DISORDERS OF PHONEMIC PROCESSES AS A FACTOR IN THE FORMATION OF SOUND PRONUNCIATION DISORDERS IN PRESCHOOL-AGE CHILDREN

Abstract

The article is devoted to the theoretical and methodological analysis of phonemic process disorders as a leading factor in the formation of sound pronunciation disorders in preschool-age children. The relevance of the problem is determined by the high prevalence of phonetic-phonemic disorders among preschoolers and the need to improve correctional speech therapy work based on current scientific research. The purpose of the article is to theoretically substantiate the mechanisms of the relationship between the state of phonemic processes and the quality of sound pronunciation in preschool-age children, as well as to identify key methodological guidelines for correctional work. The article reveals the content and structure of phonemic processes, encompassing phonemic hearing, phonemic perception, phonemic analysis and synthesis, and phonemic representations. The ontogenetic patterns of the normal formation of the phonemic system are analyzed, and typical deviations in its development that lead to various forms of sound pronunciation disorders are characterized. Special attention is paid to distinguishing phonologically-based dyslalia from dysarthria as clinically distinct forms of speech pathology. Based on an analysis of current Ukrainian research, the specifics of phonemic disorders in preschool and primary school children with dyslalia, phonetic-phonemic speech underdevelopment, and cerebral palsy are highlighted. The relationship between underdeveloped phonemic hearing and the emergence of articulation errors of an acoustic nature, as well as between disorders of phonemic analysis and synthesis and the instability of articulatory programs, is established. Methodological recommendations are developed for building a step-by-step correctional speech therapy program aimed at the sequential development of all components of the phonemic system as a prerequisite for successfully forming correct sound pronunciation. The results of the study may be used by speech therapists, preschool educators, and specialists at inclusive resource centers.