Sulėtėjusi kalbos raida ir kalbos neišsivystymas

LTIkimokykliniame amžiuje sudėtinga skirti sulėtėjusią kalbos plėtotę nuo kalbos neišsivystymo. Straipsnio tikslas – paanalizuoti 3-4 m. ir 5-6 m. vaikų kalbos plėtotės skirtumus ir pateikti kai kuriuos kriterijus, padedančius diferencijuoti kalbos neišsivystymą nuo sulėtėjusios kalbos raidos. Analizuojama 80 nuo 1 mėn. iki 7 m. vaikų kalbos plėtotė, ieškoma atsakymo į klausimą, kokie kalbos raidos skirtumai galėtų būti diferencinės diagnostikos kriterijai, leidžiantys skirti sulėtėjusią kalbos plėtotę nuo kalbos neišsivystymo. [Iš leidinio]Reikšminiai žodžiai: Kalbos raida; Neišsivysčiusi kalba; Sulėtėjusi kalba; Language development; Slower language; Undeveloped language.

ENDifferential diagnostics of slow speech development and speech retardation is complicated and confused. Some preschool children with underdeveloped speech are able to eliminate speech disorder during their speech therapy classes and successfully study at school. Others, who have a similar disorder, are able to catch up with the language of their peers only by systematic speech therapy classes, sometimes going well into their school age. The aim of this paper is to analyze speech development differences in children between the ages of 3-4 and 5-6 and to offer some criteria, helping to differentiate speech retardation from slow speech development. The research data analysis allows the following conclusions: 1. A comprehensive examination of the child determines differential diagnostics between late speech development and speech retardation. 2. It is only during speech therapy sessions that children's speech can be differentiated as belonging to one type or another. 3. Before the beginning of speech therapy the level of speech development of these children is very similar.4. The major criterion is the time, during which the child begins to speak. 5. Differences in the active and passive vocabulary appear quite suddenly. 6. The imitation of the movement of speech organs of a grown-up. 7. Differences in pronouncing isolated sounds. 8. Different level of listening comprehension. 9. Differences in the grammatical structure of speech. 10. Different speech coherence level demonstrated by performing different tasks. 11. The comparison of speech of children from different groups allows revealing the difference between slow speech development and speech retardation in a more detail way. The research was carried out in 1998/1999 in Šiauliai city nursery school 'Berželis' and Early Correction Service at the Personal Health Center of Šiauliai. 80 children between the ages of 1 month and 7 years have been examined. [From the publication]