FORMATION OF SIGN AND SYMBOLIC EDUCATIONAL ACTIONS BY SPEECH THERAPIST AMONG PRIMARY SCHOOL STUDENTS WITH 3RD LEVEL OF GENERAL SPEECH UNDERDEVELOPMENT
Statement of the problem. In this article, we consider the updated content of the work of a speech therapist from the point of view of the formation of sign and symbolic educational actions. The purpose of the article is to justify the need for the formation of sign and symbolic educational actions in the classroom of a speech therapist. The research methodology implies the analysis and synthesis of research works by international and Russian scientists recognized by the scientific community. Research results. Special features of the formation of sign and symbolic educational actions are disclosed among students with a general underdevelopment of speech of the 3rd level who took part in the experiment, namely: difficulties in translating an oral utterance into written form, the presence of specific errors in language analysis and synthesis in written works: continuous spelling of words, separate spelling of parts of words, skipping letters and syllables, adding extra letters and syllables, rearranging letters; poor formation of the ability to perform linguistic analysis by ear in special tests, difficulties in compiling a sound scheme of a word and a sentence scheme; difficulty in modifying words; the need to differentiate the level of complexity of the written assignment (by ear, with visual support) and the need for adult assistance in the form of tips and training Conclusion. The problems identified by the authors of the article for the formation of sign and symbolic learning actions when learning writing skills can be used by practicing speech therapists when developing work programs, in working with students with general underdevelopment of speech of the 3rd level.