DEVELOPING COHERENT SPEECH IN SENIOR PRESCHOOL CHILDREN THROUGH DIALOGIC READING AND STORYTELLING

The article examines the theoretical foundations and methodological conditions for developing coherent speech in senior preschool children through dialogic reading and storytelling. The components of coherent speech are characterized, the mechanisms by which dialogic reading transforms the child from a listener into an active participant are explained, and a sequence of storytelling activities leading from retelling to creative narration is substantiated. Organizational conditions for implementing these methods in preschool institutions and in cooperation with families are outlined.