Zeitschriftenartikel: „Speech activities“

1

Hardy, Carolyn, William E. Buys und James M. Copeland. „Non-Competitive Speech Activities“. English Journal 75, Nr. 1 (Januar 1986): 81. http://dx.doi.org/10.2307/816559.

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2

Shilong, Liu. „Speech Activities and Social Mobilization“. Chinese Studies in History 46, Nr. 1 (Oktober 2012): 6–29. http://dx.doi.org/10.2753/csh0009-4633460101.

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3

Majors, Randall E. „Practical Ceremonial Speaking: Three Speech Activities“. Speech Communication Teacher 3, Nr. 2 (28.02.1989): 2–3. http://dx.doi.org/10.1080/29945054.1989.12289123.

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4

Itahashi, Shuichi. „On recent speech corpora activities in Japan.“ Journal of the Acoustical Society of Japan (E) 20, Nr. 3 (1999): 163–69. http://dx.doi.org/10.1250/ast.20.163.

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5

Daneva, Marlena Y., und Marina K. Nikolova. „Speech enrichment activities for children in kindergarten“. Comprehensive Child Studies 4, Nr. 4 (2022): 290–95. http://dx.doi.org/10.33910/2687-0223-2022-4-4-290-295.

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6

Leeper, H. A. „Speech Motor Control and Predicting Disordered Speech“. Perspectives on Speech Science and Orofacial Disorders 9, Nr. 1 (November 1999): 3–6. http://dx.doi.org/10.1044/ssod9.1.3.

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Abstract There are numerous theories of speech production that focus on motor control for regulation of speech output. One of the more prominent is the “pressure regulation-control” model that was developed from studies of the aerodynamic speech activities of normal speakers and individuals with cleft lip and palate and accompanying resonance and speech disorders. This theory aid in understanding the nature of maladaptive speech production related to velopharyngeal inadequacy (VPI). Descriptions of experimental research will be employed to relate this theory to effective strategies of speech management for individuals with VPI.

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Ольхина, Е. А., Е. Ю. Медведева und С. Е. Уромова. „Analysis of parents’ views about the professional activities of a speech therapist“. Психолого-педагогический поиск, Nr. 4(68) (22.12.2023): 194–202. http://dx.doi.org/10.37724/rsu.2023.68.4.022.

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В статье рассмотрены представления родителей о роли логопеда в речевом развитии детей и их понимание влияния семьи на становление речи ребенка. Обращено внимание на востребованность у родительской общественности логопедической помощи детям и на нехватку научных разработок данной проблемы, снижающую качество выбора родителями логопедической помощи и ее реализации. Доказано, что семья, являясь главным ресурсом детского речевого развития, не всегда способна создать оптимальные условия для этого процесса. Раскрыты факторы семейной среды, влияющие на нормативное развитие речи. Проанализированы результаты анкетирования родителей с целью определения их представлений о задачах и направлениях работы логопеда, требованиях к его профессиональным качествам и формату проведения логопедических занятий, а также предпочтения родителей при выборе логопеда. Представлены оценка удовлетворенности семьи качеством логопедических услуг, степень вовлеченности и заинтересованности родителей в логопедическую коррекцию и сотрудничество со специалистом, мнения родителей об их совершенствовании. The article examines parents’ ideas about the role of a speech therapist in children’s speech development, and their understanding of the influence of the family on the development of a child’s speech. It states the growing demand among the parent community for speech therapy assistance for children and lack of scientific support of this problem, which reduces the quality of parents’ choice of speech therapy assistance and its implementation. The article proves that the family (as the main resource for children's speech development) is not always able to create optimal conditions for this process. It shows the factors of the family environment influencing the normative development of speech. The results of a survey of parents were analyzed in order to determine their ideas about the tasks and areas of work of speech therapists, the requirements for their professional qualities and the format of speech therapy sessions, as well as the preferences of parents when choosing a speech therapist. We also evaluate family satisfaction with the quality of speech therapists’ work, the degree of involvement and interest of parents in speech therapy correction and cooperation with a specialist, and parents’ opinions on their improvement.

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Zoghbor, Wafa Shahada. „A Model for Speech Processing in Second Language Listening Activities“. English Language Teaching 9, Nr. 2 (05.01.2016): 13. http://dx.doi.org/10.5539/elt.v9n2p13.

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<p>Teachers’ understanding of the process of speech perception could inform practice in listening classrooms. Catford (1950) developed a model for speech perception taking into account the influence of the acoustic features of the linguistic forms used by the speaker, whereby the listener ‘identifies’ and 'interprets' these linguistic forms based on the association between them and the context of speech. This paper critically reviews Catford’s model and proposes an alternative one distinguishing between two levels of perceiving speech: word recognition and utterance comprehension. Smith and Nelson (1985) refer to these as 'intelligibility' and 'comprehensibility’, respectively. The proposed model could inform classroom practice as well as curriculum and material design.</p>

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Zoller, Mary B. „Use of Music Activities in Speech-Language Therapy“. Language, Speech, and Hearing Services in Schools 22, Nr. 1 (Januar 1991): 272–76. http://dx.doi.org/10.1044/0161-1461.2201.272.

