Diagnostic model for studying educational communication in 5th grade students with speech disorders

the article describes a diagnostic model for studying educational communication in fifth-grade students with speech disorders, which is a system of criteria and methods for assessing communication skills, as well as the ability to perceive and transmit information at the level of audiovisual and written communication in the educational process. The purpose of the study is to diagnose educational communication in fifth-grade students with speech disorders. To achieve this goal, the following research methods were used: observation and questionnaires. It is concluded that the use of the developed model will subsequently allow us to establish the actual state of educational communication of schoolchildren, assess the level of proficiency in language norms, and identify the features of interaction between students and participants in the educational process, which determines the success of mastering the educational program. The results of the diagnostics of educational communication will reveal a variety of features of information transfer in classrooms by fifth-grade students with speech disorders. To identify the needs for the development of argumentation and critical thinking skills, especially in discussion formats among schoolchildren with speech disorders. The diagnostic study will allow us to develop individual correctional programs aimed at developing communication skills and overcoming speech difficulties, contributing to the successful learning of students and adaptation in adult life.

educational communication, basic level of education, speech disorder, monologue speech, dialogic speech, communicative interaction, observation, questionnaire