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Clinical Psychology and Special Education
2021. Vol. 10, no. 3, 256–282
doi:10.17759/cpse.2021100313
ISSN: 2304-0394 (online)

Assessment of Speech Development in Senior Preschool Age: The Battery of Neuropsychological Tests and Norms

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A.N. Veraksa, O.V. Almazova, E.S. Oshchepkova, D.A. Bukhalenkova

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Abstract

The main goal of the study was to implement subtests of the main neuropsychological test to the development of speech in samples of children 5–7 years old with normative development, and also to collect average indicators for this age in phonemic awareness, active and passive vocabulary, grammatical development (understanding of prepositional and logical-grammatical structures). The study sample consisted of 635 children (311 boys and 324 girls) aged 5–7 years. Children attended senior and preparatory groups of kindergartens in Moscow. The norms for the implementation of tests for four age groups (from 5 to 7 years old with a step of 0,5 years) are presented separately in the article for boys and girls. It was shown that there is a significant increase in the productivity of performing speech tasks in the selected age periods, which indicates the sensitivity of older preschool age to the development of all aspects of speech under consideration. The data obtained will be useful for a wide range of professionals in the field of early childhood education and development.

General Information

Keywords: preschool age, speech development, understanding of logical and grammatical constructions, vocabulary, phonemic awareness

Journal rubric: Methods and Techniques

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2021100313

Funding. This work was supported by the Russian Foundation for Basic Research grant number 17-29-09112.

For citation: Veraksa A.N., Almazova O.V., Oshchepkova E.S., Bukhalenkova D.A. Assessment of Speech Development in Senior Preschool Age: The Battery of Neuropsychological Tests and Norms [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 3, pp. 256–282. DOI: 10.17759/cpse.2021100313. (In Russ., аbstr. in Engl.)

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Information About the Authors

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Olga V. Almazova, PhD in Psychology, Associate Professor, Developmental Psychology Department, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8852-4076, e-mail: almaz.arg@gmail.com

Ekaterina S. Oshchepkova, PhD in Philology, PhD, senior researcher, labarotary of child's psychology and digital socialization, Federal Scientific Center for Psychological and Interdisciplinary Research (FSC PMI), Researcher, Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6199-4649, e-mail: oshchepkova_es@iling-ran.ru

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4523-1051, e-mail: d.bukhalenkova@inbox.ru

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