A lot of attention has always been paid to the culture of human speech. This is no coincidence. Because it testifies to his erudition, intelligence, ethics, and upbringing. Mastery of speech culture means success in society, authority, prospects, and advancement at work. And who else but the Teacher is obliged to master the culture of speech.
The specificity of the teaching profession lies in constant active contact with other people. The teacher’s work is aimed at shaping the student’s personality, developing certain rules of behavior, and intellectual development. The teacher must have not only psychological, special knowledge, but also professional communication skills.
Fundamentals of pedagogical communication.
Back in 1968, in the film “We'll Live Until Monday,” there was an episode dedicated to the culture of teacher speech. A dialogue between a young teacher and a colleague was shown: “I tell them: don’t put the mirror on the desk, but they keep putting it down and looking at it.”
And the teacher’s speech is the main instrument of pedagogical influence and at the same time a model for students.
What is Speech Culture?
There is no unambiguous understanding of the term.
Professor L.I. Skvortsov gives a definition according to which “Culture of speech” is “mastery of the norms of oral and written literary language (rules of pronunciation, stress, grammar, word usage, etc.), as well as the ability to use expressive language means in different conditions of communication in accordance with the goals and content of speech.”
In the Russian language, to improve the culture of speech, mastering the norms of the literary language is crucial. Varieties of norms are distinguished in accordance with the forms of speech and levels of the language system: orthoepic (pronunciation), accentological (stresses) - norms of oral speech; spelling and punctuation - norms of written speech; lexical (word usage), word-formation and syntactic, collectively called grammatical, manifested in oral and written speech; and stylistic.
Now I suggest turning to the norms of the language and checking yourself.
Accent rate: contract, extraction, dispensary, leisure, conspiracy, catalogue, aches, drowsiness, wrinkle, provision, wholesale, chaos, petition, phenomenon, aches, yawning
Choose the correct form of agreement between subject and predicate.
Most poets (considered, considered) themselves to be his students. (our, our) doctor Ivanova (came, came) to us. Marina Tsvetaeva is (one, one) of the best poets of the 20th century. In the living room (there was, there was) a sofa bed. The mother and child (went, let's go) to the doctor.
Compliance with the norms of the literary language is mandatory for the teacher’s speech.
What are the features of pedagogical communication?
The teacher's public speech itself serves to convey information to listeners. In addition, it always has a didactic orientation, i.e. Simultaneously with the transfer of information, learning tasks are solved. This puts forward special requirements for the selection, methods of organizing and presenting information, i.e. to the content and forms of pedagogical speech.
The teacher’s speech serves as a model that the child perceives and by which he learns to build his speech. It should be remembered that for a student, the teacher’s speech is often the only example of literary norms and correct presentation of speech in general. Because of this, special attention should be paid to the form of pedagogical speech, its normative nature, and made accessible not only for perception, but to a certain extent for imitation.
A number of psychologists and methodologists use the term “ pedagogical style communication"- this is a set of behavioral reactions in which the qualities of a teacher’s personality are manifested, the teacher’s manner of communication with children, as well as his behavior in various situations of professional activity. The style of pedagogical communication depends on the individual qualities of the teacher: mental properties of the individual, intelligence, as well as on the role setting that the teacher defines for himself. There is no generally accepted classification of pedagogical communication styles. The most common are the following:
1) communication - intimidation (the teacher suppresses children, dictates his own conditions, plays the role of a “despot”, “dictator”);
2) communication - flirting (a teacher, unsure of his knowledge and teaching skills, seems to be trying to make a “deal” with students);
3) communication with a clearly defined distance (the teacher constantly emphasizes the difference between himself as more experienced, knowledgeable, understanding and the students, whom he perceives as students obliged to obey him;
4) communication of friendly disposition (the teacher acts as an older friend, friend, more knowledgeable, willing to come to the aid of the student);
5) communication of joint passion (teacher and students - colleagues involved in the process of intellectual joint activity in the lesson).
Without extremes, these styles can be used in different communication situations depending on the specific circumstances.
Stages of speech preparation
For the success of his speeches, the Teacher prepares his speech in stages.
Stage 1 . Introducing the subject of the upcoming speech and formulating a topic.
At this stage, a transition is made from a general attitude to familiarization with the problem and selection of information. An in-depth study of a particular issue allows you to formulate the topic of the upcoming speech.
