Diagnostics for speech development. Diagnosis of speech development in children of senior preschool age

Criteria for coherent speech. Requirements for preschoolers' stories.

The purpose and objectives of examining the level of coherent speech of children.

Methodology for diagnosing the level of coherent speech in children.

1. Criteria for children's stories developed by O.S. Ushakova, help analyze and evaluate the quality and level of development of coherent speech of preschoolers. These include:

logical sequence (logical transition from one part of the story to another, the ability to start and finish the story correctly without unnecessary insertions and repetitions, omission of essential episodes);

grammatical correctness of speech (correct construction of sentences, connection of sentences with each other, i.e. competent execution of statements);

accuracy of speech (the ability to convey a thought in accordance with the text presented);

wealth of linguistic means (use of various lexical means in speech).

When examining coherent speech, children’s ability to compose different types of stories is revealed, in each of them the following skills are tested:

1) when retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;

2) in the description (from a picture, from a toy) reflect the main features and parts of the object, name its functions and purpose;

3) in a narrative story, consistently convey the development of the plot, use indirect speech when conveying the dialogue of the characters;

4) compose a story-reasoning based on a problem situation, list the main facts, events, draw appropriate conclusions and conclusions.

In all types of stories, it is important to note the children’s ability to connect parts of a statement using different types of connections.

2. The peculiarity of the examination of coherent speech is that based on the results of diagnosing coherent speech skills, one can judge other areas of children’s speech development: the development of vocabulary, the formation of the grammatical structure of speech, the sound culture of speech.

The examination is carried out in the form of an individual conversation (no more than 15 minutes) with each child. If the answers are correct, the child should be supported and approved; if the answers are incorrect, the child should not be corrected, but non-compliance should be noted in the protocols. In addition to a focused conversation, to ensure the reliability of diagnostic conclusions, the teacher must use data from pedagogical observations of the child in the process of his communication with adults and peers. Based on the diagnostic results, four levels of development of coherent speech are distinguished.

High level. A child can carry on a conversation on a familiar topic, independently retell a well-known work of art, without the help of an adult, compose a story on a visual basis (by subject, by picture), and talk about events from personal experience. The child has a sufficient vocabulary, there are rarely inaccuracies and repetitions in the use of lexical means, mastery of the methods of coordinating and forming words is observed, grammatical errors are made in individual, complex word forms. The child correctly pronounces all the sounds of the language and has the skills of intonation expressiveness of speech.

Enough level. The child experiences some difficulties when choosing the right word, when moving from one part of the story to another. The child makes grammatical errors in coordinating words and constructing complex sentences. Incorrect pronunciation of some sounds is observed, and the child’s speech is not very expressive.

Average level. A child can participate in communication, independently retell a short literary work, and, with the help of an adult, compose a short story on a visual basis. The child’s vocabulary is slightly below normal; he often repeats the same words and mixes words from closely related languages (Russian and Belarusian). The child makes grammatical errors in approximately half of all words used in coordination and formation, and uses similar sentences. There are errors in the pronunciation of 3-4 sounds, the child’s speech is not expressive.

Low level. The child has difficulty maintaining a conversation on everyday topics, retells stories with the help of a teacher, has a vocabulary below the age norm, mixes Russian and Belarusian words, makes many grammatical errors (in more than half of the words), and does not have the correct pronunciation of more than 5 sounds.

The assessment for all tasks is given to the child in points. Each child’s answer is assessed in accordance with indicators of the levels of development of coherent speech.

4 points are given for an independent, accurate and correct answer in all respects.

A child receives 3 points for an independent but incomplete answer with minor inaccuracy.

A child who makes an inaccuracy and answers leading questions based on clarifications from an adult receives 2 points.

A child is given 1 point if he does not correlate the answers with the adult’s questions, repeats the words after him, or does not understand the questions.

In general, if 2/3 of the child’s answers are rated 4 points, this means a high level of development of coherent speech. If 2/3 of the answers are rated at 3 points, this is a sufficient level. If 2/3 of the answers are scored 2 or 1 point, then the average or low level is determined accordingly.

3. To conduct a survey of the level of development of coherent speech, the following tasks are used.

Descriptive story. The child is asked to write a story describing an object or picture, for example about a hedgehog. The child's responses are scored as follows:

4 points – the child composes a description that contains all the structural parts: beginning, middle, end and expresses his attitude towards the object;

3 points – the child’s story contains the main parts without expressing his attitude to the object;

2 points – the child misses the beginning or end of the story;

1 point – the child only lists individual features of the object.

Narrative story. The child is offered a series of plot pictures, which he must arrange in the required sequence and compose a plot story. The child's responses are scored as follows:

4 points – the child correctly arranges the pictures and independently composes a story, consistently conveying the development of the plot;

3 points – the child correctly arranges the pictures and composes a story with a little help from an adult;

2 points – the child performs all actions with the help of an adult;

1 point – the child simply lists everything that is shown in the pictures.

Creative story. The child is asked to come up with a story or fairy tale without relying on visuals. The child's responses are scored as follows:

4 points – the child independently comes up with a story or fairy tale with a detailed plot or description;

3 points – the child finds it difficult to choose a topic on his own, composes a story on the topic proposed by the teacher;

2 points – the child comes up with a story with the help of an adult;

1 point – the child cannot form a coherent statement even based on the teacher’s questions.

Retelling literary work. The child is asked to retell the story or fairy tale the teacher has just read. The child's responses are scored as follows:

4 points – the child retells the text completely independently, uses the author’s words and expressions, and follows the sequence of presentation;

3 points – the child independently retells the main parts of the text without rearranging them;

2 points – the child retells the text with the help of the teacher, can change the sequence of any parts;

1 point – the child lists individual episodes or actions, violates the structure of the text.

The quality of the child’s performance of tasks is also assessed on the basis of the criteria for coherent speech, which were described above. In addition, one should take into account the individual characteristics of the child, his temperament, character traits, speed of thought processes and individual voice qualities (strength, tempo of speech).

The results of the examination of the level of coherent speech of each child are entered into examination protocols and summarized in a summary table for the entire group. Based on these data, it is possible to plan both individual work with each child and the main directions of work on the development of coherent speech of children in a group.

Literature

1. Lyubina, G.A. Children's speech: a manual for preschool teachers. institutions / G.A. Lyubina. – Minsk: Scientific and methodological. training center book and teaching aids, 2002. – 224 p.

2. Starzhinskaya, N.S. Teaching children to tell / N.S. Starzhinskaya, D.M. Dubinina, E.S. Belko. – Minsk: Adukatsiya ivyakhavanne, 2003.–144 p.

3. Ushakova, O.S. Methods of speech development for preschool children / O.S. Ushakova. – M.: VLADOS, 2004. – 288 p.

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Krasnoe: MDOU "Kindergarten "Kolosok"

Toolkit

Diagnosis of speech development in preschool children

L.A. Ukhina

With. Red, 2010

The manual contains a brief description of the speech of preschool children, as well as diagnostic techniques for examining different aspects of the speech of preschool children, recommended by Ushakova O.S., Strunina E.M.; Strebeleva E.A., Grizik T.I. The manual is addressed to preschool teachers, students of pedagogical colleges, and parents interested in the high speech development of children.

Introduction

4. Methodology for examining the grammatical structure of speech

5. Methodology for examining coherent speech

Bibliography

Application

Introduction

Speech is one of the main lines of child development. The native language helps the child enter our world and opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns about the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school.

Speech develops at a rapid pace, and normally, by the age of 5, all the sounds of the native language are correctly pronounced; has a significant vocabulary; mastered the basics of the grammatical structure of speech; masters the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people around him. At preschool age, elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of a word, gets acquainted with synonyms and antonyms, the verbal composition of a sentence, etc. He is able to understand the patterns of constructing a detailed statement (monologue), and strives to master the rules of dialogue. The formation of an elementary awareness of linguistic and speech phenomena develops free speech in children and creates the basis for successful mastery of literacy (reading and writing). In preschool age, along with certain achievements, omissions and shortcomings in the child’s speech development become obvious. Any delay, any disturbance in the development of a child’s speech negatively affects his activity and behavior, and the formation of his personality as a whole.

The purpose of the examination is to determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; determine the effectiveness of work on speech development for the previous year (dynamics of speech development over the year).

1. Characteristics of speech of preschool children

Younger age

Under favorable educational conditions, mastery of the sound system of a language occurs by the age of four (correct sound pronunciation, formation of the intonation structure of speech, the ability to convey the elementary intonation of a question, request, exclamation). The child accumulates a certain vocabulary that contains all parts of speech.

The predominant place in the children's vocabulary is occupied by verbs and nouns, denoting objects and objects of the immediate environment, their action and state. The child is actively developing the generalizing functions of words. Through the word, the child masters the basic grammatical forms: the plural appears, the accusative and genitive cases of nouns, diminutive suffixes, the present and past tense of the verb, the imperative mood; complex forms of sentences develop, consisting of main and subordinate clauses, and speech reflects causal, target, conditional and other connections expressed through conjunctions. Children master speaking skills, express their thoughts in simple and complex sentences and are led to compose coherent statements of descriptive and narrative types. However, other features are also noted in the speech of many children of the fourth year of life.

