Speech card for a 5 year old child. The need for a speech card for examining a preschool child

Lena Berdyugina
Speech therapy examination of preschool children. Speech card for beginning speech therapists

At the core speech therapy examination must lie general principles and methods of pedagogical examinations: it must be complex, holistic and dynamic, but at the same time it must have its own specific content aimed at analysis speech disorder.

Complexity, integrity and dynamism examinations are provided by that all aspects of speech and all its components are studied, moreover, against the background of the entire personality subject, taking into account the data of its development - both general and speech - starting from early age .

Speech therapy examination includes the following points:

1. First name, last name, age, nationality.

2. Complaints from parents, educators, teachers.

3. Data early development : a) general (briefly); b) speech(in detail, by period).

4. a brief description of child at present.

6. Vision.

7. The child’s reaction to his own speech difficulties.

8. Intelligence.

9. The structure of the organs of articulation, their mobility.

10. Speech: a) impressive; b) expressive - from the point of view of phonetics, vocabulary, grammatical structure; whether he has developed speech; V) written language– reading and writing.

11. Conclusion.

Every speech therapist starts your work with diagnostics. She reveals speech this child has problems. A speech therapist can, based on diagnostic data, draw a conclusion and formulate individual route for this child.

There are a large number of original diagnostics. Let's take the diagnosis of N.V. Nishcheva. She comes with detailed description all techniques and methods, indicating symptoms speech disorders . There is a wonderful diagnostic manual edited by Professor G.V. Chirkina. It shows diagnosis from an early age and for each speech violation separately. You can consider another work by G.V. Chirkina Methods children's speech examinations", but it is more suitable for children with phonetic-phonemic speech disorders. But how to immediately determine speech disorder? This requires an averaged type of diagnosis. Everyone has it speech therapist its own diagnostic map which he uses in practical work which he develops himself.

Speech card

1. Child’s full name___ 2. Date of birth___ + 3. Home address ___ 4. Date examination___

Expert opinion

Otolaryngologist___ Oculist___ neurologist___

Primary speech history

Decision of the medical-pedagogical commission

Speech therapy examination

Anatomical structure of the articulatory apparatus: 1. Language___2. Lips___3. Teeth___ 4. Jaws___ 5. Soft palate___ 6. Facial muscles___ 7. Dynamic organization of movements art. apparatus___ 8. General motor skills___ 9. Fine motor skills___ 10. General speech sound___

Phonetic hearing

Rat-roof duck-fishing rod mouse-bowl grass-firewood shirt-bunny car-dacha cancer-varnish bow-hatch

Phonemic awareness

1.Ta-da ta-da-ta pa-ba pa-ba-pa

2. Distinguishing a vowel from others vowels "U" A-y-o-o-o-o-o...

3. Distinguishing a consonant from others consonants: "Raise your hand when you hear the sound "T". 4. Isolating and distinguishing sound among syllables___ _ 5. Isolating and distinguishing sound among syllables___

6. Highlight the first stressed vowel sound: Alik, Yura, Olya, Yasha, Hoop, Wasps, Alla... 7. Select the last consonant sound: Poppy, steam, lump, cat, mustache, beetle, cheese. Nose…

Word and sentence structure

Medicine TV frying pan electricity Children made a snowman. The bird made a nest in the bushes.

Eyebrows bridge of the nose elbow nostrils eyelids watering can basket spider

Generalization

Onions, turnips, carrots___ Wardrobe, chair. Table, sofa___ Dishes___ Clothes___ Transport___

Find out by description

Iron, with two handles and a lid___ Red-haired, cunning, lives in the forest, steals chickens___

Understanding Verbs (m. and female gender)

Zhenya fell Zhenya fell Valya cried Valya cried

Perfective and imperfective verbs

Misha makes a car. Misha made a car. Katya draws a butterfly. Katya drew a butterfly.

Antonym words

Wide - Tall - White - Old - Cheerful - Hot - Thin -

Synonym words

Cheerful - Big - Beautiful -

Grammatical structure

Who does the cat catch?___

How do you cut wood?___

Names of human and animal actions

Artist___ Postman___ Violinist___ Builder___ Dog___ Cat___

Convert singular to plural

Castle book cat beetle letter fly carriage braid cap belt

Education noun genus. pad. units and many more numbers

N-R: I have a pencil, what about you? (ruler, pen, book, violin, candy.) R- To: What about me?___ Formation of complex words

Leaves are falling___Samkat___Snow is falling___Samvarit___It's coming___It's flying___

Retelling

Use prepositions

Formation of diminutive forms

Doll hare ball house window ring

Agreement of nouns with numerals

Forming adjectives from nouns

Wooden table, fur coat, glass glass, snow woman

Making a simple proposal picture

Compiling a story based on a series pictures

Features of thinking

1. Make a whole out of parts___

2. Exception___

3. Spatiotemporal concepts:

Top-bottom far-close high-low middle part of the day days of the week seasons

4. Color:

5. Shape:

6. Accounting operations: How many eyes does a dog have? How many wheels does the car have?

Clarification speech diagnosis

During the school year

Teacher- speech therapist ___

Memo for speech therapist

on filling out a speech card

Anamnestic data

Past illnesses– pneumonia, colds, flu, measles, scarlet fever, whooping cough, dysentery, head injuries, infectious and somatic, long-term and causing depletion of the nervous system.

Hearing– normal, hearing loss.

Formed, corresponds to the age norm, in the stage of formation, not formed

Conclusions:

Correct independent completion of all tasks; Single errors can be corrected independently or with the help of a clarifying question; Most tasks are completed with help (stimulation, extensions of instructions, clarification of the question, hint); Most tasks are not completed; Not fulfilling.

Connected speech

Corresponds to the age norm, in the formative stage, requires further development, not formed.

Retelling:

There was a puddle near the house. Geese sat on a puddle. The geese were gray. ()

The nanny made some porridge and gave it to Natasha. Natasha ate, collected the crumbs and poured them out the window. The birds flew in and started pecking at the porridge. Natasha is full and the birds are full (Po)

They abandoned the cat near the barn. The cat meowed: “Meow! Meow!" Tanya and Kolya walked past the barn and found a cat. They fed the cat milk and meat. And the cat became fat, just like Sharik. ()

The bunny said to the hedgehog: “What an ugly, prickly dress you have, brother!” “True,” answered the hedgehog, “but my thorns save me from the teeth of the dog and the wolf. Does your pretty skin serve you the same way?”

