CRITERIA AND INDICATORS FOR EVALUATING THE EFFECTIVENESS OF ORAL SPEECH FORMATION IN OLDER PRESCHOOL CHILDREN WITH STUTTERING

Abstract

In the modern educational space, the formation of oral speech of children of senior preschool age with tempo-rhythmic difficulties is currently relevant.

Particular attention is paid to the introduction of new scientifically based integrative educational and methodological approaches, the need to improve methodological support. Development of educational and methodological tools should combine differentiated pedagogical approaches, taking into account the psychophysiological and cognitive characteristics of older preschool children with stuttering.

The aim of the article is to analyze the criteria and indicators for assessing the effectiveness of oral speech formation in older preschool children with stuttering. When writing the article, we used practical methods, in particular the results of formative and ascertaining experiments.

An important aspect of developing a methodology is the definition of pedagogical conditions and principles that accompany the effective implementation of the methodology and create a situation of success during speech activity.

Evaluating the effectiveness of the integrative method of forming oral speech of older preschool children with stuttering requires a clear system of criteria and indicators that allow objectively recording the dynamics of the child's development, determining the achieved level of formation of speech skills, and establishing relationships between various components of the speech system. Based on the analysis of scientific and methodological literature (works by V. Kondratenko, S. Konoplyasta, O. Kravtsova, Z. Leniv, T. Morozova, Yu. Ribtsun, R. Yurova, etc.), and the results of the ascertainment study, a comprehensive system of evaluation criteria and indicators was developed, covering all essential aspects of the speech development of a child with stuttering.