USE OF POLYSENSORY APPROACH IN FORMATION OF FUNCTIONAL BASIS OF READING OF PRESCHOOL CHILDREN WITH THE GENERAL UNDERDEVELOPMENT OF SPEECH
DOI: 10.23951/2307-6127-2020-1-46-53
The increase in the number of children with general speech underdevelopment and the increase in the current requirements of the Federal State Educational Standard to the effectiveness of literacy training make it possible to actualize the problem of preparing preschoolers with general speech underdevelopment to learn reading. The article proposes a comprehensive approach to the process of forming the functional basis of reading in preschoolers with general underdevelopment of speech, which is based on the use of a polysensory approach. The influence of the use of the polysensory approach in the formation of the functional basis of reading in preschoolers with General underdevelopment of speech is investigated. The significance of the study is to supplement the theoretical ideas about the originality of speech and non-speech processes of teaching reading to children with general underdevelopment of speech. The expediency of an alternative approach to the training of preschool children with general underdevelopment of speech, including a polysensory approach, is substantiated. The speech therapy program is based on the polysensory approach in the formation of the functional basis of reading in preschool children with general underdevelopment of speech, using all units of reading and including work on the development of attention, visual perception, memory, phonemic hearing and speech.
Keywords: functional basis of reading, polysensory approach, general underdevelopment of speech, neuropsychological examination, speech therapy examination
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Issue: 1, 2020
Series of issue: Issue 1
Rubric: CORRECTIVE AND SOCIAL PEDAGOGY
Pages: 46 — 53
Downloads: 670