Compliance test for speech therapists. Speech therapy tests for checking phonemic hearing in primary school students
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Speech therapy tests for teachers
If you are a teacher, a teacher of junior or even senior classes, you should know some things from the speech therapy field. Every teacher-speech therapist must correctly stage the student’s speech so that he can competently and clearly express his thoughts. For several years, the future teacher has been studying how to teach a child the correct pronunciation of words, how to show a love of knowledge, and so on. Our international pedagogical portal “Sunshine” provides the opportunity for any teacher, student of a pedagogical university, and teacher to take tests for their own assessment of their knowledge. Having learned that you are lacking, you can improve your knowledge, so you can develop yourself, teach competently, and help your students. A speech therapist is an important person in the life of almost every child. In the elementary grades, every teacher should know the basics of speech therapy, so as to correctly set the child’s speech, give him the right bag of words with which he will later work and develop even more. Tests for teachers - speech therapists will definitely be able to help future teachers and experienced teachers, perhaps remember something, perhaps gain experience, or improve their knowledge. We invite everyone to take part in a free speech therapy Olympiad.
Online Olympiad in Speech Therapy for 2018
Teachers with speech therapy training can take a free test, upon completion of which you can receive your diploma. To participate in the competition, you need to select a test, answer 20 questions, find out the result, after which you can go to your personal account, create a diploma and download it. Online tests are designed in such a way that you can take them several times, for which you can receive several diplomas. You can put the diplomas you receive into your portfolio and use them in the future as materials for teacher certification, or simply use them as personal awards. Participation in the tests is free, but obtaining a diploma is paid. You pay an registration fee, which can cost up to 100 rubles for an electronic diploma. Payment is made through the online system upon completion of the test. That is, after the test results, you will be able to create your own diploma, if the result suits you, of course. Speaking about payment methods, it can be noted that you can pay the registration fee using: electronic money, a bank card, through a terminal, and so on.
Create a diploma on the pedagogical portal “Sunshine”
Nowadays, creating diplomas is much easier; you don’t have to wait a day or two, a week or a month to receive your certificate, or a certificate of completion of the Olympiad in Speech Therapy. You can receive a diploma after paying the registration fee. After payment, you can go to your personal account, create your personal diploma, after which you can download it to your computer and print it. That is, everything is very simple and fast, and most importantly inexpensive, and you create for yourself your own personal diploma, according to your taste.
We invite all educators, teachers and students of pedagogical universities to take part in online Olympiads in speech therapy. Olympiads in speech therapy allow all teachers and educators who work with children and educate them to test their theoretical knowledge and skills. Practical tasks given in the tests allow us to identify the level of knowledge of the teacher, and the competence of the teacher in working to form a high-quality vocabulary in a child who suffers from general speech underdevelopment. Anyone can take the speech therapy Olympiad, since the tests on our portal are completely free. To get your knowledge assessed, take the test now.
speech therapy tests
1. What is the name of the period of speech when the child is not yet able to correctly assimilate the sound form of a word:
2. What is the name of the period of development of a child’s speech when the sound form of a word is mastered, but the structural patterns of the organization of the utterance are not mastered:
a) semantic; b) phonemic; c) grammatical
3. What is the name of the period of development of a child’s speech, when the sound form of a word, the structural patterns of the organization of an utterance, the subject-related relevance of words are mastered, but the conceptual relevance is not mastered:
a) semantic; b) phonemic; c) grammatical
4. How many critical periods are there in the development of a child’s speech:
a) 2; b) 3; at 4
5. The first critical period in the development of a child’s speech refers to:
a) 1-2 years of the child’s life;
b) 3 years of the child’s life;
c) 4 years of the child’s life;
d) 5 years of the child’s life.
6. The second critical period in the development of a child’s speech refers to:
a) 3 years of the child’s life;
b) 4 years of the child’s life;
c) 5 years of the child’s life;
d) 6 years of the child’s life.
7. The third critical period in the development of a child’s speech refers to:
a) 5 years of age;
b) 6-7 years of life;
c) 9 years of the child’s life.
8. For a child of the first year of life, the leading form of activity is:
a) playing with toys;
b) emotionally positive relationship with adults;
9. For a child of the second year of life, the leading form of activity is:
a) playing with toys;
c) objective and effective communication with adults.
10. For a child of the third year of life, the leading form of activity is:
a) objective and effective communication with adults;
b) emotionally positive communication with adults;
c) a game during which intensive speech development occurs.
11. Phonetic hearing carries out:
shell of the word.
12. Phonemic hearing carries out:
a) receiving and evaluating other people’s speech and monitoring one’s own speech;
b) monitoring a continuous stream of words;
c) operations of discrimination and recognition of phonemes that make up the sound
shell of the word.
13. Speech hearing carries out:
a) receiving and evaluating other people’s speech and monitoring one’s own speech;
b) monitoring a continuous stream of words;
c) operations of discrimination and recognition of phonemes that make up the sound
shell of the word.
14. How many speech disorders are distinguished in the clinical and pedagogical classification?
a) 8; b) 10; at 11.
15. The Broca Center participates:
a) in the formation of one’s own oral speech;
b) in the process of perceiving someone else’s speech;
c) in the acquisition of written speech.
16. In which part of the cerebral hemispheres is Broca’s center located:
a) in the temporal lobe; b) in the frontal lobe; c) in the parietal lobe
17. Broca's center is:
a) Gnostic center of speech;
b) center for perception and processing of visual information;
c) motor center of speech.