Stage 2 . Statement of the goal of the speech and comparison of the plan.
After familiarizing yourself with the necessary material, you should move on to defining your position and formulating the purpose of your statement.
Based on a deep understanding of the subject of the upcoming speech and the formulated goal, a plan is prepared that should logically develop the main provisions and speeches. Scheme of reasoning: thesis - evidence - conclusion.
Stage 3. Formation of the speech text.
Here the process of selecting information, evidence, examples, illustrations that reveal the main provisions of the plan continues. There are different points of view regarding pre-writing the text. It is necessary to proceed from specific conditions: the level of training and experience of the teacher, the complexity of the material underlying the speech, the degree of its mastery, the communication situation and the specifics of the audience. It should be borne in mind that any presentation must contain sufficiently vivid and convincing examples illustrating the issues being analyzed, in compliance with the rules of citation.
Stage 4. Working on the speech side of the speech.
Based on your knowledge of the Russian language, at this stage you should choose linguistic means that most fully correspond to the topic, purpose and specific situation of communication. Such work requires strict adherence to the norms of the Russian language. New and unclear words should be checked in the dictionary and their lexical meaning understood.
Stage 5. Editing and remembering a speech. Processing begins in two directions:
1) checking the content and compositional side (depth of information, completeness, logic, persuasiveness);
2) not only the compliance of speech with the norms of the literary language, but with basic communicative qualities is assessed.
The written text should be condensed to the main points, which can be presented in the form of abstracts, and guide the flow of the speech. Such a detailed plan helps the speaker remember the composition of his speech and the sequence of development of thoughts. Memorization is also facilitated by preliminary psychological preparation.
Stage 6. Psychological preparation.
After the performance has been completed, it is advisable to conduct a rehearsal, which will help check the prepared material, time it, make the necessary clarifications and corrections, and select the necessary intonations.
Stage 7 . Saving information(archive, bibliography).
The culture of mental work presupposes certain rules for working with sources of information and collected material. Every knowledge worker has a work archive. Usually it includes a personal bibliographic file and various kinds of extracts.
Teacher's speech quality
One of the components of speech culture is the quality of the teacher’s voice.
Voice- the most important element of speech technique. For a teacher, it is the main tool of work. The teacher's voice is presented with a series of requirements, which are determined by the conditions of pedagogical communication and the tasks solved in professional activities.
- The voice should not cause unpleasant sensations in listeners, but should have euphony.
- The teacher needs to change the characteristics of his voice taking into account the communication situation.
- The teacher must be able to control his voice in communication with the audience, direct it, “give it” to the listeners, speak not for himself, but for the students, i.e. the voice must have flight.
- The voice, as already mentioned, is the main instrument of pedagogical influence, therefore, with its help, the teacher must be able to instill in the student certain requirements and achieve their fulfillment.
- The teacher constantly has to withstand significant loads on the speech apparatus, so his voice must be quite durable.
Based on these requirements, we can say that the most important professional qualities of a teacher’s voice are euphony, flexibility, flight, and endurance.
Diction – clear and precise pronunciation of speech sounds. Good diction is ensured by strict adherence to the articulatory characteristics of sounds.
Diction is one of the mandatory elements of speech technique; it is especially important for the teacher, since his speech is a model. In addition, normal communication is simply impossible without diction. Unclear articulation results in unclear speech and makes it difficult for listeners to understand the speaker. Work on a teacher's diction involves studying the articulatory characteristics of sounds and training exercises that allow one to develop good diction. (Tongue twisters, lip exercises)
The concept of expressiveness of speech
The teacher’s speech must be filled with emotional and intellectual content, which can be called expressiveness. It is the same mandatory element as, for example, technicality and diction. This is due to the specifics of oral speech, in which intonation, gestures, facial expressions, conditions of contact between interlocutors, etc. acquire particular importance.
Conclusion
The teacher faces a serious task: behind a series of anxieties and worries, he is obliged to discern the personality of the future person whom he creates, primarily with the help of our language. The teacher's language should be a standard for students. With the help of this powerful weapon and the most precise instrument, the teacher develops the historical memory of the people, introduces those for whom this culture is perceived, first of all, through the influencing word, to the riches of a multinational culture.
