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Relevance (context) of the topic of the article. Speech development is a key factor in the academic success of students. Reading and writing as types of speech activity are metalinguistic competencies that provide students of all levels of education with the assimilation of the content of academic disciplines, communication and influencing further socialization. Therefore, the issues of timely mass diagnostics of speech development disorders in modern children are becoming more relevant. The article examines the domestic and world experience in the diagnosis of speech disorders, including the use of screenings for assessing the risks of speech and psychological development; the changes in the system of dispensary speech therapy observation of children that have occurred in Russia over the past 10 years are analyzed, models of psychological and pedagogical support of children with speech disorders are described.

The aim of the article is to describe a model of a standardized two-stage speech screening procedure; to present the content of the first stage, the algorithm for its implementation and the analysis of the results of the primary approbation of the questionnaire for assessing speech development in 7-year-old children.

Description of the research progress. The study was conducted in 15 educational organizations in Moscow in 2020-2021. Based on modern ideas about the child’s speech development, a questionnaire was developed to assess speech development and tested in preschool groups with 686 children aged 7 years-7 years and 3 months. The main research methods are observation, questionnaire, methods of mathematical statistics.

The results of the study. A questionnaire for assessing the speech development of a 7-year-old child is presented, which allows identifying students who need logoscreening (stage 2) and differentiated help from a speech therapist teacher. Statistical data on speech disorders in this age group were obtained.

Conclusion. It is concluded that it is important to conduct two-stage speech screening in critical periods of development, and an algorithm for its testing is proposed. The advantages of the screening system for the selection of children in need of psychological and pedagogical support for the executive authorities in the field of education, educational organizations and the child are indicated. 

This article focuses on the problem of general speech and language disorders. Questions of categorization depending upon the intensity of speech and language disorders are analytically discussed. Groups which include children with severe speech and language impairments are described. The author characterizes the four levels of speech and language skill development in children with speech and language disorders. The aims and job description of a preschool teacher in preschools for children at speech and language development level one are pinpointed. This is the most severe level of speech and language disorders, which is characterized by a child’s inability to communicate via speech. Recommendations for language skill development and comprehension skill development may be interesting for preschool educators. A summary table for sound imitation is given. Preschool teachers can use it as a guide for the accumulation of sound imitations in children, to enrich his means of communication and activate his communicative possibilities. Variants of the expansion of children’s speech repertoire are analyzed. This article provides the speech and language models for speech and language development. Some recommendations for the development of attention, memory, and logical thinking in children with speech and language disorders are given. Also examined are techniques for interacting through play with a child with first level speech and language development to improve hearing attention, phonemic awareness, and fine motor skills.

This article analytically discusses questions of children’s fine motor skills (fingers and wrist) development, and the significance of finger gymnastics for language development in children. Verbal and non-verbal components of communication are examined. Developmental milestones of fine motor skills for children from birth to primary school are pinpointed. Particularities and weaknesses of fine motor skills of children with speech disorders are distinguished. Specialized strategies for promoting the children’s fine motor development are offered. Positive results are expected upon the systematic implementation of finger gymnastics. The author characterizes the different types of finger gymnastics: passive, passive-active and active. The article gives recommendations on how to incorporate finger gymnastics into everyday life. It also gives a brief description of the types of finger games.