18. Receives and evaluates other people’s speech and controls one’s own speech:
a) phonetic hearing; b) phonemic hearing;
c) speech hearing
19. The Wernicke Center participates:
a) in the process of perceiving someone else’s speech;
b) in the formation of one’s own oral speech;
c) in the acquisition of written speech
20. The Wernicke Center is:
a) motor center of speech;
b) speech and hearing center;
c) visual-speech center
21. In which part of the cerebral hemispheres is Wernicke’s center located:
a) in the parietal lobes;
b) in the temporal lobes;
c) in the frontal lobe
22. Monitors a continuous stream of words:
a) phonetic hearing; b) phonemic hearing; c) speech hearing
23. The speech apparatus consists of sections:
b) central and peripheral;
c) central and articulatory
24. The peripheral part of the speech apparatus consists of:
a) respiratory and articulatory departments;
25. The respiratory section of the speech apparatus usually includes:
a) lungs, bronchi, trachea;
b) bronchi, trachea, larynx;
c) bronchi, trachea, nasopharynx
26. In the psychological and pedagogical classification, which speech disorders belong to the group “impaired means of communication”:
a) phonetic defect;
b) phonetic-phonemic underdevelopment;
c) stuttering;
d) ONR
27. In the psychological and pedagogical classification, which speech disorders belong to the group of “impairments in the use of means of communication”:
a) FFF; b) ONR; c) stuttering; d) manifestation of speech negativism
28. In the psychological and pedagogical classification of speech disorders, the group “violations of language means of communication” does not include:
a) FFF; b) ONR; c) stuttering
29. In a neuro-psychological study, speech features are studied:
a) phonemic; b) syllabic; c) impressive;
d) expressive; e) rhythmic
a) longitudinal direction;
b) transverse direction;
c) both directions
c) exhalation force
33. Indicate what level of speech development of the child is described: verbal means of communication are extremely limited; children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes
A) first level; b) second level; V) third level
34. Indicate what level of speech development of the child is described: communication is carried out through the use of a constant, but distorted and limited stock of commonly used words; The names of objects, actions, and individual characteristics are differentiated
A) first level; b) second level; V) third level
35. Indicate what level of speech development is characterized by the presence of developed phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment:
A) first level; b) second level; V) third level
36. Indicate what stages of speech therapy examination of a child with speech underdevelopment are usually distinguished and in what sequence:
A) introductory;b) preparatory;
V) indicative;G) examination of speech components;
d) active;e) dynamic observation during the learning process
and) final
A) T.B. Filicheva; b) M.A. Cheveleva;
V) S.A. Mironova G) E.F. Rau
38. Who is the author of the system of correctional work with stuttering preschoolers in the process of completing the program for the middle, senior and preparatory groups of kindergarten in the sections “Familiarization with the surrounding nature”, “Speech development”, “Development of elementary mathematical concepts”, “Drawing” , modeling, appliqué, design.”
A) T.B. Filicheva; b) M.A. Cheveleva;
V) S.A. Mironova G) E.F. Rau
a) G. Gutzman; b) A. Kussmaul; c) V. Oltushevsky
a) R.E. Levin; b) F.A. Rau; c) O.V. Pravdina
a) oral cavity; b) larynx;
c) nasopharynx and oral cavity
a) mutation; b) dysphonia; c) aphonia
43. What are the two main resonators of voice formation:
a) chest; b) nasopharyngeal; c) facial; * d) head
44. Impedance is:
b) resistance in the supraglottic cavities to portions of the subglottic
no air;
c) a sharp increase in the amplitude of vibrations of the ligaments that occurs
when the frequency of oscillations of the external force coincides with the frequency
natural oscillations of the system
c) hard attack
a) soft attack; b) aspirate attack;
c) hard attack
a) soft attack; b) aspirate attack;
c) hard attack
48. The works of which scientist laid the foundation for a new section of speech therapy - children's speech therapy?
a) M.E. Khvattseva; b) F.A. Rau; c) R.E. Levina;
d) T.B. Filicheva
49. In the clinical and pedagogical classification of speech disorders, the leading place is given to:
a) clinical criteria;
b) psycho-linguistic criteria;
c) psychological and pedagogical criteria;
50. Who first used a laryngoscope?
a) Spanish phoniatrist J . Perello ;
b) vocal teacher M. Garcia;
c) phoniatrist L. Frantsuzov
51. What technique is used to restore the voice after removal of the larynx?
c) through breathing
52. The first, unconditional reflex stage of the pre-speech period of a child with normal development lasts until:
a) 2 months; b) 3 months; c) 4 months
53. The second stage of the pre-speech period of a child with normal development begins:
a) from 2 months; b) from 3 months; c) from 4 months; c) from 5 months
54. The third stage of the pre-speech period of a child with normal development is called:
a) babble; b) intoned humming;
c) unconditional reflex d) humming.
55. The fourth stage of the pre-speech period of a child with normal development is called:
a) partying; b) unconditional reflex;
c) babbling; d) intoned humming
56. The fourth stage of the pre-speech period of a child with normal development begins:
a) 6 months; b) 8 months; c) 1 year; c) 1.2 years
57. What is the name of a bite in which the upper jaw moves forward strongly, as a result of which the lower front teeth do not meet the upper teeth at all:
58. What is the name of a bite in which the front teeth of the lower jaw protrude in front of the front teeth of the upper jaw?:
a) progeny; b) prognathia; c) open anterior bite
59. A bite is considered normal when:
a) the lower teeth protrude 1.5-2 mm in front of the upper teeth;
b) between the lateral upper and lower teeth when closing
there remains a gap;
c) the lower teeth are covered by 0.5-1.5 mm by the upper ones;
d) between the front upper and lower teeth when they are closed
there remains a gap.
60. The oral cavity and pharynx take part in pronouncing:
a) all sounds of the Russian language; b) only vowel sounds;
c) only consonant sounds
61. The nasal resonator takes part in pronouncing the sounds of the Russian language:
a) vowels; b) all sounds; c) only “m” and “n”
62. What types of dyslalia are distinguished according to etiological principle:
a) mechanical; b) motor;
c) sensory; d) functional
63. The articulatory program is not implemented:
a) in the peripheral part of the speech motor analyzer;
b) in the central part of the speech motor analyzer;
c) in the respiratory, phonatory and resonator systems
64. The articulatory program is implemented in:
a) the peripheral part of the speech motor analyzer;
b) the central part of the speech motor analyzer;
c) in the nerve pathways of the speech motor analyzer
65. I.P. Pavlov called kinesthetic stimulation the “basal component” of formation:
a) auditory attention; b) auditory memory;
c) phonemic perception.
