Journal articles: 'Speech development of children'

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Toshtemir Qizi, Rayimova Gulmira, and To'rayeva Dilnoza Ismoilovna. "SPECIFIC TO THE DEVELOPMENT OF SPEECH IN MENTALLY RETARDED CHILDREN FEATURES CHARACTERISTIC OF SPEECH DEVELOPMENT IN MENTALLY RETARDED CHILDREN." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 117–21. http://dx.doi.org/10.55640/eijmrms-02-10-21.

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In the article we can learn about the fact that the cognitive impairment of children with intellectual disabilities is characterized by limited perception of the world around them, poor communication, lack of interest, decreased demand for speech, retarded speech development.

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Ozoda, Kakhkharova. "FAIRY TALE-BASED SPEECH DEVELOPMENT TECHNIQUES FOR CHILDREN." International Journal of Pedagogics 4, no. 2 (February 1, 2024): 17–24. http://dx.doi.org/10.37547/ijp/volume04issue02-04.

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The article written on the topic "Fairy tale-based speech development techniques for children", offers suggestions for helping young children learn how to connect speech. The article aims to clarify the significance of fairy tales' influence on children's speech development. The article also emphasizes the concepts of the instructor organizing the speech development process while taking the pedagogical process into consideration.

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Zamira, Rasulova, Kambarova Nazira, and Aliyeva Ravshanoy. "SPEECH DEVELOPMENT OF PRESCHOOL - CHILDREN EXERCISES AND METHODS." International Journal of Pedagogics 03, no. 02 (February 1, 2023): 38–43. http://dx.doi.org/10.37547/ijp/volume03issue02-08.

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The level of speech development significantly affects the success of school. Children with a high level of speech development, as the rules do not have difficulties in learning, quickly master the skills of writing and reading. In children with a low level of speech development, difficulties in communication and literacy are found. Preschool Children’s Communication skills are vital to their overall development that lay a foundation for a successful future. Cognition, social interaction, oral-motor development are some of the key factors that influence a child’s communication development. Listening, understanding and using spoken language are the most important components of communication.

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Afisha, Fauza, and Febrianti Isnaini. "Language Development Intervention in Children Speech Delay: Systematic Review." International Journal of Research Publication and Reviews 5, no. 6 (June 2024): 6260–365. http://dx.doi.org/10.55248/gengpi.5.0624.1629.

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Djordjevic, S., and L. Djordjevic. "Speech Development of Preschool Children." Education and Pedagogical Sciences, no. 1 (162) (2014): 14–23. http://dx.doi.org/10.12958/eps.1(162).djordjevic_s.

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Mance, Nina, and Barbara Lamot. "SPEECH DEVELOPMENT IN PRESCHOOL CHILDREN." Zbornik Odseka za pedagogiju, no. 32 (December 5, 2023): 107–28. http://dx.doi.org/10.19090/zop.2023.32.107-128.

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Speech development is a complex process influenced by various factors, which are very important. From birth, a child is surrounded by sounds coming from the environment, and for them to be able to produce sounds themselves, they need time and interaction with others. A child often experiences the first interaction with the parents, whose role is to provide the child with a safe and stimulating speaking environment and care for his speech development. As the child grows, they get to know other people, most often the teacher and the children in the educational groups with whom they interact. However, there are children who, despite proper cognitive development, proper hearing, and good health, show certain deviations from proper language development. It is considered that these children follow the course of regular language development, only that it develops more slowly than in children who do not belong to this group. Significant deviations from proper language development make it difficult for children to communicate already in the early years of life, which ultimately results in lower achievements in school. It is a well-known fact that children acquire knowledge through play, which, in addition to being interesting and fun, provides great benefits. In addition to the environment, language games play an important role in developing speech and speaking skills. Playing language games affects the child’s activity and speech training, especially if the child is faced with articulation or other speech disorders already at an early age. The aim of this paper is to raise awareness of the importance of language games in preschool and the child’s environment for their normal and overall development. Language games can precisely enable such children to successfully solve challenges.

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Masitoh, Masitoh. "GANGGUAN BAHASA DALAM PERKEMBANGAN BICARA ANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 40–54. http://dx.doi.org/10.47637/elsa.v17i1.105.

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The problem in this article was about the language disorder in the speech development of children. The language disorder on the speech development of children were one of the type of communication disorder that indicate the children who experience the disorders process to use any symbols in language. The language disorder on speech development of children was happened cause there was a disorder on nerves system or abnormalities in related organ that related to the process to use the language and to childrens' speech which occurs due to injury or trauma when they were in prenatal, natal and postnatal. Beside that it could be also caused by the environment at the age of the development of the childrens' language and speech they were did not got a good stimulus. The childrens who experience those difficulties were late in having language development skills. This things could occur in phonology, semantics, and syntax problems so that the childrens was experience the difficulties in transformation that were highly required in communication activities. The handling goals thatcan be done for the children who had the language disorders in speech development was speech therapy, oral motor, and melody intonation.

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Aymbetova, Dametken M. "THEORETICAL FOUNDATIONS OF PRESCHOOL CHILDREN'S SPEECH DEVELOPMENT." American Journal Of Social Sciences And Humanity Research 3, no. 10 (October 1, 2023): 82–90. http://dx.doi.org/10.37547/ajsshr/volume03issue10-13.