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Musical activities stress nonverbal forms of communication and often surpass physical, cultural, intellectual, and emotional limitations. Actively using music in learning experiences involves the whole child through incorporation of rhythm, movement, and speech. Within the public school setting, traditional communication training methods can be supplemented with musical activities. General application and specific uses of music within speech-language therapy will be described.

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Mashima, Pauline A., und Charles R. Doarn. „Overview of Telehealth Activities in Speech-Language Pathology“. Telemedicine and e-Health 14, Nr. 10 (Dezember 2008): 1101–17. http://dx.doi.org/10.1089/tmj.2008.0080.

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11

Skinder-Meredith, Amy E. „Innovative activities for teaching anatomy of speech production“. Anatomical Sciences Education 3, Nr. 5 (25.08.2010): 234–43. http://dx.doi.org/10.1002/ase.173.

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12

Siahaan, Perida Roma Asi, und Erikson Saragih. „Student Actions in the Learning Process of Indonesian Language Subjects and Their Implications for Improving Discussion Ability“. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, Nr. 1 (02.03.2021): 1440–48. http://dx.doi.org/10.33258/birci.v4i1.1772.

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This study aims to analyze the types, functions and implications of students' speech acts, how the speech acts in speaking directly to students in class discussion activities in the Indonesian language subject at the Faculty of Economics, University of Prima Indonesia. This research method uses mequalitative descriptive research tode with a case study research design for Faculty students Economics of Prima Indonesia University, where the research data were collected using technique note, the method of observation, and listen. Sources of data were obtained from the results of students' speech acts in the learning process of discussing Indonesian Language courses. Types of speech acts used in discussion activities in the learning process are locus speech acts, illocutionary speech acts and perlocution speech acts. The speech act function used by students in discussion activities in the learning process is a locus speech act with a news function, with a question-speaking function, with a commanding speech function. Assertive illocutionary speech acts, directive illocutionary speech acts, expressive illocutionary speech acts, commissive illocutionary speech acts, and declarative illocutionary speech acts. Perlocutionary speech acts with the function of giving influence.

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Hardiana, Maulidia Tifani Alfin Nur, Siti Aisah und Yussi Anggraini. „PENDAMPINGAN PEMBELAJARAN PIDATO DENGAN METODE PRACTICE REHEARSAL PAIRS PADA SISWA MADRASAH IBTIDAIYAH“. Jurnal Gramaswara 2, Nr. 2 (07.07.2022): 63–70. http://dx.doi.org/10.21776/ub.gramaswara.2022.002.02.06.

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Speech is one of the skills that must be practiced by students in elementary school. Speech is one of the first steps to practice oral communication skills. The fact that occurs in the classroom that students feel less able to do this activity. In addition, students feel that their level of self-convidence is very low. In this regard, the researchers provided assistance to students to practice speech activities using the practice rehearsal pairs method. This activity was carried out at MI Mafatihul Huda. The method of implementation includes preparation, implementation of activities, evaluation, and preparation of final report. As for the result of the activites, the students confidence in giving speeches in pairs. In addition, speech practice is able to hone students speaking skills and increase students interest in learning because they study in pairs with their friends.

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Kuznetsova, Elena. „Development of Coherent Speech in Children of Senior Preschool Age by Means of Project Activities“. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, Nr. 3 (06.11.2020): 198–206. http://dx.doi.org/10.21603/2542-1840-2020-4-3-198-206.

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The resent research featured psychological and pedagogical approaches to determining the essential characteristics of coherent speech as a higher mental function. The article focuses on coherent speech development in senior preschoolers and project activities that improve it. The research objective was to study related scientific sources and experimentally justify the efficiency of project activities that improve various parameters of coherent speech in children of senior preschool age. The paper introduces qualitative characteristics of coherent speech development in senior preschoolers. Its specific features include variability in the formation levels of skills to generate simple and complex sentences, as well as to retell and compose texts. The article describes various technologies of coherent speech development, including project activities in the process of interaction between an adult and a child. The experiment confirmed a positive impact of project activities on the coherent speech of senior preschoolers.

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Berezovska, Liudmyla. „Developing evaluative and controlling actions of senior preschoolers in speech-creating activities“. Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, Nr. 3 (136) (18.10.2021): 73–79. http://dx.doi.org/10.24195/2617-6688-2021-3-10.