At this age, preschoolers may incorrectly pronounce (or not pronounce at all) hissing (sh, zh, h, sch), sonorant (r, r, l, l) sounds. The intonation side of speech requires improvement; work is needed both on the development of the child’s articulatory apparatus and on the development of such elements of sound culture as diction and voice strength.

Mastering basic grammatical forms also has its own characteristics. Not all children know how to agree words in gender, number and case. In the process of constructing simple common sentences, they omit individual parts of the sentence. The problem of new speech formations, which are generated by the word-formation system of the native language, also stands out very clearly. The desire to create new words is dictated by the child’s creative mastery of the riches of his native language. Children of the fourth year of life have access to a simple form of dialogic speech, but they are often distracted from the content of the question. The child’s speech is situational, expressive presentation predominates.

Middle preschool age

The main direction of speech development in the fifth year of life is the development of coherent monologue speech. Noticeable changes are also taking place in the development of word formation methods, and an explosion of word creation begins. Children receive an initial understanding of a word as a sound process (it sounds, consists of sounds, sounds are pronounced one after another, sequentially). Children of this age have a very strong affinity for rhyme. They choose words that sometimes make no sense. But this activity itself is far from meaningless: it promotes the development of speech hearing and develops the ability to select words that sound similar.

The child learns to correctly understand and use the terms word, sounds, sound, listen attentively to the sounding word, independently find words that are different and similar in sound, determine the sequence of sounds in a word, and highlight certain sounds. This is the period of familiarization of children with the word - its semantic side (it has meaning, denotes some object, phenomenon, action, quality). The child’s active vocabulary is enriched with words denoting the qualities of objects and the actions performed with them. Children can determine the purpose of an object, its functional characteristics (A ball is a toy: they play with it). They begin to select words with opposite meanings, compare objects and phenomena, and use generalizing words (nouns with a collective meaning).

This is the period of practical mastery of the rules of using grammatical means. Children's speech is replete with grammatical errors and neologisms ("children's" words like "mashinskiy", "otknopil", "creeper"). Children master the morphological means of language (word agreement in gender, number, case, alternation of consonants in the stems of verbs and nouns). The child is led to understand the polysemy of individual grammatical forms. He learns ways of word formation of nouns with suffixes of emotional and expressive assessment, with suffixes meaning baby animals, as well as some methods of forming verbs with prefixes, degrees of comparison of adjectives.

Children master the ability to construct different types of statements - description and narration. When composing stories, the understanding of the semantic side of speech, the syntactic structure of sentences, and the sound side of speech are improved, i.e. all those skills that a child of the fifth year of life needs to develop coherent speech. Speech activity also increases DUE to the fact that this is the age of “why”. At the same time, there are disturbances in the speech of children aged five years. Not all children correctly pronounce hissing and sonorant sounds; some have insufficiently developed intonation expressiveness. There are also shortcomings in mastering the grammatical rules of speech (agreeing nouns and adjectives in gender and number, using the genitive plural). The speech of children aged four to five years is characterized by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes difficulty for many children. Most children do not sufficiently possess the ability to construct a description and narrative: they violate structure, consistency, and do not have the ability to connect sentences and parts of a statement with each other. This specification is approximate. The levels of speech development of children of the same age are very different. These differences become especially clear in middle preschool age. Firstly, by this time most children have mastered word and sound pronunciation. Secondly, the child masters coherent speech and begins to construct an independent statement, which at first consists of only a few sentences. The level of speech development of children in the fifth year of life can be determined using a method developed for the younger group. However, some tasks are added and complicated.

Senior preschool age

In children of senior preschool age, speech development reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of their voice, the pace of speech, the intonation of a question, joy, and surprise. By older preschool age, a child has accumulated a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the set of words used by the child) continues, the stock of words that are similar (synonyms) or opposite (antonyms) in meaning, and polysemantic words increases.

Thus, the development of the dictionary is characterized not only by an increase in the number of words used, but also by the child’s understanding of different meanings of the same word (multiple meanings). Movement in this regard is extremely important, since it is associated with children’s increasingly complete awareness of the semantics of the words they already use.

At senior preschool age, the most important stage of children's speech development - the acquisition of the grammatical system of the language - is completed. The amazing weight of simple common sentences, complex and complex sentences increases. Children develop a critical attitude towards grammatical errors and the ability to control their speech.

The most striking characteristic of the speech of children of senior preschool age is the active assimilation or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of connections between words within a sentence, between sentences and between parts of a statement, observing their structure (beginning, middle, end).

Children also make mistakes in the formation of different grammatical forms. And of course, it is difficult to correctly construct complex syntactic structures, which leads to incorrect combination of words in a sentence and the connection of sentences with each other when composing a coherent statement.

The main disadvantages in the development of coherent speech are the inability to construct a coherent text using all structural elements (beginning, middle, end), and to connect parts of a statement.

Speech tasks in relation to children of senior preschool age are included in the same sections as in previous ages, however, each task becomes more complicated both in content and in teaching methods.

Methodology for identifying individual aspects of children's speech development. The section discusses individual techniques that reveal the characteristics of a child’s mastery of vocabulary, grammar, and phonetics of his native language.

Levels of proficiency in speech skills and abilities, on different aspects of speech development

Younger age (3 -4 years)

By the end of the year, children can:

Grammar

1) form the names of animals and their cubs in the singular and plural, using diminutive suffixes (cat - cat - kitten - cat - kittens);

2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat);

3) make simple and complex sentences based on pictures together with an adult.

Phonetics

1) pronounce the sounds of the native language, clearly articulating them in sound combinations and words;

2) pronounce phrases clearly, using the intonation of the whole sentence and regulate the strength of the voice and the pace of speech.

Connected speech

1) answer questions about the content of the picture and write a short story together with an adult

2) reproduce the text of a well-known fairy tale;

3) compose a story from the child’s personal experience;

4) use words indicating speech etiquette (thank you, please, hello).

Middle age (4-5 years)

By the end of the year, children can:

1) Understand words that are similar and opposite in meaning, as well as different meanings of a polysemantic word;

2) understand and use generalizing words (furniture, vegetables, dishes);

3) select signs, qualities and actions for the names of objects;

4) compare and name objects by size, color, size.

Grammar

1) Correlate the names of animals and their cubs (fox - fox, cow - calf);

2) use verbs in the imperative mood (run, wave);

3) correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat);

4) make sentences of different types.

Phonetics

1) Correctly pronounce the sounds of your native language;

2) find words that sound similar and different;

3) correctly use a moderate rate of speech, strength of voice, and intonation means of expressiveness.

Connected speech

1) retell short fairy tales and stories with previously unfamiliar content;

2) compose a story based on a picture or about a toy together with an adult;

3) describe the object depicted in the picture, naming signs, qualities, actions, expressing your assessment;

4) use a variety of polite forms of speech.

Older age (5-6 years old)

By the end of the year, children can:

1) activate adjectives and verbs, select words that are accurate in meaning to the speech situation;

2) select synonyms and antonyms for given words of different parts of speech;

3) understand and use different meanings of polysemantic words;

4) differentiate general concepts (wild and domestic animals).

Grammar

1) Form the name of baby animals (fox - fox cub, cow - calf); select words with the same root, agree on nouns and adjectives in gender and number;

2) form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs);

3) build complex sentences of different types.

Phonetics

1) Differentiate pairs of sounds s-z, s-ts, sh-zh, h-sch l-r, distinguish between whistling, hissing and sonorant sounds, hard and soft;

3) select words and phrases that sound similar.

Connected speech

1) In retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;

2) compose a description, narrative or reasoning;

3) develop a storyline in a series of paintings, connecting parts of the statement with different types of connections.

2. Methodology for examining children's vocabulary

Examination technique according to (Strebeleva)

Middle age(4-5 years old)

1. “Show the picture” technique.

Goal: diagnostics of the child’s understanding of the functional purpose of the objects depicted in the pictures.

Equipment: pictures depicting objects familiar to the child: hat, mittens, glasses, needle and thread, umbrella, scissors.

Progress of the examination: pictures are laid out in front of the child, and the verbal instructions do not correspond to the sequence of the laid out pictures. The child must choose a picture among others based on the following verbal instructions: Show what people put on their heads when they go outside. - “What do people put on their hands in winter?” - “What do you use to sew on a button?” - “What do people need to see better?” - “What do you use to cut paper?” - “What should you take outside if it rains?” It is recorded: the child’s choice of a picture in accordance with the frost, the ability to name the objects depicted in the picture.

2. “Name what I’ll show” technique.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy; pear, pan, cow, ship, bow, scarf, fox, decide, egg, robe, sofa, elephant, plum, turtle, aquarium, monument. Pictures depicting actions familiar to children from their experience: reading, riding, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them. In cases of difficulty, the adult asks to show a certain picture and then name it.

3. “Be attentive” technique.