Slide 2
“Watch your own speech; do not use vulgarisms, do not repeat speech mistakes" V.A. Kan-Kalik
Slide 3
In the successful organization of the pedagogical process, much depends on the teacher’s communication culture. Culture is the spiritual reserve of society. External culture is a set of positively valued goals and norms. A person’s upbringing should be determined through awareness of the normative-integral system and the implementation of their knowledge in life and the transfer of that N.C.S., the bearer of which he is.
Slide 4
Speech culture is a set of human skills and knowledge that ensures the expedient and easy use of language for communication purposes, mastery of the norms of oral and written literary language (rules of pronunciation, stress, word usage, grammar, stylistics), as well as the ability to use expressive means of language in various conditions communication in accordance with the goals and content of speech.
Slide 5
Slide 6
Slide 7
“A norm is a set of language means that are most suitable (“correct”, “preferred”) for serving society, emerging as a result of the selection of linguistic elements (lexical, pronunciation, morphological, syntactic) from among coexisting, existing, newly formed or extracted from a passive stock the past in the process of social, in a broad sense, assessment of these elements” (S.I. Ozhegov).
Slide 8
norms
Strictly mandatory Violation of these norms is regarded as poor command of the Russian language. Not strictly mandatory: i.e. options are possible.
Slide 9
examples of variant use of language norms 1) by place of stress: born - born, rust - rust, xAos - chaos; 2) associated with the pronunciation of individual sounds or their combinations: bulo[chn]aya - bu-lo[sh]aya, d[e]kan - d[e]kan; 3) phonemic, differing in the composition of phonemes: zero - zero, galosh - galosh, tunnel - tunnel; 4) morphological: hangnail - hangnail.
Slide 10
Put on - put on The verb WEAR ON denotes an action performed in relation to oneself or (in constructions with the preposition on) in relation to another person or object: put on a coat, shoes, gloves, glasses, ring; put a fur coat on a child, put a cover on a chair, put a pillowcase on a pillow. The verb DRESS denotes an action directed at another person or object, expressed by a direct object (i.e., a noun or pronoun in the accusative case without a preposition): dress a child, dress a doll.
Slide 11
SHOE
SHOE, shoe, shoe; shod; shod, -a, -o; St. someone or something. Forms of the incentive mood: put on shoes - put on shoes, put on shoes - put on shoes. Shoe on (perfective verb) - 1) put shoes on yourself or someone else; 2) provide shoes for someone (The whole family needs to be dressed and put on shoes). Shoe is an imperfective verb with the same meaning. Owl verbs species denote a completed or time-limited action, ness verbs. type - unlimited in time. Thus, when you say: “Put on your shoes,” you expect an immediate execution of the action, and when you say: “Put on your shoes,” you expect the beginning of a “long” process. In principle, the difference in value is very small.
Slide 12
Eat - eat The verb EAT is stylistically limited in its use. In the modern literary norm, the word eat is not used in the 1st person form (you cannot say: I eat, we eat; you must: I eat, we eat. In the 3rd person this verb is usually used only in relation to a child to express affection. It is also possible to use it with a polite invitation to food (eat, eat, please), where the forms eat, eat, sound somewhat familiar.
Slide 13
Hint - tell
The verb TO PROMPT is used in its literal meaning: to whisper or imperceptibly tell someone something they have forgotten or unknown to them: to suggest a poem, to suggest the course of a decision, and also in a figurative meaning: to suggest an idea: experience suggests a different solution. Therefore, you cannot say: please tell me how to get there... You must: please tell me how to get there...
Slide 14
Pay - pay.
The verb PAY (to make a payment, giving money for something, in compensation for something) is used in cases where we are talking about reimbursement of expenses, costs, loans, the receipt of a monetary document (check), etc. This verb is used only in constructions with the accusative case without a preposition (to pay for a purchase, travel...). The verb PAY is used to indicate the giving of money (or other valuables) for a purchase, as well as as a fine or reward. We must say: pay a bonus, pay a fine, but: pay for work, pay for travel.
Slide 15
“put” and “lay down”.
the norm is to use the word “put”, while “lay down” is colloquial. ...The verb “put” is used without prefixes. But this only applies to verbs of the imperfect form; with the perfect form, the situation is completely opposite - saying and writing “put” is considered correct, “poklast” is considered colloquial. These norms are enshrined in all kinds of dictionaries and reference books, and therefore are considered the only correct ones.