Instead of answering, the bunny just sighed. ()

Varya had Chizh in a cage and never sang. Varya came to the siskin

It's time for you, little siskin, to sing.

Let me go free, in freedom I will sing all day long. ()

The red sun floated into the sky. It began to send out its rays - to awaken the earth. The first ray fell on the lark. The lark rose high, high. There he sang his song. The second beam hit the bunny. A hare jumped across the meadow. I ran to look for some juicy grass for breakfast. (By)

Conclusion:

The retelling was compiled independently without violating lexical and grammatical norms; the content of the test is fully conveyed, coherence and consistency of presentation are observed; a variety of linguistic means are used in accordance with the text of the work; The retelling was compiled with little help (motivation, stimulating questions); grammatical norms are generally observed; there are isolated violations of coherent reproduction of the text, isolated cases of searching for words, the absence of artistic and stylistic elements, insufficient development of the statement; The retelling is compiled with the help of (focusing on plot elements, tips, leading questions); omission of parts of the text without distortion of the meaning, poverty and monotony of the language used, and violations of the structure of sentences are noted; The retelling is based on leading questions; the coherence of the presentation is broken; there are significant abbreviations of the text or distortions of meaning, repetitions, agrammatisms, and inadequate use of words; Retelling is not even available for questions.

A story based on a series of paintings

Conclusion:

The pictures are laid out independently and the story is compiled: it has all the semantic links, temporary and cause-and-effect relationships between events are determined, it is grammatically correct with adequate use of lexical means; The pictures are laid out with stimulating help, the story is composed independently without agrammatism; mild violations of the coherence and smoothness of the story, insufficient development, and isolated cases of searching for words are allowed; Laying out pictures and composing a story with stimulating help, there are agrammatisms, distant verbal substitutions, loss of semantic links, distortion of the sense of the coherence of the story; Laying out pictures and composing a story based on leading questions, hints, there is inadequate use of lexical means, a significant distortion of the meaning, or the story is not completed, or is a listing of objects, actions. Story unavailable.

I. 1. Last name, first name of the child Katya Petrova

2. Age 5 years 7 months

3. Home address u. Voskhod, 83, building 2, apt. 54

4. History: Child from the third pregnancy (second birth). The mother is registered with a urologist. In the second half of the pregnancy there was a threat of miscarriage. The birth went well. Disease of the first year of life - measles rubella (at 3 months), otitis media (at 10 months), acute respiratory infections (at 1 year 7 months), ARVI (at 10 months).

Started walking at 1 year 1 month. Babbling appeared at 8-9 months, she uttered her first words at 10 months, and phrases at 1 year 7 months.

5. State of general and fine motor skills. There are no disturbances in the development and condition of the musculoskeletal system and general motor skills. Mobile, coordination is satisfactory, but some basic movements according to the program age group does not own enough fine motor skills the hands are poorly developed: it is difficult to do shading, he is not confident in using scissors, his movements are imprecise.

6. Hearing - without pathology.

7. Vision - without pathology.

8. General development child. The stock of knowledge and ideas about the surrounding reality is within the age norm.

Memory: visual - out of 6 pictures, remembers 4.

Auditory - out of 6 words, remembers 4.

Associative - out of 6 pictures - 5.

Verbal-logical memory - remembers the listened text and retells it quite completely and accurately.

Attention, efficiency. Concentration is not bad, but volumetric stability is insufficient (easily distracted); performance is low: he takes on work with interest, but is not diligent enough and gets tired quickly.

Thinking:

Constructive activity - + (composes a pyramid, a cut picture, puzzles using the method of visual correlation)

Direct and reverse counting - + (within 10)

Counting operations and simple tasks - + (within 10)

Classification, generalization - + (sometimes with explanations)

Cause-and-effect relationships - + (lays out a series of plot pictures in a logical sequence).

The structure is normal (minor prognathia).

Articulatory motor skills - lip movements are normal; there is a sluggish tongue, there is no “groove”.

Plays:

13. Sound analysis:

at weave, O wax, A ist)-+

P, to T, That To)-+

d oh, R from, P from)-+

14. Pronunciation of words with complex sounds syllable structure- slightly damaged (rhythmic contour, stress, number of syllables are preserved)

Strawberry -+ coma n assignment - “business trip”

Frying pan -+ poem T stealing - “poem”

Medicine -+ led O With And pedist - “bicycle pedist”

Understands antonyms and synonyms.

Knows and names baby animals, common professions.

Knows general (specific, generic) concepts (clothing, shoes, furniture, dishes).

16. Grammatical structure. Makes up simple sentences according to the picture (with this sound according to reference words). Makes mistakes in agreeing cardinal numerals of nouns - “five apples”. Understands the meaning simple prepositions and uses them correctly in speech. Can form: adjective words from nouns stone (stone), nouns from adjectives - wooden (house), nouns from verbs - glue (glue), nouns with a diminutive meaning - hand (handle).

17. Coherent speech. Logical, consistent, but not expressive, schematic. Free communication is difficult

II. 1. Last name, first name of the child Dmitry Shelokhov

2. Age 5 years 9 months

3. Home address u. Pirogova, 19, apt. 70_

4. History: Child from the first pregnancy. In the second half of the pregnancy there was a threat of miscarriage. The birth went well. Disease of the first year of life - ARVI (at 9 months).

Started walking at the age of 1 year 3 months. Babbling appeared at 8-9 months, uttered the first words at 11 months, phrases at 3 years 1 month.

5. State of general and fine motor skills. There are no disturbances in the development and condition of the musculoskeletal system and general motor skills. Coordination is satisfactory, fine motor skills of the hands are poorly developed: it is difficult to trace small objects, he is not confident in using scissors, his movements are imprecise.