Purpose: checking the subject and verb dictionary.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy, pear, pan, cow, ship, scarf, fox, turnip, egg, robe, sofa, elephant, plum, turtle, aquarium. Pictures depicting actions familiar to children from their experience: reading, rolling, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them.

In cases of difficulty, the adult asks to show a certain picture, then name it.

4. “Say it in one word” technique.

Goal: testing the ability to summarize in one word objects and images in pictures, grouped according to functional characteristics. toys - a car, a bunny, a bear, a pyramid, a matryoshka, pictures depicting several objects: clothes and vegetables.

Progress of the examination: the child is asked to look at pictures of clothes and vegetables, as well as toys and name them in one word.

5. “Say the opposite” technique.

Goal: diagnostics of the ability to use words denoting attributes of objects.

Equipment: pictures depicting objects with opposite signs: healthy - sick; clean - dirty, white - black; thick-thin; high Low.

Progress of the examination: the child is asked to play, choosing sign words with the opposite meaning. For example: “One boy has clean hands, but the other one has clean hands?”

6. “Call me kindly” technique

Goal: diagnostics of the development of the ability to form nouns with a diminutive suffix.

Equipment: pictures depicting large and small objects: flower - flower, hat - cap, ring - ring, bench - bench.

Progress of the examination: the child is asked to look at and name pictures depicting large and small objects.

Older age. (5-6 l.)

Identification of vocabulary mastery (accuracy of word usage, use of different parts of speech).

1. Method “Name what it is?”

Equipment: pictures depicting: clothes, fruit, furniture.

Progress of the examination: the adult invites the child to look at a series of pictures and name them in one word (clothes, furniture). Then the adult asks the child to list flowers, birds and animals. Next, the child is asked to guess the object by description: “Round, smooth, juicy, sweet, fruit” (apple). Orange, long, sweet, growing in the garden, vegetable (carrot); green, long, tasty, salty, tasty raw, who is he? (cucumber); red, round, juicy, soft, tasty, vegetable (tomato).

2. Method “Who moves how?”

Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.

Progress of the examination: the adult invites the child to answer the Questions: Fish.,. (floats) Bird... (flies). Horse..(gallops). Dog... (runs) Cat... (sneaks, runs). The frog (how does it move?) - jumps. Butterfly. ..(flies).

3. Method “Name the animal and its baby.”

Goal: identifying the level of vocabulary development.

Equipment: pictures depicting domestic and wild animals and their young.

Progress of the examination: the child is shown a picture of one of the animals and asked to name it and its baby. In cases of difficulty, an adult takes the pictures and helps the child answer: “This is a cat, and her cub is a kitten. And this is a dog, what is the name of her cub?”

4. “Choose a word” technique.

Goal: identifying the ability to select words denoting the quality of an action.

Progress of the examination: the adult invites the child to listen carefully to the phrase and choose the right word for it. For example: “The horse is running. How? Fast.” The following phrases are suggested: the wind blows... (strongly); the dog barks... (loudly); the boat floats... (slowly); the girl whispers... (quietly).

Older age (6-7 years old)

1. “Explain actions” technique.

Goal: identifying an understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).

Progress of the examination: the child is asked to listen to the words and explain the meaning of the words:

run-run-run out;

write-sign-rewrite;

play-win-lose;

laugh-laugh-ridicule;

walked-left-entered.

2. “Choose a word” technique

Goal: identifying the nuances of meaning of synonyms - adjectives.

Progress of the examination: the adult invites the child to choose words that are close in meaning to the named word (adjective), For example: smart - reasonable.; weak - timid -. old.

3. “Explain” technique

Goal: identifying an understanding of the figurative meaning of adjectives.

Progress of the examination: the child is asked to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.

Examination technique (according to Ushakova, Strunina)

Younger age (3-4 years old)

Goal: diagnostics of the development of children's vocabulary.

Task 1. Doll.

1. What is the name of the doll? Give her a name.

1) The child names a name in a sentence (I want to call her Marina);

2) gives a name (in one word);

3) does not give a name (repeats the word doll).

2. Tell me, what is Marina like?

1) Names two or more words (beautiful, elegant);

2) names one word (good);

3) does not name qualities or characteristics (repeats the word doll).

3. What is she (Marina) wearing?

1) Independently names more than two items of clothing (in a green dress, white socks);

2) with the help of the teacher’s questions: “What is this? Show me...” (These are socks, this is a dress);

3) shows items of clothing, but does not name them.

4. How to call it in one word? (The teacher calls: “Dress, socks - is this...?”)

1) The child names generalizing words (clothes, things);

2) names other types of clothing (panties, tights, jacket...);

3) repeats the words that the teacher named (dress, socks).

5. What clothes are you wearing?

1) Names more than two words (shirt, T-shirt, trousers);

2) names two items of clothing (sundress, T-shirt);

3) names only one word (dress) or lists shoes (slippers, shoes).

6. What is Marina doing? (The teacher performs the actions: the doll sits down, stands up, raises its hand, waves it.)

1) The child names all the actions;

2) names two actions (stood up, raised her hand);

3) names one word - action (standing or sitting).

7. What can you do with the doll?

1) Says more than two words (put her to bed, rock her, play);

2) names two actions (rolling in a stroller, feeding a doll);

Task 2. Ball.

1. Which ball (to give to the child’s hands)?

1) Names two or more signs (round, rubber);

2) names one word;

3) does not name qualities, says another word (play).

2. What can you do with it?

1) Names more than two words (verbs) (toss, play football);

2) names two actions (play, throw);

3) names one word (play).

3. The adult asks a question after the action. Throws a ball to the child and says:

What did I do (throws the ball)? (Dropped.)

What did you do? (Caught.)

Now you quit. What did you do? (Dropped.)

What did I do? (Caught.)

1) The child names all the verbs in the required form;

2) names 2-3 verbs correctly;

3) names only one action.

Task 4.

1. How to call a doll or ball in one word?

1) The child gives a generalizing word (toys);

2) lists the names (Katya, ball);

3) says one word (doll).

2. Tell us what toys you have at home, how you play with them, with whom?

1) Make up a story from personal experience (I have cars at home. There are many of them, all the cars are different. I put them in the garage);

2) lists toys;

3) names one toy.

Middle age(4-5 years old)

Task 1. Doll.

Purpose: checking the development of children's vocabulary.

The teacher shows the child a doll and asks questions in the following sequence.

1. Tell me what a doll is!

1), The child gives a definition (a doll is a toy, a doll is played with);

2) names individual signs (the doll is beautiful) and actions (it is standing);

3) does not complete the task, repeats the word doll.

2. What kind of clothes is the doll wearing?

1) The child names more than four words;

2) names more than two things;

3) shows without naming.

3. Give the doll a task so that it runs and waves its hand.

1) The child gives the correct forms: Katya, please run (wave your hand);

2) gives only verbs - run, wave;

3) gives incorrect shapes.

4. Guests came to the doll. What should you put on the table?

1) The child names the word dishes;

2) lists individual items of utensils;

3) names one object.

5. What kind of dishes do you know?

1) The child names more than four objects;

2) names two objects;

3) names one object.

6. Where do they put bread (in the bread bin), sugar (in the sugar bowl), butter (in the butter dish), salt (in the salt shaker)!

1) Answers all questions correctly;

2) answered three questions;

3) completed only one task.

7. Comparison of tableware. "How are these items different?" (Show a picture with different dishes.)

1) Names by color (or shape and size);

2) lists individual features (this cup is green, this one is red, this one is tall);

3) names one difference.

8. Tell me what it is? Glass, transparent - is it a glass or a vase? Metallic, shiny - is it a fork or a knife? Clay, painted - is it a dish or a plate?

1) Completes all tasks;

2) performs two tasks;

3) performs one task.

9. Prompt (pick up) a word. One plate is deep and the other... (shallow); one glass is high and the other... (low); this cup is clean, and this one... (dirty).

1) Chose all the words correctly;

2) completed two tasks;

3) completed one task.

10. The cup has a handle. What other pens do you know?

1) Name the handle of 3-4 objects (kettle, iron, bag, umbrella);

2) names two handles (near a pot, frying pan);

3) shows the handle of the cup.

Task 2. Ball.

1. The teacher shows two balls and asks: “What is a ball?”

1) The child gives a definition (a ball is a toy; it is round, rubber);

2) names some feature;

3) repeats the word ball.

2. What does it mean to throw, catch!

1) The child explains: to throw means I threw the ball to someone and the other caught it;

2) shows movement and aims, says - threw;

3) only shows movement (no words).

3. Compare two balls, how are they different and how are they similar?

1) The child names the signs: both are round, rubber, play with balls;

2) names only differences in color;

3) says one word.

4. What toys do you know?

1) The child names more than four toys;

2) names more than two;

3) says one word.

Older age (5-6 years old)

I series of tasks.

Goal: to identify the development of children’s vocabulary.

Progress of the examination.1. You already know a lot of words. What does the word doll, ball, dishes mean?

2) names individual signs and actions;

2. What is deep? small? tall? low? easy? heavy?

1) Completes all tasks, names 1-2 words to the adjective (deep hole, deep sea);

2) selects words for 2-3 adjectives;

3) selects a word for only one adjective (high fence).