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The article is devoted to the analysis of the problem related to the development of evaluative and controlling actions of senior preschoolers in speech-creating activities. Theoretical analysis of scholars' views on the definitions of the phenomena "evaluation", "evaluative and controlling actions", "speech-creating activity" have been presented; the author's definition of the key concepts under research topic has been given. The specificity of gradual development of evaluative and controlling actions of senior preschoolers in speech-creating activities has been revealed; the role of the adult in the development of the first evaluating and controlling actions, which should be mastered by children of senior preschool age, has been specified. Emphasis is placed on the importance of developing students’ skills to control and evaluate actions, which will contribute to their successful preparation for mastering the literary norm of the native language, correction and elimination of language errors and flaws. In the presented research, it is noted that in speech activity evaluating and controlling actions are a necessary condition and means of mastering elementary linguistic knowledge, developing speech and communication skills. Some methods and techniques of teaching / learning that contribute to the development of evaluative and controlling actions of senior preschoolers in speech-creating have been substantiated. Some examples of assignments facilitating the development of the skills to perform evaluative and controlling actions in speech activity have been given. The obtained results of the experimental study confirmed the effectiveness of the proposed methods and techniques aimed at the development of evaluative and controlling actions of senior preschoolers in speech-creating.

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Leshchii, N. P., und M. A. Hutsol. „CORRECTION OF SPEECH ACTIVITIES IN CHILDREN WITH SPEECH DISORDERS IN ONLINE CLASSES USING GAMES“. Innovate Pedagogy 1, Nr. 65 (2023): 99–102. http://dx.doi.org/10.32782/2663-6085/2023/65.1.20.

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Gacka, Ewa. „Zapobieganie nieprawidłowościom w rozwoju artykulacji u dzieci w wieku niemowlęcym i poniemowlęcym“. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, Nr. 21 (07.01.2019): 127–42. http://dx.doi.org/10.14746/ikps.2018.21.07.

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The development of speech, including articulation, begins at birth, whereas its biological foundations are shaped already during the foetal development. The acquisition of linguistic competence (including phonetic and phonological) is determined by various factors. The article is dedicated to the preventive care in regard to speech disorders of children. The author primarily focuses on the primary activities of speech/articulation (articulation is one of the aspects of speech, and the primary activities of speech may be considered, simultaneously, as primary in comparison to articulation). The article presents activities that prevent the occurrence of articulation development disorders, directed at infants and post-infancy children.

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Usenkova, Ekaterina V. „THEATER ACTIVITY APPLICATION AS SUCCESS IN SPEECH FORMATION IN YOUNGER SCHOOLCHILDREN WITH COMBINED SPEECH DISORDERS“. EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 10/4, Nr. 130 (2022): 125–28. http://dx.doi.org/10.36871/ek.up.p.r.2022.10.04.017.

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The article includes an analysis of the concept and meaning of coherent monological speech of younger schoolchildren, the problems of coherent speech disorders in schoolchildren with combined speech disorders, as well as the conditions for the effective inclusion of theatrical activities in the process of correction of coherent speech of elementary school children. The theatrical activities in correctional speech therapy classes has a positive impact on the comprehensive development of the personality of younger schoolchildren with combined speech disorders, namely, contributes to the increase of mental and speech activity, motivation for communication.

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Dworkin, James Paul, G. G. Abkarian und Donnell F. Johns. „Apraxia of Speech“. Journal of Speech and Hearing Disorders 53, Nr. 3 (August 1988): 280–94. http://dx.doi.org/10.1044/jshd.5303.280.

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This investigation describes a treatment program for an adult patient with apraxia of speech. The program was composed of a series of physiologic (nonspeech) and phonetic (articulatory) tasks that began with oroneuromotor control activities and progressed to consonant-vowel (CV) syllable, word, and sentence drills. All activities were paced by a metronome. Detailed descriptions are provided about the (a) nature of the specific treatment steps,(b) sequence of steps followed, (c) criteria used for progression within and between steps, (d) actual number of trials and time required to reach criteria for each step, and (e) steps that were especially easy or difficult to master. A multiple probe design employed to test program efficacy revealed that (a) all tasks in the treatment program were successfully acquired, (b) control of all treatment behaviors was maintained, and (c) carry-over from treated to nontreated behaviors did not occur. Results confirmed that the program positively affected the patient's performance. Suggestions are offered outlining possible modification of the treatment steps so as to yield similar results with greater clinical efficiency.

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Yartseva, S. „Speech Manipulation: Spanglish as a Tool of Speech Impact“. Bulletin of Science and Practice, Nr. 8 (15.08.2023): 339–46. http://dx.doi.org/10.33619/2414-2948/93/39.

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The article deals with speech impact, in particular, speech manipulation. Various approaches to the definition of manipulation in the language are being analyzed, manipulative techniques are being defined. As an example, for the analysis of the impact, a linguistic phenomenon is taken, which, in fact, is not manipulative, but is involved in advertising activities to influence English and Spanish-speaking consumers, namely Spanglish. It is being analyzed how the phenomenon of Spanglish is actively used in the advertising field to influence the addressee, and what manipulative techniques are applied.

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ROȘCA, Simona Bianca. „Studiu privind activitățile de prevenire a tulburărilor de limbaj în grădinițe“. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 7, Nr. 1 (März 2021): 42–56. http://dx.doi.org/10.26744/rrttlc.2021.7.1.05.