6. Hearing - without pathology.

7. Vision - without pathology.

8. General development of the child. The stock of knowledge and ideas about the surrounding reality is not sufficient.

Memory: visual - out of 6 pictures, remembers 3

Auditory - out of 6 words, remembers 4

Associative - from 6 pictures -4

Verbal-logical memory - the text he has heard is remembered and retold uncertainly, confusing events and sequence.

Attention, efficiency. The concentration of attention is not formed, the volume is insufficient (it is quickly distracted); performance is low: he takes on work with interest, but is not diligent enough and gets tired quickly.

Thinking:

Constructive activity + (composes a pyramid, a cut picture, puzzles using the method of visual correlation)

Direct and reverse counting - (within 10)

Counting operations and simple tasks - (within 10)

Classification, generalization +

Cause-and-effect relationships - (arranges a series of plot pictures not in a logical sequence).

10. State of the articulatory apparatus.

The structure is normal.

Articulatory motor skills - lip movements are normal, there is no “fungus” or “spoon”.

11. Features of sound pronunciation.

Whistling S, S, Z, C - interdental

Hissing Ш Ж, Ш, Ш - interdental.

12. Phonemic hearing is normal. Identifies a given sound from the sound range (p - t - k - x)

Syllable series (pa - ta - ka - ha)

A series of words (port - cake - court - choir)

Distinguishes similar sounds by ear in:

Pairs of sounds (p - b), (s - z), (w - z)

Pairs of syllables (pa - ba), (sa - za), (sha - zha)

A couple of words (kidney - dot), (juice - clatter), (ball - heat).

Plays:

Sound series (b - p - b); syllable series (ba - ba - pa)

A series of words (kidney - dot - barrel), (som - com - house).

13. Sound analysis:

Isolation of the first stressed vowel ( at weave, O wax, A ist)-

Isolation of the last voiceless consonant (su P, to T, That To)+

Isolation of the first consonant ( d oh, R from, P from)-

14. Pronunciation of words with a complex sound-syllable structure is significantly impaired (rhythmic contour, stress, number of syllables are preserved)

Strawberry -+ coma nd irovanie - “komarika”

Frying pan -+ poem T stealing - “poem”

Medicine -+ led O With And P e dist - “velesopodist”

15. Vocabulary. Makes mistakes in interpretation lexical meanings words: cup - mug, key - lock, cap - hat, jacket - sweater;

The meaningfulness of words abstract concepts- does not own.

Understands antonyms and synonyms.

Knows and names baby animals, less names professions.

Poor knowledge of general (specific, generic) concepts (clothing, shoes, furniture, dishes).

16. Grammatical structure. Makes simple sentences based on a picture (with a given sound using reference words). Makes mistakes in agreeing cardinal numerals of nouns - “five apples”. Can form: adjective words from nouns stone (stone), nouns from adjectives - wooden (house), nouns from verbs - glue (glue), cannot form nouns with a diminutive meaning - hand (handle).

17. Coherent speech. Inconsistent, not expressive, schematic. Free communication is difficult

18. Conclusion on the state of speech development: OHP level III.

As you know, speech cards usually contain all the tasks and a place to record the results of the examination - on several pages. At our workplace, the flow of people examined is several times greater than in educational institutions, and funding for stationery is not important. Therefore, a directive was received from management: reduce paper consumption. The search began. However, the speech therapy sheets that came into view did not fully meet the functionality and content of the speech cards. I was faced with a task: to contain all the necessary information on the speech examination on one sheet. I succeeded! When using this speech card form, you need a clear knowledge of all the tasks in a particular block, or better yet, the presence of well-selected visual materials for all tasks by age and your impeccable orientation in them. Based on the speech map of Nishcheva N.V. With the addition of tasks from cards of other authors, I made materials and schemes for examining children’s speech separately by age. Within the framework of my work, this is much more convenient than the materials presented in the literature, where, in order to find pictures for the next task, you need to constantly flip through pictures in the album for other ages. The results of the examination of the speech of children from 4 to 15 years old are entered in the appropriate columns. If, by age, the skill should not yet be formed, the column is not filled in. Based on the results of the examination, a descriptive speech therapy report form is filled out, which indicates the same sequence of components of the speech examination as in the speech card.

Within educational institution In addition to the card form, you will need a medical history sheet.

I assure you that in this form it is more convenient to store documentation and more convenient to use it!

Speech card

Last name, first name of the child ______________________age _______group/class__________

Hearing________________________________vision__________________________________________

Articulatory______________________________________________________________ apparatus__________________________________________________________________________

Oral praxis______________________________________________________________

Breathing (outside speech and speech)__________________________________________________________

Rhythm, tempo, intonation__________________________________________________________

Stuttering______________________________________________________________________

Sound pronunciation ___________________speech intelligibility___________________________

A O U Y E I E Y Y I E B B P P P D D D T T Y G G K K K X HH V

V F F M M N N Y S S Z Z Z Z Z F H H S H L R R R

Sound-syllable structure of words and phrases : simple _____multi-link ____complex______

Phonemic representations: _______________________________________________

Phonemic awareness : auditory-visual differentiation of words________________

auditory-pronounces. differentiation of oppositional sounds in syllables ____in words______

Sound-syllable analysis and synthesis : _________________________________________________

Impressive speech :

Passive dictionary: volume, quality_______________________________________________

_____________________________________________________________________________

Discrimination: surrounding objects____________ parts of objects____________

actions ______________ characteristics____________ generalizations________________________

Understanding the meanings of grammar. changes: verbs committed. type__________________

units – pl. numbers of nouns ______________ singular–plural. number of verbs__________________

reduce-caress form of noun_____________ prefixed verbs____________

Understanding logical-grammatical structures: addressed speech ___________________

instructions: simple social and everyday ________ multi-link ________ complex _________

prepositional case constructions: simple_______________ complex________________

simple comparison________ complex comparison ___________inversion_______________

constructions expressing the relationship of persons and objects with each other (in TV.p.)_______

simple questions_____________________ complex questions___________________________

similar in structure of sentences_______________________________________________

text___________understanding hidden meaning ________ figurative sense________

Expressive speech :

Active Dictionary: volume, quality_______________________________________________

_____________________________________________________________________________

Grammatical processes :