3. What is the word pen called?

1) Names several meanings of this word (The pen writes. The child has a pen. The door has a pen);

2) names two meanings of this word;

3) lists objects that have a handle (1-2 words).

Examination methodology (according to the program From adolescence to childhood)

Middle age(4-5 years old)

Methodology "Subject Dictionary"

Purpose: diagnostics of understanding of the functional purpose of objects.

Progress of the examination:

The teacher places 6 pictures in front of the child depicting a boot, a teapot, a house, a car, a dress, a chair. The teacher asks a question, the child finds the answer in the pictures and answers the question posed. Teacher questions: what do they wear on their feet? What do you boil water in? Where do people live? What do girls wear? What do people drive? What are we sitting on?

2. Method "Parts of objects"

Purpose: diagnostics of understanding of parts of objects.

Progress of the examination:

A 4-year-old child perceives the objects of our world holistically and therefore experiences certain difficulties in naming the parts of objects;

The teacher uses pictures from the previous assignment. Asks to take pictures one at a time; repeat the name of the item; name its parts. Out of 6 pictures, the child can choose any 3-4. In this case, the teacher can use a pointer to show parts of the depicted objects, which will help the child in naming them. For example: boot - sole, toe, heel, zipper, (lock, laces), heel; teapot - handle, spout, bottom, lid; house - roof, windows, door, porch, chimney, walls; car - body, cabin, wheels, window, headlights, door; dress - sleeves, collar, buttons, pocket, belt; chair - back, seat, legs.

3. Methodology "Words - generalizations"

The study covers the topics “Clothing”, “Shoes”, “Vegetables”, “Fruits”, “Furniture”, “Animals”.

Goal: identifying mastery of generalizing words.

Progress of the examination:

The teacher places 4 pictures in front of the child (for example, dress, trousers, skirt, blouse). Asks to name the depicted objects in one word. You can use one picture depicting objects (objects) corresponding to the generalization word. The appendix provides some sample pictures for generalization on the topics “Vegetables,” “Fruits,” “Clothing,” “Shoes,” “Furniture,” “Animals.”

4. Method "Baby Animals"

Goal: diagnostics of the maturity of the ability to form nouns using suffixes.

Progress of the examination:

The child is offered 4 pictures depicting animals and birds with their young: a fox with cubs, a duck with ducklings, a pig with piglets, a dog with puppies. Some of the pictures can be taken from the previous task (theme "Animals"). The child names what he sees.

5. Methodology "Professions"

Goal: to identify a child’s basic understanding of the professions of adults.

Progress of the examination:

A 4-year-old child already has a basic understanding that all adults work. The teacher constructs the examination as follows:

1. Says: “Every adult has his own profession - a job that he knows how to do well. Look at the pictures and say what the people depicted in them do.” The teacher shows pictures, the children identify and name professions (cook, pilot, salesman, driver (chauffeur).

2. Asks: “Does your mother work? Who? Does your dad work? Who?”

Z. Asks to name any known professions of people: “What other professions of people do you know? Name them.”

6. Methodology "Dictionary of signs"

Goal: diagnostics of the ability to use words denoting characteristics of objects.

Progress of the examination:

The teacher shows one picture at a time: a ball, a hat, a bucket, flowers. Asks you to answer what questions? which? which? which? For example: "What is this?" (Ball.) “What ball?” (Red, big, round, airy, light, etc.) The child should be encouraged if he selects several adjectives for one object when answering. Antonyms. When studying the dictionary of signs, you should pay special attention to antonyms - words with the opposite meaning. The child is offered the game “On the contrary”.

The teacher says: “Once upon a time there was a boy who said everything the other way around. His mother will say: Your hands are dirty. And he answers: Clean. They say to him: Look out the window, it’s white snowing outside. And he answers: No, the snow is black. ". Let's play the game "Verse versa". The teacher offers the following words, showing corresponding pairs of opposite pictures: clean - dirty; dry - wet; thick - thin; wide narrow. The game can be made more difficult. The teacher shows one picture and names a word, the child finds a picture with the opposite meaning, shows it and names it.

The child is offered a plot picture, which depicts several characters in various movements. The teacher asks the child who he sees here and what they are doing. For example: 1. The picture shows: a grasshopper (jumping), a lizard (running), a butterfly (flying), a goose (swimming), a bird (sitting, singing, pecking).

2. The picture shows children in the park: girls jumping ropes; the guys are digging and building in the sandbox; The teacher sits on a bench and reads a book to a group of children; a boy runs after a girl; a boy is driving a car; a girl swings on a swing, etc.

Older age (5-6 years old)

When assessing the state of a 5-year-old child’s vocabulary, teachers study subject vocabulary (parts of the subject, words - generalizations); verbal dictionary (verbs with spatial prefixes); dictionary of characteristics (relative adjectives; antonyms denoting color, size, time, spatial characteristics).

1. Methodology "Subject Dictionary"

Goal: identifying skills in naming parts of objects.

Progress of the examination:

The teacher lays out object pictures in front of the child depicting a car (passenger car), a house and asks him to name the objects and its parts. The teacher can use a pointer to show some parts of the depicted object, which will help the child isolate the part from the whole and name it. In older preschool age, it is advisable for children to indicate parts and details that are not visible in the picture. If the child does not name the invisible parts, then the teacher asks the question: “What else does the car have? What is there in the house?” For example: a car - wheels, steering wheel, gas tank, door (front, rear), windshield, mirror, engine, brake, seat belt, interior, seat, etc.; house - walls, roof, door, porch, window, chimney, steps, rooms, ceiling, etc.

2. Methodology "Generalization words"

Goal: identifying mastery of generalizing words.

Progress of the examination:

The teacher offers the children four pictures. Asks to name them in one word (“What one word can these objects be called?”).

The teacher finds out whether the children have the following general concepts: tools, transport, trees, berries.

Sample list of pictures:

tools - drill, plane, saw, hammer;

transport - car (passenger car), bus, trolleybus, tram;

trees - birch, oak, spruce, rowan;

berries - raspberries, strawberries, black currants, gooseberries.

Goal: identifying the presence of verbs in the child’s dictionary.

Progress of the examination:

The child is offered on the table a conventional model of a city street on which there is a garage (this could be, for example, a cube or a box), roads (for example, strips of paper or ribbons), a bridge, houses (for example, cubes). A car (toy) is placed in the garage. The teacher says and acts with the toy: I will tell you what the car was doing on the city street, and you help me. Choose the necessary words that are similar to the word - go.

The teacher drives the car along the model and says: “The car left the garage... (left) and along the road... (drove); the car... (drove) onto the bridge; across the road... (drove); to the traffic light.. . (drove up); behind the house... (drove); far away... (went)."

Next, the teacher invites the child to take the car, show and tell what the car was doing on the city street. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct correlation of actions and words.

4. Methodology "dictionary of signs"

Relative adjectives.

Goal: to identify the child’s understanding of the signs of an object.

Progress of the examination:

It is carried out in the form of a game exercise “Say it differently”. First, the teacher says what the object is made of (glass vase), and then the child (glass).

Examples: glass vase - glass;

wooden table - wooden;

leather bag - leather;

cardboard box - cardboard;

plastic toy - plastic;

key made of metal metal.

2. Antonyms. The teacher names the words, the child selects the opposite pair:

light dark;

White black;

high Low;

right left;

winter - summer;

light heavy;

top - bottom, etc.

If there is difficulty, the teacher can add a noun that will help the child answer correctly:

light suit - dark suit;

white collar - black collar;

tall man - short man;

winter day - summer day; easy

stone - heavy stone;

upper floor - lower floor;

right eye - left eye, etc.

The teacher enters the data obtained from examining the child’s dictionary into a table.

Older age (5-6 years old)

Methodology "Subject Dictionary".

Goal: to study subject vocabulary (parts of the subject, generalization words); verbal dictionary (verbs with spatial prefixes); dictionary of signs; antonyms (spatial features indicated by verbs and nouns). The survey includes five tasks.

1. Method "Parts of an object"

Goal: identifying skills in naming parts of an object.

The teacher lays out object pictures in front of the child depicting a bus, a house (multi-story) and asks him to name the object and all its possible parts. It is necessary that children indicate not only the visible parts and details, but also those that are not visible in the picture. Additional questions are not asked during the examination (unlike the older group).

An approximate list of parts of objects:

Bus: visible parts - body, wheels, headlights, cabin, windows, etc.;

invisible parts - engine, interior, seats, doors, handrails, etc.;

House (urban): visible parts - floors, windows, entrance, door, roof, drainpipe, etc.;

invisible parts - stairs, elevator, apartments, rooms, mailboxes, etc.

2. Methodology "Generalization words"

The teacher offers the children four pictures for each generalizing concept. Asks to name them in one word (“What one word can these objects be called?”). The teacher finds out whether children have the following general concepts: animals, transport, professions, movements.