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The present research starts from the idea of preventing language disorders from an early age, given the results of previous research on the effectiveness of early interventions. Following a preliminary documentation that consisted in the study of Romanian legislation, specialized literature, speech therapy aids, speech therapy software, sites with medical profile and special pedagogy, it was found an insufficient approach to prevention and we wanted to investigate what activities speech therapy teachers consider to be included in the concept of prevention. We also sought to find out to what extent speech therapists take into account the prevention part and what activities they carry out for this purpose. The results were limited and we see them from at least two perspectives: the small group of participants that led to limited data and the absence or quasi-absence of prevention in speech therapy, this being too little described in the literature and outlined as a methodology in school documents. The most common options chosen by language therapists for prevention were to carry out speech therapy activities in prevention groups under the age of 5 and to carry out information activities for educators and parents and only then screening activities

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Muchsin, Widiastuti. „The Pragmatic Study of Speech Act Analysis in Discussion Activities on Speaking Learning“. EDUVELOP 3, Nr. 2 (21.03.2020): 64–72. http://dx.doi.org/10.31605/eduvelop.v3i2.616.

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The research problems of this research is what are the types and functions of speech acts that appear in discussion activities on speaking learning of 3rd semester students of Polytechnic ATI Makassar. The methods in this research is a descriptive qualitative method. The subject of this research is the 3rd semester Politechnic ATI Makassar students in class discussion activities. The results of the study can be described as follows. There are several types of speech acts found. Based on the action objectives of the speaker's perspective, Locutionary act, Illocution act, and perlocutionary act are found. Locutionary speech acts include news, questions and orders. Illocutionary speech acts include assertive, directive, expressive, commissive and declarative illocution

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Asano, Keiko. „Inner speech processes for overt language production—Comparison of native English speakers and different proficiency learners of English“. Journal of the Acoustical Society of America 154, Nr. 4_supplement (01.10.2023): A205—A206. http://dx.doi.org/10.1121/10.0023288.

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Inner speech refers to an internal process as a tool for internalized thinking besides actual overt speech. It plays an important role in analyzing and planning tasks occurring outside the world. Asano (2015) found that second language learners of English used different inner speech depending on their proficiency level. The roles of inner speech by native speakers and language learners also differ (Fernyhough et al., 2004). In addition, all people do not commonly use representations in the internal process. The dominance, such as speech language, written language, and visual imagery (Nakayama et al., 2021), to prepare for overt activities depends on the person. This research aims to determine what kind of inner speech or other processes will be prepared for the overt language activities between native speakers and second-language learners of English. The subjects for both groups answered which dominant is used as the inner preparation processes for overt language production by answering the survey questionnaires. Knowing the native speakers' inner speech process before the overt production activities will help the second language learners' overt language activities and suggest ideas for their language proficiency improvement.

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Kutseeva, E. L., und Yu A. Vostrikova. „FORMATION OF SPEECH COMMUNICATION OF OLDER PRESCHOOLERS WITH GENERAL UNDERDEVELOPMENT OF SPEECH IN PLAY ACTIVITIES“. Современные наукоемкие технологии (Modern High Technologies), Nr. 3 2022 (2022): 147–52. http://dx.doi.org/10.17513/snt.39089.

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Khasanovna, Niyozmetova Roza, und Fozilova Mohigul Farkhodovna. „Integrating literature lessons with the subject of mother tongue teaching“. Linguistics and Culture Review 5, S2 (15.12.2021): 1497–504. http://dx.doi.org/10.21744/lingcure.v5ns2.1990.

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In order to differentiate literary-speech competencies in literature lessons, the article develops the features of oral speech characterized by orthographic norms, other than biblical (written) speech, based on the norms of pronunciation and spelling of language phenomena studied in the native language. Thus, in literature classes, the relevant knowledge, skills, and competencies for the formation of types of speech activities at the level of competencies can be acquired on the basis of knowledge of the different aspects of these competencies. Competences related to the types of speaking activities require to pay attention to the method of speech as the most important of the specific features of oral and written speech, to this end, to integrate the subject of literature with the mother tongue from the educational content. “Interdisciplinary connections of the Russian language and literature are carried out at all lessons of speech development in the following directions: 1) the formation and consolidation of knowledge and skills of students in functional stylistics, necessary for the correct organization of speech activity in various genres of oral and written statements; 2) teaching common for these subjects types of oral and written speech activities.

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KARPUKHIN, S. V., und V. V. LOBAZHEVICH. „TYPOLOGIES OF SITUATIONS OF SPEECH COMMUNICATION IN EDUCATIONAL ACTIVITIES“. Vestnik of National Tourism Academy, Nr. 1 (2022): 43–45. http://dx.doi.org/10.51677/2073-0624_2022_61_11.

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Tamis‐LeMonda, Catherine S., Stephanie Custode, Yana Kuchirko, Kelly Escobar und Tiffany Lo. „Routine Language: Speech Directed to Infants During Home Activities“. Child Development 90, Nr. 6 (15.05.2018): 2135–52. http://dx.doi.org/10.1111/cdev.13089.