Education: adj-x from noun-x_________________ verbs perfect. type______________

noun-x Im. p.m. part __________________________ prefix. verbs _______________

noun-x plural in space n. or R.p._________________ refers. attached ________________

noun in diminutive form. form _______________ possessive. attached _______________

baby animals have _______________________ qualities. attached-x_________________

agreement (in gender, number and case):

adjectives with nouns _________________________verbs with nouns___________________

nouns with numbers___________________________ nouns with prepositions_________________

Connected speech:

Phrase _______________________________________________________________________

Spontaneous speech_______________________________________________________________

Dialogue speech______________________________________________________________

Automated speech: poetry_______count_______days of the week_______months_______

Disautomated speech: counting_______ days of the week_______ months_______

Conjugate speech_______________________________________________________________

Reflected speech_______________________________________________________________

Nominative speech______________________________________________________________

Compiling a phrase: a) based on the picture________________________________________________

b) with the given word ________________________________________________________________

Monologue speech:

Identification of cause-and-effect relationships:

Types of monologue statements	Retelling	Compiling a story based on a series of plot pictures	Compiling a story based on a plot picture	Writing a story on a given topic (from experience)
Text structure (parts)
Sequence of micro-topics disclosure
Completeness of opening
Semantic accuracy
Phrase type, word agreement
Using expressive means

State of general and fine motor skills ____________________________________________

Optical-spatial gnosis and praxis ______________________________________

Letter: type of lateralization, pace, copying, independent writing, dictation _______________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Reading : words, sentences, text; pace; silent reading; understanding the meaning; retelling ______________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Conclusion :__________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Speech therapist:_____________________________________________Date:____________________

Below you can download a sample speech card form

(font 12, 2 pages, A4 size).

Speech therapy conclusion.

During the speech therapy examination________________________________________(____________birthday)

the following was revealed:

According to experts:

In the structure of the articulatory apparatus:

In a state of oral praxis:

In the state of prosody and dynamic aspects of speech:

In the state of sound pronunciation:

In the state of sound-syllable structure of words and phrases:

In the phonemic awareness state:

In the state of sound-syllable analysis and synthesis:

In a state of impressive speech:

* passive dictionary

* understanding changes in grammatical meanings of words

* understanding of logical-grammatical structures

In a state of expressive speech:

* active dictionary:

* grammatical processes:

Word formation:

Coordination:

* phrase

*monologue speech:

In general and fine motor skills:

In a state of optical-spatial gnosis and praxis:

In writing condition:

Reading state:

Conclusion :

Speech therapist:

Date of:

Below you can download the speech therapy report form in A4 format (font 12).

Anamnesis

1. Last name, first name of the child_________________________________________________________________

2. Date of birth__________________________________________Age______________________

3. Institution visited, group, class__________________________________________________________

4. Mother’s full name, age, place of work, position_____________________________________________

5. Father’s full name, age, place of work, position__________________________________________

6. Nationality, native language, what language is spoken in the family______________________

_______________________________________________________________________________

7. Data on the presence of neuropsychic, somatic disorders in parents and relatives

diseases, speech disorders, especially dyslexia and dysgraphia_____________________

_______________________________________________________________________________

8. Progress of pregnancy. (Detect whether there were any injuries, Rh conflict, exposure to

chemical, physical - especially radiation - factors, infectious diseases -

especially rubella, influenza, etc., - toxoplasmosis, cardiovascular diseases,

liver disease, kidney disease, toxicosis in the 1st and 2nd half of pregnancy, symptoms

threatening miscarriage.) 1st half_____________________________________________

2nd half__________________________________________________________________________

9. Progress of labor (on time, early: at 8, 7 months; normal, protracted,

rapid, dehydrated, etc.; the use of stimulation during childbirth, its nature;

duration of labor)______________________________________________________________

________________________________________________________________________________

10. The condition of the child at the time of birth. Presence of trauma during childbirth: fractures,

hemorrhages, tumors, asphyxia (blue, white)___________________________

when he screamed (immediately, after a few seconds, after a few minutes)__________________________________________________________________________

________________________________________________________________________________

presence of congenital defects______________________________________________________________

Weight and height of the child at birth__________________________________________________________

When they brought it in to feed, how it sucked (well, sluggishly) ________________________________________________________________________________

11. Data on the somatic, neuropsychic and psychomotor development of the child

(extract from the medical record). Holds head with ________________

sits with ________________ walks with __________________

Previous illnesses up to one year ________________________________________________________________ ________________________________________________________________________________

________________________________________________________________________________

Previous illnesses from one year to 3 years_________________________________________________

_________________________________________________________________________________

Past illnesses after 3 years_______________________________________________ _______________________________________________________________________________

12. Data on the development of a child’s speech: time of appearance of humming__________ babbling__________

nature of babble______________ time of appearance of words_______ phrasal speech__________________

did the child have any violations of the syllabic structure of words_______________________________________ agrammatisms_____________________________________ what sounds were pronounced incorrectly for a long time______________________________________________________________________

nature of incorrect pronunciation of sounds (distortion, replacement, absence of sounds)

up to 4 years _______________________________after 4 years ________________________________

whether correction of sound pronunciation disorders and other speech disorders was carried out,

during what period, its result________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

characteristic features of understanding the speech of others _________________________________________________________________________________

_________________________________________________________________________________

13. Data from examinations of specialist doctors ________________________________________________________________________________ Share with a colleague!

Speech card for a child 4-7 years old with general underdevelopment speeches

Author of the work: Svetlana Vyacheslavovna Klokova, teacher-speech therapist of MBDOU d\s No. 39, Arzamas.
Description of work Each speech therapist begins his work by examining the baby and recording the results in the speech card. The examination usually lasts from 2 to 4 weeks, depending on the diagnosis and place of work of the speech therapist. Our speech therapy group for children with ODD works according to the comprehensive program of Nishcheva N.V..V senior group The examination takes place over four weeks. In preparatory – three weeks. Since now speech therapists are required to conduct electronic examinations of children, for my convenience, I have slightly altered the speech card of Nishcheva N.V., which I would like to present. I think that it will be useful to speech therapists working at speech therapy groups with children who have general speech underdevelopment. The card is extensive and is designed for 3 years of a child’s stay in kindergarten, starting from middle group. The examination is carried out using an album with painting material by Nishcheva N.V.
Goal of the work Conducting a competent examination of a child with ODD and recording its results in a speech record.
Tasks
-Identify gaps in the comprehensive development of the child
-Fill out the child’s speech card in detail
-outline ways to solve identified problems
Used Books
Nishcheva N.V. Speech card of a child with general speech underdevelopment (from 4 to 7 years) - St. Petersburg, CHILDREN'S PRESS, 2014.
Nishcheva N.V. Picture material for the speech card of a child with general speech underdevelopment (from 4 to 7 years) - St. Petersburg, DETSTVO-PRESS, 2015
Smirnova I. A. Speech therapy album for examining lexical-grammatical structure and coherent speech.

