DEVELOPMENT OF VOCABULARY AND GRAMMATICAL STRUCTURES IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT THROUGH KAZAKH FOLK TALES

Abstract

This article examines the issue of developing dialogic speech in preschool children with general speech underdevelopment. The insufficient formation of dialogic communication skills in this group negatively affects their social interaction and learning activities. The use of Kazakh folk tales as a means of developing dialogic communication in children with general speech underdevelopment has not been sufficiently addressed in previous research. Kazakh folk tales represent a valuable cultural heritage that helps children understand life, moral values, and the concepts of good and evil. Therefore, their application in dialogic interaction is considered appropriate. The aim of the study is to determine the effectiveness of dialogic reading based on Kazakh folk tales in developing dialogic speech in children with general speech underdevelopment. During the study, specially organized dialogic reading activities were conducted in a preschool educational setting. The children’s speech activity, their ability to ask and answer questions, as well as their interaction patterns were observed. The analysis of the data showed that shared book reading and dialogic interaction play a significant role in developing vocabulary, speech activity, and coherent speech skills. The results indicate that the systematic use of dialogic reading enhances children’s speech activity, expands their vocabulary, and improves sentence construction skills. In addition, positive changes were observed in children’s ability to engage in dialogic communication: their ability to answer questions, express thoughts, and maintain conversations significantly improved. The use of Kazakh folk tales also increased children’s interest and enriched the educational process from a cultural and cognitive perspective. In conclusion, dialogic reading based on Kazakh folk tales is an effective pedagogical tool for developing dialogic speech in children with general speech underdevelopment.