Work on the formation of the phonetic and prosodic aspects of speech in younger school-age children with mild dysarthria

This article examines the issue of mild dysarthria in younger school-age children, which affects their speech and cognitive development. The primary causes of this speech disorder are described, including articulation apparatus innervation disorders and motor impairments. The author emphasizes the importance of a comprehensive approach to normalizing muscle tone, developing phonemic hearing, improving articulation motor skills, and enhancing the prosodic characteristics of speech. The article outlines the stages of speech therapy aimed at correcting speech and motor impairments and preventing secondary disorders such as dysgraphia and dyslexia.

Keywords: comprehensive approach, mild dysarthria, corrective work, speech therapy.

One of the speech disorders found in younger school-age children is mild dysarthria. Research on this issue indicates that pronunciation and prosody impairments are difficult to correct (L. V. Lopatina, N. V. Serebryakova, 1994; N. V. Serebryakova, 1996). These difficulties negatively affect the child's development, slow down neuropsychological processes during the school years, and subsequently hinder social adaptation.

Such impairments not only complicate the formation and development of other speech components but also make the learning process less effective. Scientific data (R. I. Martynova, 1963; G. V. Gurovets, 1978; L. V. Lopatina, N. V. Serebryakova, 1994; N. V. Serebryakova, 1996) confirm the causal relationships between modern speech disorders, such as phonetic impairments, and their consequences, which are not always immediately apparent. These include difficulties in forming phonemic and grammatical generalizations, the semantic aspect of speech, and issues with developing coherent speech [1, pp. 3–51].

Mild dysarthria is a speech pathology characterized by impairments in the phonetic and prosodic components of the functional speech system, resulting from minor organic brain damage (L. V. Lopatina) [2].

Mild forms of dysarthria are observed in individuals without pronounced motor disorders who have experienced mild asphyxia or birth trauma, as well as those with a history of unfavorable prenatal or perinatal factors. In such cases, mild dysarthria is often accompanied by other signs of minimal brain dysfunction (MBD) and is considered one of its symptoms [3].

To eliminate mild dysarthria, a comprehensive intervention is required, including medical, psychological-pedagogical, and speech therapy support. Medical interventions, determined by a neurologist, include drug therapy, therapeutic exercise, reflex therapy, massage, physiotherapy, and more [4, pp. 43–51].

Speech disorders, including mild dysarthria, require a comprehensive approach to diagnosis and corrective work, as illustrated in table 1.

Table 1

An integrated approach to diagnostics and corrective work with children with a latent form of dysarthria

– development of sensory functions;

– clarification of spatial images;

– formation of constructive practice;

– development of higher cortical functions;

– formation of finely differentiated hand movements;

– formation of cognitive activity;

– psychological preparation of the child.

Speech therapy support of erased dysarthria requires mandatory participation of parents in corrective speech therapy work. The main goal of speech therapy work is to improve the child's speech, including the development of pronunciation, prosodic features, phonemic perception, as well as lexical and grammatical structure. The goal can be achieved by improving the motor functions of the articulatory apparatus, developing finger motor skills, and normalizing muscle tone [5, pp. 47–55]. To achieve these goals, it is necessary to use physiologically sound methods and techniques that promote the accelerated development of pronunciation and melodic-intonation skills, the improvement of motor skills, and the formation of positive personality traits in the child.

In conclusion, it can be said that speech therapy work in the latent form of dysarthria is aimed at eliminating various speech and motor disorders, as well as the general development of the child's personality. The basis for achieving positive results is a comprehensive approach that includes medical, psychological, pedagogical and speech therapy methods. The use of differentiated methods focused 3on the age and individual characteristics of children allows for the effective normalization of sound pronunciation, the development of phonemic perception, the improvement of articulation and finger skills, and the consolidation of speech skills.

References:

1. Aksarina, N. M. The main stages and features of the development of higher nervous activity in early childhood. — M., 1974. Pp. 3–51.
2. Badalyan, L. Oy. Children's neurology. — M., 1975.
3. Arkhipova, E. F. Methodological recommendations for conducting speech therapy classes with children of the III-IV stages of pre-speech development //
4. Arkhipova, E. F. Features of the pre-speech stage in children with cerebral palsy // Moscow State Pedagogical Institute named after V. Ya. Scientific works of Lenin. Problems of speech therapy. — M., 1979. Pp. 43–51.
5. Vittorf, K. N. The problem of cerebral palsy // Works of the Leningrad Scientific and Practical Institute of Hearing and Speech. — L.: Kargozizdat, 1940. — T. IV. — P. 47–55.