Melnichenko T. Formation of speech phonological component at 5-6th grades students with severe speech disorders

As a result of analysis of linguistic, psycholinguistic, psychological-pedagogical and speech-language therapy literature due to the research problem the term "phonological component" is specified, entrance qualifications and peculiarities for its formation at children with typical and impaired speech development are determined, the structural-functional organizational model of scientific-pedagogical research from a perspective of multi-functionality is created. Different types of specifical mistakes on oral and written speech levels are separated (low quality of speech units reproduction due to the learnt rules, their sound-sillable structure and endings). On this basis speech phonological component formation peculiarities are fixed: different analyzers integral activity and functioning singuliarity; psychological structure, specifical mistakes typology and prevalence correlation; high level of dependence of quality of linguistic tasks solving on optimisation intensivity of superfix phonological speech characteristics; dominating inactivity of phonological knowledge comparing with lexical-grammatical one that creates the continuing disbalance of the integrative activity of all speech components through the retarding character of the phonological deficit. The psychological mechanisms of these peculiarities are determined due to the abovementioned mistakes, which are carefully analyzed from the point of view of different psychological functions and operations participation in the psychological structure of different tasks. Three groups of children are determined according to the level of development of aqoustic, optical and motor modality of functions and operations. Students, who have had the low level of development of linguistic knowledge, phonematic functions, oral speech and some deficit of aqoustic and optical functions and operations, have been included to the first group. The second one has been consisted of students, whose linguistic knowledge, phonematic functions and oral speech have had a middle level of development, but there has been fixed some deficit of their aqoustic functions and operations. Students of the third group have had the same level oflinguistic knowledge, phonematic functions and oral speech development as students of the second group, but they have also hadoptical functions and operations deficit. These results are confirmed by the statistical data processing. The differentiated mechanisms of mistakes have become the basis of the educational technology of speech phonological component formation in the context of Ukrainian language curriculum for students with severe speech disoders at the lesson. The effecteveness of the experimental education has been proved with a high statistical value.