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Reforms in the education system and the law on the state language require changes in the methodology and practice of forming children's speech, in particular, developing the speech of older children of preschool age. These changes are reflected in normative educational and methodological literature to a certain extent. However, they need to be approached critically from the point of view of current requirements. Most of the Methodist scientists correctly emphasize the conditions for the development of children's speech in kindergartens.

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Mamatova, Aziza. "Speech Development Problems For Students With Disabilities In Mental Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 441–46. http://dx.doi.org/10.37547/tajssei/volume03issue04-75.

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This article provides information on the features of the psychological and speech development of mentally retarded students, the importance of the level of speech development in mastering the child's curriculum, as well as the effectiveness of complex interventions in educational and correctional work with such children.

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Kizi, Bakirova Umida Bakhtiyor. "CONSULTATION FOR EDUCATORS "DEVELOPMENT OF COHERENT SPEECH IN OLDER PRESCHOOL CHILDREN"." American Journal Of Social Sciences And Humanity Research 03, no. 03 (March 1, 2023): 56–58. http://dx.doi.org/10.37547/ajsshr/volume03issue03-12.

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The work on the sound culture of speech in the senior preschool age is aimed at solving the problems of cultural and speech education and at preparing preschoolers for literacy. Work continues on the formation of phonemic hearing, children's awareness of the sound composition of the word, the formation of phonemic perception of the word.

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Zykov, V. P., and I. B. Komarova. "Development of speech disorders in children." Zhurnal nevrologii i psikhiatrii im. S.S. Korsakova 121, no. 11 (2021): 106. http://dx.doi.org/10.17116/jnevro2021121111106.

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Podd'iakov, Nikolai. "Speech and Intellectual Development in Children." Journal of Russian & East European Psychology 50, no. 2 (March 2012): 84–86. http://dx.doi.org/10.2753/rpo1061-0405500211.

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Schaerlaekens, A. "Speech and language development in children." Clinical Neurology and Neurosurgery 93, no. 1 (January 1991): 90. http://dx.doi.org/10.1016/0303-8467(91)90036-o.

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Gorodilova, Svetlana A., Natalya N. Sheshukova, Iuliia V. Boginskaya, and Tatyana G. Lukovenko. "Dynamics of speech development for young children with delayed speech development in the conditions of parent involvement in speech therapy." Perspectives of Science and Education 63, no. 3 (June 1, 2023): 439–56. http://dx.doi.org/10.32744/pse.2023.3.26.

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Introduction. The need for speech development of young children with delayed speech development is indicated in theoretical and practical studies as prevention of the risk of general speech underdevelopment. The aim of the study is to assess the dynamics of speech development for young children with delayed speech development in the conditions of parent involvement in speech therapy work for the prevention of general speech underdevelopment. Materials and methods. The study involved 88 young children with delayed speech development at the age of 2.4 ± 0.3 years, 88 parents at the age of 25 ± 3 years. The following research methods and techniques were used: Psychological and Pedagogical Diagnostics of Early and Preschool Age Children Development by Strebeleva, E.A., The Methodology of Studying the Prerequisites for the Formation of Young Children’s Speech by Gerasimenko, Yu.V., Diagnostics of Mental Development Level for Children from 0 to 3 by Smirnova, E.O., questionnaire revealing readiness of parents for speech therapy work by Borodina, V. A., Vasilyeva, K. S.; statistical processing was carried out using the Student’s t–test. Results. The data obtained allowed us to note that a low level of articulatory motor skills and fine motor skills, a low level of impressive and expressive speech prevails among young children with delayed speech development (DSD). The survey of parents showed a low level of information readiness and an average level of motivational readiness to be included in the remedial and developmental process. Significant changes in the speech development of young children in the experimental group (tempEG=7.744; p>0.001) occurred after the application of a specially developed programme, provided that parents were involved in the prevention of general speech underdevelopment of young children with delayed speech development, whereas for children in the control group the dynamics was less pronounced (tempCG=2.571; p>0.05). This fact proves the effectiveness of the implemented speech therapy work with young children to overcome the risk of general speech underdevelopment, provided that parents are involved in the speech therapy process. Conclusion. The data obtained in the study of speech development features of young children with delayed speech development allow us to state that the effectiveness of early speech therapy increased after the involvement of parents in speech therapy work to prevent general speech underdevelopment due to the activation of independent speech, the development of articulatory and fine motor skills, the development of passive and active vocabulary, as well as the formation of coherent speech. The results of the experimental study can become the basis for the development of a comprehensive programme of early care for children at risk for the occurrence of general speech underdevelopment and professional development programmes for specialists, working in early remedial care.

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Normatova, Nilufar K. "THE ROLE OF PLAY IN THE DEVELOPMENT OF SPEECH IN PRESCHOOL EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 42–45. http://dx.doi.org/10.37547/supsci-oje-02-01-07.

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Pinchuk, Yuliia. "CORRECTION OF COHERENT SPEECH OF SENIOR PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT BY MEANS OF FAIRYTALE THERAPY." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 24, 2021): 122–31. http://dx.doi.org/10.51706/2707-3076-2021-5-13.

