ON THE ISSUE OF THE FORMATION OF PARADIGMATIC RELATIONSHIPS IN OLDER PRESCHOOL CHILDREN WITH DYSARTHRIA

The article theoretically substantiates the methodology of studying paradigmatic relationships in older preschool children with normotypic speech development and dysarthria in the aspect of communication. The analysis of the results of the study is presented: the level of formation and specific features of antonymic and synonymic relationships in preschoolers with dysarthria and their peers without speech pathology. The results of the study can be applied in the work on the communicative development of children with dysarthria.