Articles
| Open Access | IMPROVING WRITTEN SPEECH IN CHILDREN WITH DYSARTHRIA WITHIN THE FRAMEWORK OF DEVELOPING PRESCHOOL EDUCATION
Nazarova Dilnoza Eraliyevna,Axmatova Nasiba Bobir qizi , Associate Professor of the Department of History, Uzbekistan National Pedagogical University, Doctor of Philosophy (PhD) in Historical Sciences,1st year master's student in Speech Therapy at the National Pedagogical University of UzbekistanAbstract
This article analyzes the role of speech therapy sessions in improving written speech in children with dysarthria. Dysarthria is a speech disorder associated with damage to the nervous system and impaired functioning of the speech apparatus, which negatively affects sound pronunciation, phonemic perception, and the development of written speech skills. The study examines common writing difficulties observed in children with dysarthria, including letter substitution, omission of sounds, and incorrect sound-letter correspondence. The effectiveness of speech therapy exercises such as articulation gymnastics, breathing exercises, tasks for developing phonemic hearing, and activities aimed at improving graphomotor skills was analyzed during the research. The results indicate that systematic speech therapy sessions significantly contribute to the improvement of written speech skills in children with dysarthria. The findings of the study are of practical importance for speech therapists, teachers, and specialists working in the field of special education.
Keywords
dysarthria, speech therapy, written speech, speech therapy sessions, phonemic perception, articulation, graphomotor skills, speech disorders, corrective work, special education.
References
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