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Thearticleraisesthe issue of implementing fairytale therapy method in the speec htherapy workon the formation of the coherentspeech for seniorpreschool children with the generalspeech under development. Theconceptof "coherentspeech" isrevealed, the importance of fulldevelopment of the coherent speech for the personal growthofchildren, for the irpreparation for school isemphasized. The importance of acquiring the ability and skillstoexpresscoherently in termsof a child's readin essforschoolisnoted. The authors described the difficulti esexperienced by children with the generalspeechunder development (GSU) during the development of coherent speech in preschool period. Children with the GSU of seniorpre schoolagehave a hard time mastering the narration, composing a storybasedon a series of plot pictures with the irpreviousar rangement in the sequence oftheplot, composing a storybasedon a givenmaterial. Therefore, in speechtherapy practiceit isnecessarytoin troducemore effective innovative method sforthe development of this aspectof speech in children with severe speech disorders.

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Khanina, N., and I. Li. "Senior preschool children’s speech development through dialogue with peers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 90–97. http://dx.doi.org/10.31489/2021ped2/90-97.

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The article is devoted to the relevant problem of speech development, specifically its dialogic component. The development of coherent dialogic speech as a means of forming communication skills plays an important role in the process of preschoolers’ speech development. As a form of speech interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. Dialogue for a child is the first school of mastering speech, the school of communication; it is, in fact, the base of personal development. Through dialogue children learn the grammar of their native language, its vocabulary, phonetics, and draw useful information. The topic is relevant, since the development of dialogue in preschool childhood affects the formation of speech and communicative abilities, which are one of the aspects of individual success in modern society. The article focuses on the cooperative type of activities that are particularly important for the development of dialogic speech, primarily in which children jointly create a subject-game environment, come up with a theme and develop a plot, role-play dialogues and in the course of them enter into a variety of real relationships. The program that includes a set of didactic games for older preschoolers and is aimed at improving the level of dialogic communication skills is proposed. An experiment was conducted and described in which a set of didactic games was tested. The experiment showed growth in the skills of dialogic speech.

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Agranovich, Olga E., Zoya E. Agranovich, Evgeniya I. Ermolovich, Ekaterina V. Petrova, and Evgeny D. Blagovechtchenski. "Speech development in children with sequelae of obstetrics palsy." Pediatric Traumatology, Orthopaedics and Reconstructive Surgery 10, no. 4 (December 25, 2022): 385–96. http://dx.doi.org/10.17816/ptors110783.

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BACKGROUND: Obstetrics plexus occurs in 0.44 cases per 1000 newborns. Moreover, 70%92% of the patients have mild injuries that spontaneously recover within 2 months after delivery, and the remaining patients have secondary deformities of the limbs, leading to motor disorders of varying severities. Studies have reported that the limited or absence of hand motor functions can lead to cognitive deficits and speech underdevelopment. AIM: To study the features of speech development in children with obstetrics palsy. MATERIAL AND METHODS: From 2020 to 2021, we performed speech examination of 33 children with obstetrics palsy from the age of 315 (average age, 8.10 3.71) years. All patients were divided into four groups: group 1 (34 years, n = 6), group 2 (56 years, n = 10), group 3 (710 years, n = 9), and group 4 (1115 years, n = 8). Speech examination and orthopedic, neurological, and statistical tests were performed. The results of the examination were analyzed statistically. RESULTS: In this study, 78.8% of the patients with obstetric palsy had speech pathology. Children with speech disorders had more severe neurology and motor disturbance than children without speech pathology. In group 1, speech disorders were identified in 66.7%; group 2, 90.0%; group 3, 66.7%; group 4, 87.5%. Group 1 had speech development delay and phoneticphonemic underdevelopment. Group 2 had general speech underdevelopment and phoneticphonemic underdevelopment. Group 3 had general speech, lexicalgrammatical, and phoneticphonemic underdevelopment, Group 4 had general speech and lexicalgrammatical underdevelopment. Moreover, 73.1% of the children had minimal dysarthria (predominantly in children of groups 1 and 2). Groups 3 and 4 had written expression disorder. CONCLUSIONS: The study demonstrates a high incidence of speech disorders in children with obstetrics palsy. These children demand early speech examination and timely correction of existing disorders.

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Manipuspika, Yana Shanti. "Phonological Development of Children With Speech Delay." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 12–22. http://dx.doi.org/10.22225/jr.5.1.898.12-22.

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A case research is a valuable means of providing information about the outcomes of speech and language intervention. The present research aims at documenting phonological development of three subjects who were enrolled in a therapy. This descriptive, cross-sectional research aimed to document the phonological development of speech delayed children whose ages are between 2-4 years. The focus is also to determine the causes and treatment of children with speech delay. The results showed significant changes in two of the subjects’ speech production-the two-year-old H displayed an ability to produce imitative sounds and non-imitative ones; meanwhile, the four-year-old AK also performed perfect imitative sounds, yet she cannot produce nasalized coda. The three-year-old AR, however, could not produce meaningful speech. Evaluation revealed development of the three subjects were affected by the exposure to language at home. A younger age child performed better during the therapy sessions compare to the one in older age whose delay might be caused by early neglect. Speech therapy emphasized on the importance of imitation through a modeling activity in the session, so that the children could imitate the sound first while providing context through pictures.

