Тhe grammatical competence forming specificity in children with severe speech disabilities

Abstract

Undeveloped speech of children at primary school causes specific features of oral and written
speech mastering and becomes a reason of difficulties in morphological analysis mastering,
synthesis, comparison, linguistic generalizations that is necessary for theoretical study of
grammar.
Insufficient learning of linguistic means (especially semantic units at different levels of the
organization of language) and language skills (especially grammatical) limit the opportunities
of spontaneous development of the speech system, in particular, the self-assimilation of
the values of new words from educational literature which a child encounters in all school
subjects. It leads to insufficient understanding of oral and especially written speech that
ultimately complicates the process of school knowledge mastering.
However, this category of children are characterized by certain features of mental activity:
underdevelopment of operations of analysis, synthesis, generalization, classification; construction
of inferences; insufficient volume of short-term auditory memory, slowed down the dynamics
of the learning process, the use of low performance methods of memorization. There is an
underdevelopment of long-term memory, difficulty of switching and distribution of attention.
These features have a significant influence to the assimilation of the grammatical system of
language and primarily semantic sentence structure. Our research found that children with
violations of phonemic, lexical-grammatical systems of language do not formulate generalized
language (phonemic, morphological, syntactic), which are necessary for theoretical study
of grammar, including the possession of various types of linguistic analysis (morphemic,
phonemic, lexical, word-building).