Speech card.

Personal data.

Last name, first name of the child___________________________
Date of birth, age____________________
Nationality________________________________
Home address_______________________________
From which kindergarten entered_________________
Date of admission to the speech therapy group________
Date of filling out the speech card_____Speech therapist__________

Mother__________________________________________________

Place of work, position __________
Cellular telephone____________________________
Email____________________________
Father_______________________________________________
(age at birth of child)
Place of work, position ________________
Hereditary diseases_______________________
What pregnancy is the baby from?__________
Course of pregnancy (toxicosis 1st, 2nd half of pregnancy, falls, injuries, psychoses, chronic, somatic diseases)
Childbirth (early, urgent, fast, dehydrated) Which ones are _________
Stimulation (mechanical, chemical, electrical stimulation)_______
When the child screamed______________________
Was asphyxia ____________________
Rh factor (negative, positive, compatible)____
Weight and height at birth___________
Feeding:
when they brought him to feed______________
how I sucked_______________________________________
breastfeeding until _______________
When were you discharged from the hospital? (if you were late, why)_________

Early development

When I started holding my head___(normal from 1.5 months)
When I started sitting___(normal from 6 months)
When did he start walking__(normal from 11 – 12 months)
When did the first teeth appear__(normal from 6 – 8 months)

Past illnesses

(severe somatic illnesses, infections, bruises, injuries, convulsions at high temperatures).
Up to a year_______
After a year____
Up to 3 years______
After 3 years___
Which doctor is he registered with and since when__

Early speech development

Humming_ (normal from 2 months)_______________
Babbling_ (normal from 4-6 months)________________
First words_ (normally around 12 months)_______
First phrases_ (normally from 1.5 to 2 years)_________
Was speech development interrupted and for what reason?________
Have you worked with a speech therapist, at what age, the results of the lessons___

Study of mental functions

1. Auditory attention:
Differentiation of sounding toys (“Show me which toy sounded: drum, rattle, pipe?”)______________________________________________________________

Determining the direction of the sound source (sounding toy)______________________
_____________________________________________________________________________
Perception and reproduction of rhythm:
4 years:
- - . __
. . - __
- . - ___
. - . ___

5 years:
- - - . ____
. . . - ____
- . . – ______
. - - . ______

6 years:
- - . . . ___
. . . - - ___
. . - - . __
. - - - . __
2. Visual perception:
Color perception:
4 years (red, yellow, blue, green, white, black)
5 years (red, orange, yellow, green, blue, blue, white, black)
6 years (red, orange, yellow, green, blue, indigo, purple, pink, brown, gray, white, black)

Form perception:
4 years (circle, square, oval, triangle)
5 years (circle, square, oval, triangle, rectangle)
6 years (circle, square, oval, triangle, rectangle, polygon)

3. Visual-spatial gnosis and praxis:

Orientation in space:
4 years (show objects that are above, below, in front, behind)
5 years (show objects that are above, below, in front, behind, left, right)
6 years (show objects that are at the top, bottom, in front, behind, left, right, bottom left, top right, top left, bottom right)

Orientation in body diagram:
4 years (show right arm, left arm, right leg, left leg)
5 years (show right eye, left eye, right ear, left ear)
6 years (show left eye with right hand, right ear with left hand)

Folding cut pictures:
4 years (2 – 4 parts)_______________
5 years (4-6 parts)_________________
6 years (6 – 8 parts)_______________
Folding stick figures:
4 years (“chair” and “crib” made of four sticks, “ladder” made of five sticks)_____________
5 years (“house” and “herringbone” of six sticks, “ladder” of seven sticks)______________________
6 years (folding figures from memory: “herringbone and “tree” from six sticks, “boat” and “ladder” from seven sticks)______

Conclusions: _________________________________________________________________________________

State of general motor skills
Exercises:
4 years (jump on two legs, do a standing long jump, stomp your feet and clap your hands at the same time, throw a ball from your chest, catch a ball);
5 years (jump on two legs, on the left leg, on the right leg; long jump from a place; stomp your feet and clap your hands at the same time; throw the ball from the chest, from behind the head; catch the ball; jump over a small soft toy);
6 years old (jump on two legs, on the left leg, on the right leg; long jump from a place; stomp your feet and clap your hands at the same time; throw the ball from the chest, from behind the head; catch the ball; throw and catch the ball; climb onto the gymnastics wall and get off it).
Mark:
- strength of movements_________________________________________________________________
- accuracy of movements_______________________________________________________________
- pace of movements________________________________________________________________
- coordination of movements__________________________________________________________
- switching from one movement to another_______________________________________________