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Arnautova, Larysa. "Activation of speech development in pre-preschool children." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (360) (2024): 153–59. http://dx.doi.org/10.12958/2227-2844-2024-1(360)-153-159.

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In the process of early development of all systems, language first of all suffers, because it is a reflection of complex, individual psychological processes occurring in the child's body, which depend on many factors. Corrective and speech therapy classes started in a timely manner eliminate the general lag in the child's development, since mental and emotional development are interconnected with communication. Therefore, experts strongly recommend not to wait for the child to speak independently, or to wait until the age of 4–5 years. Time can be lost, which can lead to concomitant problems, for example with the psyche. The relevance of the topic is related to the need to stimulate the development of speech activity of young children, which will ensure the correction of primary disorders of higher mental and motor functions and prevent the appearance of secondary deviations in the child's development. The purpose of the study is the formation of active speech in children aged 2.5–3 years whose language was characterized by poor vocabulary, insufficient understanding of adult language, and a decrease in communicative functions compared to peers. We investigated the level of speech development in 10 children aged 2.5–3 years whose speech development lagged behind the age norm. In our work, we used the method of speech development of children with general language underdevelopment of the third year of life, which is based on the following stages of research: determining the level of development of general motor skills, fine motor skills, active vocabulary, passive vocabulary and identifying the level of adult language understanding. The conducted research showed that all children have a delay in speech development, but it is expressed to different degrees in different children. No child showed a high level of speech development, four children are at an average level, and six are at a low level. After the application of corrective work on language development, a control study of the results of the work was conducted using the same methods that we used at the stage of diagnosing their speech development. The comparative analysis indicates that after the correctional and speech therapy work, there is not a single child with a low level of speech development, compared to six children before the work began. The speech development of the two children is almost completely in line with the age group and is rated as high. The other eight children improved significantly in all areas of speech and are rated as children with an average level of development.

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Barkane, Evita. "SOUND “L” CORRECTION FOR 5 – 6 YEARS OLD CHILDREN WITH INSUFFICIENT LANGUAGE SYSTEM DEVELOPMENT." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 9. http://dx.doi.org/10.17770/er2019.2.4226.

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Work aim theoretical research of cognitions about sound “L” correction for 5 – 6 years old children, collect, make and recognise methodological material of sound “L” correction for childern with insufficient language system development at III level. Was Selected and analyzed literature about sound “L” correction among 5 – 6 years old children, about speech therapist work, about child’s language and speech development, was found out sound “L” pronouncation correction options for children with insufficient language system development at III level. Part was made questionnaire for speech therapists, to justify master’s work relevance. Author made situation research, made correction work, handle mathematically gained research data.Work author designed and recognised speech therapist methodical material about sound “L” correction for children with insufficient language system development at III level. Based on theoretical and research part scientific cognitions, was made speech therapist methodical material “Sound “L” pronouncation correction for 5 – 6 years old children with insufficient language system development at III level”. Methods used in the study: analysis of scientific literature; analysis of documents; questionnaire; observation; operational study; processing of statistical data; method of expert opinion.

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Glascoe, Frances P. "Can Clinical Judgment Detect Children With Speech-Language Problems?" Pediatrics 87, no. 3 (March 1, 1991): 317–22. http://dx.doi.org/10.1542/peds.87.3.317.

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Pediatricians often rely on clinical judgment derived from observation or parental concern to identify children with developmental problems. The less popular but recommended alternative is to repeatedly administer standardized screening tests. Such tests are time consuming but, unlike clinical judgment, have known detection rates. Preliminary research concerning clinical judgment showed that clusters of parental concerns related to their childrens' performances on screening tests. In the present study, previous research was refined by assessment of the meaning of parents' concerns about their childrens' speech-language development. In this study of 157 families seeking pediatric care, 72% of children whose speech-language screening yielded positive results had parents who were concerned about their speech-language development. Of children with negative screening results, 83% had parents with no concerns about their speech-language development. Although standardized screening tests should be used occasionally in the developmental surveillance process, the findings show that the problems of most children with developmental problems were detected through clinical judgment based on parental concern.

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Muhammadolimovna, Nosirova Gulira'no. "DEVELOPING COMMUNICATION SKILLS BY INTRODUCING CHILDREN TO FICTION IN SPEECH DEVELOPMENT CLASSES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 254–57. http://dx.doi.org/10.55640/eijmrms-02-05-52.

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Bernstein, Lynne E., and Rachel E. Stark. "Speech Perception Development in Language-Impaired Children." Journal of Speech and Hearing Disorders 50, no. 1 (February 1985): 21–30. http://dx.doi.org/10.1044/jshd.5001.21.

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A group of specifically language-impaired (SLI) children was compared with a matched group of non-SLI children (i.e., children displaying normal language) on tests of speech perception and language ability. The tests were administered longitudinally at times separated by an interval of 4 years. Initially (i.e., Time 1), the groups differed significantly in discrimination, sequencing, and rate processing of and serial memory for synthesized /ba/ and /da/ stimuli. At Time 1, age effects were also observed among both groups of children. That is, performance improved as a function of increased age. At follow-up (i.e., Time 2), performance was at or near ceiling for subjects in both groups, indicating that perceptual development occurred in both groups of children. Results are discussed in relation to the hypothesis that perceptual deficits play a causal role in specific language impairment.