Slide 16
Verbs OVEN, BURN, CUT When using these verbs, the difficulty is created by the different alternations of consonants in the root: K/CH and G/Z NORM: BAKE, BAKE, BAKE, BAKE, BAKE, BAKE. But not! You bake, bake, bake, bake NORMAL: BURN, BURN, BURN, BURN, BURN, BURN. A common mistake is not alternating. WRONG: you burn, you burn, you burn, you burn. Similar errors occur when using the verb CUT. NORM: CUT, CUT, CUT CUT, CUT, CUT. BUT NOT! cut, cut, cut.
Slide 17
t`torts, b`ants, l`ifts
Words under stress must have the first vowel sound in all forms (t'orts, b'ants, l'ifts; in t'orts, in b'ants, in l'ifts; on t'orts, on b'ants, on lifts; lift, lift, lift, lift, lift).
Slide 18
Call
Verbs formed from the verb zvon`it with different prefixes (call, call back, call back) in all forms are pronounced with the same stress as in the verb to call (call, call back, call back, etc.). ).
Slide 19
turn on
Verbs with the same root as in the verb include, but with different prefixes (connect, switch, connect, conclude) in all forms are pronounced with the same stress as in the verb include (connect, switch, connect, connect) you eat, etc.).
Slide 20
Let's REPEAT together
CORRECT Spoiled newborn garbage pipeline oil pipeline gas pipeline medics table yar catalog og partner kitchen production center invention motion to request a piece given acquisition growth divorced Ukrainian aggravate in the elections WRONGLY spoiled newborn garbage pipeline oil pipeline gas pipeline medicines carpenter catalog p'arter ear'arrest d'usage tsentn'er F'arfor invention of motion to seek l'mot' given acquisition pr'iost divorced Ukrainian to aggravate 'to ruin in elections'
Slide 21
SO:
Of course, it is impossible to remember the stress in all Russian words. but it is quite possible: do not make gross mistakes (lay down, call) do not violate the norms in prepared speeches
Slide 22
Adverbs are unchangeable words, so there are no morphological errors. But there are erroneous variants of the composition of the adverb word. NORMAL: Back (NOT back, back) Back (NOT back) Behind (NOT back) Back forward (NOT back back) Inside (NOT in) Where (NOT where) There (NOT there) Here (NOT here). Normally there are no words there, here There (NOT tama) Here (not here) T ut (NOT tut) About (NOT kolo) In vain (NOT in vain) Immediately (NOT at once) First (NOT first, first of all) Then (NOT after) For the first time (NOT for the first time) Again (NOT anew) Deeply (NOT deeply) Indifferently (NOT without a difference) In truth (NOT for real) On purpose (NOT in vain) In vain (NOT in vain) On purpose (NOT in vain, but quite acceptable children) Wider (NOT wider) Longer (NOT longer) In half (NOT in half) One by one (NOT one by one)
Slide 23
View all slides
Expressiveness A feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of a teacher’s speech is a powerful tool for influencing a child. The teacher’s mastery of various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc.) contributes not only to the formation of the arbitrary expressiveness of a child’s speech, but also to a more complete awareness of the content of an adult’s speech, and the formation of the ability to express his attitude to the subject of conversation.
Logicality Expression in semantic connections of speech components and relationships between parts and components of thought. The teacher should take into account that it is in preschool age that ideas about the structural components of a coherent utterance are laid down, and the skills of using various methods of intratextual communication are formed.
Richness The ability to use all linguistic units to optimally express information. The teacher should take into account that in preschool age the foundations of the child’s vocabulary are formed, therefore the rich vocabulary of the teacher himself not only helps to expand the child’s vocabulary, but also helps to develop his skills in the accuracy of word use, expressiveness and figurative speech.
Relevance The relevance of a teacher's speech presupposes, first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).
Regulation of voice strength The teacher needs to speak as loudly or quietly as required by the conditions of the moment or the content of the speech. The teacher's voice should be expressive, sonorous, energetic, attract attention, but not irritate, call to action, and not lull.
