2 research outputs found
Lexical abilities in children with specific language impairment
ΠΠ΅ΡΠΈΡΠΈΡΠΈ ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠΈΡ
ΠΈ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ Π΄ΠΎΠΌΠΈΠ½Π°Π½ΡΠ½Π΅ ΡΠΈΠΌΠΏΡΠΎΠΌΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΎΠ³ ΡΠ΅Π·ΠΈΡΠΊΠΎΠ³ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ° (Π‘ΠΠ). ΠΠ΅ΡΡΡΠΈΠΌ, ΠΎΠ²Π° Π΄Π΅ΡΠ° ΠΈΡΠΏΠΎΡΠ°Π²Π°ΡΡ ΠΈ Π·Π½Π°ΡΠ°ΡΠ½Π΅ Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ Π΄Π΅ΡΠΈΡΠΈΡΠ΅ ΠΊΠΎΡΠΈ ΡΠ΅ ΠΌΠ°Π½ΠΈΡΠ΅ΡΡΡΡΡ ΡΠ΅ΡΠΊΠΎΡΠ°ΠΌΠ° Ρ ΡΡΠ΅ΡΡ, ΡΠ°Π·ΡΠΌΠ΅Π²Π°ΡΡ, ΠΊΠ°ΠΎ ΠΈ Ρ ΡΠΏΠΎΡΡΠ΅Π±ΠΈ ΡΠ΅ΡΠΈ. Π£ ΠΏΠΎΠ³Π»Π΅Π΄Ρ Π΄Π΅ΡΠΈΡΠΈΡΠ° Π»Π΅ΠΊΡΠΈΡΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ, ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΌΠΎΠΆΠ΅ΠΌΠΎ ΠΈΠ·Π΄Π²ΠΎΡΠΈΡΠΈ ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΡΡΠ²Π°ΡΠ°ΡΡ ΡΠ΅ΡΠΈ, ΡΠΌΠ°ΡΠ΅Π½ Π²ΠΎΠΊΠ°Π±ΡΠ»Π°Ρ, ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΡ, Π΄Π΅ΡΠΈΡΠΈΡΠΈ Ρ Π»Π΅ΠΊΡΠΈΡΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΡ ΠΈ ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΡΠΏΠΎΡΡΠ΅Π±ΠΈ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ.
ΠΡΠ½ΠΎΠ²Π½ΠΈ ΡΠΈΡ ΠΎΠ²ΠΎΠ³ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΠ΅ Π±ΠΈΠΎ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄Π΅ Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ, ΠΊΠ°ΠΎ ΠΈ ΠΎΠ±ΡΠ°Π·Π°Ρ ΠΈ ΠΏΡΠΈΡΠΎΠ΄Π° Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° Π΄Π΅ΡΠ΅ ΡΠ° ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈΠΌ ΡΠ΅Π·ΠΈΡΠΊΠΈΠΌ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ΅ΠΌ Π½Π° ΠΏΡΠ΅Π΄ΡΠΊΠΎΠ»ΡΠΊΠΎΠΌ ΠΈ ΡΠ°Π½ΠΎΠΌ ΡΠΊΠΎΠ»ΡΠΊΠΎΠΌ ΡΠ·ΡΠ°ΡΡΡ (5-8 Π³ΠΎΠ΄.). ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, ΡΠΈΡ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΠ΅ Π±ΠΈΠΎ ΠΈ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΡΡΠΈΡΠ°Ρ ΠΏΡΠΈΡΡΡΡΠ²Π° ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ Π½Π° ΡΠ°Π·Π²ΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈΠΌ ΡΠ΅Π·ΠΈΡΠΊΠΈΠΌ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ΅ΠΌ.
ΠΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ Π½Π° ΡΠ·ΠΎΡΠΊΡ ΠΎΠ΄ 115 Π΄Π΅ΡΠ΅, ΡΠ·ΡΠ°ΡΡΠ° ΠΎΠ΄ ΠΏΠ΅Ρ Π΄ΠΎ ΠΎΡΠ°ΠΌ Π³ΠΎΠ΄ΠΈΠ½Π°. ΠΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»Π½Ρ Π³ΡΡΠΏΡ ΡΠ΅ ΡΠΈΠ½ΠΈΠ»ΠΎ 60 ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° ΠΊΠΎΠ΄ ΠΊΠΎΡΠΈΡ
ΡΠ΅ Π΄ΠΈΡΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΎΠ²Π°Π½ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°Ρ Ρ ΡΠ°Π·Π²ΠΎΡΡ Π³ΠΎΠ²ΠΎΡΠ° ΠΈ ΡΠ΅Π·ΠΈΠΊΠ° Π΅ΠΊΡΠΏΡΠ΅ΡΠΈΠ²Π½ΠΎΠ³ ΡΠΈΠΏΠ°, Π΄ΠΎΠΊ ΡΠ΅ ΠΊΠΎΠ½ΡΡΠΎΠ»Π½Ρ Π³ΡΡΠΏΡ ΡΠΈΠ½ΠΈΠ»ΠΎ 55 Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ΅Π·ΠΈΡΠΊΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ°. ΠΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»Π½Π° Π³ΡΡΠΏΠ° ΡΠ΅ ΠΏΠΎΠ΄Π΅ΡΠ΅Π½Π° Π½Π° Π΄Π²Π΅ ΠΏΠΎΠ΄Π³ΡΡΠΏΠ΅: 30 Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ Π±Π΅Π· ΠΏΡΠΈΡΡΡΡΠ²Π° ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ ΠΈ 30 Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΈ ΠΏΡΠΈΡΡΡΠ½ΠΈΠΌ Π½Π΅ΠΊΠΈΠΌ ΠΎΠ΄ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅.
ΠΠ΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΠΈΠ²Π°Π½Π΅ ΡΡ ΠΌΡΠ»ΡΠΈΠ΄ΠΈΠΌΠ΅Π½Π·ΠΈΠΎΠ½Π°Π»Π½ΠΎ, ΡΠΊΡΡΡΡΡΡΡΠΈ ΠΏΡΠΎΡΠ΅Π½Ρ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ° ΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ. ΠΠ° ΠΏΠΎΡΡΠ΅Π±Π΅ Π½Π°Π²Π΅Π΄Π΅Π½Π΅ ΠΏΡΠΎΡΠ΅Π½Π΅ ΠΊΠΎΡΠΈΡΡΠ΅Π½ΠΈ ΡΡ: ΠΠΎΡΡΠΎΠ½ΡΠΊΠΈ ΡΠ΅ΡΡ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Π·Π° ΠΏΠΎΡΡΠ΅Π±Π΅ ΠΎΠ²ΠΎΠ³ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠ°Π½ Π’Π΅ΡΡ Π³Π»Π°Π³ΠΎΠ»Π°, Π’Π΅ΡΡ ΡΠ»ΠΎΠ±ΠΎΠ΄Π½ΠΈΡ
Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΡΠ° ΡΠ΅ΡΠΈ ΠΈ Π°Π½Π°Π»ΠΈΠ·Π° Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠ°Π·Π½ΠΎΠ²ΡΡΠ½ΠΎΡΡΠΈ Ρ ΡΠ·ΠΎΡΠΊΡ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠ³ Π³ΠΎΠ²ΠΎΡΠ° Π΄ΠΎΠ±ΠΈΡΠ΅Π½ΠΎΠ³ ΠΏΡΠΈΡΠ°ΡΠ΅ΠΌ ΠΏΡΠΈΡΠ΅ βΠΠ΅ΠΏΠ΅ΡΡΠ³Π°β. Π‘ΡΠΌΠΈΡΠ°ΡΠ΅ΠΌ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ° ΠΈ ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΈ Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° Π΄Π΅ΡΠ° ΡΠ° Π‘ΠΠ ΠΈΠΌΠ°ΡΡ Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ° ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π½Π° ΠΏΠ»Π°Π½Ρ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ° (ΠΈΠΌΠ΅Π½ΠΈΡΠ° ΠΈ Π³Π»Π°Π³ΠΎΠ»Π°), Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ°, ΠΊΠ°ΠΎ ΠΈ Π½Π° ΠΏΠ»Π°Π½Ρ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ²ΠΈΡ
Π²ΡΡΡΠ° ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ, Ρ ΠΏΠΎΡΠ΅ΡΠ΅ΡΡ ΡΠ° ΡΠΈΡ
ΠΎΠ²ΠΈΠΌ Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ°. ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° Π΄Π΅ΡΠ° ΡΠ° Π‘ΠΠ ΠΈ ΠΏΡΠΈΡΡΡΠ½ΠΈΠΌ Π½Π΅ΠΊΠΈΠΌ ΠΎΠ΄ ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ ΠΈΠΌΠ°ΡΡ Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ° ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π½Π° ΠΏΠ»Π°Π½Ρ Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ° ΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ, ΠΊΠ°ΠΎ ΠΈ Π΄Π° Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ΅ Π½Π°ΠΏΡΠ΅Π΄ΡΡΡ Ρ ΠΎΠΊΠ²ΠΈΡΡ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Ρ ΠΏΠΎΡΠ΅ΡΠ΅ΡΡ ΡΠ° Π΄Π΅ΡΠΎΠΌ ΡΠ° Π‘ΠΠ Π±Π΅Π· ΠΏΡΠΈΡΡΡΠ½ΠΎΠ³ Π½Π΅ΠΊΠΎΠ³ ΠΎΠ΄ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅. ΠΠΎΠ΄Π°ΡΠ½ΠΎ, Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ° Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° Π·Π½Π°ΡΠ°ΡΠ°Π½ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ.