Conclusions:_____________
Manual motor condition
Exercises:
Kinesthetic basis of movements:
4 years (put the thumb and index finger into a ring, first on the right hand, then on the left hand);
5 years (simultaneously extend the index finger and little finger of the right hand, then the left hand, then both hands);
6 years (simultaneously extend the index finger and little finger of the right hand, then the left hand, then both hands; place the index finger on the middle finger and vice versa, first on the right hand, then on the left).
Kinetic basis of movements:
4 years (alternately bend and straighten the fingers, first on the right hand, then on the left; change the position of the hands: one is clenched into a fist, the fingers are straightened and vice versa);
5 years (“playing the piano” - fingers 1-5, 2-4, 5-1, 4-2, 2-3-4-5, 5-4-3-2-1; “fist-palm-rib "leading hand);
6 years (“playing the piano” - fingers 1-5, 2-4, 5-1, 4-2, 2-3-4-5, 5-4-3-2-1; “fist-palm-rib "right hand, left hand).
Pencil skills:
4 years (ability to hold a pencil, draw horizontal lines, vertical lines, circles);
5 years (ability to draw straight, broken, closed lines, people);
6 years (ability to draw straight, broken, closed, wavy lines, a person).
Manipulations with objects:
4 years (ability to fasten and unfasten buttons, transfer small objects from one hand to another);
5 years (ability to fasten and unbutton buttons, tie and untie shoelaces);
6 years old (ability to fasten and unfasten buttons, tie and untie shoelaces, make straight cuts, oblique cuts with scissors, cut out medium-sized shapes).
Mark:
- accuracy of movements_
- pace of movements_
- synchronization of movements of the right and left hands_
- switching from one movement to another
Conclusions:_____________
Anatomical structure of the speech apparatus
Note the presence and nature of anomalies in the structure:
a) lips (thick, thin, cleft, scars)__ _
b) teeth (sparse, crooked, small, outside the jaw arch, absence of teeth)_ c) bite (prognathia, progeny, open lateral bite, open anterior bite)
d) hard palate (high narrow palate, flat, shortened, cleft, submucosal cleft)____
e) soft palate (short, bifurcated, lack of a small tongue)__
e) language (massive, “geographical”, small)__
g) sublingual frenulum (normal, shortened)__
Conclusions:_______________________

Examination of facial muscles
Exercises:
4 years (close right eye, left eye; raise eyebrows, frown, wrinkle nose, puff out cheeks);
5 years (close right eye, left eye; raise eyebrows, frown, wrinkle nose, puff out cheeks, suck in cheeks);
6 years (close right eye, left eye; squint eyes; raise eyebrows, frown, wrinkle nose, puff out right, left cheek; pull in right, left cheek).
Mark:
The presence or absence of smoothness of the nasolabial folds__________

Conclusions:________________________

State of articulatory motor skills
Lower jaw
4 years (open and close mouth)___
5 – 6 years (open and close mouth; move lower jaw left and right)_
Lips (count 3 times - up to 5 years), (5 times - from 5 years).
4 years (“Smile”, “Tube”);
5 years (“Smile”, “Pipe”, “Smile-pipe”);
6 years (“Smile”, “Tube”, “Tube Smile”, raise the upper lip, lower the lower lip, simultaneously raise the upper and lower the lower lip).
a) presence and absence of movements_______
b) tone (normal, sluggish, overly tense)___
c) pace of movement (normal, fast, slow)____
d) switching from one movement to another___
e) range of movements________
e) accuracy of execution_________
g) duration (ability to hold lips in a given position)____
h) movement replacement_________
i) additional and small movements (syncinesis)___
Language
4 years (“Shovel”, “Sting”, “Swing”, “Pendulum”);
5 years (“Shovel”, “Sting”, “Shovel-sting”, “Swing”, “Pendulum”);
6 years (“Shovel”, “Sting”, “Shovel-sting”, “Swing”, “Pendulum”, “Cup”, “Delicious jam”).
a) presence or absence of movements_______________
b) tone_______________________________________________
c) switching from one movement to another________
d) accuracy of execution___________________________
e) the presence of synkinesis, tremor, salivation___________
Soft sky
Pronounce the sound “a” with your mouth wide open (note the same movement parameters)___
Conclusions:_____________________________

Prosody state
Breath
Type of breathing (upper clavicular, diaphragmatic, abdominal, mixed)___________________________
Smoothness of breathing_____________________
Breathing volume (sufficient, insufficient)_________
Voice characteristics
Volume (normal, quiet, overly loud, overly quiet)____
Presence or absence of nasal tint______
Pace (normal, fast, slow)______
Rhythm (normal, dysrhythmia)________

Conclusions:__________________________________

Pronunciation state

Sounds (Pronunciation) vowels AOUIEY
whistling s s s s s
hissing Ш Ж Ш Ш
sonorous M M N N N L L R R Y
anterior-lingual T T T D D
back lingual K K G G G X XH
labiodental B B B F F B
labiolabial B B B P B
Mark the pronunciation of the sound in isolation, in words, in sentences. Indicate omissions, substitutions, distortions

Conclusions:________________
Reproduction of the sound-syllable structure of a word
4 years:
Words:
Cat_____________________________
Water____________________________
Knock___________________________
Bridge____________________________
Back___________________________
Jar____________________________
Candy wrapper__________________________
Step________________________
5 years:
Words:
Airplane__________________________
Starling__________________________
Photographer_________________________
Medicine__________________________
Motorcyclist______________________
Beanbag_______________________
Offers:
Sister is hanging up the sheets.______
The supermarket sells food._______
A motorcyclist is racing on a motorcycle._____

6 years:
Words:
Sidewalk_____________________________
Thermometer___________________________
Camera________________________
Excavator__________________________
Cellist______________________
Adjuster______________________
Offers:
The cellist places the instrument in its case.
A traffic controller directs traffic at an intersection.
The photographer has a camera with a flash.

Conclusions:_________________
Phonemic awareness state
1. Repetition of syllables with oppositional sounds:
4 years:

Pa-ba________
wow________
TA-dah________
ma-ba_______
nya-na_______
ka-ha_____
ba-pa______
ka-va______
yeah-ha______
ba-ma_____
na-nya____
ha-ka______

Pa-ba-pa_____
ta-da-ta_____
ha-ka-ha_____
sa-za-sa_____
cha-ta-cha_____
ba-pa-ba_____
yes-yes-yes______
ka-ha-ka______
for-sa-for______
ta-ta-ta___
6 years:

Sa-sha-sa_____
sa-tsa-sa______
cha-cha-cha____
right now_
right now_
la-la-la______
sha-sa-sha_____
tsa-sa-tsa______
cha-cha-cha______
cha-cha-cha______
s-s-s-sya______
la-la-la_______
2. Differentiation of oppositional sounds that are not mixed in pronunciation:

