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  Previous issue (2020. Vol. 12, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development 1067

Lebedeva T.V.
Deputy Director, North-West state UNIVERSITY, Candidate of the Department of Special Psychology of the Faculty of Clinical and Special Psychology, Moscow City Psychological Pedagogical University, Moscow, Russia
e-mail: cpmssmitino@mail.ru

Abstract
We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92) and with language and speech disorders (N=59). We describe the diagnostic potential of this research tool for clinical sample of children with speech and language disorders, reveal differences in the development of Russian language between the two groups of children. The data obtained can be used in solving the problems of differentiated correctional help to pre-school children with impaired language and speech development.

Keywords: children of preschool age, language, speech, language and speech disorders, standardized technique of assessment of the Russian language development, modern educational practice

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2014060323

For Reference

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