66. What types of consonants are distinguished by the method of articulation:
a) spacious; b) labiolabial; c) vibrants;
d) occlusive; e) labial-dental; e) affricates
67. The articulation of which sound is described:
the lips take the position of the next vowel sound; a certain distance is maintained between the upper and lower incisors; the tip of the tongue is lowered and significantly removed from the lower teeth; the front and middle parts of the back of the tongue are lowered, the back part closes with the palate; the lateral edges of the tongue are pressed against the upper back teeth; the soft palate is raised and closes the passage into the nasal cavity; does an exhaled stream of air explode the closure between the tongue and the palate, resulting in a characteristic noise?
A ) G; b) to; c) x
68. The articulation of which sound is described:
the position of the lips depends on the subsequent vowels; a certain distance is maintained between the upper and lower incisors; the tip of the tongue is lowered and significantly removed from the lower teeth, and the back of the back of the tongue closes with the palate; the soft palate is raised and closes the passage to the nose; an exhaled stream of air explodes the closure between the tongue and the palate, resulting in a characteristic noise; Do your vocal cords vibrate?
a) d; b) to; c) x
69. The articulation of which sound is described:
the position of the lips depends on the subsequent vowels; between the top
a certain distance is maintained between them and the lower incisors;
the tip of the tongue is lowered and significantly distant from the lower teeth,
and the back of the tongue does not completely close with the palate, leaving
the midline is a gap through which the exhaled stream passes
too much air causes noise; the soft palate is raised and closed
A) G; b) To; V) X
70 . What is another name for fricative sounds?
A) stops; b) closure-passage;V) slotted
71. From what sound can the sound “r” be made?
A) from "ts"; b) from "l"; V) from "d"
72. Disadvantages of pronunciation of whistling and hissing sounds are called:
A) sigmatism; b) Kappacism; V) lisp; G) mutism
73. What is the nature of speech therapy work to eliminate various forms of speech impairment?
A) personal; b) systemic;
V) differential;G) mixed
74. What disorder is observed when receptive writing is impaired?
A) reading; b) letter; V) writing and reading
75. Which group of disorders has tachylalia been included in since the late 19th century?
A) dysgraphia; b) dyslalia; V) dysphrasia; G) dysphonia
76. The greatest role in the occurrence of cerebral palsy and dysarthria is played by:
A) hereditary factors;
b) combination of intrauterine pathology with birth trauma;
V) meningoencephalitis
77. Violation of the pronunciation aspect of speech caused by insufficient innervation of the speech apparatus is:
A) dyslalia; b) dysarthria; V) alalia; G) aphasia
78. Absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of a child’s development is:
A) dyslalia; b) dysarthria; V) alalia; G) aphasia
79. Complete or partial loss of speech caused by local brain lesions is:
A) dyslalia; b) dysarthria; V) alalia; G) aphasia
80. Violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus is:
A) dyslalia; b) dysarthria; V) alalia; G) aphasia
81. Violation of the tempo-rhythmic organization of speech, caused by a convulsive state of the muscles of the speech apparatus, is:
A) tachylalia; b) half turn; V) stuttering; G) battarism
A) rhinophony; b) dysphonia; V) aphonia; G) rhinolalia
83. The main differentiating indicator for assigning children with open rhinolalia to speech therapy institutions is:
A) condition of postoperative sutures;
b) age;
V) development of speech processes
84. The main direction in correctional work with children who stutter is:
A) gradual formation of all aspects of speech;
b) development of mobility of the articulatory apparatus;
V) formation of smooth speech
85. Tahilalia is:
A)
b) violation of the tempo-rhythmic organization of speech;
V)
86. Indicate the type of dysgraphia in which a child omits vowels and consonants when writing, adds or rearranges syllables, or writes words together in a sentence:
A) articulatory-acoustic;
b) dysgraphia caused by immature language
analysis and synthesis;
V) ungrammatical
87. Indicate the type of dysgraphia in which mirror spelling of letters appears in the child’s written speech:
A) articulatory-acoustic;
b) ungrammatical;
V) optical
88. Determine the stage of speech therapy treatment for dyslalia, if the tasks of establishing contact, developing the psychological basis of speech, the ability to recognize and distinguish phonemes, and the formation of articulatory skills are being solved:
A) preparatory stage;
b) stage of formation of primary pronunciation skills and
skills;
V) stage of formation of communication skills
89. Determine the type of speech disorder by the presence of the following clinical signs: impaired muscle tone in the speech muscles; the possibility of voluntary articulatory movements is limited due to paralysis and cuts of the muscles of the articulatory apparatus; Voice formation and breathing are impaired:
A) dysarthria; b) alalia; V) aphasia
90. The principle of a systematic approach to speech therapy work presupposes:
A)
b)
tei child;
V)
personal forms and functions of speech
91. The ontogenetic principle of speech therapy work assumes:
A) taking into account the structure of the defect, the ratio of primary and secondary;
b)
V) taking into account the patterns and sequence of development
personal forms and functions of speech
92. The principle of a differentiated approach to speech therapy involves:
A) taking into account the age and personal characteristics of the child;
b) taking into account the etiology, mechanisms, symptoms of the disorder, structure
ry speech defect, age and individual characteristics
tei child;
V) taking into account the etiology and mechanisms of speech disorders
93. The principle of the etiopathogenetic approach to speech therapy involves:
A) taking into account the etiology and mechanisms of speech disorders;
b) taking into account the etiology, mechanisms, symptoms of the disorder, structure
stages of speech defect, age and individual characteristics
child's features;
V) taking into account the patterns and sequence of formation
various forms and functions of speech
A) G. Gutzman; b) A. Kussmaul; V) P. Broca
95. Features of the pronunciation of children with rhinolalia:
A) are an obstacle to mastering correct writing;
b) do not affect the formation of a full letter;
96. The cause of the closed form of rhinolalia is :
A) incorrect use of the tongue during sound pronunciation;
b) organic changes in the nasal space;
