METHODOLOGY FOR ELIMINATING PHONETIC AND PHONEMIC DEFICIENCIES IN STUTTERING PRESCHOOL CHILDREN

Abstract

This article analyzes a comprehensive methodology for identifying and eliminating phonetic and phonemic deficiencies in preschool children who stutter. The study explores methods for detecting speech errors, applying individualized and group sessions, using interactive games, visual and acoustic aids, and model-based exercises to correct speech and promote proper language development. The methodology also involves collaboration between parents and educators, enabling continuous monitoring, adaptation of interventions to each child’s needs, and reinforcement of outcomes beyond formal sessions. The experimental results demonstrate significant improvements in children’s phonetic and phonemic skills, a reduction in stuttering frequency, and enhanced speech activity and expressive abilities. Overall, the study provides practical recommendations for supporting speech development, improving communicative competence, and preparing preschool children for future educational engagement.