ENGAGEMENT AND ACCEPTABILITY OF GAMIFIED DIGITAL SPEECH PRACTICE AMONG PRESCHOOL CHILDREN WITH SPEECH SOUND DISORDERS

Successful correction of speech sound disorders in preschool children depends not only on the technical accuracy of a therapeutic method but also on the child's willingness to participate in repetitive articulation exercises. Children aged 4–6 years often require frequent and systematic practice to establish a stable articulatory pattern. However, conventional drill-based speech exercises may become monotonous, which can limit sustained attention and reduce active participation. Digital technologies provide an opportunity to combine therapeutic practice with elements of play, immediate feedback and visual reinforcement. In particular, gamified mobile environments may transform repetitive articulation exercises into an interactive activity. Such an approach is potentially valuable in preschool children, because motivation and active participation directly influence the amount and consistency of practice.