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Jiménez Jiménez, Antonio F. „Private Speech During Problem-Solving Activities in Bilingual Speakers“. International Journal of Bilingualism 19, Nr. 3 (26.11.2013): 259–81. http://dx.doi.org/10.1177/1367006913509902.

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Staskowski, Maureen, und Elizabeth A. Rivera. „Speech–Language Pathologistsʼ Involvement in Responsiveness to Intervention Activities“. Topics in Language Disorders 25, Nr. 2 (April 2005): 132–47. http://dx.doi.org/10.1097/00011363-200504000-00006.

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Anderson, Laine, Carolyn R. Baylor, Tanya L. Eadie und Kathryn M. Yorkston. „Describing Speech Usage in Daily Activities in Typical Adults“. Journal of Voice 30, Nr. 1 (Januar 2016): 42–52. http://dx.doi.org/10.1016/j.jvoice.2015.02.001.

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Benjamin, Barbaranne J. „Using Simulation Activities to Understand Elderly Aphasic Speech Disorders“. Gerontology & Geriatrics Education 6, Nr. 4 (12.06.1987): 17–25. http://dx.doi.org/10.1300/j021v06n04_03.

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Arnautova, Larisa, und Olena Abakumenko. „Correction of serious speech disorders of preschool children taking into account electroencephalography indicators“. Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, Nr. 2 (131) (25.06.2020): 60–66. http://dx.doi.org/10.24195/2617-6688-2020-2-8.

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All sustainable deviations of the speech system of the children with normacusis but without primary intellectual disabilities are severe speech disorders. Children need different types of correction depending on symptoms and etiology of speech disorders, the success of correction depends largely on the correct diagnosis. Currently, the choice of corrective programs aimed at the development of damaged brain structures is relevant nowadays. The purpose of the study is to determine the potential use of electroencephalography (EEG) indicators for early diagnosis of serious speech disorders and understanding of the correction activities and methods to be used in the work of a speech therapist. There have been many laboratory studies related to the functional activity of the brain but the electroencephalogram, as a means of diagnosing preschool children suffering from severe speech disorders, is becoming increasingly important. The EEG studies the regularities of the total electrical activity of the brain; The EEG is a method of graphical registration of the brain biopotentials, which allows analysing its physiological maturity and the presence of focal lesions, the nature of general brain disorders. The speech therapist studies activities only of the peripheral part of the speech apparatus, consequences caused by disorders of the central nervous system (CNS) of the brain, to be more precise. Thus, if the speech therapist has additional information about the function of the central parts of the brain when working with a child, this will help the specialist in choosing the most effective program for correcting disorders. Our research has shown that children’s speech disorders are not an only pathology, they are often combined with other disorders of the nervous system and child’s altered psycho-emotional status. The EEG analysis of the children suffering from speech disorders indicates the presence of pathological electrical activities of various degrees. This is consistent with the results of the studies dealing with higher mental functions which reveal their significant changes when having severe speech disorders. Understanding the neurophysiological mechanisms enabling the organisation of speech activities is a necessary condition for the development and application of adequate methods aimed at correcting speech disorders. The use of the electroencephalographic research reveals speech disorders by assessing the compliance of the electrical activities of the cerebral cortex and trunk with age-related norms. The study of the neurophysiological mechanisms that cause difficulties in developing children’s speech will help in the future to develop programs for special psychological and pedagogical correction.

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Berdnikova, Natalia, Natalia Abashina, Elena Klimkina und Nadezhda Manokhina. „The Preparation of Students of the Pedagogical College for Professional Activities with Children with Severe Speech Disorders“. E3S Web of Conferences 273 (2021): 10002. http://dx.doi.org/10.1051/e3sconf/202127310002.

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The article presents the theoretical and methodological aspect of the problem of preparing students of the pedagogical college for professional activities with children with severe speech disorders. The working program of the academic discipline “Organization and content of speech therapy support for children with severe speech disorders”, specialty 44.02.01 Preschool education, describes the practice-oriented pedagogical technologies for including students in working with children with speech disorders.

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Saidjabborovna, Muhitdinova Malohat. „TYPES OF MUSIC ACTIVITIES IN SCHOOL EDUCATION AND THEIR ROLE IN CORRECTIVE WORK WITH CHILDREN WITH SEVERE SPEECH DEFECTS“. International Journal of Pedagogics 4, Nr. 2 (01.02.2024): 110–15. http://dx.doi.org/10.37547/ijp/volume04issue02-18.

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The article discusses the problems devoted to the importance of musical activity in kindergarten as a means of corrective work with children with severe speech impairments. The author identifies the main types of musical activity and explores their influence on the process of correction of speech disorders in preschool children.

