Description
Pozdnyakova I. O. Osobennosti ustnoy rechi umstvenno otstalykh mladshikh shkolnikov i psikhologo-pedagogicheskiye usloviya eye sovershenstvovaniya: Dis. na soisk. uch. stepeni kandidata psikhol. nauk = [Features of oral speech of mentally retarded junior schoolchildren and psychological and pedagogical conditions for its improvement: dissertation for the degree of candidate of psychological sciences] / Irkutskiy gosudarstvennyy universitet. — Irkutsk, 2015. — 185 s. — URL: https://psychlib.ru/inc/absid.php?absid=479154.
Rubrics:
• Collections → Materials for people with disabilities
• Pedagogy, education → Correctional pedagogy, defectology
• Psychology of separate types of activity. Branch psychology → Medical psychology
Abstract:
Features of oral speech of mentally retarded junior schoolchildren (grades 1—3, 7—12 years old) are more dependent on the communicative situation than in cases of normal development. This allow to recommend a wider use of the potential of colloquial speech, so to overcome poverty, monotony, lack of clarity for the interlocutor. The level of speech development most of all depends on the subjective interest of concrete child, his /her ability to maintain communication as an equal interlocutor, individual typological characteristics, that should be taken into account in psycho-correctional work. The psychological conditions that make it possible to improve children`s statements in classroom, include the provision by teachers of reflexive control over their speech behavior and the creation of communicative situations by them, that initiate an interactive dialogue. The psychological and pedagogical conditions for improving oral speech include the organization of joint psycho-correctional work of a psychologist, teacher, educator, which should take into account the individual typological characteristics of students and include the creation of various communicative situations using colloquial speech.
Features of oral speech of mentally retarded junior schoolchildren (grades 1—3, 7—12 years old) are more dependent on the communicative situation than in cases of normal development. This allow to recommend a wider use of the potential of colloquial speech, so to overcome poverty, monotony, lack of clarity for the interlocutor. The level of speech development most of all depends on the subjective interest of concrete child, his /her ability to maintain communication as an equal interlocutor, individual typological characteristics, that should be taken into account in psycho-correctional work. The psychological conditions that make it possible to improve children`s statements in classroom, include the provision by teachers of reflexive control over their speech behavior and the creation of communicative situations by them, that initiate an interactive dialogue. The psychological and pedagogical conditions for improving oral speech include the organization of joint psycho-correctional work of a psychologist, teacher, educator, which should take into account the individual typological characteristics of students and include the creation of various communicative situations using colloquial speech.
• Open description in electronic catalog: 479154