4 years:
Cat - whale
Pussy - bowl
The house is smoke_
Duck - fishing rod_

5 years:
Bear - mouse__
Barrel - kidney__
Reel - reel
Crust - slide____

6 years:
Mouse - midge__
Arable land - tower__
Owl - sofa_
Mole - grotto_

3. Differentiation of oppositional sounds mixed in pronunciation:
4 years:
Goat - braid____
Bowl - bear___
Cat is a hummock_____
Raspberry – Marina___

5 years:
River – turnip__
Color - light__
Bangs - slit_
Reika - watering can__

6 years:
Bow - hatch___
Spruce – gel____
Brand – T-shirt_
Crying - cloak__
Conclusions:______________

State of phonemic analysis and synthesis
4 years (isolating the sound [r] from words):
T-shirt_____
A cap_________
Fish_____
Cow______
Sled______
Pyramid______
Cancer_______
Lemon_____
5 years (emphasizing the first vowel in words):
Aster____
Autumn___
Hive____
Needles_____
Arch_____
Lake____
Ears_____
Spark____
6 years:
Definition of the first consonant sound in words:
Bridge____
Floor____
Water___
House____
Jar_____
Slippers____
Kettle____
Brush_____
Definition of the last sound in words:

Cat_____
Catfish_____
Lemon___
Syrup___
Bitch_______
Baby____
Rook______
Bream_______
Determining the sequence of sounds in a word:

Cat_______
House_______
Nose_______
Soup_______
Vata_______
Paw_______
Fish_______
Tire______

Determining the number of sounds in words:
Nose______
Bull______
Whale______
Vase________
Loaf_______
Jar_______
Conclusions:___________________

Study of speech understanding (impressive speech)
1. Passive dictionary (vocabulary volume, accuracy of understanding the meaning of words):
Nouns:
according to the plot picture: show me
4 years (boy, girl, boy's head, girl's head, boy's hands, boy's feet, girl's hands, girl's feet, house, house roof, car, car wheels, dog, bear ears, bear eyes);
5 years (the belly and neck of a boy, the belly and neck of a girl, the windows and door of a house, the cab and body of a truck, the torso and head of a bear);
6 years (girl and boy elbows and knees, buttons, collars and cuffs, truck headlights, bear paws).
by subject pictures:
4 years (doll, bear, car, cup, plate, spoon, hat, jacket, dress, boots, shoes);
5 years (chair, sofa, wardrobe, cabbage, tomato, turnip, apple, pear, orange, rooster, goose, duck);
6 years (cow, dog, cat, bear, fox, hare, starling, swallow, rook, bus, plane, van).

Generalization ability:
4 years (show toys, shoes, clothes);
5 years (“Toys”, “Clothing”, “Shoes”, “Dishes”, “Furniture”, “Vegetables”, “Fruit”);
6 years (“Toys”, “Clothing”, “Shoes”, “Dishes”, “Furniture”, “Vegetables”, “Fruit”, “Poultry”, “Wild Birds”, Pets”, “Wild Animals”, "Transport").
Verbs:
4 years (show where, the girl sits, stands, lies, walks; the boy eats, drinks, reads, draws);
5 years (flies, swims, walks, jumps, crawls);
6 years (builds, cleans, sells, buys).
Adjectives:
4 years (show where the big cup is and where the small one is; red ball - blue ball; sweet food - sour; round cake - square cake);
5 years (round cookies - square - triangular - oval; sweet - bitter; hot - cold);
6 years (rectangular - polygonal napkins; young man - old; cheerful - sad boys, tall - short at home).
2. Understanding the different grammatical forms inflections
Differentiation of singular and plural nouns: show
4 years
Cat-cats______
Doll-dolls___
Bucket-buckets___
Pear-pear___
House-house_____
5 years:
Eye-eye______
Chair-chairs______
Leaf-leaves____
Window-windows____

6 years:
Sleeve-sleeve_____
Stump-stump________
Nest-nest_____
Feathers____
Ear-ears______
Differentiation of prepositional-case constructions:
4 years:
Show me the chicken standing in the trough_______
Show me the chicken standing on the trough_____
Show me the chicken standing at the trough_______
5 years:
Show me a chicken jumping off a step ____
Show me a chicken chasing a butterfly _____
Show me the chicken that hid under the porch _______
Show me the chicken that walks on the porch_________
6 years:
Show me a chicken looking out of a bucket________
Show me the chicken peeking out from behind the porch____
Show me the chicken peeking out from under the porch _____
Show me the chicken that sits over the trough_____
3. Differentiation of word formation forms (from 5 years old)
Differentiation of nouns with diminutive suffixes:
4 years:
Table - table____
Machine - machine__
Bucket - bucket___

5 years:
Sock - sock____
Cup - cup____
Window - little window___

6 years:
Knife - little knife____
Mitten mitten____
Blanket - blanket__

Differentiation between singular and plural verbs:
4 years (show where the cat sits and where the cats sit; the elephant walks - the elephants walk);
5 years (bird flies – birds fly);
6 years (boy reads - boys read, girl eats - girls eat).
Differentiation of verbs with different prefixes:
4 years (show where the girl pours water into a cup, and where she pours water out of the cup; a girl who waters flowers);
5 years (a bird that flies out of a cage flies in);
6 years old (a boy who crosses the road, runs across, runs up to the house).
4. Understanding individual sentences and coherent speech:
Offers:
4 years:
Boy congratulates girl_______
The girl congratulates the boy______
5 years:
The dog runs after the boy________
A boy runs after a dog________
6 years:
A butterfly sitting on a blooming flower_________
A butterfly that sits on a flower that has not yet bloomed_____
Interrogative sentences on the fairy tale:
4 years (“Turnip”):
What did grandfather plant? Show.______
Who started pulling the turnip? Show.____
Who did grandfather call? Show, etc.______
5 years (“Kolobok”):
What did grandma bake? Show._______ _
Who did the bun meet in the forest? Show.____
Who ate the kolobok? Show._____
6 years (“Teremok”):
What's in the field? Show.____
Who ran to the tower first? Show.____ _
Who then settled in the tower? Show._____
Who broke the tower? Show.______
Conclusions:___________________