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Khushnudabonu, Ziyayeva. „METHODS AND TECHNIQUES FOR ENHANCING THE INTERCULTURAL COMMUNICATION ACTIVITIES OF STUDENTS IN THE STUDY OF A FOREIGN LANGUAGE“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 09 (01.09.2022): 29–31. http://dx.doi.org/10.55640/eijmrms-02-09-07.

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This article describes some methods for teaching oral speech to high school students in English classes. The purpose of the article is to consider methods and techniques that increase the motivation of students in English lessons. The article offers types of tasks that develop not only language skills and speech skills, but also thinking skills, the formation of communicative-cognitive and social skills.

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Sri Winarti, Ratu Nur Aisyah, Shafa Fitriyani, Anisa Rizqi Rahmatillah und Lathipah Hasanah. „Evaluasi Speech Therapy Dalam Mengoptimalkan Kemampuan Bahasa Ekspresif Pada Anak Speech Delay“. JECED : Journal of Early Childhood Education and Development 4, Nr. 1 (29.06.2022): 25–44. http://dx.doi.org/10.15642/jeced.v4i1.1858.

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Children who experience speech delay, especially in their expressive language skills will have difficulty in pronunciation. Therefore, speech therapy is needed in helping the problems faced by children. The purpose of this study was to analyze the stages of speech therapy at Kitty Center Green Garden, speech therapy activities in optimizing expressive language skills, identification of supporting and inhibiting factors of speech therapy and speech delay in children's language skills after attending speech therapy. This type of research uses a descriptive qualitative approach. Data analysis used the CIPP (Context, Input, Process, Product) evaluation model. Data collection techniques in this study were observation, interviews, and documentation. The results of this study indicate: 1) Context Evaluation, showing a good category with the results of the study being able to provide good services. 2) Input Evaluation, showing a good category with research results, namely the facilities and infrastructure provided are adequate in speech therapy activities. 3) Process Evaluation, showing a good category with research results, namely therapy services according to the development of the client. 4) Product Evaluation, showing a good category with the results of the research, namely the speech therapy services provided can produce changes in speech therapy recipients.

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Mawdsley, Ralph D. „Religious Activities in Public Schools“. NASSP Bulletin 83, Nr. 610 (November 1999): 8–13. http://dx.doi.org/10.1177/019263659908361002.

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Religious activities in public schools have generated considerable litigation in the past few years. Not only are courts wrestling with the definition of religious free speech rights of teachers and students, but also with whether rights between these two categories can be different. Any differences between teachers and students notwithstanding, one can predict that any effort by public schools to treat teachers or students differently where religious issues are at stake could result in litigation.

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Meterbaeva, K., und U. Zhanabilova. „PEDAGOGICAL FEATURES OF EDUCATION OF SOUND CULTURE OF SPEECH OF PRESCHOOL CHILDREN THROUGH THE GAME“. BULLETIN Series of Pedagogical Sciences 65, Nr. 1 (30.03.2020): 358–62. http://dx.doi.org/10.51889/2020-1.1728-5496.64.

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This article discusses the pedagogical features of education in preschool children sound culture of speech through play. In order to improve the sound culture of speech of preschool children, the ways of effective use of games in organized educational activities are revealed. Methodological approaches in the education of sound culture of speech are revealed and analyzed. In addition, the main prerequisites for the formation of speech are specified, their importance in the education of sound culture is determined. Various activities organized through play are an effective means of educating the sound culture of the child's speech. The authors propose forms of work on the formation of sound culture of speech, which are implemented in a kindergarten. In addition, the main prerequisites for the formation of speech are specified, their importance in the education of sound culture is determined.

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Gorshkova, Galyna. „Basic definitions of forming the readiness of future speech therapists to apply adapted physical exercises“. Continuing Professional Education: Theory and Practice, Nr. 3-4 (2018): 62–66. http://dx.doi.org/10.28925/1609-8595.2018.3-4.6266.

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The article provides a definitive analysis of the base concepts of the study of forming the readiness of future speech therapists to apply adapted physical exercises in future professional activities. Clarified the concepts of «speech therapist», «specialist», «professional speech therapist». Examined the concepts of «professional education», «professional training», «professional self-determination» as the components of the base concept «professional activity». The base concept of «adapted physical exercises» is explained through the key terms of «physical education», «adaptation», «exercise», «movement», «tone», «muscles»; clarified the concepts of «professional readiness» and «formation of readiness». The ultimate base concept of the study is formulated that «the readability of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated education that allows organizing corrective work with children of all ages with different speech disorders aimed at effectively overcoming speech disorders (or improvement I will become), consolidate and stabilize the results of corrective work in the future life of the child through the use of adapted physical exercises. The final base concept of the research is formulated that, «the readiness of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated formation/education that allows organizing corrective work with children of all ages with different speech disorders, aimed at effectively overcoming speech disorders (or improvement of well being), consolidation and stabilization formation of the results of corrective work in the future life of a child through the use of adapted physical exercises. One of the promising directions of our further research on this problem is the formation of the content of disciplines focused on the formation of readiness of future speech therapists to apply adapted physical exercises in future professional activities.

