Text 1

Task 2.

Get ready to interpret the article along the following lines:

1. The role of a speech-language pathologist in whole language.

2. His place in the work of professionals through common curricula.

3. The relationship of whole language to reading, writing, spelling and learning across the curriculum.

Text 2 Speech and Language Disorders (concrete case) Part I. Lisa

Task 1.

Read about Lisa and get ready to characterise the girl's problem of be­haviour.

Lisa

Lisa, now 9, was never enrolled in preschool but entered kindergarten at age 5, when she was said (o be unintelligible and language delayed. In the course of the year, she kicked her teacher and other students, threw books, and frequently ran out of the classroom when she was asked to complete tasks. Lisa

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Part II. Eric

Task 4.

Read the text and give your scheme of Eric's development.

Eric

Eric, age 14, attended preschool for 3 years and appeared to demonstrate readiness for reading and writing along with average intelligence when he en­tered first grade, although teachers' notes show that he stood out in class be­cause he volunteered irrelevant comments or questions at inappropriate times, interrupted teachers, and was generally loud, boisterous and off-task though neither noncompliant nor aggressive toward other students. Between grades two through four he fell behind peers in all language arts competencies. When his fourth-grade teacher noticed that he was omitting word endings and some verb forms in his speech, did not produce known words on demand, and omit­ted entire syllables in spelling words he could read, she referred Eric for evaluation. But test comparisons showed he scored just above the oral language and reading discrepancies that would have permitted service delivery under special education; the evaluation team determined that he did not demonstrate a covered handicapping condition. Unable to maintain classwork or homework in fifth grade, Eric was required to drop out of after-school sports programs in which he excelled to make time for daily tutoring provided by his family. A team reevaluated Eric in grade six and determined that he now met discrepancy criteria for learning disabilities services in reading and writing. He also demon­strated a mild central hearing loss, a syntax disorder, and a word-retrieval prob­lem. Eric could not use textbooks in his regular class without one-to-one help, produced fragments and run-ons full of misspelled words when asked to write a paragraph, and had withdrawn from school to the extent of inventing illnesses so he could stay home.

Intensive holistic language instruction delivered by the SLP, the sixth- grade teacher, and the reading specialist allowed Eric to focus for the remain­der of the year on a selected 500-word subject-matter and survival vocabulary for concept building, reading, spelling, oral and written sentence formulation,

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Task 5.

Get ready the case and think of the way to тер the boy.

1. Why would Eric have appeared to teachers to be ready for reading andwriting?

2. When did have a hearing loss, a syntax problem and a word-retrievalproblem?

3. What strengths were teachers apparently responding to?

4. If Eric could not read textbooks in his regular fourth- and fifth-gradeclassrooms, how could teachers have modified this task to enable Eric to learncontent material even though he was not eligible for special services?

5. Faced with a choice between a sports program in which Eric excelledor after- school tutoring in basic language competencies of reading and writingin which he constantly failed, what reasoning could a teacher follow to advisehis parents?

6. Why would Eric's cluster of communication problems respond betterto a team approach (involving the SLP, the 6th-grade teacher, and the readingspecialist) than to individual therapies from the same staff?

Discuss the cases of Lisa and Eric in the form of a dialogue. Imagineyou re a speech pathologist or a psychologist. Suggest your ideal how to com-municate with such paliets. Use text 3.

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Деятельность логопеда по исправлению речи

Task.

Read the text and call the main aims of logopedic studies. Render in English.

Логопедические занятия являются основной формой коррекционно- го обучения и предназначаются для систематического развития всех ком­понентов речи и подготовки к школе.

Основными задачами этих занятий являются:

1. Развитие понимания речи; воспитание умения наблюдать и ос­мысливать предметы и явления окружающей действительности, что дает возможность уточнить и расширить запас конкретных представлений ре­бенка; формирование практических навыков словообразования и слово­изменения; умение употреблять простые распространенные предложения.

2. Формирование правильного произношения звуков, развитие фо­нематического слуха и восприятия; закрепление навыков произнесения слов различной звуко-слоговой структуры; контроль за внятностью и вы­разительностью речи; нодготовка к усвоению элементарных навыков зву­кового анализа и синтеза.

3. Обучение детей самостоятельному высказыванию. На основе сформированных навыков использования различных типов предложений у детей вырабатывается умение передавать впечатления об увиденном, о событиях окружающей действительности, в логической последовательно­сти пересказать содержание сюжетных картин и их серий, составлять рас­сказы-описания .

Весь процесс коррекционного обучения имеет четкую коммуника­тивную направленность. Усваиваемые элементы языковой системы должны включаться в непосредственное общение. Важно научить детей применять отработанные речевые операции в аналогичных или новых си­туациях, творчески использовать полученные навыки в различных видах деятельности.

Логопедические занятия по формированию лексико- грамматических средств языка и развитию связной речи строятся с уче­том требований как общей дошкольной, так и специальной педагогики.

Логопеду следует четко:

• определить тему и цель занятий;

• выделить предметный и глагольный словарь; словарь признаков, которые дети должны усвоить в активной речи;

• отобрать лексический и грамматический материал с учетом темы и цели, этапа коррекционного обучения, индивидуального подхода к ре­чевым и психическим возможностям детей (при этом допускается ненор­мативное фонетическое оформление части речевого материала);

• обозначить основные этапы занятия, показав их взаимосвязь и взаимообусловленность, и сформулировать цель каждого этапа;

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