FORMATION OF THE LEXICAL COMPONENT OF SPEECH IN CHILDREN WITH MOTOR ALALIA
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.02Keywords:
coherent speech, motor alalia, speech development, preschool children, speech therapy, severe speech disorders, language acquisition, fine motor skills, speech correction, logopedic interventionAbstract
The article explores the specifics of developing coherent oral speech in senior preschool children with severe speech disorders, particularly motor alalia. Oral language acquisition is considered a key milestone in a child’s overall cognitive, emotional, and social development and a crucial factor for successful school adaptation. The study emphasizes the importance of individual approaches that account for each child's neuropsychological and linguistic characteristics. The research outlines a comprehensive, step-by-step methodology of speech therapy work that includes stages such as the development of auditory and speech motivation, expansion of active and passive vocabulary, formation of phrase and sentence structures, and advancement of dialogical and monological speech skills.
Special attention is given to the correlation between fine motor development and speech acquisition, the role of sensory functions, and the need for targeted correction of grammatical structures. The paper highlights the necessity of integrating pedagogical, psychological, and medical expertise in addressing motor alalia as a complex neurological speech disorder. Innovative methods such as visual-tactile cues, articulation exercises, logopedic massage, and the use of symbolic visual materials are considered essential for effective intervention. The work aligns with the core principles of modern Ukrainian educational policies, including the National Doctrine for the Development of Education in the 21st Century and the Language Education Concept of Ukraine. This article contributes to the field of speech therapy by offering a structured, evidence-based approach to overcoming severe speech impairments in preschool children and can be of practical value to speech therapists, special education teachers, and psychologists.
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