DEVELOPMENT OF THE TEMPO-RHYTHMIC ORGANIZATION OF SPEECH OF PRESCHOOL CHILDREN WITH ERASED DYSARTHRIA IN SPEECH THERAPY SESSIONS USING THE ELEMENTS OF LOGOPEDIC RHYTHMICS

  • Elena A. Larina Pacific National University
  • Veronika N. Perevalova Pacific National University
Keywords: development of the tempo-rhythmic organization of speech, the erased form of dysarthria, logopedic rhythmics, preschool children

Abstract

One of the common speech disorders represented as a complex symptom group that reveals in disorders of the phonetic and prosodic components of speech is an erased form of dysarthria. The subject of research is the insufficiently studied peculiarities of the tempo-rhythmic organization of speech of preschoolers with an erased form of dysarthria, and a description of the unique techniques for their development. The authors identify the forms of erased dysarthria and describe its specific symptoms, disorders, including neurological ones, which negatively affect the speech development of children. The paper describes the concept of “tempo-rhythmic organization of speech” and the meaning of this prosodic component. The work mainly focuses on the description of the rhythm-based speech therapy, consideration of the aspects related to organization and the contents, which contribute to the treatment of speech disorders using structured motor exercises combined with words and music. The authors describe the structure of a lesson showing the necessity to use the rhythm-based speech therapy as a means of treating rhythmic disorders (motor, musical and speech) of preschool children with erased dysarthria. Based on the generalized practical experience of the scientists working on this issue, the paper presents and clearly describes the key elements of logopedic rhythmics that can be included in the structure of speech therapy classes to facilitate the development of the tempo and rhythm in preschool children with erased dysarthria. Since the tempo-rhythmic organization of speech is the highest level of development of the motor function of the body, based on motor support, in the exercises proposed by the authors, much attention is paid at all stages of work to improving general and fine motor skills, coordination of movements, spatial orientation, and regulation of muscle tone.

Author Biographies

Elena A. Larina, Pacific National University

PhD (Pedagogy), Associate Professor, assistant professor of Chair of Theory and Methodology of Pedagogy and Defectology

Veronika N. Perevalova, Pacific National University

 student

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Published
2020-03-26
Section
Pedagogical Sciences