An approximate list of pictures: animals - ant, fish, crow, hare, cow, whale;

transport - car, bus, plane, ship;

professions - cook, builder, teacher, salesman;

movements - the child runs, jumps rope, swims, throws a ball.

3. Methodology "Verb Dictionary"

The child is offered a mock-up of a city street on the table. The model must show a tree with a nest. A bird (toy) is sitting in the nest. The teacher says: I will tell you about the chick and his first independent flight, and you help me. Choose the necessary words that are similar to the word fly. The teacher moves the bird around the model and says: Once upon a time there was a chick. One day he realized that his wings had become stronger and decided to make his first flight. The chick left the nest... (flew) and along the road... (flew), across the road... (flew), towards the house... (flew), into the open window... (flew), got scared and out window... (flew away), into the distant forest... (flew away).. then the teacher invites the child to take the bird, show and tell what it did. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct

4. Methodology "Dictionary of signs"

The examination is carried out individually orally (without visual material) in the form of a game exercise “Say it differently”. Relative adjectives are used as a basis. First, the teacher says what the object is made of (crystal vase), and then the child (crystal).

Examples: crystal vase - crystal;

fur collar - fur; clay jug - earthenware; bridge made of stone. - stone; paper boat - paper.

5. Antonyms The examination is carried out individually with each child orally. The teacher names the words, the child selects a pair with the opposite meaning.

Teacher child

lie down stand

lay down and stood

came out came in

rose, fell

took off and landed

opened closed

morning evening

cold heat

day Night

rain snow

cheerful sad

smooth rough

straight curve

3. Examination of the sound culture of speech

Examination technique (according to Strebeleva)

Middle age (4-5 years old)

1. “Be attentive” technique

Goal: diagnostics of the ability to isolate a certain vowel sound from a number of proposed sounds.

Equipment: screen.

Progress of the examination: the child is asked to raise his hand if he hears the vowel sound “a” (“u, i”). The teacher behind the screen pronounces a series of sounds, for example: a, m, y, s, a, p, i; a, y, o, s, y, etc.

2. “Repeat” technique.

Goal: diagnostics of a child’s ability to repeat words while maintaining the correct syllable structure.

Progress of the examination: the adult sequentially names a series of words and asks the child to pronounce them reflectively. The following words are suggested: car, towel, butterfly, matryoshka, button, frog, soap dish.

3. “Name it” technique.

Goal: diagnostics of a child’s ability to independently name words with a complex syllable structure.

Equipment: pictures depicting objects: a saucepan, a turtle, a ship, a monument, an aquarium.

Progress of the examination: the adult asks the child to look at the pictures sequentially and name them.

4. “Show the picture” technique.

Goal: diagnostics of a child’s ability to differentiate words that sound similar.

Equipment: subject pictures.

Progress of the examination: paired pictures are laid out in front of the child, he is asked to show where the scythe and goat, duck and fishing rod, spoons and horns, mouse and bear, saber and heron are.

5. Game "Echo".

Purpose: diagnostics of auditory attention, perception and ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”.

The adult pronounces the following syllable series and asks the child to repeat them: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-bapa, ta-ta-da.

Older age (5-6 years old)

Equipment. drawings.

Progress of the examination: the child is asked to repeat the following words

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

2. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Zina has an umbrella.

A blacksmith forges a chain.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. Methodology "Counting tables".

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.”

Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

4. “Name it” technique

Purpose: to check the child’s ability to pronounce words of different syllable structures in isolation.

Equipment: pictures with the following words - pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

Progress of the examination: the adult asks the child to name the images in the pictures (objects, characters, plants, insects, animals); if there is difficulty, the adult asks the child to repeat the following words: pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

5. “Repeat after me” technique.

Equipment: scene pictures:

1. A policeman is standing at an intersection.

2. Goldfish are swimming in an aquarium.

3. The photographer takes pictures of children.

4. Sasha was drying wet clothes on a line.

5. The watchmaker is repairing the watch.

6. The bird raised the chicks in the nest.

8. The cook is baking pancakes in a frying pan.

Progress of the examination:

The adult shows the child a picture and asks him to repeat the following sentences:

A policeman stands at an intersection.

Goldfish swim in an aquarium.

A photographer takes pictures of children.

Sasha was drying wet clothes on a line.

A watchmaker repairs a watch

The bird raised the chicks in the nest.

A motorcyclist rides a motorcycle.

The cook bakes pancakes in a frying pan.

6. “Echo” technique

Purpose: testing auditory attention, perception and the ability to pronounce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the speech therapist pronounces the following syllable series: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-ba-pa.

7. “I’ll repeat” technique.

Purpose: testing auditory attention, perception and ability to reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: cat-year-cat; tom-dom-com; fishing rod

8. “Be attentive” technique.

Progress of the examination: the adult invites the child to play: “I will name the words, if you hear the sound “w”, clap your hands.”

An adult names the words: house, bunny, hat, bear, fox, cone, Christmas tree, car. Then the child is asked to single out the following sounds in turn: “k”, “l” from the proposed words: monkey, umbrella, cat, chair, robe, poppy; fist, bunny, T-shirt, soap, chamomile, lamp.

9. “Name it correctly” technique.

Purpose: checking sound pronunciation.

Equipment: drawings.

Progress of the examination: the child is asked to repeat the following words:

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

10. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Equipment: plot drawings.

Progress of the examination: the child is asked to repeat the following sentences: The catfish has a mustache.

Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that’s all Mishutka is.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

11. Methodology "Counting tables".

Purpose: checking sound pronunciation in the process of speaking a reading text.

Progress of the examination: the adult invites the child to play counting rhymes: “I start the counting rhyme, and you listen, then repeat.” An adult, rhythmically pronouncing the text of the counting rhyme, in time with the words, points with his hand first at himself, then at the child: “The counting rhyme begins: There is a starling and a jackdaw on an oak tree, the starling has flown home, and the counting is over.”

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.” Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

Older age (6-7 years old)

1. “Name it correctly” technique.

Equipment: pictures for examining sound pronunciation.

C: garden, stroller, globe.

Sya: cornflower, taxi.

Z: castle, Dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

Sh: pike, puppy, raincoat.

H: kettle. cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

I: watering can. apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, grapes.

X: bread, weaver, rooster.

Progress of the examination: the child is asked to name the pictures.

2. “Repeat sentences” technique.

Equipment: story pictures.

The catfish has a mustache. Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that's all Mishutka looks like.

The hedgehog has a hedgehog. A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. “Repeat after me” technique

Purpose: to check the child’s ability to pronounce words of different syllable structures in sentences.

Progress of the examination: the adult asks the child to repeat the following sentences:

The store sells a floor polisher and a vacuum cleaner.

The leaves are falling - leaf fall is coming.

A motorcyclist rides a motorcycle.

A photographer takes pictures of children.

Grandmother knits a collar for her granddaughter.

A fisherman catches fish.

Bees are raised by a beekeeper.

A dump truck arrived at the construction site.

4. “Echo” technique.

Purpose: testing auditory attention, perception and the ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the adult pronounces the following syllable series: pa-pa-ba, ta-da-ta; pa-ba-pa; pa-ba, pa-ba, na-ba; ka-ha-ka; sa-za, sa-za, sa-za; Sasha. sa-sha, sa-sha.

5. “Repeat” technique

Purpose: testing auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: roof-rat; log-knee; earth-snake: daughter-dot-koch-ka; grandma-tub-pillow bear-bowl-bear.

6. “Be attentive” technique

Purpose: checking the level of formation of phonemic hearing.

Progress of the examination: the adult invites the child to play. I will name the words, if you hear the sound “z”, clap your hands,” the adult names the words: tree, bunny, cornflower, river, basket, Zina, bush, bell.

Then the child is offered certain sounds with which he must come up with words: “sh”, “s”, “l”. If there are difficulties, the adult himself names a few words.

7. “Guess how many sounds” technique.

Goal: checking the level of development of phonemic hearing and the ability to perform sound analysis of a word.

Progress of the examination: the adult calls the child a word and asks him to answer the question: “How many sounds are in this word? Name the first sound, the third, the second.” For example, "house". If there are difficulties, the adult himself identifies the sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.

Examination technique (according to O.S. Ushakova, E.M. Strunina)

Middle age(4-5 years old)

(The technique can also be used for younger children)

1. Checking sound pronunciation. This task is carried out in the same way as for younger preschoolers; sounds that the child does not pronounce are noted.

1) The child pronounces all sounds;

2) does not pronounce complex sounds: sonorant or hissing;

3) does not pronounce either sonorants or sibilants.

1) The child pronounces the text clearly;

2) does not pronounce phrases clearly, does not sufficiently regulate the strength of his voice;

3) has serious shortcomings in pronouncing the text.

3. The teacher asks: “Are you pronouncing all the sounds correctly?”

1) The child pronounces all sounds and is aware of it;

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Diagnostics of speech development of preschool children [Text]: methodological manual /.- Krasnoye: MDOU “Kindergarten “Kolosok” p. Red", 2010.-76p.