V) strong rise of the soft palate during phonation
97. Functional voice disorders of central origin include:
A) psychogenic aphonia;b) rhinophony;
V) phonasthenia; G) hypo- and hypertonic aphonia and dysphonia
98. Peripheral organic voice disorders include :
A) psychogenic aphonia;
b) dysphonia and aphonia with chronic laryngitis, paresis
and paralysis of the larynx;
V) hypo- and hypertonic aphonia and dysphonia;
G) phonasthenia
99. The expiratory form of breathing disorder during stuttering is:
A) convulsive inhalation and exhalation;
b) convulsive exhalation;
V) gasp
100. The inspiratory form of breathing disorder during stuttering is:
A) convulsive inhalation and exhalation;
b) convulsive exhalation;
V) gasp
101. The respiratory form of breathing during stuttering is:
A) convulsive inhalation and exhalation;
b) convulsive exhalation;
V) gasp
102. Which of the following forms of convulsions during stuttering are respiratory:
A) vocal; b) occlusive; V) expiratory
103. Which of the following forms of convulsions during stuttering are articulatory:
A) vocal; b) occlusive; V) soft palate
104. Which of the following forms of convulsions during stuttering relate to vocal convulsions:
A) inspiratory; b) vocal; V) breaker
105. Systemic speech disorders of cortical origin include:
A) rhinolalia; b) stuttering; V) alalia
106. Systemic speech disorders of cortical origin include:
A) dyslalia; b) dysarthria; V) alalia
107. Systemic speech disorders of cortical origin include:
A) rhinolalia; b) dysarthria; V) aphasia
108. Systemic speech disorders of cortical origin include:
A) dyslalia; b) dysarthria; V) aphasia
109. Systemic speech disorders of cortical origin include:
A) stuttering; b) aphasia; V) tachylalia
110. Systemic speech disorders of cortical origin include:
A) stuttering; b) alalia; V) bradyllalia
111. Systemic speech disorders of cortical origin include:
A) dysarthria; b) dyslexia; V) aphasia
112. Systemic speech disorders of cortical origin include:
A) alalia; b) tachylalia; V) dysarthria
113. If receptive activity is impaired, the following is noted:
A) agraphia; b) dyslexia; V) dysgraphia
114. If receptive activity is impaired, the following is noted:
A) agraphia; b) dysphonia; V) dyslexia
115. Battarism is:
A) pathologically slow speech rate;
b)
V)
116. Bradylalia is:
A) pathologically slow speech rate;
b) pathologically accelerated rate of speech;
V) violation of the tempo-rhythmic organization of speech
soft attack hard attack aspirated attack
soft attack hard attack aspirated attack
120. Tahilalia is:
pathologically slow speech rate
violation of the tempo-rhythmic organization of speech
pathologically accelerated rate of speech
121. What signs characterize “anarthria”?
A) violations of pronunciation are noticeable to everyone, but speech
understandable to others;
b) speech is understandable only to the child’s loved ones and partly to the surrounding
reaping;
V) speech is absent or speech is incomprehensible even to the child’s loved ones
122. What type of dysarthria does the following characteristic belong to: voluntary and involuntary speech motor skills are impaired as a result of a lesionVII , IX , X , XII nuclei, roots or peripheral parts of the corresponding cranial nerves?
A) cortical; b) pseudobulbar;V) bulbar
123. What type of dysarthria does the following characteristic belong to: predominant disturbances of voluntary speech motor skills caused by bilateral damage to the motor cortical-nuclear pathways?
A) cortical; b) pseudobulbar;V) bulbar
124. What type of dysarthria does the following characteristic belong to: a group of speech motor disorders of different pathogenesis associated with focal damage to the cerebral cortex?
A) cortical; b) pseudobulbar;V) bulbar
125. What type of speech disorder corresponds to the following definition: disturbance of voice timbre and sound pronunciation caused by anatomical and physiological defects of the speech apparatus?
A) rhinophony; b) rhinolalia; V) dysphonia
126. The critical period for damage to the upper lip and palate of the fetus is:
A) 4-5th week of embryogenesis;
b) 5-6th week of embryogenesis;
V) 7-8th embryogenesis week
127. Insufficient rise of the soft palate during phonation in children with sluggish articulation is classified as:
A) organic open rhinolalia;
b) functional open rhinolalia;
V) closed rhinolalia
128. What is a submucosal fissure?
A) hidden slot;
b) open gap;
V) incomplete cleft lip
A) passive vibration of the vocal cords occurs
air pressure;
b) active vibration of the vocal cords occurs as a result
tate of the nerve impulse;
V) the walls of the esophagus close
130. Neurochronaxial theory explains voice formation:
A) passive vibration of the vocal cords under pressure
air;
b) active vibration of the vocal cords as a result of nervous
impulse;
V) closure of the walls of the esophagus as a result of a nerve impulse
131. The pronunciation of what sounds may be impaired when the hyoid ligament is shortened?
A) whistling; b) r and l V) k, g, x
132. What types of stuttering are distinguished?
A) constant; b) wavy; V) recurrent;
d) tonic; e) clonic
133. According to the place of predominance of cramps during stuttering, the following are distinguished:
a) clonic; b) tonic; c) mixed;
134. What forms of speech spasms during stuttering are distinguished:
A) clonic; b) mixed; V) tonic;
d) respiratory; e) articulatory; e) voice
135. What periods is speech therapy work to correct stuttering divided into:
A) preparatory;b) training;
V) accompanying;G) fixative;
d) independent;e) conjugate-reflected
136. The expiratory form of breathing disorder during stuttering is:
convulsive inhalation and exhalation
convulsive exhalation
Convulsive breath
137.Which of the following forms of convulsions during stuttering are classified as respiratory:
vocal occlusive expiratory
138. Which of the following forms of convulsions during stuttering are articulatory:
vocal occlusion of the soft palate
139. Which of the listed causes of stuttering belong to the “producing” group?
anatomical and physiological
mental
social
all answers are correct
140. Incoherent speech flow as a manifestation of speech activity, observed in sensory disorders, is:
logorrhea contamination tachylalia
141. Drawing attention to speech in a patient with tachylalia:
improves speech worsens speech does not affect speech rate
142. Drawing attention to the speech of a stutterer:
improves speech worsens speech does not affect speech convulsions
143.Which of the listed causes of stuttering belong to the “predisposing” group;
1. anatomical and physiological;
2. mental;
3. social 4. no correct answer
144. Which speech spasms during stuttering are eliminated most successfully?
145.What forms of speech cramps are eliminated most successfully?