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Simkin, Mikhail, and Irina Maltseva. "Coherent Speech Development in Primary School Children with Hearing Impairments." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, no. 1 (May 12, 2020): 38–46. http://dx.doi.org/10.21603/2542-1840-2020-4-1-38-46.

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The research featured various theoretical approaches to understanding coherent speech as a complex process in psychological and pedagogical aspects. The article focuses on characteristics of coherent speech in primary school children with normal speech development vs. those with hearing impairment. The subject of the research was the technology of coherent speech development in hearing-impaired primary schoolers. The research objective was to identify, prove, and verify the possibility of developing coherent speech in primary school children with hearing problems. A set of experiments measured and described the qualitative and qualitative parameters of coherent speech in primary school children according to specific auditory analyzer deficits. Coherent speech in hearing-impaired primary school children revealed a variety of speech disorders, which manifested themselves in a different ratio of semantic and lexical and grammatical errors at the sentence and text level. The authors propose several technologies of coherent speech development, including picture-aided storytelling, making riddles, fairy tales, and stories based on personal experience. The research proved that the coherent speech development methods should take into account the specifics of hearing impairments.

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Nathan, Liz, Joy Stackhouse, Nata Goulandris, and Margaret J. Snowling. "The Development of Early Literacy Skills Among Children With Speech Difficulties." Journal of Speech, Language, and Hearing Research 47, no. 2 (April 2004): 377–91. http://dx.doi.org/10.1044/1092-4388(2004/031).

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This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of controls. A path analysis relating early speech, language, and literacy skills indicated that preschool language ability was a unique predictor of phoneme awareness at 5;8 (years; months), which, together with early reading skill, predicted literacy outcome at 6;9. Once the effects of phoneme awareness were controlled, neither speech perception nor speech production processes predicted variation in literacy skills. However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes.

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Avakyan, Naira. "On Some Peculiarities of Bilingual Children’s Speech Development." Armenian Folia Anglistika 7, no. 1 (8) (April 15, 2011): 77–80. http://dx.doi.org/10.46991/afa/2011.7.1.077.

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The article examines the stages and characteristics of speech development among bilingual children. Such phenomena as late speech and mixture of languages can be observed in the process of the speech development of bilingual children. The examples provided demonstrate the important role of the family in the development of bilingual children’s speech.

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Pavlova, U. B., and T. U. Khotyleva. "Year Round. Method of speech development." Autism and Developmental Disorders 14, no. 2 (2016): 29–38. http://dx.doi.org/10.17759/autdd.2016140204.

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This methodological manual is created based on analysis of many years of experience of teachers working with children with developmental disorders. The manual is aimed at getting pre-school children or first graders with speech and communication difficulties leading to academic failure ready for school. Сontinued. Beginning in № 1 (46), 2015

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Bassiouny, Samia E., Mona A. Hegazi, Jilan F. Nassar, Mohsen A. Ibrahim, Aml S. Saber, and Ahmed Abdel Hamid. "Development of an Arabic speech intelligibility test for children." Egyptian Journal of Otolaryngology 29, no. 3 (July 2013): 202–6. http://dx.doi.org/10.7123/01.ejo.0000429577.63818.de.

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EnAbstract Objectives Speech intelligibility is usually expressed as a percentage of spoken words, sentences, or phonemes correctly identified by a listener or a group of listeners when spoken by a talker or a number of talkers. Communicative disorders could have a deleterious effect on speech intelligibility. To date, there are no Arabic tests measuring speech intelligibility. Aim It is necessary to develop and standardize an objective Arabic speech intelligibility test that can be used to estimate the degree of deterioration of speech intelligibility in communicative disorders as an attempt to develop a valid and a reliable tool to assess the efficacy of different therapy programs for different communicative disorders. Patients and methods This study was carried out on 200 children with an age range of 4–12 years whose language skills were either fully developed or equivalent for age. All children were selected randomly from the outpatient clinic of phoniatrics and had any of five selected speech disorders affecting speech intelligibility. Each child included in the study was subjected to two evaluations: a subjective rating of the child’s speech intelligibility and the developed Arabic speech intelligibility test, which is meant to be an objective measure. Results The results showed a highly significant correlation between the scores of the Arabic speech intelligibility test and the average scores given by raters, the average scores for words, and the average scores for sentences (0.92, 0.98, and 0.84, respectively). Conclusion The developed test is proven to be valid and reliable for measuring speech intelligibility in children and could be categorically classified according to ranges of severity.

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Holm, Alison, and Barbara Dodd. "Speech Development and Disorder in Bilingual Children." Journal of Clinical Speech and Language Studies 11, no. 1 (September 1, 2001): 9–39. http://dx.doi.org/10.3233/acs-2001-11104.

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Temnikova, I. M., and V. V. Temnikov. "Optimization of speech development of preschool children." Pedagogical sciences reality and perspectives, no. 83 (2021): 178–81. http://dx.doi.org/10.31392/npu-nc.series5.2021.83.37.

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Berk, Laura E. "Development of private speech among preschool children." Early Child Development and Care 24, no. 1-2 (January 1986): 113–36. http://dx.doi.org/10.1080/0300443860240107.

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Baum, Shari R., and William F. Katz. "Development of skilled speech production in children." Journal of the Acoustical Society of America 96, no. 5 (November 1994): 3307. http://dx.doi.org/10.1121/1.410838.