The manual contains a brief description of the speech of preschool children, as well as diagnosticmethods for examining different aspects of the speech of preschool children, recommended; , Grizik is addressed to preschool teachers, students of pedagogical colleges, and parents interested in the high speech development of children.

Introduction………………………………………………………………………………….2

1. Characteristics of children’s speech……………………………………………………3

2.Methodology for examining children’s dictionary……………………………………………………......4

3 Methodology for examining the sound culture of speech………………………....31

4. Methodology for examining the grammatical structure of speech………………….49

5. Methodology for examining coherent speech………………………………………………………67

References……………………………………………………………...72

Introduction

Speech - one of the main lines of child development. The native language helps the child enter our world and opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns about the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school.

Purpose of the survey – determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; determine the effectiveness of work on speech development for the previous year (dynamics of speech development over the year).

1. Characteristics of speech of preschool children

Younger age

At this age, preschoolers may mispronounce (or not pronounce at all) sibilants. (w, f, h, sch), sonorant (r, r, l, l) sounds. The intonation side of speech requires improvement; work is needed both on the development of the child’s articulatory apparatus and on the development of such elements of sound culture as diction and voice strength.

Middle preschool age

Children master the ability to construct different types of statements- description and narration. When composing stories, the understanding of the semantic side of speech, the syntactic structure of sentences, the sound side of speech are improved, i.e. all those skills that are necessary for a child of the fifth year of life to develop coherent speech. Speech activity increases and DUE with the fact that this is the age of “why”. At the same time, there are disturbances in the speech of children aged five years. Not all children correctly pronounce hissing and sonorant sounds; some have insufficiently developed intonation expressiveness. There are also shortcomings in mastering the grammatical rules of speech (agreeing nouns and adjectives in gender and number, using the genitive plural). The speech of children aged four to five years is characterized by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes difficulty for many children. Most children do not sufficiently possess the ability to construct a description and narrative: they violate structure, consistency, and do not have the ability to connect sentences and parts of a statement with each other. This specification is approximate. The levels of speech development of children of the same age are very different. These differences become especially clear in middle preschool age. Firstly, by this time most children have mastered the word - and sound pronunciation. Secondly, the child masters coherent speech and begins to construct an independent statement, which at first consists of only a few sentences. The level of speech development of children in the fifth year of life can be determined using a method developed for the younger group. However, some tasks are added and complicated.

Senior preschool age

At senior preschool age, the most important stage of children’s speech development – the acquisition of the grammatical system of the language – is largely completed. The amazing weight of simple common sentences, complex and complex sentences increases. Children develop a critical attitude towards grammatical errors and the ability to control their speech.

Levels of proficiency in speech skills and abilities, on different aspects of speech development

Younger age)

By the end of the year, children can:

Grammar

1) form the names of animals and their cubs in the singular and plural, using diminutive suffixes (cat - cat - kitten - cat - kittens);

2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat);

3) make simple and complex sentences based on pictures together with an adult.

Phonetics

1) pronounce the sounds of the native language, clearly articulating them in sound combinations and words;

2) pronounce phrases clearly, using the intonation of the whole sentence and regulate the strength of the voice and the pace of speech.

Connected speech

1) answer questions about the content of the picture and write a short story together with an adult

2) reproduce the text of a well-known fairy tale;

3) compose a story from the child’s personal experience;

4) use words indicating speech etiquette (thank you, please, hello).

Middle age (4 – 5 years)

By the end of the year, children can:

1) Understand words that are similar and opposite in meaning, as well as different meanings of a polysemantic word;

2) understand and use generalizing words (furniture, vegetables, dishes);

3) select signs, qualities and actions for the names of objects;

4) compare and name objects by size, color, size.

Grammar

1) Correlate the names of animals and their cubs (fox - fox, cow - calf);

2) use verbs in the imperative mood (run, wave);

3) correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat);

4) make sentences of different types.

Phonetics

1) Correctly pronounce the sounds of your native language;

2) find words that sound similar and different;

3) correctly use a moderate rate of speech, strength of voice, and intonation means of expressiveness.

Connected speech

1) retell short fairy tales and stories with previously unfamiliar content;

2) compose a story based on a picture or about a toy together with an adult;

3) describe the object depicted in the picture, naming signs, qualities, actions, expressing your assessment;

4) use a variety of polite forms of speech.

Older age (5-6 years old)

By the end of the year, children can:

1) activate adjectives and verbs, select words that are accurate in meaning to the speech situation;

2) select synonyms and antonyms for given words of different parts of speech;

3) understand and use different meanings of polysemantic words;

Grammar

1) Form the name of baby animals (fox - fox cub, cow - calf); select words with the same root, agree on nouns and adjectives in gender and number;

2) form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs);

3) build complex sentences of different types.

Phonetics

1) Differentiate pairs of sounds s-z, s-ts, sh-zh, h-sch l-r, distinguish between whistling, hissing and sonorant sounds, hard and soft;

3) select words and phrases that sound similar.

Connected speech

1) In retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;

2) compose a description, narrative or reasoning;

3) develop a storyline in a series of paintings, connecting parts of the statement with different types of connections.

2. Methodology for examining children's vocabulary

Examination technique according to (Strebeleva )

Middle age(4-5 years old)

1. “Show the picture” technique.

Goal: diagnostics of the child’s understanding of the functional purpose of the objects depicted in the pictures.

Equipment: pictures depicting objects familiar to the child: hat, mittens, glasses, needle and thread, umbrella, scissors.

Progress of the examination : Pictures are laid out in front of the child, and the verbal instructions do not correspond to the sequence of the laid out pictures. The child must choose a picture among others based on the following verbal instructions: Show what people wear on their heads when they go outside . - “What do people put on their hands in winter?” - “What do you use to sew on a button?” - “What do people need to see better?” - “What do you use to cut paper?” - “What should you take outside if it rains?” It is recorded: the child’s choice of a picture in accordance with the frost, the ability to name the objects depicted in the picture.

2. “Name what I’ll show” technique.

Move examination: the adult consistently invites the child to look at pictures depicting various objects of action and name them. In cases of difficulty, the adult asks to show a certain picture and then name it.

3. “Be attentive” technique.

Purpose: checking the subject and verb dictionary.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them.

In cases of difficulty, the adult asks to show a certain picture, then name it.

4. “Say it in one word” technique.

Progress of the examination: the child is asked to look at pictures of clothes and vegetables, as well as toys and name them in one word.

5. “Say the opposite” technique.

Target: diagnostics of the ability to use words denoting attributes of objects.

Equipment: pictures depicting objects with opposite signs: healthy - sick; clean - dirty, white - black; thick-thin; high Low.

Move examination: the child is asked to play, choosing sign words with the opposite meaning. For example: “One boy has clean hands, but the other one has clean hands?”

5.Method “Call me kindly”

Target: diagnostics of the development of the ability to form nouns with a diminutive suffix.

Equipment: pictures depicting large and small objects: flower - flower, hat - cap, ring - ring, bench - bench.

Move examination: the child is asked to look at and name pictures depicting large and small objects.

Older age (5-6 years old)

Identification of vocabulary mastery (accuracy of word usage, use of different parts of speech).

1.Method “Name what it is?”

Goal: identifying mastery of generalizing words.

Equipment: pictures depicting: clothes, fruit, furniture.

2.Method “Who moves how?”

Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.

3.Method “Name the animal and its baby.”

Goal: identifying the level of vocabulary development.

Equipment: pictures depicting domestic and wild animals and their young.

4. “Choose a word” technique.

Goal: identifying the ability to select words denoting the quality of an action.

Progress of the examination: the adult invites the child to listen carefully to the phrase and choose the right word for it. For example: “The horse is running. How? Fast". The following phrases are suggested: the wind blows... (strongly); the dog barks... (loudly); the boat floats... (slowly); the girl whispers... (quietly).

Older age (6-7 years old)

1.Method “Explain actions.”

Goal: identifying an understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).

Progress of the examination: the child is asked to listen to the words and explain the meaning of the words:

run-run-run out;

write-sign-rewrite;

play-win-lose;

laugh-laugh-ridicule;

walked-left-entered.

2.Method “Choose a word”

Goal: identifying the nuances of meaning of synonyms - adjectives.

Progress of the examination: the adult invites the child to choose words that are close in meaning to the named word (adjective), For example: smart - reasonable.; weak - timid -. old.

3. “Explain” technique

Goal: identifying an understanding of the figurative meaning of adjectives.

Progress of the examination: the child is asked to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.

Examination technique (according to Ushakova, Strunina)

Younger age (3-4 years old)

Goal: diagnostics of the development of children's vocabulary.

Task 1. Doll.

The teacher shows the child a doll and asks questions in the following sequence.

1. What is the doll's name? Give her a name.

1) The child names a name in a sentence (I want to call her Marina);

2) gives a name (in one word);

3) does not give a name (repeats the word doll).

2. Tell me, what is Marina like?

1) Names two or more words (beautiful, elegant);

2) names one word (good);

3) does not name qualities or characteristics (repeats the word doll).