Study of the state of expressive speech (vocabulary and grammatical structure of speech).
1. Active dictionary.
NAME 4-5 nouns according to the suggested thetas.
NAME the generalizing concept based on the proposed pictures.
4 years:
Toys
Dishes
Cloth
Shoes

5 years:
Vegetables
Fruits
Birds_
Furniture

Berries_
Insects_
Animals
Transport
Nouns denoting parts of the body, parts of objects: NAME (based on pictures)
4 years:
Body parts: legs, arms, head, eyes, ears.
Parts of furniture: chair back, chair seat, legs.
Car parts: body, wheels.
5 years:
Body parts: nose, mouth, neck, stomach, chest.
Parts of clothing: sleeve, collar, button.
Car parts: cabin, steering wheel.
6 years:
Body parts: elbow, palm, temple, back of the head.
Parts of clothing: cuff, loop.
Car parts: headlights, engine.
Verb dictionary research:
4 years:
What is the boy doing? (Eating)______
What is the girl doing (Sleeping)______
What is the bird doing? (flies)______
What are the fish doing? (swim)___
What do machines do? (Go)_____
5 years:
Who moves how?
Birds________
Fish_________
Snake_________
Frog______
Who is screaming?
Cat__________
Dog__________
Cow__________
Rooster___________
6 years:
Who makes what sounds?
Crow_________
Cuckoo_______
Wolf____________
Horse_________
Sheep (bleats)_____ _
Who's doing what? (using profession names)
Doctor_______
Teacher_____
Salesman_____
Seamstress________
Painter____
Item Shape:
4 years:

What kind of ball?_________________
What kind of scarf?_________________

What kind of sun is it?_________________
What kind of cookies?________________
What kind of headscarf?________________
What kind of cucumber?_________________

What kind of steering wheel? ___________________
What window? ___________________
What flag?________________
What kind of plum?_________________
What kind of napkin?_______________

Selection of antonyms (from 6 years old):

Big_____________________
Long_____________________
High_____________________
Wide______________________
Good________________________
Friend_________________________
Hot______________________
Easy_______________________
Lift up____________________
Give___________________________
Buy_____________________
A lot of________________________
Close_______________________
Full_______________________

2. State of inflection
The use of nouns in the nominative singular and plural:
4 years:

Table – tables__
Cat - cats____
Home - home____
Doll – dolls____
Window - windows_____

Eye – eyes_____
Mouth – mouths______
River - rivers____
Ear - ears_____
Ring - rings___

Leaf – leaves____
Leo - lions______
Chair – chairs____
Sparrow - sparrows___
Tree - trees____
Stump - stumps___

Use of the form R.p. plural nouns:
5 years:
Ball-balls_____
Spoon-spoon____
Key-keys______
Birch-birch____
Window-window______
Leaf-leaf____
6 years:

Book-book___
Pencil - pencils_
Leaf – leaves____
Fork – fork____
Bucket - buckets

Agreement of adjectives with nouns in singular:
4 years:

Red ball____
Blue hat____
Yellow bucket____

Orange Orange__
Blue butterfly___
White saucer____

Purple bell__
Hoodie___
Pink dress____

Use of prepositional case constructions:
4 years:

Where is the vase?__ _
Where are the fruits?_
Who has the ball?___

Where does the bullfinch sit?
Where is the car?__
Who has the doll?_
Where is the goat?____
Where is the car going?__

Where is the ball?____
Where does the butterfly fly?_
Where does the bird fly from?_
Where is the kitten jumping from?___

Use of phrases – numerals two and five with nouns:
4 years:

Two cats - five cats__
Two cars - five cars_
5 years:

Two balls – five balls__
Two roses – five roses__
Two windows – five windows__

Two stumps - five stumps_
Two sparrows - five sparrows__
Two buckets - five buckets_

3. State of word formation:
Formation of nouns with diminutive suffixes:
4 years:

Table - table___
Cup - cup_
Bag - handbag__
Bucket - bucket____

Sock - sock__
Fence-fence___
Ribbon ribbon___
Window-window _
from 6 years old:

Hut-hut___
Armchair___
Porch-porch__
Finger - finger___

Formation of baby animal names
from 4 years:

The cat has___
The duck has____
The fox has___
The elephant has____
from 5 years:

The hare has_____
The wolf has ______
The bear has____
The squirrel___
The goat has____

The cow has____
The dog has____
The sheep has___
The horse has__

Formation of adjectives from nouns (from 6 years):
Relative (what it is made of):

Wooden table_____
Glass aquarium__
Thatched roof__
Brick wall__
Fur hat___
Wool socks______
Rubber boots_____
Snow fortress_____
Metal spatula___
Apple juice____

Possessive (whose? whose? whose?):

Grandma's jacket____
Dad's newspaper____
Hare's tail____
Mom's bag____
Bear's den____
Rooster comb______

Formation of prefixed verbs:
What is the boy doing? (exits, enters, moves on).
Formation of perfective verbs:
The girl is building a house.
The girl built a house
A boy paints a helicopter.
The boy painted the helicopter.

4.State of coherent speech
4 years (retelling):
Kitty.
Katya had a kitten. Katya loved the kitten. She gave the kitten milk. The kitten loved to play with Katya.
Questions:
Who lived with Katya?
Did Katya love a kitten?
What did she give the kitten to drink?
What did the kitten like to do?
Retelling plan:
First, tell me who lived with Katya.
Then you will tell how Katya treated the kitten, what she gave him to drink.
And finally, you will tell what the kitten liked to do.
5 years:
Fishing.
Ilyusha is getting ready to go fishing. He dug up worms, took a fishing rod and went to the river. Ilyusha sat down on the shore and cast his fishing rod. Soon he caught a bream, and then a perch. Mom cooked Ilyusha a delicious fish soup.
Questions:
Where is Ilyusha going?
How was he planning?
What did he do when he came to the river?
Who did he catch first, and who later?
What did Ilyusha’s mother cook?
Retelling plan:
First, tell me where Ilyusha was going and how he was going.
Then you will tell what he was doing when he came to the river, who he caught first, and who later.
And finally, you will tell what Ilyusha’s mother cooked.
6 years (composing a story based on a series of plot paintings).

Conclusion:___________
Speech therapy conclusion _____________________________