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Belyakova, L., L. Krapivina, S. Leonova, S. Pavolaki, and I. Pavolaki. "The speech development of children who stutter." Journal of Fluency Disorders 22, no. 2 (May 1997): 141. http://dx.doi.org/10.1016/s0094-730x(97)89310-2.

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Bakhshaee, Mehdi, Mohammad Mahdi Ghasemi, Mohammad Taghi Shakeri, Narjes Razmara, Hamid Tayarani, and Mohammad Reza Tale. "Speech development in children after cochlear implantation." European Archives of Oto-Rhino-Laryngology 264, no. 11 (July 17, 2007): 1263–66. http://dx.doi.org/10.1007/s00405-007-0358-1.

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Serebrennikova, S. Y., and I. О. Sokolova. "Attributes of Mental and Speech Development of Young Orphaned Children." Bulletin of Irkutsk State University. Series Psychology 47 (2024): 86–95. http://dx.doi.org/10.26516/2304-1226.2024.47.86.

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The purpose of this work is to describe the specifics of the psycho-speech development of orphans of early age. The article summarizes some current information on the development of deprived children of early and preschool age. The data of studying the mental and speech development of orphans aged 3 and 4 are presented. The criteria for evaluating the results and the factors determining the speech and mental status of children aged 3 and 4 are indicated. Quantitative indicators of the formation of different components of children's speech are summarized and their differences in the selected groups are noted. The characteristics of the speech of children of different levels are described in detail; the general trends of their psycho-sheech development at an early age are outlined; recommendations for correctional speech therapy work are formulated taking into account the real speech status of children. The main provisions and conclusions of the study contribute to the content of correctional work with children in the conditions of the orphanage.

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Surkova, K. L., N. V. Zvereva, A. A. Sergienko, S. E. Strogova, and M. V. Zvereva. "Comprehensive assessment of the speech development of children conceived by IVF." Scientific Notes of the Pavlov University 29, no. 1 (May 12, 2022): 63–69. http://dx.doi.org/10.24884/1607-4181-2022-29-1-63-69.

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Introduction. The high frequency of the use of assisted reproductive technologies and the inconsistency of information about the parameters of the cognitive development of IVF children determined the formulation of the research problem.The purpose of the work is to assess the originality of the speech development of children and adolescents conceived using the IVF procedure. The age of the children at the time of the survey was from 5 to 15 years.Methods and materials. A sample of 51 children (29 boys), mean age (7.9±2.8) years, 14 children had psychiatric diagnoses (ASD, mental retardation, etc.). Research methods: speech therapy assessment of speech development, neuropsychological diagnostics according to L.S. Tsvetkova, WICS, descriptive statistics, correlation analysis.Results. 41% of children had mild variants of speech development delay under 3 years old, 59 % of children had normal speech development. With age, the frequency of detected deviations in speech development decreases, so that in older age group (from 11 to 15 years old), 85 % have normotypical development of speech. Correlation analysis showed the originality of the correlations of the parameters of speech development, neuropsychological assessment, and scores on Wechsler subtests.Conclusions. An unambiguous conclusion about the violation of speech development in children conceived by IVF cannot be drawn, however, in the presence of mental pathology and taking into account the age of the mother and the number of ART procedures, attention should be paid to the provision of speech therapy and neuropsychological correction from an early age.

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Abashina, Natalia, and Natalia Berdnikova. "Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization." E3S Web of Conferences 273 (2021): 12095. http://dx.doi.org/10.1051/e3sconf/202127312095.

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The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).

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Hill, Betsy P., and Lynn T. Singer. "Speech and Language Development after Infant Tracheostomy." Journal of Speech and Hearing Disorders 55, no. 1 (February 1990): 15–20. http://dx.doi.org/10.1044/jshd.5501.15.

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This study describes the speech/language development of 31 children who had been fitted with an endotracheal tube. Intubation in all cases occurred prior to 13 months of age and remained in situ for more than 3 months. These children were chosen from a pool of 130 potential subjects. Individuals diagnosed as having a primary neurological disorder, developmental delays, or mental retardation were excluded from the study. Demographic, birth, and medical factors that might also affect language outcome were documented. Standardized outcome measures were used to assess speech, language, and cognitive development of the children seen for testing. For the entire group of children, the overall measures of language functioning at follow-up were within normal limits and commensurate with cognitive ability. However, when a breakdown of results based on the children's ages was done, a clear pattern of language disability was noted in the expressive language of the oldest group of children tested. These findings raise questions about this group of children who were previously thought to develop speech and language skills normally.

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Agranovich, Olga E., Zoya E. Agranovich, Evgeniya I. Ermolovich, Ekaterina V. Petrova, Ildar R. Iskandarov, Dmitry A. Ivanov, Anna N. Shestakova, and Evgeniy D. Blagoveschenskiy. "Speech development in children of preschool age with arthrogryposis multiplex congenital with upper limb deformities." Pediatric Traumatology, Orthopaedics and Reconstructive Surgery 9, no. 4 (December 15, 2021): 435–45. http://dx.doi.org/10.17816/ptors76266.