3. What is she (Marina) wearing?

1) Independently names more than two items of clothing (in a green dress, white socks);

2) with the help of the teacher’s questions: “What is this? Show me...” (These are socks, this is a dress);

3) shows items of clothing, but does not name them.

4. How to call it in one word? (The teacher calls: “Dress, socks - is this...?”)

1) The child names generalizing words (clothes, things);

2) names other types of clothing (panties, tights, jacket...);

3) repeats the words that the teacher named (dress, socks).

5. What clothes are you wearing?

1) Names more than two words (shirt, T-shirt, trousers);

2) names two items of clothing (sundress, T-shirt);

3) names only one word (dress) or lists shoes (slippers, shoes).

6. What is Marina doing?(The teacher performs the actions: the doll sits down, stands up, raises its hand, waves it.)

1) The child names all the actions;

2) names two actions (stood up, raised her hand);

3) names one word - action (standing or sitting).

7 . What can you do with the doll?

1) Says more than two words (put her to bed, rock her, play);

2) names two actions (rolling in a stroller, feeding a doll);

3) names one word (play).

Task 2. Ball.

1 . Which ball (to give to the child)?

1) Names two or more signs (round, rubber);

2) names one word;

3) does not name qualities, says another word (play).

2 . What can you do with it?

Speech diagnostics

1. “Tell from the picture” technique

This technique is intended to determine the child’s active vocabulary.

The child is given 2 minutes to carefully examine these pictures. If he is distracted or cannot understand what is shown in the picture, then the experimenter explains and specifically draws his attention to this.

After viewing the picture is completed, the child is asked to talk about what he saw in it. Another 2 minutes are allotted for the story about each picture.

A psychologist conducting a study using this technique records the results in a table, where he notes the presence and frequency of the child’s use of various parts of speech, grammatical forms and constructions

Scheme for recording the results of the study using the “Tell it from a picture” method:

Fragments of speech recorded during the research process	Frequency of use
	Nouns

	Adjectives in regular form



	Pronouns

	Prepositions
	Complex sentences and constructions

Evaluation of results:

10 points(very high) – all 10 speech fragments included in the table are found in the child’s speech

8-9 points(high) – 8-9 of the speech fragments included in the table occur in the child’s speech

6-7 points(medium) – 6-7 of the speech fragments contained in the table occur in the child’s speech

4-5 points(medium) – the child’s speech contains only 4-5 of the ten fragments of speech included in the table

2-3 points(low) – 2-3 of the speech fragments included in the table occur in the child’s speech

0-1 point(very low) – the child’s speech contains no more than one fragment of speech from those included in the table.

Conclusions about the level of development:

10 points- very tall.

8–9 points- high

4–7 points- average

2–3 points- short.

0–1 point- very low.

2. Method “Name the words”

The technique presented below determines the vocabulary that is stored in the child’s active memory. The adult names the child a certain word from the corresponding group and asks him to independently list other words related to the same group.

20 seconds are allotted for naming each of the groups of words listed below, and in general 160 seconds are allocated for completing the entire task.

1. Animals.

2. Plants.

3. Colors of objects.

4. Shapes of objects.

5. Other characteristics of objects other than shape and color.

6. Human actions.

7. Ways a person performs actions.

8. The qualities of human actions.

If the child himself finds it difficult to begin listing the necessary words, then the adult helps him by naming the first word from this group and asks the child to continue the listing.

Evaluation of results

10 points - the child named 40 or more different words belonging to all groups.

8-9 points - the child named from 35 to 39 different words belonging to different groups.

6-7 points - the child named from 30 to 34 different words associated with different groups.

4-5 points - the child named from 25 to 29 different words from different groups.

2-3 points - the child named from 20 to 24 different words related

with different groups.

0-1 point - the child named no more than 19 words the entire time.

Conclusions about the level of development

10 points - very high.

8-9 points - high

4-7 points - average.

2-3 points - low.

0-1 point - very low.

3. Methodology “Definition of concepts”

In this technique, the child is offered the following sets of words:

bind, pinch, prickly.

Imagine that you met a person who does not know the meaning of

one of these words. You should try to explain to this person what each word means, for example the word "bicycle".

How would you explain this?

The child is offered 1 set of words.

For each correct definition of a word, the child receives 1 point. You have 30 seconds to define each word. If during this time the child was unable to define the proposed word, then the experimenter leaves it and reads the next word in order.

If the definition of a word proposed by the child turns out to be not entirely accurate, then for this definition the child receives an intermediate mark - 0.5 points. If the definition is completely inaccurate - 0 points.

Evaluation of results

The maximum number of points that a child can receive for completing this task is 10, the minimum is 0. As a result of the experiment, the sum of points received by the child for defining all 10 words from the selected set is calculated.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

4. Methodology “Finding out passive vocabulary”

In this technique, the child is offered the same five sets of words as stimulus material.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Airplane, button, book, cloak, feathers, friend, move, unite, beat, stupid.

3. Car, screw, magazine, boots, scales, coward, run,

bind, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, spin, fold, push, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

The child is read the first word from the first row - “bicycle” and is asked to choose from the following rows words that match it in meaning, forming a single group with this word, defined by one concept. Each subsequent set of words is slowly read to the child with an interval of 1 second between each spoken word. While listening to a series, the child must indicate the word from this series that in meaning matches what has already been heard. For example, if he previously heard the word “bicycle”, then from the second row he will have to choose the word “airplane”, which, with the first, forms the concept of “modes of transport” or “means of transportation”. Then, sequentially, from the following sets, he will have to choose the words “car”, “bus” and “motorcycle”.

If the first time, that is, after the first reading of the next row, the child was not able to find the right word, then he is allowed to read this row again, but at a faster pace. If, after the first listening, the child made his choice, but this choice turned out to be incorrect, the experimenter records the error and reads the next row. As soon as all four rows are read to the child to find the necessary words, the researcher moves on to the second word of the first row and repeats this procedure until the child makes attempts to find all the words from the subsequent rows that match all the words from the first row.

Comment. Before reading the second and subsequent rows of words, the experimenter should remind the child of the words found so that he does not forget the meaning of the words he was looking for. For example, if by the beginning of reading the fourth row, in response to the stimulus word from the first row “bicycle,” the child had already managed to find the words “plane” and “car” in the second and third rows, then before starting to read the fourth row to him, the experimenter should tell the child something like this: “So, you and I have already found the words “bicycle”, “plane” and “car”, which have a common meaning. Remember it when I read you the next series of words, and as soon as you hear a word with the same meaning in it, immediately tell me about it.”

Evaluation of results

If the child correctly found the meanings of 40 to 50 words, then he ultimately receives 10 points.

If the child managed to correctly find values from 30 to

40 words, then he is awarded 8-9 points.

If the child was able to correctly find the meaning of 20 to 30 words,

then he gets 6-7 points.

If during the experiment the child correctly combined 10 to 20 words into groups, then his final score will be 4-5.

Finally, if a child managed to combine less than 10 words in meaning, then his score will be no more than 3.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

0-3 points - low.

7.5. Methodology “Determination of active vocabulary”

The child is offered any picture that depicts people and various objects (for example, the one shown in the figure below). He is asked to tell in as much detail as possible about what is shown and what is happening in this picture within 5 minutes.

Drawing. An approximate picture for a method designed to determine the active vocabulary of a child of primary school age:

The child’s speech is recorded in a special protocol, the form of which is given in the table, and then analyzed.

Table. Form of the protocol for the methodology for assessing the active vocabulary of a primary school student

Recorded signs of speech	Frequency of use of these signs by a child
	Nouns

	Participles
	Participles
	Adjectives in initial form
	Comparative adjectives
	Superlative adjectives

	Prepositions

	Homogeneous members of the sentence
	Complex sentences with conjunctions such as “and”, “a”, “but”, “yes”, “or”, etc.
	Complex sentences connected by subordinating conjunctions such as “which”, “because”, “since”, etc.
	Introductory constructions starting with the words “firstly”, “in my opinion”, “I think”, “it seems to me”, etc.

This protocol notes the frequency of the child’s use of various parts of speech, complex sentences with conjunctions and introductory constructions, which indicates the level of development of his speech. During a psychodiagnostic experiment, all these signs included in the protocol form are noted on its right side.

Evaluation of results

A child receives 10 points if at least 10 of the signs listed in the protocol are found in his speech (story based on a picture).

His speech is assessed at 8-9 points when it contains at least 8-9 different protocol features.

A child earns 6-7 points for his speech if he has 6-7 different signs.

A score of 4-5 points is given to him for the presence of 4-5 different features in his speech.

2-3 points - 2-3 signs are present in speech.

0-1 point - there is no story or it contains 1-2 words that represent one single part of speech.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

6. Study of speech rigidity

Purpose of the study: determine the degree of speech rigidity. Materials and equipment: colored pictures of the same type depicting landscapes, each size at least 20x25 cm, sheets of paper and a pen.

Research procedure

The study can be conducted with one subject or with a group. If several people are being studied at the same time, it is better that each subject receives a picture rather than looking at a common poster. The subjects are asked to write an essay based on the picture, but the purpose of the study is hidden.

