Irirna A. Samoilova

The analysis of teacher’s books and publications on practical experience of working with children with general speech underdevelopment (GSU) had showed that therapeutic groups are cautious with their use of classic poetry. However, the role of poetry in working with speech impairment groups is significant: it forms and improves sound perception, which is crucial for dealing with the problem. Elegant, symbolic and rhythmic lines alone serve as examples of correctly built sentences (sentences of speech impaired children are often incorrect and meager). Moreover, because poetic lines are easier to remember than any given explanation, their study can be more effective in working with phrasal speech. The article provides with examples and recommendations on using poetry in work with children with GSU.