Features of the Structure of Intellectual Development for Preschool and Primary School Children with Expressive Language Disorder (General Speech Underdevelopment)

The article presents the results of a study concerning the features of level and structural characteristics of intellectual development for children aged 4 to 11 year and have general speech underdevelopment (GSU) at 1–4 levels. The level of intellectual development of children was measured by Wechsler Intelligence Scale (WISC or WPPSI). The assessment of speech development and designation of the child’s speech development to a particular level was carried out by a speech therapist. A comparative analysis revealed significant differences in the level and structural characteristics of the intellectual development of children with a general speech underdevelopment, and children without speech disorders. The indicator of verbal intelligence according to WISC and WPPSI among children with GSU is significantly lower than in children without speech disorders. The greatest extent significant differences find out between children with GSU and children without speech disorders by “Similarities” subtest. In addition, within themselves the group of children with GSU is heterogeneous. The indicator of verbal intelligence in children with GSU level 1 is significantly lower than in children with GSU at levels 2–4. Children with GSU from levels 1–3 perform significantly worse on the “Similarities” subtest than children with GSU level 4. Sufficient differences were obtained between the results of children with GSU level 1 and children with GSU from levels 2–4 when performing the “Digit Span” subtest. There were no significant differences in indicators of nonverbal intelligence between the control and experimental groups. Significant differences were found between children with GSU at levels 1–2 and children without speech disorders in indicators of general intellectual development. The results of the study may be of practical importance in the diagnosis of children with speech impairments and the correctional work with children in this category.

1. Rachimova Z. T. Implication of the general underdevelopment of the speech at children of six-year age and a way of its correction in the conditions of mass training. Defectology, 1988, no. 1, pp. 80–84. (In Russian)
2. Paramonova L. G. Prevention and elimination of dysgraphia in children. St. Petersburg: Lenizdat Publ., 2001. 240 p. (In Russian)
3. Ivanova E. A., Goncharova V. A. Level of development of oral speech of younger school students of educational institutions. Aktualnyiye voprosyi logopatologii. Materialy konferenzii logopedov sistemyi ministerstva zdravoochraneniya (10–11.02.2009) . Available at: http://www.lornii.ru/colleagues/logopedicreport- 2009.php (accessed: 24.04.2020). (In Russian)
4. Fundamentals of the theory and practice of speech therapy, ed. by R. E. Levina, Moscow, Prosveshchenie Publ., 1967. (In Russian)
5. Fotekova T. A. Condition of verbal and nonverbal functions at the general underdevelopment of the speech and a delay of mental development: neuropsychological analysis. Dr. Sci. dissertation (Psychology) . Moscow, 2003. 382 p. (In Russian)
6. Astaeva A. V., Voronkova D. I., Koroleva M. B. The neuropsychological analysis of development of the highest mental functions in children is normal also with the general underdevelopment of the speech. Vestnik Iuzhno-Ural’skogo gosudarstvennogo universiteta. Ser.: Psikhologiia, no. 27, 2010, pp. 82–86. (In Russian)
7. Nishcheva N. V. Approximate adapted program of correctional and developmental work in the group of compensatory focuses for children with severe speech impairment (general speech underdevelopment) from 3 to 7 years. 3th ed. St. Petersburg, Detstvo-Press Publ., 2015. 236 p. (In Russian)
8. Kornev A. N. The basics of children’s logopathology: clinical and psychological aspects. Moscow: Sfera Publ., 2005. 256 p. (In Russian)
9. Kornev A. N. System analysis of the mental development of children with speech underdevelopment. Dr. Sci. dissertation (Psychology) , St. Petersburg, 2006. 515 p. (In Russian)
10. Ilyina M. N. Psychological assessment of intelligence at children. St. Petersburg, Piter Publ., 2006. 368 p. (In Russian)
11. Vygotsky L. S. Thinking and speech. Moscow, Labirint Publ., 2012. 352 p. (In Russian)
12. Nasledov A. D. Mathematical methods of psychological research. Analysis and interpretation of data.St. Petersburg, Rech’ Publ., 2004. 392 p. (In Russian)