tonic clonic
146. What criterion is fundamental for recruiting speech therapy groups for people who stutter at a speech center or in a speech school/preschool?
age severity of speech defect
taking into account the etiology of stuttering taking into account the symptoms of stuttering
147. Indicate the sequence of complicating the stages of developing correct speech skills in people who stutter:
2. reflected speech
1.conjugate speech
4. retelling
3. answer-question form of speech
6. spontaneous speech
5. story
148. Indicate the sequence of speech exercises for developing correct speech skills in people who stutter:
3) mentally thought out; 1) memorized text; 2) rehearsed out loud; 4) unfamiliar text, impromptu.
149. Indicate the sequence of speech exercises for developing free and loud speech skills in people who stutter:
1. silently, 2. then in a whisper, 3. quietly, 4. loudly, 5. in a normal voice
150. In what sequence is it recommended to cultivate smoothness and rhythm of speech in people who stutter?
1) singing; 2) singing with movements; 3) rhythmic speech (poetry, then prose) accompanied by movements; 4) rhythmic speech (poetry, prose) without movements; 5) reliance on vowel sounds; 6) multimetric speech.
151. The manifestation or disappearance of speech spasms in people who stutter is influenced by:
A) limited vocabulary;
b) degree of independence of speech;
V) degree of speech practice, ability to consciously use
knowledge of phonetics and grammar;
G) degree of speech preparedness;
d) degree of complexity of speech structure;
e) degree of mastery of various modeling methods
speech operations
152. Free and loud speech in people who stutter is achieved through successive speech exercises, delivered by them in a certain mode. Select the correct modes from those proposed and arrange them in the correct sequence:
A) silently; b) in a whisper; V) slowly;
G) conjugate-reflected;d) quiet
153. Speech exercises for people who stutter with text to increase the complexity of speech preparedness are built in a certain sequence. Select from the proposed exercises that correspond to the methodology and place them in the correct sequence:
A) memorized text;b) reading text;
V) retelling what you read;G) thoughtful text;
d) text rehearsed out loud;e) impromptu
154. Which of the listed causes of stuttering belong to the “predisposing” group;
A) anatomical and physiological;
b) mental;
V) neuropathic characteristics of a stutterer;
G)
d)
e) brain damage;
and) social
155. Which of the listed causes of stuttering belong to the “producing” group?
A) anatomical and physiological;
b) mental;
V) neuropathic characteristics of people who stutter;
G) hereditary aggravation;
d) constitutional predisposition;
e) brain damage;
and) social
156. In what sequence is the education of free independent speech carried out in speech classes for people who stutter? Choose the correct answers and place them in the correct order:
a) spontaneous speech;
b) retelling, story;
c) answer-question form of speech;
d) conjugate-reflected speech;
e) monologue speech;
e) dialogical speech
157. What term defines a pathologically slow rate of speech?
A) Bradylalia; b) battarism; V) tachylalia; G) halfturn
158. Which of the following terms means a pathologically accelerated rate of speech:
A) Bradylalia; b) battarism; V) tachylalia;G) stuttering
159. N.A. Cheveleva’s system of correctional work with stuttering preschoolers includes 5 periods:
A) accompanying speech;b) pre-speech;
V) propaedeutic period;G) closing speech;
e) consolidation of skills
Please indicate the correct sequence.
160. In a neuropsychological study, the features of which speech are studied:
A) impressive;
b) phonemic;
V) syllabic;
G) expressive;
d) rhythmic.
161. Incoherent speech flow as a manifestation of speech activity, observed in sensory disorders, is:
A) logorrhea;b) contamination;V) tachylalia
162. What form of dyslexia is described by R.I. Lalaeva: dyslexia manifests itself in difficulties in mastering all letters, in their undifferentiated substitutions?
A) phonemic;b) semantic;
V) ungrammatical;G) mnestic;
d) optical;e) tactile
voicing in the act of reading;
4) R.I. Lalaeva d) violation of certain mental processes
164.Indicate the type of dysgraphia that manifests itself in writing in omissions and substitutions of letters corresponding to omissions and substitutions of sounds in oral speech:
optical
articulatory-acoustic
agrammatic dysgraphia
165. Indicate the type of dysgraphia, which in the child’s written speech manifests itself in the mirror spelling of letters:
optical
articulatory-acoustic
agrammatic dysgraphia
166. In clinical and pedagogical classification, dyslexia is distinguished as :
1. violation of oral speech;
2. violation of written speech;
3. violations of the structural-semantic design of the statement.
167. What form of dyslexia is described by R.I. Lalaeva: dyslexia manifests itself in difficulties in mastering all letters, in their undifferentiated substitutions?
A) phonemic;b) semantic;
V) ungrammatical;G) mnestic;
d) optical;e) tactile
168. Correlate the authors of the classifications of dyslexia and the criteria underlying them :
1) R. Becker; a) accounting for the operations of the reading process;
2) O.A. Tokareva; b) the severity of reading impairments;
3) M.E. Khvattseva; c) disruption of the activity of analyzers involved
voicing in the act of reading;
169. Features of the pronunciation of children with rhinolalia:
1) are an obstacle to mastering correct writing;
2) do not affect the formation of a full-fledged letter;
170. Insufficient rise of the soft palate during phonation in children with sluggish articulation is classified as:
1) organic open rhinolalia;
2) functional open rhinolalia;
3) closed rhinolalia
171. The simplest method of differential diagnosis of open and closed rhinolalia is called:
1) Kusmaul test; 2) Gutzmann test; 3) Ermakova’s test.
172.The weakest velopharyngeal closure is observed when pronouncing consonants:
1m; 2) in; 3) p.
173 Approximately on what day after uranoplasty can speech therapy begin?
1) 7 – 14; 2) 15 – 20; 3) 21 – 30.