ΠΠΎΠ±ΠΈΡΠ΅Π½ΠΈ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΠΊΠ°Π·ΡΡΡ Π½Π° ΠΏΠΎΡΡΠ΅Π±Ρ ΠΎΡΠ°Π²ΡΠ΅ΠΌΠ΅ΡΠΈΠ²Π°ΡΠ° ΡΠ΅ΡΡΠΎΠ²Π° Ρ ΠΏΡΠΎΡΠ΅Π½ΠΈ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ, ΡΠ²ΠΎΡΠ΅ΡΠ° Π½ΠΎΠ²ΠΈΡ
ΡΠ΅ΡΡΠΎΠ²Π° Π·Π° Π΄Π΅ΡΠ°ΡΠ½ΠΈΡΡ ΠΏΡΠΎΡΠ΅Π½Ρ ΠΊΠ²Π°Π»ΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΠΈ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ Π°ΡΠΏΠ΅ΠΊΡΠ° Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ Π΄Π΅ΡΠΈΡΠΈΡΠ°, ΠΊΠ°ΠΎ ΠΈ Π½Π° ΠΏΠΎΡΡΠ΅Π±Ρ ΠΈΠ½ΠΎΠ²Π°ΡΠΈΡΠ° Ρ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΡΠΊΠΎΡ ΡΠ΅Ρ
Π°Π±ΠΈΠ»ΠΈΡΠ°ΡΠΈΡΠΈ ΠΊΠΎΡΠΈΠΌΠ° Π±ΠΈ ΡΠ΅ Π΄ΠΎΠ΄Π°ΡΠ½ΠΎ ΡΡΠΈΠΌΡΠ»ΠΈΡΠ°ΠΎ ΡΠ°Π·Π²ΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ ΠΎΠ²Π΅ Π΄Π΅ΡΠ΅.Deficits of syntactic and phonological abilities are dominant symptoms of specific language impairment (SLI). However, these children have significant lexical deficits which are manifested as difficulties in learning, understanding, as well as in using words. In terms of lexical and semantic abilities the most dominant are difficulties in learning words, reduced vocabulary, difficulties in naming and in lexical-semantic processing, as well as in using words in spontaneous speech.
The main objective of this study was evaluation of lexical abilities, as well as determination of the form and nature of lexical development in children with specific language impairment at preschool and early school age (5-8 yr.). Additionally, the aim of the research was also to determine the effect of neurological dysfunction risk factors on development of lexical abilities in children with specific language impairment.
Sample consisted of 115 children between five and eight years of age. The experimental group consisted of 60 children with diagnosis of specific language impairment (expressive type), while the control group consisted of 55 typically developing children. The experimental group was divided into two subgroups, 30 children with SLI without risk factors of neurological dysfunction and 30 children with SLI with risk factors of neurological dysfunction.
All aspects of lexical abilities were assessed, including the assessment of confrontation naming, lexical-semantic processing, as well as ability of using words in spontaneous speech. For the purposes of this assessment, the following tests were used: Boston Naming Test, test for naming verbs which was designed for the purpose of this study, Free Word Association Test and analysis of lexical diversity which was assessed in sample of spontaneous speech obtained through retelling of the "Cinderella" story.
