(2025) Science and education, 1, 93-98. Odessa.

Yulia Ribtsun,
Candidate of Pedagogical Sciences, Senior Researcher,
Senior Researcher at the Department of Speech Therapy,
Mykola Yarmachenko Institute of Special Pedagogy and Psychology,
National Academy of Pedagogical Sciences of Ukraine,
9, M. Berlinskogo Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-2672-3704

Oksana Hryshutina,
Specialist of the Highest Category, Senior Teacher,
Teacher of Ukrainian language and literature,
special school in the town of Mizoch of the Rivne Regional Council,
35, B. Khmelnytskyi Str., Mizoch town, Rivne district, Rivne region, Ukraine,
ORCID ID: https://orcid.org/0009-0001-0086-5704

FEATURES OF THE FORMATION OF MORPHOLOGICAL-GRAMMATICAL SKILLS IN SIXTH-GRADERS WITH SEVERE SPEECH DISORDERS

All processes of human cognitive and creative activity are accompanied by language, without it the existence of society itself is impossible. That is why it is so necessary to identify and effectively overcome functional and educational speech difficulties in children, starting from an early age. Most often, these difficulties are corrected in preschool age. However, if children have severe speech disorders (SSD), they can be overcome throughout their school or even adult life.There is a significant amount of scientific research on speech therapy diagnostics and correction of speech disorders in children of primary school age. Along with this, there are practically no similar studies on adolescent students. In view of this, we have identified and characterized six indicators of psychophysical and psychosocial development of schoolchildren of primary adolescence with severe speech disorders, in particular, biological, social conditions of mental development, communicative and social formation, personality neoplasms, psycho-speech and educational activities.In school practice, for better study of the Ukrainian language, knowledge is presented in separate blocks, somewhat abstractly, but at the same time practically, because students study the sound side of the language – phonetics, vocabulary – lexicology, as well as the change of lexemes, their structure, combination in a sentence, that is, grammar. It is the latter that has great general educational and educational significance, because it helps to master the patterns of language use, to understand the laws of thinking.Perhaps the most difficult section of the Ukrainian language curriculum for children with special speech needs is word formation, which connects grammar with vocabulary, determines the relationships between words. The purpose of the article is to analyze the skills of conscious assimilation of the grammatical component of the native (Ukrainian) language by sixth-grade students with severe speech disorders.We analyzed the difficulties of sixth-graders with TPM on eight topics, such as:1) word structure, significant parts of the word, the basis, their functions;2) morpheme dictionary;3) word formation, morphological methods of word formation;4) sound changes in form and word formation, their reflection in writing;5) phenomena of homonymy, antonymy, paronyms in the system of word-forming means; spelling of prefixes, suffixes;6) formation of forms of degrees of comparison of adjectives and adverbs; relative and possessive adjectives;7) non-morphological methods of word formation, compound words;8) the phenomenon of compound words; abbreviation, reduction.The article presents the quantitative and qualitative results of a study of the analysis of the formation of morphological and grammatical skills in secondary school students with severe speech disorders.

New Ukrainian School, students with severe speech disorders, sixth-graders with lexical and grammatical difficulties, morphological methods of word formation, morphological analysis and synthesis

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