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
One of the components of a teacher’s skill is the culture of his speech. Those who master speech culture achieve great success in their professional activities. Speech culture as a science is a linguistic discipline that deals with the study and improvement of language as an instrument of culture. Speech culture is mastery of linguistic norms of pronunciation, stress and word usage, as well as the ability to use expressive language means in different conditions. communication in accordance with its purpose and content
Components of a teacher’s speech culture Competency in constructing phrases Simplicity and clarity of presentation: laconicism Competent pronunciation of words from everyday life: correct stress in words and exclusion of local dialects
Simplicity and clarity of presentation
Expressiveness intonation and tonality rate of speech, pauses dynamics of voice sound vocabulary richness imagery of speech diction
Correct use of special terminology, exclusion of jarring phraseological phrases, exclusion of unnecessary words
Culture of professional communication of a teacher Pedagogical communication is the process of organizing and developing communication, mutual understanding and interaction between teachers and students
Rules of the teacher's speech culture 1. The teacher must speak quietly, but so that everyone can hear him, so that the listening process does not cause significant stress in the students 2. The teacher must speak clearly 3. The teacher must speak at a speed of about 120 words per minute 4. For To achieve expressive sound, it is important to be able to use pauses - logical and psychological. Without logical pauses, speech is illiterate, without psychological pauses it is colorless 5. The teacher must speak with intonation, i.e. be able to place logical emphasis, highlight individual words that are important for the content of what is being said 6. Melody gives the teacher’s voice an individual coloring and can significantly influence emotional well-being pupils: inspire, captivate, calm. Melodics are born based on vowel sounds
A special role in the transmission of information is given to facial expressions - movements of the facial muscles. Facial expressions express lived states and relationships. Studies have shown that if the teacher’s face is motionless, up to 10-15% of information is lost. The teacher’s posture should be free, without tightness, psychological constraint, or “fossilization” (for example, a rigid stance with arms crossed on the chest) The role of facial expressions in the transmission of information Expressiveness of body plasticity
When communicating, it is necessary to follow some principles Accept the child as he is Remember that each person is unique Believe in the abilities of the pupils Stimulate their creative activity Respect the personality of children, create a situation of success for everyone Do not humiliate the dignity of the child Do not compare children with each other, compare only the results actions Remember that anyone can make mistakes Do not forget that everyone is free to have their own opinion, no one has the right to laugh at the judgments of others
The most common mistakes in a teacher’s speech Frequent use of words with diminutive suffixes Use of unnecessary words in speech: well, that means this is... Inappropriate use of onomatopoeic words Errors in speech: Lay down instead of put, beets instead of beets, think of a word instead of name and remember , let's call instead of let's call, etc. The culture of children's speech depends on the teacher's speech culture. With this in mind, the teacher should consider it a professional duty to continuously improve his speech in order to thoroughly know the native language of the children he is raising.
Teacher's speech - role model for students.
Consultation for teachers
Senior teacher of MADOU No. 50 Zabuslaeva O.V.
FORMULA FOR SPEECH CULTURE:
to whom
Think
For what
What will be the consequences
YOU SPEAK.
REQUIREMENTS
TO THE TEACHER'S SPEECH
Should be considered:
age And vital child's experience
when communicating with him.
The younger the child, the simpler the syntactic structure of speech addressed to him should be: sentences should be short, simple.
A TEACHER'S SPEECH SHOULD BE INVOLVED IN:
Literacy
- You should understand the peculiarities of your speech,
- Take into account its mistakes and inaccuracies,
- Fight them through constant self-control and improving your language
- Correspondence between the semantic content of speech and the information that underlies it.
- The teacher should pay special attention to the semantic (notional) side of speech, which contributes to the development of children's skills of accurate word use.
- Children are responsive to the emotional behavior of adults;
- They show emotional sensitivity to all the actions of the teacher, reacting in a special way to his voice, mood, facial expressions, and gestures.
Expressiveness
A feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of a teacher’s speech is a powerful tool for influencing a child.
Teacher's proficiency in various means
- expressiveness of speech: intonation, rate of speech, strength, pitch of voice, etc.
- expressiveness of speech:
- intonation,
- speech rate,
- force,
- voice pitch, etc.
contributes not only to the formation of the arbitrary expressiveness of a child’s speech, but also to a more complete awareness of the content of an adult’s speech, and the formation of the ability to express his attitude to the subject of conversation.
Purity
- The absence in speech of elements alien to the literary language.
- Elimination of non-literary vocabulary is one of the tasks of speech development in preschool children.