Summarizing the results of this study it was concluded that children with SLI have significantly poorer achievements in a term of confrontation naming (nouns and verbs), lexical-semantic processing, as well as in a term of using all type of words (open and closed class words) in spontaneous speech, compared to their typically developing
peers. Additionally, it was concluded that SLI children with risk factors of neurological dysfunction have significantly poorer achievements in the field of lexical-semantic processing, as well in using of words in spontaneous speech. Also, development of confrontation naming ability in SLI children with risk factors is significantly slower comparing to children with SLI without factors of neurological dysfunction. Also, it was concluded that the score on naming verbs is a significant predictor of lexical and semantic diversity in the spontaneous speech of children with SLI.
The obtained results of this study indicate a need for modernization of tests for lexical assessment in children with SLI, usage of new tests for a more detailed assessment of qualitative and quantitative aspect of lexical deficit in children with SLI, as well as the need for innovations in speech and language rehabilitation in order for more specific stimulation of lexical development in these children
Lexical abilities in children with specific language impairment
ΠΠ΅ΡΠΈΡΠΈΡΠΈ ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠΈΡ
ΠΈ ΡΠΎΠ½ΠΎΠ»ΠΎΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ Π΄ΠΎΠΌΠΈΠ½Π°Π½ΡΠ½Π΅ ΡΠΈΠΌΠΏΡΠΎΠΌΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΎΠ³ ΡΠ΅Π·ΠΈΡΠΊΠΎΠ³ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ° (Π‘ΠΠ). ΠΠ΅ΡΡΡΠΈΠΌ, ΠΎΠ²Π° Π΄Π΅ΡΠ° ΠΈΡΠΏΠΎΡΠ°Π²Π°ΡΡ ΠΈ Π·Π½Π°ΡΠ°ΡΠ½Π΅ Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ Π΄Π΅ΡΠΈΡΠΈΡΠ΅ ΠΊΠΎΡΠΈ ΡΠ΅ ΠΌΠ°Π½ΠΈΡΠ΅ΡΡΡΡΡ ΡΠ΅ΡΠΊΠΎΡΠ°ΠΌΠ° Ρ ΡΡΠ΅ΡΡ, ΡΠ°Π·ΡΠΌΠ΅Π²Π°ΡΡ, ΠΊΠ°ΠΎ ΠΈ Ρ ΡΠΏΠΎΡΡΠ΅Π±ΠΈ ΡΠ΅ΡΠΈ. Π£ ΠΏΠΎΠ³Π»Π΅Π΄Ρ Π΄Π΅ΡΠΈΡΠΈΡΠ° Π»Π΅ΠΊΡΠΈΡΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ, ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΌΠΎΠΆΠ΅ΠΌΠΎ ΠΈΠ·Π΄Π²ΠΎΡΠΈΡΠΈ ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΡΡΠ²Π°ΡΠ°ΡΡ ΡΠ΅ΡΠΈ, ΡΠΌΠ°ΡΠ΅Π½ Π²ΠΎΠΊΠ°Π±ΡΠ»Π°Ρ, ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΡ, Π΄Π΅ΡΠΈΡΠΈΡΠΈ Ρ Π»Π΅ΠΊΡΠΈΡΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΡ ΠΈ ΡΠ΅ΡΠΊΠΎΡΠ΅ Ρ ΡΠΏΠΎΡΡΠ΅Π±ΠΈ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ.
ΠΡΠ½ΠΎΠ²Π½ΠΈ ΡΠΈΡ ΠΎΠ²ΠΎΠ³ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΠ΅ Π±ΠΈΠΎ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄Π΅ Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ, ΠΊΠ°ΠΎ ΠΈ ΠΎΠ±ΡΠ°Π·Π°Ρ ΠΈ ΠΏΡΠΈΡΠΎΠ΄Π° Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° Π΄Π΅ΡΠ΅ ΡΠ° ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈΠΌ ΡΠ΅Π·ΠΈΡΠΊΠΈΠΌ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ΅ΠΌ Π½Π° ΠΏΡΠ΅Π΄ΡΠΊΠΎΠ»ΡΠΊΠΎΠΌ ΠΈ ΡΠ°Π½ΠΎΠΌ ΡΠΊΠΎΠ»ΡΠΊΠΎΠΌ ΡΠ·ΡΠ°ΡΡΡ (5-8 Π³ΠΎΠ΄.). ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, ΡΠΈΡ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΠ΅ Π±ΠΈΠΎ ΠΈ Π΄Π° ΡΠ΅ ΡΡΠ²ΡΠ΄ΠΈ ΡΡΠΈΡΠ°Ρ ΠΏΡΠΈΡΡΡΡΠ²Π° ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ Π½Π° ΡΠ°Π·Π²ΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈΠΌ ΡΠ΅Π·ΠΈΡΠΊΠΈΠΌ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°ΡΠ΅ΠΌ.
ΠΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ΅ ΡΠ΅ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΎ Π½Π° ΡΠ·ΠΎΡΠΊΡ ΠΎΠ΄ 115 Π΄Π΅ΡΠ΅, ΡΠ·ΡΠ°ΡΡΠ° ΠΎΠ΄ ΠΏΠ΅Ρ Π΄ΠΎ ΠΎΡΠ°ΠΌ Π³ΠΎΠ΄ΠΈΠ½Π°. ΠΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»Π½Ρ Π³ΡΡΠΏΡ ΡΠ΅ ΡΠΈΠ½ΠΈΠ»ΠΎ 60 ΠΈΡΠΏΠΈΡΠ°Π½ΠΈΠΊΠ° ΠΊΠΎΠ΄ ΠΊΠΎΡΠΈΡ
ΡΠ΅ Π΄ΠΈΡΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΎΠ²Π°Π½ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½ΠΈ ΠΏΠΎΡΠ΅ΠΌΠ΅ΡΠ°Ρ Ρ ΡΠ°Π·Π²ΠΎΡΡ Π³ΠΎΠ²ΠΎΡΠ° ΠΈ ΡΠ΅Π·ΠΈΠΊΠ° Π΅ΠΊΡΠΏΡΠ΅ΡΠΈΠ²Π½ΠΎΠ³ ΡΠΈΠΏΠ°, Π΄ΠΎΠΊ ΡΠ΅ ΠΊΠΎΠ½ΡΡΠΎΠ»Π½Ρ Π³ΡΡΠΏΡ ΡΠΈΠ½ΠΈΠ»ΠΎ 55 Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ΅Π·ΠΈΡΠΊΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ°. ΠΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»Π½Π° Π³ΡΡΠΏΠ° ΡΠ΅ ΠΏΠΎΠ΄Π΅ΡΠ΅Π½Π° Π½Π° Π΄Π²Π΅ ΠΏΠΎΠ΄Π³ΡΡΠΏΠ΅: 30 Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ Π±Π΅Π· ΠΏΡΠΈΡΡΡΡΠ²Π° ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ ΠΈ 30 Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΈ ΠΏΡΠΈΡΡΡΠ½ΠΈΠΌ Π½Π΅ΠΊΠΈΠΌ ΠΎΠ΄ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅.
ΠΠ΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΠΈΠ²Π°Π½Π΅ ΡΡ ΠΌΡΠ»ΡΠΈΠ΄ΠΈΠΌΠ΅Π½Π·ΠΈΠΎΠ½Π°Π»Π½ΠΎ, ΡΠΊΡΡΡΡΡΡΡΠΈ ΠΏΡΠΎΡΠ΅Π½Ρ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ° ΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ. ΠΠ° ΠΏΠΎΡΡΠ΅Π±Π΅ Π½Π°Π²Π΅Π΄Π΅Π½Π΅ ΠΏΡΠΎΡΠ΅Π½Π΅ ΠΊΠΎΡΠΈΡΡΠ΅Π½ΠΈ ΡΡ: ΠΠΎΡΡΠΎΠ½ΡΠΊΠΈ ΡΠ΅ΡΡ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Π·Π° ΠΏΠΎΡΡΠ΅Π±Π΅ ΠΎΠ²ΠΎΠ³ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠ°Π½ Π’Π΅ΡΡ Π³Π»Π°Π³ΠΎΠ»Π°, Π’Π΅ΡΡ ΡΠ»ΠΎΠ±ΠΎΠ΄Π½ΠΈΡ
