The implementation of the psycholinguistic approach to the development of the textbook “Chytanka” for students with difficult disorders of the speech

- Ільяна, Валентина Михайлівна (orcid.org/0000-0001-5208-8399) and Аркадьєва, Ольга Олександрівна (orcid.org/0000-0003-0695-1168) (2016) The implementation of the psycholinguistic approach to the development of the textbook “Chytanka” for students with difficult disorders of the speech Проблеми сучасного підручника (17). pp. 143-150. ISSN 2411-1309

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Abstract

In the article the key causes of insufficient mastery of linguistic knowledge of children with special needs (speech disorders) are represented. New approaches to a modern textbook “Chytanka” creating for the mentioned category of children are also well-grounded. Conditions of acquisition of receptive activity by children with severe speech disorders in the classroom reading, as well as special means of achieving correctional propaedeutic goals are represented in the article.The basic conditions for successful reading skills mastering, that is: an adequate level of mental activity, speech development, phonetic and phonemic components of language (pronunciation, auditory differentiation of phonemes, phonemic analysis and synthesis), lexical and grammatical analysis and synthesis, lexical and grammatical structure, sufficient development of spatial concepts, visual analysis, synthesis and visual memory, are specified in the article.The article shows the implementation of psycholinguistic approach to the development of the textbook. It is presented to create optimal conditions tomaster the reading skills of children with special needs (speech disorders) at the lessons. Peculiarities of psycho-linguistic components functioning, which provide full acquirement of mentioned receptive activity, are considered. The tasks in the textbook are systematized due to definite thematic units and directed to various speech activity components development. The scaffolding principle of general lexical and special correctional material selection is used. The versions of texts for reading are adapted according to needs of children with speech pathology. The textbook is saturated with propaedeutical special remedial exercises aimed at improving not only speech but also psychological components that promote reading skills.Actually the psycho-linguistic approach to the problem is represented as a table and additional explanations.

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