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BACKGROUND: The difficulties or gross disturbance in motor development, which are diagnosed in children at an early age, are one of the prognostic markers of further problems in their speech development. AIM: This study aimed to determine the speech development of children with arthrogryposis multiplex congenita with upper limb deformities. MATERIALS AND METHODS: Speech examination was conducted in 21 children with arthrogryposis multiplex congenita preschool age (average age: 5.16 1.49 years) from 2020 to 2021. Patients were divided into 2 groups: group 1 (10 people) with children of younger and middle preschool age (average age 3.81 0.63 years) and group 2 (11 people) with children of older and preparatory preschool age (average age 6.39 0.78 years). The speech examination results were exposed to statistical analysis. RESULTS: The majority of children with arthrogryposis multiplex congenita had speech pathology (90.5%), whereas general speech underdevelopment dominated over speech development delay (78.9% and 21.1%, respectively). A high frequency of perinatal hypoxic-ischemic encephalopathy in children with arthrogryposis multiplex congenita (80.9%), a complicated perinatal anamnesis (57.1%), and a delay in early motor or speech development (100% and 52.4%, respectively) links with speech disorder development in the future. Patients with arthrogryposis have a large percentage of congenital pathology of the articulatory apparatus structure (57.1%). Of the children, 76.2% were with a total form of arthrogryposis multiplex congenita, whereas 23.8% with an isolated upper extremity lesion. No statistically significant differences were determined in the form of speech pathology between patients with various forms of arthrogryposis multiplex congenita. Children of the first age group had speech disorders in 90% of cases, whereas 90.9% in group 2. Based on the form of speech pathology, patients with general speech underdevelopment and speech development delay were determined in group 1 (55.6% and 44.4%, respectively), whereas children with general speech underdevelopment in group 2 (100%). In the clinical form of speech pathology, dysarthria prevailed in children of both age groups (80%). CONCLUSIONS: Children with arthrogryposis multiplex congenita with upper limb deformities have a high incidence of speech disorders. Early speech examination and speech therapy eliminated all detected disturbances.

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Ikramovna, Tursunova Yokutkhon. "FEATURES OF CONNECTED SPEECH OF SENIOR PRESCHOOL CHILDREN WITH DYSARTHRIA." American Journal Of Social Sciences And Humanity Research 4, no. 3 (March 1, 2024): 124–28. http://dx.doi.org/10.37547/ajsshr/volume04issue03-16.

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The article reveals the importance of the development of coherent speech even at preschool age, since it is in this age period that the active assimilation of speech skills takes place. The article also contains an analysis of theoretical and methodological material on the problem of the development of coherent speech in preschoolers with dysarthria. The article presents data from an experimental study of coherent speech in older preschoolers with dysarthria.

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Sell, Debbie, and Frances MacCurtain. "Speech and language development in children with acquired subglottic stenosis." Journal of Laryngology & Otology 102, S17 (1988): 35–38. http://dx.doi.org/10.1017/s0022215100600464.

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Most children with acquired subglottic stenosis require a tracheostomy. This paper describes the communication skills of children with tracheostomies before and after decannulation. There are also a small number of children with acquired subglottic stenosis who do not require a tracheostomy. They are rarely referred for speech therapy. Quiney et al. (1986) in a retrospective review described this group as all having normal speech development. It should be noted, however, that the lack of comment of a speech delay in the medical notes is inconclusive. Unless there is an ongoing study with a speech therapist routinely assessing the speech and language development of this group, one cannot conclude categorically that this group is always free of problems in their speech development.

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Ramić, Delila. "THE ROLE OF PRESCHOOL INSTITUTIONS IN CHILDREN'S SPEECH DEVELOPMENT." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 12 (December 15, 2014): 141–50. http://dx.doi.org/10.51728/issn.2637-1480.2014.12.141.

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Speech is the primary mean of communication and through it man establishes social relationships with other people. In the preschool period, children develop speech rapidly, but it is necessary to provide adequate incentives for its development. This paper points to the importance of preschool attendance, because it is one of the factors affecting children's speech development. In preschool institutions children enter into communication with other children and adults, and there acquire vast experience thanks to the stimulating environment in which they live and play. Encouraging the speech development is planned on annual, monthly, weekly and daily bases, and the contents are tailored to different abilities, interests and needs of children. Young children's staying in preschool institutions may adversely affect their speech development, but that, with care and effort, can be prevented. Keywords: development of speech and communication, influencing factors, preschool institution, planning of educational work

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Batiyrovna, Mamatova Madina. "Preschool Age Children’s Fine Motor Skills Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 516–19. http://dx.doi.org/10.37547/tajssei/volume03issue04-83.

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Koval, O. A. "Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence." Клиническая и специальная психология 9, no. 1 (2020): 142–68. http://dx.doi.org/10.17759/cpse.2020090108.

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The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.

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Movkebayeva, Zulfiya, and Aliya Yermagambet. "Speech development of early children: features of training special teachers." Journal of Educational Sciences 79, no. 2 (2024): 105–14. http://dx.doi.org/10.26577/jes2024790209.