Logic
Expression in semantic connections of speech components and relationships between parts and components of thought.
The teacher should take into account that it is in preschool age that ideas about the structural components of a coherent utterance are laid down, and the skills of using various methods of intratextual communication are formed.
Wealth
Ability to use all language units in order to optimally express information.
The teacher should take into account that in preschool age the foundations of the child’s vocabulary are formed, therefore the rich vocabulary of the teacher himself contributes to:
- not only expanding the child’s vocabulary,
- but it also helps to develop his skills in accurate word usage, expressiveness and figurative speech.
- In speech there are units corresponding to the situation and conditions of communication.
- The appropriateness of a teacher’s speech presupposes, first of all, having a sense of style.
- Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children:
- communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.
- communication skills,
- ability to use various formulas of speech etiquette,
- focus on the communication situation, the interlocutor, etc.
- The child is unable to follow the content of speech that is too fast.
- Speech that is too slow and drawn out is also unacceptable.
speak as loudly or quietly as the conditions of the moment or the content of the speech require
it should be:
- expressive,
- sonorous,
- energetic,
- attract attention, but not irritate,
- call to action, not lull.
Offer children's hearing only perfect speech patterns !!!
The above requirements include:
correct use of non-verbal means of communication by the teacher,
his ability not only to speak with a child,
but also to hear it!!!
Analysis of teachers' speech
Total
Taking into account age. characteristics of children
24 people
Literacy
Logic
Wealth
dictionary
Purity
Expressiveness
Mini-exam for teachers:
"Experts of Russian speech"
1. Place the correct stress in the words:
blinds And, rolled O g, op e ka, cancer at shka, St. e cla, wed e dstva, sl And new, creative O g, t at flya, ringing And t, p A faces, n O reapers, t O mouths, provide e nie, b A nts.
2. Determine the gender of nouns:
Masculine (he)- shampoo, coffee, tulle, gel, sandals (sandals – female).
Feminine (she)- callus, veil, vermicelli, shoe.
Neuter (it)– cocoa, coat, karaoke.
3. Choose verbs:
Dog barks, cat meows, purrs, goats and sheep bleat, chicken clucks, clucks, geese cackling, horses laughing .
4. Choose synonyms for the word “well done”:
Clever, clever, intelligent, erudite, connoisseur...
- Weasel and joke
- Teaching and Instruction
- Censure
- Use in special moments
Thank you
attention!
To prepare the presentation, the following article was used:
“Speech culture of teachers of preschool educational institutions”
Startseva Elena Alekseevna, speech therapist teacher
Literature
- Ageenko F.L., Zarva M.V. Dictionary of accents of the Russian language / F.L. Ageenko, M.V. Zarva. – M.: Russian language, 1993. – 927 p.
- Alekseeva M.M. Methods of speech development and teaching the native language of preschoolers: a textbook for students. higher and Wednesday ped. textbook institutions / M.M. Alekseeva, V.I. Yashina. – M.: Academy, 2000. - 400 p.
- Borodich A.M. Methods for developing children's speech: a textbook for pedagogical students. Institute for specialties “Preschool pedagogy and psychology” / A.M. Borodich. – 2nd ed. – M: Education, 1981. – 255 p.
- Kolosova I.V. Requirements for the quality of speech of a preschool teacher / I.V. Kolosova // Directory of a senior teacher of a preschool institution, 2009. - No. 3.
- Speech development of preschool children: A manual for kindergarten teachers. garden / Ed. F. A. Sokhina. - 2nd ed., rev. - M.: Education, 1979. – 223 p.
- Skvortsov L.M. Culture of Russian speech. Dictionary-reference book / L.M. Skvortsov. – M.: Publishing house “Znanie”, 1995. – 256 p.
- Dictionary-reference book on the culture of oral and written speech / Comp. M.B. Eliseeva B.M. Zolik, A.B. Cherepnin, 1996. – 32 p.
- Starodubova N.A. Theory and methods of speech development for preschoolers: a textbook for students. higher textbook establishments / N.A. Starodubova. – M.: Academy, 2007. – 256 p.
- Fedorenko L.P. Methods of speech development for preschool children: a manual for students / L.P. Fedorenko, G.A. Fomicheva, V.K. Lotarev. – M.: Education, 1977. - 239 p.