174. When pronouncing which vowel, the root of the tongue is least raised?
1 ) A; 2) e; 3) y; 4) o.
175. When examining a child with OHP, first of all, what needs to be found out:
1. from expert opinions
A. physical hearing condition
b. state of intelligence
2. from a conversation with parents
A. speech development data
3. when examining vocabulary
a. identify the quantitative vocabulary of nouns, verbs, adjectives)
And
b. independent use of them in speech
4. when examining grammar. find out the correctness of speech
A. ability to coordinate adjectives, numbers. from beings, to form possessive adjuncts from beings, beings with a diminutive-caressing meaning.
Test No. 1
1) Cross out the wrong letter
sh t w d z h
we..ka pli..ka but..ka zaga..ka ska..ka fuck..ka
w j t s f
2) Cross out the wrong letter
t w d d g
kro.. chi.. sa.. area.. dream..
d sh t t k
(cheerful) chizh.., top..na, ch..joy, teapot, s..smirk (in the sun), s..vel.
b..cut, wind..r, v..robey, city..d, w..water, m..tyre.
Test No. 2
1) Cross out the wrong letter
z z p f w w
c c b c f w
2) Cross out the wrong letter
d z t b g d
le.. moro.. next.. snowdrift.. other.. tor.
t s d p k t
3) Write in order in the empty cells the letters missing in the words
(long) knife.., (mouse) rustling..t, h..lok, dach.., pinch..finger, thicket..
4) Write in order in the empty cells the letters missing in the words
Zyk, z..yats, k..empty, k..row, m..dved, s..tank.
Questionnaire for primary school teachers
1. What do you understand by the concept of spelling literacy? What does it include?
2. What reasons can you identify for low spelling literacy?
3. How relevant is the problem of developing spelling self-control in elementary school, in your opinion?
4. How do you assess the level of spelling self-control of your students?
5. What methods and techniques of working on the formation of spelling self-control do you use in your work?
6. What methods for developing spelling self-control do you know?
a) working on mistakes; b) cards with spelling tasks; c) spelling tasks; d) testing with elements of self-control.
7. Which of them, in your opinion, give the most effective results?
8. Which of them do you most often use in your work? (Name no more than 2 options).
9. For what reasons do you rarely use methods of self-control that you have not named?
Tests for primary schoolchildren with FFND
Test No. 1
1) Cross out the wrong letter
sh t w d z
we..ka pli..ka but..ka zaga..ka ska..ka
j j t s
2) If in the word b the sign indicates the softness of the consonant, put a “+” sign in the cell under the word; if b is a separating sign, then the sign “−”
spruce trees blizzard leaves autumn
3) Write in order in the empty cells the letters missing in the words
(cheerful) chizh.., top..na, ch..joy, teapot, s..smirk (in the sun), sch..vel
l...juice - s...mla - in...yes - tr...va - gr...by –
artist(T,t) yubik
(T, t) paint skirt
village (K,k)uznetsy
clever (K,k)smiths
(from) freezing nose
(from) frost;
hide
7) Write in order in the empty cells the letters missing in the words
b..cut, v..robey, z..water, m..tire, clothes
Dictation text for primary schoolchildren with FFND
in autumn
We often go to the nearby forest. The Russian forest is beautiful in autumn. Bright colors are pleasing to the eye. Dry leaves are falling. The ground was covered with a colorful carpet. Withered grass rustles underfoot. Bird songs fell silent in the forest. The water in forest streams is clean. It's good to breathe fresh air.
Ant and dove
The ant went down to the stream and wanted to drink. The wave washed over him and almost drowned him. The dove carried a branch. She saw an ant drowning and threw it a branch into the stream. The ant sat on a branch and escaped. Then the hunter laid a net on the dove and wanted to slam it. An ant crawled along the path towards the hunter and bit him on the leg. The hunter groaned and dropped his net. The dove fluttered and flew away.
Algorithm for identifying a dangerous place
1. I identify a dangerous place
The next steps are selected from options A, B or C
Option A
Option B
option B
2. If I find a mistake, then I determine whether it is possible to check the spelling according to the basic law of Russian writing (by a strong position);
2. If I can’t find a misspelled word, I check each word in the dictionary.
2. If I can’t find the mistake myself, then I turn to my deskmate, a consultant, or a teacher and through leading questions I find the mistake, then I move on to option A or B.
3. If the spelling cannot be determined by a strong position, then I find the morpheme within which the spelling is located.
3. If an error is detected, I turn to option A.
4. I remember the rule governing a specific spelling and determine the type of spelling error.
5. I establish the possible cause of the error.
6. I establish a method for correcting the error.
7. I remember the correct spelling, recording it in a table recording the result of editing.
Cacographic exercises
1. At the word level.
The grandfather pinched the splinter, the grandson pinched the kitten.
The mother caressed the linen. Mashutka was rinsing the cat.
The old man turned gray on the rubble. From old age, the grandfather sat and hunched over.
Mother tried on fighters. The shoes you buy need to be reconciled.
Children, write it off to the movies! Children, hurry up with this offer.
Petya sings the medicine with water. Valya breaks into song.
A flag is flying on the balcony of the house. Folk crafts are flourishing.
Kolya licked it from the tree. The dog was peeling off a wound on its paw.
Prick the iron red hot. Heat wood for the stove.
The bird made a nest. The girl dragged the baby down the stairs.
The puppy lived through the meat. The family lived in the village.
2. At the level of phrases.
Dropped the sun
Golden ray
Dandelion has grown
First, young.
Tsar Saltan marveled at the miracle.
"As long as I'm alive,
I will visit the wonderful island
And I’ll stay with the prince.”