Π°ΡΠΎΡΠΈΡΠ°ΡΠΈΡΠ° ΡΠ΅ΡΠΈ ΠΈ Π°Π½Π°Π»ΠΈΠ·Π° Π»Π΅ΠΊΡΠΈΡΠΊΠ΅ ΡΠ°Π·Π½ΠΎΠ²ΡΡΠ½ΠΎΡΡΠΈ Ρ ΡΠ·ΠΎΡΠΊΡ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠ³ Π³ΠΎΠ²ΠΎΡΠ° Π΄ΠΎΠ±ΠΈΡΠ΅Π½ΠΎΠ³ ΠΏΡΠΈΡΠ°ΡΠ΅ΠΌ ΠΏΡΠΈΡΠ΅ βΠΠ΅ΠΏΠ΅ΡΡΠ³Π°β. Π‘ΡΠΌΠΈΡΠ°ΡΠ΅ΠΌ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ° ΠΈ ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ ΠΈ Π΄Π΅ΡΠ΅ ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° Π΄Π΅ΡΠ° ΡΠ° Π‘ΠΠ ΠΈΠΌΠ°ΡΡ Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ° ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π½Π° ΠΏΠ»Π°Π½Ρ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ° (ΠΈΠΌΠ΅Π½ΠΈΡΠ° ΠΈ Π³Π»Π°Π³ΠΎΠ»Π°), Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ°, ΠΊΠ°ΠΎ ΠΈ Π½Π° ΠΏΠ»Π°Π½Ρ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ²ΠΈΡ
Π²ΡΡΡΠ° ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ, Ρ ΠΏΠΎΡΠ΅ΡΠ΅ΡΡ ΡΠ° ΡΠΈΡ
ΠΎΠ²ΠΈΠΌ Π²ΡΡΡΠ°ΡΠΈΠΌΠ° ΡΠΈΠΏΠΈΡΠ½ΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ°. ΠΠΎΡΠ΅Π΄ ΡΠΎΠ³Π°, Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° Π΄Π΅ΡΠ° ΡΠ° Π‘ΠΠ ΠΈ ΠΏΡΠΈΡΡΡΠ½ΠΈΠΌ Π½Π΅ΠΊΠΈΠΌ ΠΎΠ΄ ΡΠΈΠ·ΠΈΠΊΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅ ΠΈΠΌΠ°ΡΡ Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ° ΠΏΠΎΡΡΠΈΠ³Π½ΡΡΠ° Π½Π° ΠΏΠ»Π°Π½Ρ Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ ΠΏΡΠΎΡΠ΅ΡΠΈΡΠ°ΡΠ° ΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ, ΠΊΠ°ΠΎ ΠΈ Π΄Π° Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π»ΠΎΡΠΈΡΠ΅ Π½Π°ΠΏΡΠ΅Π΄ΡΡΡ Ρ ΠΎΠΊΠ²ΠΈΡΡ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΈΠ·ΠΎΠ»ΠΎΠ²Π°Π½ΠΎΠ³ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ°, Ρ ΠΏΠΎΡΠ΅ΡΠ΅ΡΡ ΡΠ° Π΄Π΅ΡΠΎΠΌ ΡΠ° Π‘ΠΠ Π±Π΅Π· ΠΏΡΠΈΡΡΡΠ½ΠΎΠ³ Π½Π΅ΠΊΠΎΠ³ ΠΎΠ΄ ΡΠ°ΠΊΡΠΎΡΠ° Π½Π΅ΡΡΠΎΠ»ΠΎΡΠΊΠ΅ Π΄ΠΈΡΡΡΠ½ΠΊΡΠΈΡΠ΅. ΠΠΎΠ΄Π°ΡΠ½ΠΎ, Π·Π°ΠΊΡΡΡΠ΅Π½ΠΎ ΡΠ΅ Π΄Π° ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΈΠΌΠ΅Π½ΠΎΠ²Π°ΡΠ° Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° Π·Π½Π°ΡΠ°ΡΠ°Π½ ΠΏΡΠ΅Π΄ΠΈΠΊΡΠΎΡ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ΅ΡΠΈ Ρ ΡΠΏΠΎΠ½ΡΠ°Π½ΠΎΠΌ Π³ΠΎΠ²ΠΎΡΡ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ.
