Formation Of The Nominative Vocabulary Of Mentally Retarded Students Of The Lower Grades

This article is devoted to the development of a nominative vocabulary in elementary school students with mental retardation. It identifies areas of speech therapy intervention to determine the level of development of nominative vocabulary and its expansion. The main methods for developing nominative vocabulary are substantiated. The article discusses the issue of developing the nominative vocabulary (the reserve of words naming objects, phenomena, signs and actions) of lower-grade students with intellectual disabilities. The author analyzes how speech defects, especially deficiencies in the vocabulary, affect children's cognitive processes and social adaptation. At the same time, the importance of the communicative-pragmatic approach in the formation of the nominative vocabulary, methods of transferring passive vocabulary to active vocabulary, working with synonyms and antonyms, clarifying word meanings and organizing a lexical system are scientifically demonstrated. The article analyzes the correctional and speech therapy directions proposed by such scientists as Yu.S. Sizova, G.A. Baranova and I.V. Andrusyova, and describes practical methods for developing the nominative vocabulary. The results of the research show that it is possible to expand the vocabulary of children with mental disabilities, understand the meanings of words, and increase the activity of speech communication through a specially organized pedagogical work process.

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