Selected response questions
Task 1. Check the spelling of unstressed vowels in the roots in these words. Write down the correct answer along with the test words. Explain (verbally) why you think the other answers are incorrect
Words
Answers
saw off the boiled oil can
Jam
oil
to nag
cooks
oil
file
cook butter
saw
Task No. 2. Write down words with unverifiable unstressed vowels at the root. Underline unstressed vowels. Make up and write sentences with these words
Words
Answers
barometer prove illustration drops little finger hurry notebook
barometer illustration pinky notebook
prove
drops
pinky hurry barometer
barometer prove illustration pinky notebook
Tasks to test the mastery of spelling e - and in words with alternating vowels in the roots
To check the mastery of writing e - and in words with alternating vowels in the roots, the following phrases are given:
1. Collect brushwood
2. Take... home
3. Damn… a solid victory
4. Plant food
5. Choose a quote
6. splits the skin
7. Put your foot down
8. Lean on your shoulder
9. Get ready for school
Lock the door
Make a bed
Shut up with delight
Damn... melting ice
Find fault with the little things
Fuck...fell asleep in the distance
Zabl...stele river
Look what's written
Turn up your nose
Melt the paint
Get lost in the sun
Lay out the carpet
Wipe your feet
Lay out the sheets
Apply pressure to the wound
Light...glow light
Damn...stood in the exam
Fell into a stand
If the student correctly identified the choice of vowels in all words, then when checking, combining all the correct answers, a code will be obtained. In this case, the number is 5:
Exercises in spelling words with unstressed vowels
fundamentally
1) Exercise-game “Score a goal.”
Words with an unstressed vowel are written on the board in two columns for two teams. Each team has a set of balls (a circle with a vowel written in it). At the signal, team members score goals. The team that scores the most goals wins.
2) Exercise-game “Magic apples”.
A poster with words is hung on the board. On the other two posters, apples with apples are drawn (among the apples, 5 of them are those with letters, attached to the picture with buttons or inserted into slots).
The teacher tells the children: “This is not an ordinary apple tree, but a magical one. Not only ordinary apples grew on it, but also apples with the letters a, o, i, e, z. Only the one who chooses the right word for it on the poster can pick an apple with a letter.”
Riddles and proverbs are used where we need them
spelling
Voiced and voiceless consonants.
Proverbs and sayings
1. In the winter cold, everyone is young.
2. Toys for the cat and tears for the mouse.
3. Like the fisherman, like the fish.
4. Some get pies and crumpets, some get bruises and bumps.
5. Pulled out the nose - the tail got stuck, pulled out the tail - the nose got stuck.
6. Take care of your nose in severe frost.
Puzzles
1. A cart rides without wheels and leaves no ruts. (Boat.)
2. The lanky man walked and got stuck in the ground. (Rain.)
3. Striped core, red core,
The tail is like a pig's, in the form of a curl. (Watermelon.)
4. Not snow, not ice, but with silver he will remove the trees. (Frost.),
5. It lies between the beds, green and smooth. (Cucumber.)
6. One friend crawled into the other’s ear. (Needle and thread.)
Riddles with an unstressed vowel.
1.They drink me, they pour me water. You need me. Who am I? (Water)
2.Sleeps during the day, flies at night, scares passers-by. (Owl).
3.Greens in summer, turns yellow in autumn. (Grass).
4. She got down to business, squealed and sang. She ate, ate oak, oak, broke a tooth, a tooth. (Saw).
5. A Russian beauty is standing in a clearing,
In a green blouse, in a white sundress. (Birch.)
Tests for primary schoolchildren with FFND
Test No. 1
1) Cross out the wrong letter
z z p f w w
no..close..to the river..ka morko..ka top..ka var..ka
c c b c f w
2) If in the word b the sign indicates the softness of the consonant, put a “+” sign in the cell under the word; if b is a separating sign, then the sign is “−” bird orange stone flakes nightingale
3) Write in order in the empty cells the letters missing in the words
already... sh... what a... sh... on the grove... h... monster
4) Write the missing letters in the words in order in the empty cells, choose a test word
Sn...zhok - b...rega- z...ma - p...left - z...blunder
5) If a word is written with a capital letter, put a “+” sign
kayak "(In, in) the wind"
(In, in) the wind from the sea
cake "(S, s)kazka"
funny (S, s) fairy tale
6) Next to the preposition, put a “+” sign
(from) freezing nose
(from) frost;
hide
7) Write the missing letters in the words in order in the empty cells.
F...milia, s...pogi, sp...sibo, p...lto, s...baka
State budgetary professional educational institution
"Kurgan Pedagogical College"
Test in the discipline “Fundamentals of speech therapy with workshop”
Topics: “Patterns of speech development”
“Structure of the speech apparatus”
Prepared by: teacher
correctional and special pedagogy
Dubrovskikh Elena Nikolaevna
Kurgan, 2015
1 option
Choose the correct answer
Babbling combinations
A) carry a semantic load
B) do not carry a semantic load
2. The syllable structure of a word is laid down
A) in the babbling phase
B) in the booming phase
C) at the stage of formation of phonemic hearing for someone else’s speech
3. At 1.5 months, a child is able to reproduce the intonation of an adult’s voice
A) no
B) yes
By one year of age, a child should be able to pronounce about
A) 4-5 words
B) 10-12 words
B) 20-25 words
5. Words that a child knows and understands their meaning, but does not use in his own speech, constitute
A) active vocabulary
B) passive vocabulary
6. A child can regulate his behavior according to the verbal instructions of an adult
A) at 1 year
B) at 1.5 years
B) at 3 years old
7. At three years old, the child’s phrase consists of
A) from 2 words
B) of 3 words
B) of 5 words
8. To construct a story for a 5 year old child
A) visual support is required
B) there is no need for visual support
9. The formation of the phonetic side of speech ends
A) by 4 years old
B) by 5 years
B) by 6 years old
10. The peripheral speech apparatus is also called
A) regulating
B) executive
11. The Wernicke Center is
A) speech-auditory area
B) motor area
12. Broca's center is located
A) in a closed state
B) in an open state
B) in a semi-closed state
15. Speech is formed
A) in the inhalation phase
B) in the exhalation phase
Option 2
Choose the correct answer
The first phase of the pre-speech period is
A) babble
B) partying
2. At the age of 6 months the child should have
A) partying
B) babble
B) phrasal speech
3. The babbling phase in children with severe speech impairments
A) appears on time
B) absent
B) delayed
A) partying
B) babble
5. The mechanism of the syllabic structure of a word is laid down in the phase
A) revelry
B) babble
B) phrasal speech
6. Phrasal speech appears in the child
A) by 2 years
B) by 4 years
B) by 6 years old
7. At the age of 1-1.5 years, it is more important for a child
A) intonation
B) lexical meaning of words
8. Words that the child knows, understands their meaning, uses in his own speech, constitute
A) active vocabulary
B) passive vocabulary
9.A child's phonemic hearing is formed at the age of 3
A) only to your own speech
B) only to someone else’s speech
C) both answers are correct
10. The central speech apparatus is also called
A) regulating
B) executive
11. Broca's center is
A) speech-auditory area
B) motor area
12. The Wernicke Center is located
A) in the frontal lobe of the cerebral cortex
B) in the parietal lobe of the cerebral cortex
B) in the temporal lobe of the cerebral cortex
13. Broca's center refers
A) to the central speech apparatus
B) to the peripheral speech apparatus
14. Longer during speech
A) inhale
B) exhale
C) inhalation and exhalation are the same, as outside speech)
