Neuromotor functionality of speech readiness for school in older preschool children with logopathology

The purpose of this study was to identify the current state of neuromotor functionality, which affects speech readiness for schooling, in older preschool children with speech pathologies. Research methods were aimed at studying the components of neuromotor functionality: kinaesthetic and kinetic wrist, oral and articulatory praxis. Significant differences emerged in the formation of neuromotor functionality between the groups of children with logopathology and those with normotypical psychophysical development. In older preschool children with speech disorders, low abilities were found when performing tasks of kinaesthetic and kinetic wrist (fussy movements of the fingers and hands; searching for the right position and the incorrect joining of the fingers and hand positions; the presence of perseverance of previous movements; underdeveloped fine motility of the fingers of hands; difficulties in subject activities), oral (problematic switching of organs of the articulatory apparatus; long search for an articulatory posture, incomplete range of motion, deviation from configurations, presence of synkinesis, fhyperkinesis), and articulatory (defect of all sounds of groups; replacement, mixing, distortion or absence of individual sounds during their isolated pronunciation; distortion of the sound-syllable structure of words) praxis. Children were found to be passive during classes and needed constant support from the teacher. The revealed shapeless state of neuromotor functionality confirmed our hypothesis. Impairment of neuromotor function is present in a significant percentage of preschoolers with speech disorders, which becomes a characteristic feature of this category of children.