ΠΠΎΠ±ΠΈΡΠ΅Π½ΠΈ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ ΡΠΊΠ°Π·ΡΡΡ Π½Π° ΠΏΠΎΡΡΠ΅Π±Ρ ΠΎΡΠ°Π²ΡΠ΅ΠΌΠ΅ΡΠΈΠ²Π°ΡΠ° ΡΠ΅ΡΡΠΎΠ²Π° Ρ ΠΏΡΠΎΡΠ΅Π½ΠΈ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ Π΄Π΅ΡΠ΅ ΡΠ° Π‘ΠΠ, ΡΠ²ΠΎΡΠ΅ΡΠ° Π½ΠΎΠ²ΠΈΡ
ΡΠ΅ΡΡΠΎΠ²Π° Π·Π° Π΄Π΅ΡΠ°ΡΠ½ΠΈΡΡ ΠΏΡΠΎΡΠ΅Π½Ρ ΠΊΠ²Π°Π»ΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ ΠΈ ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ Π°ΡΠΏΠ΅ΠΊΡΠ° Π»Π΅ΠΊΡΠΈΡΠΊΠΎΠ³ Π΄Π΅ΡΠΈΡΠΈΡΠ°, ΠΊΠ°ΠΎ ΠΈ Π½Π° ΠΏΠΎΡΡΠ΅Π±Ρ ΠΈΠ½ΠΎΠ²Π°ΡΠΈΡΠ° Ρ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΡΠΊΠΎΡ ΡΠ΅Ρ
Π°Π±ΠΈΠ»ΠΈΡΠ°ΡΠΈΡΠΈ ΠΊΠΎΡΠΈΠΌΠ° Π±ΠΈ ΡΠ΅ Π΄ΠΎΠ΄Π°ΡΠ½ΠΎ ΡΡΠΈΠΌΡΠ»ΠΈΡΠ°ΠΎ ΡΠ°Π·Π²ΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΊΠΎΠ΄ ΠΎΠ²Π΅ Π΄Π΅ΡΠ΅.Deficits of syntactic and phonological abilities are dominant symptoms of specific language impairment (SLI). However, these children have significant lexical deficits which are manifested as difficulties in learning, understanding, as well as in using words. In terms of lexical and semantic abilities the most dominant are difficulties in learning words, reduced vocabulary, difficulties in naming and in lexical-semantic processing, as well as in using words in spontaneous speech.
The main objective of this study was evaluation of lexical abilities, as well as determination of the form and nature of lexical development in children with specific language impairment at preschool and early school age (5-8 yr.). Additionally, the aim of the research was also to determine the effect of neurological dysfunction risk factors on development of lexical abilities in children with specific language impairment.
Sample consisted of 115 children between five and eight years of age. The experimental group consisted of 60 children with diagnosis of specific language impairment (expressive type), while the control group consisted of 55 typically developing children. The experimental group was divided into two subgroups, 30 children with SLI without risk factors of neurological dysfunction and 30 children with SLI with risk factors of neurological dysfunction.
All aspects of lexical abilities were assessed, including the assessment of confrontation naming, lexical-semantic processing, as well as ability of using words in spontaneous speech. For the purposes of this assessment, the following tests were used: Boston Naming Test, test for naming verbs which was designed for the purpose of this study, Free Word Association Test and analysis of lexical diversity which was assessed in sample of spontaneous speech obtained through retelling of the "Cinderella" story.
Summarizing the results of this study it was concluded that children with SLI have significantly poorer achievements in a term of confrontation naming (nouns and verbs), lexical-semantic processing, as well as in a term of using all type of words (open and closed class words) in spontaneous speech, compared to their typically developing
peers. Additionally, it was concluded that SLI children with risk factors of neurological dysfunction have significantly poorer achievements in the field of lexical-semantic processing, as well in using of words in spontaneous speech. Also, development of confrontation naming ability in SLI children with risk factors is significantly slower comparing to children with SLI without factors of neurological dysfunction. Also, it was concluded that the score on naming verbs is a significant predictor of lexical and semantic diversity in the spontaneous speech of children with SLI.
The obtained results of this study indicate a need for modernization of tests for lexical assessment in children with SLI, usage of new tests for a more detailed assessment of qualitative and quantitative aspect of lexical deficit in children with SLI, as well as the need for innovations in speech and language rehabilitation in order for more specific stimulation of lexical development in these children