15. What is NOT used to control speech?
A) vision
B) hearing
B) kinesthetic sensations
Key to the test:
1 option
Option 2
List of sources used:
1. Speech therapy: a textbook for students of defectology. fak. ped. universities L.S. Volkova [and others]; edited by L.S. Volkova, S.N. Shakhovskaya. — 3rd ed., revised. and additional - M.: Humanitarian Publishing Center VLADOS, 1998.-680 p.
2. Pravdina, O.V. Speech therapy / O.V. Pravdina. - M: Enlightenment, 1969. - 310s, ill.
3. Filicheva, T.B. Basics of speech therapy [Text]: textbook. manual for pedagogical students. Institute / T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina. - M: Education, 1989. -223s, ill.
1. Speech therapy- This…
a) the science of the psychophysical characteristics of the development of children with mental and (or) physical disabilities, the patterns of their learning and upbringing
b) the science of speech disorders, methods of their prevention, identification and elimination by means of special training and education. Speech therapy studies the causes, mechanisms, symptoms, course, structure of speech disorders, and the system of correctional interventions.
c) a branch of defectology that studies the problems of education and training of mentally retarded people and issues of their social rehabilitation.
2. Speech disorders are characterized by the following features:
(exclude the wrong answer)
A). They correspond to the age of the speaker
b) Associated with deviations in the functioning of the psychophysiological mechanisms of speech
c) Often have a negative impact on the further mental development of the child
d) They are stable and do not disappear on their own
3. The structure of a speech defect is understood as:
a) a set of signs (manifestations) of speech impairment
b) the totality (composition) of speech and non-speech symptoms of a given speech disorder and the nature of their connections
c) the nature of deviations in the functioning of processes and operations that determine the occurrence and development of speech disorders.
4.The pedagogical process aimed at correcting andcompensation for speech impairments, education anddevelopment of a child with speech impairment- This…
a) correction of speech disorders
b) speech therapy intervention
c) compensation
5.Restorative training- This…
a) a two-way controlled process, including active cognitive activity of children to acquire knowledge, skills and abilities and pedagogical guidance of this activity
b) the process in which correction and compensation of personal characteristics of persons with speech impairments are carried out
c) a process that is aimed at restoring impaired speech and non-speech functions
6. What is the leading form of activity in preschool age?
a) objectively effective
c) emotionally positive communication with adults
7. Bradylalia- This…
a) pathologically slow speech rate
b) pathologically accelerated speech rate
c) a violation of the dark-rhythmic organization of speech, caused by a convulsive state of the muscles of the speech apparatus
8. Impaired sound pronunciation with normal hearing and intactinnervation of the speech apparatus- This…
a) rhinolalia
c) dyslalia
9. How many forms of speech disorders are identified in speech therapy (clinical- pedagogicalclassification)?
10. Violation of the processes of formation of the pronunciation systemnative language in children with various speech disordersdue to defects in the perception and pronunciation of phonemes- This…
a) general speech underdevelopment
b) phonetic-phonemic underdevelopment of speech
11. Who was one of the first in Europe to introduce the term into scientific circulation« dyslalia»?
a)B. Oltushevsky
b)R. Schulthess
in and. Franc
12. The subject of speech therapy as a science is:
a) speech disorders and the process of training and education of persons with speech disorders
b) a person (individual) suffering from a speech disorder
c) pathological mechanism that determines the occurrence and development of speech disorders.
13. What is the name of the phenomenon when a sound is pronounced likeunusual in its own way for the phonetic system of the native languageacoustic effect (unstandardized reproduction of sounds inthe force of incorrectly formed individual articulatorypositions)?
a) distortion
b) mixing
c) interchange
14. R. E. Levina classified replacements and mixtures of sounds as...(what?) defects in which the language system is disrupted
a) phonological
b) phonemic
c) anthropophonic
15. Defect in pronunciation of sounds[ R] and 1p] is called...
a) pararotacism
b) rotacism
c) sigmatism
16. Like an outdated namedyslalia?
a) nasality
b) hearing-mute
c) tongue-tied
17. Who first formulated the principles of speech analysisviolations?
a) R. E. Levina
c) M. E. Khvattsev
18. What is not a reasonfunctionaldyslalia?
a) pedagogical neglect
b) underdevelopment of phonemic hearing
c) shortened frenulum of the tongue
19. A form of dysarthria in which voluntary motor skills are impairedarticulatory apparatus (as manifested in the spheresound pronunciation resembles motor alalia)
a) bulbar
b) cortical
c) cerebellar
20. Disadvantages of pronunciation of voiced consonants,expressed in the replacement of voiced consonants with paired unvoiced soundsare called
a) voicing defects
b) softening defects
c) defects in the pronunciation of palatal sounds
21. What is not included in the main tasks of the preparatory stage forformation of correct sound pronunciation
a) development of auditory attention, auditory memory and phonemic awareness
b) elimination of insufficient development of speech motor skills, conducting preparatory speech exercises for the development of mobility of the organs of the peripheral speech apparatus
c) eliminating incorrect sound pronunciation
Right answers