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Bashlacheva, Tatiana P., Svetlana V. Savinova und Lyudmila N. Vakhrusheva. „Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies“. Perspectives of Science and Education 47, Nr. 5 (01.11.2020): 186–98. http://dx.doi.org/10.32744/pse.2020.5.13.

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The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

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Bae, Youkyung, David P. Kuehn, Charles A. Conway und Bradley P. Sutton. „Real-Time Magnetic Resonance Imaging of Velopharyngeal Activities with Simultaneous Speech Recordings“. Cleft Palate-Craniofacial Journal 48, Nr. 6 (November 2011): 695–707. http://dx.doi.org/10.1597/09-158.

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Objective To examine the relationships between acoustic and physiologic aspects of the velopharyngeal mechanism during acoustically nasalized segments of speech in normal individuals by combining fast magnetic resonance imaging (MRI) with simultaneous speech recordings and subsequent acoustic analyses. Design Ten normal Caucasian adult individuals participated in the study. M id sagittal dynamic magnetic resonance imaging (MRI) and simultaneous speech recordings were performed while participants were producing repetitions of two rate-controlled nonsense syllables including /zanaza/ and /zunuzu/. Acoustic features of nasalization represented as the peak amplitude and the bandwidth of the first resonant frequency (F1) were derived from speech at the rate of 30 sets per second. Physiologic information was based on velar and tongue positional changes measured from the dynamic MRI data, which were acquired at a rate of 21.4 images per second and resampled with a corresponding rate of 30 images per second. Each acoustic feature of nasalization was regressed on gender, vowel context, and velar and tongue positional variables. Results Acoustic features of nasalization represented by F1 peak amplitude and bandwidth changes were significantly influenced by the vowel context surrounding the nasal consonant, velar elevated position, and tongue height at the tip. Conclusions Fast MRI combined with acoustic analysis was successfully applied to the investigation of acoustic-physiologic relationships of the velopharyngeal mechanism with the type of speech samples employed in the present study. Future applications are feasible to examine how anatomic and physiologic deviations of the velopharyngeal mechanism would be acoustically manifested in individuals with velopharyngeal incompetence.

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Sugie, Noboru, und Koichi Tsunoda. „A Speech Prosthesis Employing a Speech Synthesizer-Vowel Discrimination from Perioral Muscle Activities and Vowel Production“. IEEE Transactions on Biomedical Engineering BME-32, Nr. 7 (Juli 1985): 485–90. http://dx.doi.org/10.1109/tbme.1985.325564.

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Wang, You, Ming Zhang, RuMeng Wu, Han Gao, Meng Yang, Zhiyuan Luo und Guang Li. „Silent Speech Decoding Using Spectrogram Features Based on Neuromuscular Activities“. Brain Sciences 10, Nr. 7 (11.07.2020): 442. http://dx.doi.org/10.3390/brainsci10070442.

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Silent speech decoding is a novel application of the Brain–Computer Interface (BCI) based on articulatory neuromuscular activities, reducing difficulties in data acquirement and processing. In this paper, spatial features and decoders that can be used to recognize the neuromuscular signals are investigated. Surface electromyography (sEMG) data are recorded from human subjects in mimed speech situations. Specifically, we propose to utilize transfer learning and deep learning methods by transforming the sEMG data into spectrograms that contain abundant information in time and frequency domains and are regarded as channel-interactive. For transfer learning, a pre-trained model of Xception on the large image dataset is used for feature generation. Three deep learning methods, Multi-Layer Perception, Convolutional Neural Network and bidirectional Long Short-Term Memory, are then trained using the extracted features and evaluated for recognizing the articulatory muscles’ movements in our word set. The proposed decoders successfully recognized the silent speech and bidirectional Long Short-Term Memory achieved the best accuracy of 90%, outperforming the other two algorithms. Experimental results demonstrate the validity of spectrogram features and deep learning algorithms.

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Astakhova, Yanina Yurievna. „Preparation of students studying in the learning profile «Speech therapy» to provide speech therapy care to children with autism spectrum disorders“. Journal of Pedagogical Innovations, Nr. 2 (05.07.2022): 104–10. http://dx.doi.org/10.15293/1812-9463.2202.13.

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The article substantiates the preparation of students studying in the field of “Speech Therapy” for the implementation of speech therapy assistance for autism spectrum disorders. Information is provided on the prevalence of diseases of autistic origin and speech diseases that occur in places of increased sensitivity to defects, causing an increased risk of speech therapists developing to work with children of this category. The tasks of providing speech therapy assistance to children with autistic influenza disorders are described, for the solution of which a speech therapist should be ready in his professional activities. The structure of the discipline “Development of speech of autistic children” is revealed. The value of each section studied within the framework of the discipline is argued. The interactive teaching methods used in lectures and practical classes are described. The results of a study aimed at assessing student satisfaction with the quality of preparation for the implementation of speech therapy assistance to children with autism spectrum disorders in their future professional activities are presented.