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The article examines the problem of speech development in young children, studied by scientists in this field from different countries. The problem of the readiness of domestic special teachers to conduct speech therapy work with young children is also described. Particular attention is paid to the issue of preparing special teachers for speech therapy support for young children in preschool general education organizations. Based on the analysis of research and data obtained as a result of a survey of specialists, a conclusion was made about the importance of studying the problems of speech development of young children and targeted training of special teachers to work with this category of children, as the main approach to solving the issues of overcoming speech delays and preventing the occurrence of secondary disorders. Representatives of preschool educational organizations took part in the survey: heads, methodologists, educators and special teachers. The interviews were conducted in general education kindergartens in Almaty, Kostanay, Pavlodar, Karaganda and Shymkent. The information presented in the article can be used by practitioners to replenish theoretical knowledge, as well as by researchers studying issues of speech development in young children.

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Tendera, Anna, Matthew Rispoli, Ambikaipakan Senthilselvan, and Torrey M. Loucks. "Early Speech Rate Development: A Longitudinal Study." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4370–81. http://dx.doi.org/10.1044/2019_jslhr-19-00145.

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Purpose Our knowledge of speech rate development remains inadequate because of limited longitudinal data and lack of data from children under age 3;0 (years;months). The purpose of this longitudinal study was to test the pattern of speech rate development between ages 2;0 and 3;0. Method Speech rate was assessed at 4 time points between ages 2;0 and 3;0. The analysis employed multilevel models to characterize the development of speech rate (syllables per second), phonemes per second (PPS), length of active declarative sentences, and mean length of utterance. Results The results indicate a significant linear increase in speech rate, PPS, length of active declarative sentences, and mean length of utterance occurring over the 1-year period. Male and female children differed in speech rate, PPS, and utterance length, suggesting sex is a potential factor in early speech rate development. Conclusions Our findings indicate that the speech motor system develops rapidly during the period when grammar emerges. Speech rate has the potential to be an important metric for understanding typical speech development and speech disorders.

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Grzesiak-Witek, Danuta. "„Dziecko w skorupie”. Ograniczenia w nabywaniu mowy i języka przez jednostki z zaburzeniami ze spektrum autyzmu." Językoznawstwo 15, no. 1 (December 2021): 271–78. http://dx.doi.org/10.25312/2391-5137.15/2021_17dgw.

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“Child in a shell”. Limitations in the speech and language acquisition of children with autism spectrum disorders. Speech as audible communication is achieved due to the knowledge of a language. Speech acquisition does not always proceed smoothly and without any problems. Deviation from the proper development of speech is seen in the case of children with disorders of the development of speech and language, among whom children with characteristic autism spectrum disorders constitute a considerable group. The inability of using speech for communication is characteristic of this group of children. The article presents limitations in acquiring speech and language by children with autism as well as ways of opening them up to the world through the development of communication. Keywords: language, autism, speech and language development disorders

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Archer, Justine, Tempii Champion, Martha E. Tyrone, and Sylvia Walters. "Phonological Development of Monolingual Haitian Creole–Speaking Preschool Children." Communication Disorders Quarterly 39, no. 3 (September 17, 2017): 426–37. http://dx.doi.org/10.1177/1525740117729466.

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This study provides preliminary data on the phonological development of Haitian Creole–Speaking children. The purpose of this study is to determine phonological acquisition in the speech of normally developing monolingual Haitian Creole–Speaking preschoolers, ages 2 to 4. Speech samples were collected cross-sectionally from 12 Haitian children divided into three age groups. Participants’ utterances were recorded from spontaneous and/or imitative productions of target words. Data were analyzed through a relational analysis to determine phonemic inventories occurring in each age group’s speech. A gradual increase in speech sound inventories was observed from 2 to 4 years of age. Results indicate that phonological development in Haitian Creole–Speaking children was influenced by both language-universal patterns and language-specific patterns. In conclusion, data obtained on the phonological development of monolingual Haitian Creole preschoolers can provide insight to speech language pathologists during the clinical assessment and intervention process of this population.

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Cavaco, Sofia, Isabel Guimarães, Mariana Ascensão, Alberto Abad, Ivo Anjos, Francisco Oliveira, Sofia Martins, et al. "The BioVisualSpeech Corpus of Words with Sibilants for Speech Therapy Games Development." Information 11, no. 10 (October 2, 2020): 470. http://dx.doi.org/10.3390/info11100470.

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In order to develop computer tools for speech therapy that reliably classify speech productions, there is a need for speech production corpora that characterize the target population in terms of age, gender, and native language. Apart from including correct speech productions, in order to characterize the target population, the corpora should also include samples from people with speech sound disorders. In addition, the annotation of the data should include information on the correctness of the speech productions. Following these criteria, we collected a corpus that can be used to develop computer tools for speech and language therapy of Portuguese children with sigmatism. The proposed corpus contains European Portuguese children’s word productions in which the words have sibilant consonants. The corpus has productions from 356 children from 5 to 9 years of age. Some important characteristics of this corpus, that are relevant to speech and language therapy and computer science research, are that (1) the corpus includes data from children with speech sound disorders; and (2) the productions were annotated according to the criteria of speech and language pathologists, and have information about the speech production errors. These are relevant features for the development and assessment of speech processing tools for speech therapy of Portuguese children. In addition, as an illustration on how to use the corpus, we present three speech therapy games that use a convolutional neural network sibilants classifier trained with data from this corpus and a word recognition module trained on additional children data and calibrated and evaluated with the collected corpus.

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Journal articles on the topic 'Speech development of children'

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