Instructions to the subject: “Before you is a picture with a landscape depicted on it. Write an essay based on this picture.” In this case, the time for writing an essay is not limited, and the work ends when the essay contains at least 300 words.

Processing the results

The purpose of processing the results is to calculate the amount of rigidity in the subject’s written speech for each hundred words of his composition. First, in an essay, every hundred words are separated by a vertical line. Then, in every hundred words, all repeating words that are the same in sound and spelling, including words that have a common root, are crossed out or underlined. For example, cognate words would be: greens, green, greenish. For each hundred words of the essay, the number of repetition words is separately counted. The conjunction "and" is also a word, and all repetitions of it count.

The indicator of rigidity of written speech can be presented both in absolute terms, that is, in the number of repetitions, and in relative terms, in the form of the “KR” coefficient.

Analysis of results

The tendency to repeat words when writing essays is not the same in every hundred. To interpret individual indicators, a table is proposed to determine the degrees of rigidity of written speech.

No. hundreds of words in an essay

Rigidity degree
		lability
number of repetitions
First hundred	10 or more
Second hundred	12 and more
The third hundred	14 and more

During the analysis of the results, it is desirable to establish the causes of rigidity. Among the reasons may be: a small speech reserve, poor health of the test subject, low intelligence, etc. People with labile speech often have pronounced linguistic and general humanitarian abilities. They are usually interested in literature and philology. For those who want to improve themselves, it is important to take care of preventing speech rigidity. For these purposes, you can work with a dictionary of synonyms, replacing repeated words with synonyms in your speeches and essays. Oral speech can be developed in a similar way. Tape recording of speeches and conversations with its further analysis helps a lot.

7. Study of the tempo of oral speech activity

Purpose of the study: Determine the rate of speaking on a reading test.

Equipment: Reading test consisting of letters and numbers, stopwatch.

Research procedure

The experimenter conducts this study with one subject, who should be seated comfortably at a well-lit table.

The test taker is given a standard reading test printed on a small form. The test looks like this.

A and 28 I 478 TSM 214 b! Iu? = 734819 nosonromor thieves iushchtsfkh 000756 kotonrortrr 11+3=12 15:5 = 24: 7 = 23 M + A = mom = ma! mom = dad porridge + sha = ka

Instructions to the subject: “At my signal “Start!” read aloud as quickly as possible everything written line by line on this form. Try to read without mistakes. Do you understand everything? If so, then I will time it. Let’s start!”

The experimenter should use a stopwatch to record the time spent by the subject reading the entire test and possible errors.

Processing the results

The results of this testing are the time it takes to read the entire set of letters, numbers, signs and the number of errors made by the test subject.

Analysis of results

Test results are interpreted using a scale for assessing the rate of oral speech activity.

Reading time

Reading pace	Note
40 s or less		For those admitted during reading errors rank reading pace is reduced by reducing one line down
from 41 to 45 s
from 46 to 55 s
from 56 to 60 s

When interpreting the results, it is important to take into account what type of activity the subject prefers to engage in and his temperament. For philologists, the pace of speech activity is usually high. In addition, the speed of reading the test is affected by your well-being and mood for testing. The attitude caused by the instructions plays an important role. For most people, a high tempo correlates with choleric or sanguine types of temperament, and a medium or low tempo correlates with phlegmatic and melancholic types.

The pace of reading can be accelerated by frequent reading aloud and developing attention.

Ebbinghaus technique.

The technique is used to identify the level of speech development and the productivity of associations.
Instructions:"Fill in the missing words."

Instructions: "Place the dots."

Analysis of results: The speed of finding and productivity of associations is recorded.

A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, the connection of details into a single whole).

This technique is used to determine the level of development of understanding of grammatical structures.

Exercise 1.

1. “Listen to what I read to you and tell me.”
2. "Read and retell."

Jackdaw and dove.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote.
The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw. Then the pigeons drove her away. She went back to the jackdaws, but they didn’t accept her either.

Ant and dove.

The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto this branch and escaped.
The next day the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.

Smart jackdaw.

The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw was out of reach. She began throwing pebbles into the jug and scattered so many that she could drink.

Most beautiful.

An owl was flying. Other birds flew towards her. The owl asked:
-Have you seen my chicks?
- What are they like?
- Most beautiful!

Analysis of results: understanding of the sequence of events, general and hidden meaning is taken into account.

Task 2.

Addressing the child, the teacher says: “Listen carefully. I will name several words. Make several sentences (one sentence) from each set. If necessary, change these words or add one or more words to the set.”

Word sets:

1. Girl, album, drawing.
2. Child, cup, milk.
3. From, cage, siskin.
4. Sasha, skiing, riding, on.

Grading scale.

“Listen to a series of words and make sentences from them.”

1. Girls sing in the choir.
2. Passengers on the tram get off.

Task 3.

Two cards with pictures are laid out on the table in front of the child:

The teacher says: “The boy in the white shirt is called Petya, and the boy in the checkered shirt is Vanya.” Then, under these pictures, the teacher lays out eight separate cards with sentences of varying syntactic complexity printed on them. These sentences represent a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya.

Note: If the child does not read, deictic gestures are used. The teacher reads the sentences. The child shows with his finger who drew: Petya or Vanya.

Task for in-depth diagnostics.

"Show me where in the picture: - a circle under a square; - a square above a circle; - a circle on a square; - a circle above a square."

Phoneme discrimination and selection test.

The sound discrimination test consists of 8 basic tasks and 6 tasks for in-depth diagnostics.
The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - at the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis.

To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing: individual sounds in a series of sounds (task 1) and synonymous words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, affricates of voiceless and voiced, hard and soft phonemes. If necessary, additional tasks can be used for this purpose.

At the time of using this test, it is necessary to have data on the state of the child’s physical hearing. This is because even slight hearing loss in early childhood makes it difficult to distinguish speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the development of the entire sound system.

Exercise 1.

Addressing the student, the teacher says: “Now I will name various sounds. Be careful: if among these sounds you hear the sound Ш, then raise your hand. Listen:

T, Sh, Ch, F, Shch, Sh".

After the student completes this part of the task, the teacher continues the instruction: “Now raise your hand when, among the sounds that I will pronounce, you hear sound 3” (зъ). Listen:

S", C", 3", T", 3" ".

And finally, the teacher says: “Now I will again name the various sounds. Raise your hand only when you hear the sound T. Listen:

S, Ch, T, C, S, C, Shch."

Note: The sounds Ш, 3", Ц occur twice in the given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following rating standards are proposed.

Task for in-depth diagnostics.

"When you hear the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA." After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SY. Listen:

ZYA, XYA, SA, XYA, TYA."

Task 2.

10 drawings are laid out on the table in front of the child (see below). Next, the teacher says: “Look at all the pictures and tell me whether you know all the objects depicted in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (by two words), and you will show them in the drawings."

grass - firewood, duck - fishing rod, roof - rat, bear - mouse, barrels - kidneys.

Task 3.

The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are depicted in these pictures contain either the sound D or the sound T. Next, the teacher asks: “Do you know all the subjects?” The child usually answers in the affirmative.

Then the teacher lays out two more pictures: the first one shows a white house, the second one shows a black one. The teacher turns to the student again: “Place pictures of objects with the sound T near the white house, and pictures with the sound D near the black house.”

Task 4.

Addressing the student, the teacher says: “Remember and name as many words as possible that contain the sound S. Remember that this sound can be at the beginning of the word, in the middle, at the end.”

Task 5.

First, the teacher asks the child to write the word on a piece of paper

"frying pan".

As a rule, the student refuses to do this, citing inability to write well. The teacher calms him down, saying: “Well, then we will do it differently. I will write down the words. To do this, you will first dictate to me the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.”

Then the teacher calls out the words one by one:

nose, spider, school, tent, frying pan.

Task for in-depth diagnostics.

"Name the first and last sound in the word

ELEPHANT ".

Task 6.

Four cards are laid out on the table in front of the child (see below). The teacher asks whether the student knows the names of the objects depicted on them and asks them to name them. Then, turning to the student, he says: “Select from these four pictures the one in whose name the first sound is the same as in the word “swallow”.

Task for in-depth diagnostics.

“Choose from among the pictures the one that begins with the sound B.”

Task 7.

The teacher places four letters on the table in front of the child:

H W T

Checks to see if the child knows what letters these are and asks to name them. Then the teacher says: “Now I will pronounce one word - this is the word “cup”. And you select from these four letters (W, Ch, C, T) the one that corresponds to the first sound of this word.”

Task for in-depth diagnostics.

“Choose from four letters the one with which the word AIST begins.”

O U A M

Task 8.

Addressing the student, the teacher says: “Now I will name each sound in the word separately, one after the other. Listen carefully and say what word will come from these sounds.” (The teacher pronounces sounds at intervals of 4-5 seconds.)

Task for in-depth diagnostics.

“Tell me what word will come out of the sounds that I pronounce.” (Sounds are pronounced at intervals of 2-3 seconds.)

“Name the first sounds in the words that indicate the names of the objects depicted in these pictures.”