questions.
These are the most difficult tests of the methodology, so the performance of each of them is estimated at 15 points, which in total for series V is 30 points.
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