Diagnostic technology for assessing the capabilities of reproductive coherent utterance in preschool children with systemic speech disorders

This article addresses the issue of identifying "systemic speech disorders" and their manifestations among different categories of children with special health needs, highlighting the connection between the diagnosis and correction of speech impairments in preschoolers. The aim of the study is to clarify the relevance of diagnosing the semantic organization of utterances in preschool children with systemic speech disorders. The article examines speech therapy diagnostics in the context of the ontogenesis of complex, elaborated speech communication and the consideration of its regularities. It presents an understanding of oral conversational texts as products of speech-thinking activity, which allows for the assessment of the nature of coherent monologic utterances. Attention is drawn to the practical challenges of monitoring speech development within inclusive education settings for children with special health needs who have systemic speech disorders. The novelty of the research lies in proposing a new diagnostic toolkit for assessing the verbal-semantic characteristics of speech-thinking activity in preschoolers with speech dysontogenesis. As a result, a diagnostic technology was developed to evaluate the capabilities of semantic organization in reproductive text utterances of preschool children with systemic speech disorders. A version of speech material and diagnostic criteria for assessing the product of speech-thinking activity according to the parameters of “integrity,” “coherence,” and “the nature of reasoning on a problematic question related to the text content” were proposed. The article emphasizes that the diagnostic process must ensure the selection of an appropriate educational strategy, taking into account the nature of the disorders and the special educational needs of preschoolers.