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Vlasova, L. I. „Using sculpturing during speech therapy sessions in order to involve a child with ASD in joint activities“. Autism and Developmental Disorders 14, Nr. 2 (2016): 39–44. http://dx.doi.org/10.17759/autdd.2016140205.

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Children with autism spectrum disorders often have particular hardships in participating in joint activities with an adult. This makes interventions more problematic and draws back the achievement of planned educa¬tional goals. At the early stages of speech therapy, the important goal of individual sessions with the majority of children with autism spectrum disorders is not speech development in itself but developing motivation for joint activities. To ensure successful interaction between an educator and a child, different techniques can be used, including those that are not typical for speech therapy sessions, for example, sculpturing as a preferred activity with enjoyable sensory input. The article describes tips for developing rapport with children with autistic disorders, and a strategy for involving them in joint activities and further development of their speech.

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Kakharova, Iroda Sidikovna, und Gulrux Shavkatovna Qahhorova. „PHONOPSY PHONOPSYCHOLOGICAL PROPER OGICAL PROPERTIES OF EX TIES OF EXCLAMATION SOUNDS IN UZBEK AND ENGLISH LANGUAGES“. Scientific Reports of Bukhara State University 4, Nr. 2 (27.04.2020): 108–17. http://dx.doi.org/10.52297/2181-1466/2020/4/2/4.

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In emotional speech, inherent to human- linguistic, logical, and spiritual activities are interconnected, reflecting a unique process of verbal thinking in a unique way, which once again demonstrates that language is one of the means of moving not only the mind but also the psyche. In this sense, in linguistics, emotional speech is perceived as one of the distinct linguistic structures of speech. Emotional speech expands due to concepts and categories associated with activities such as perception, cognition, understanding, analysis as a linguistic and speech structure, one of the special syntactic devices aimed at transmitting and transmitting emotional effects through linguistic, intonational and grammatical means. They are active in thinking, feeling, or expressing human feelings.

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Alikulov, Salohiddin Turdimurodovich, und Obid Ergashjanovich Azizov. „THE STRUCTURE AND CONTENT OF THE SYSTEM FOR THE FORMATION OF COMMUNICATIVE COMPETENCIES OF FUTURE TEACHERS“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 06 (30.06.2021): 141–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-27.

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The main goal of the article is to form and develop the communicative competencies of future teachers by connecting them with the important rules of communication and speech activities. The article also describes the types of communicative speech activities, the conditions for their development.

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Izmailova, Rania G., Tatiana G. Sheinova und Tatiana V. Timokhina. „Using collective activities in the development of speech in children of older preschool and primary school age“. Perspectives of Science and Education 47, Nr. 5 (01.11.2020): 199–211. http://dx.doi.org/10.32744/pse.2020.5.14.

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Introduction. The number of children with speech disorders increases from year to year. Work on the development of speech at preschool and school educational organizations is not always planned, systematic, and coherent. This composite group of children is insufficiently studied in pedagogical science and practice. In classes on speech development and children’s independent activity, not enough time is devoted to collective activities. Materials and methods. The pilot study involved 147 children from four preparatory groups and two first grades of the elementary school in Orekhovo-Zuevo (Moscow Region, Russian Federation). The following research methods were used: analysis of foreign and domestic scientific literature, survey, and experimental research. The results were compared using Pearson's chi-squared test χ2. The study used the authors' toolkit adjusted for the conditions of the experiment. Results. The study showed a fairly high quality of the toolkit prepared for testing. Initially, the groups of respondents showed a low level of speech development – 47% (69 children), an average level – 51% (75 children), and a high level – 2% (3 children). Collective activities were widely used at the formative stage during class time and after classes. The results of the control stage (low level 8.1%, average 47.3%, high 44.6% of children) convincingly demonstrate the effectiveness of using collective activities in speech development (χ2 = 96.813; p < 0.01). Discussion and conclusion. The toolkit chosen for collecting primary information was shown to be of sufficient quality. The study showed the effectiveness of using active social and psychological education methods (in particular, Olympiads, creative workshops, creative weeks, collective creative activities) by teachers of pre-school educational organizations and primary school teachers to develop children's speech. An important condition for the development of speech in children of older preschool and primary school age is using collective activities, insufficiently studied in Russia and abroad, in the pedagogical process.

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Poberezhna, N. O., und T. M. Mishenina. „MODELING OF PROFESSIONAL SPEECH OF FUTURE LAWYERS IN PROJECT ACTIVITIES“. Innovate Pedagogy, Nr. 46 (2022): 64–68. http://dx.doi.org/10.32843/2663-6085/2022/46.12.

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Sawyer, Jeremy E., und Patricia J. Brooks. „Sociodramatic play enhances preschoolers’ private speech and motivation across activities“. Cognitive Development 59 (Juli 2021): 101073. http://dx.doi.org/10.1016/j.cogdev.2021.101073.

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