The problem of semantic dyslexia in schoolchildren with general speech impairment

Introduction. The article addresses the problem of reading disorders among pupils with general speech impairment. The purpose of the research is to study the prerequisites for impairments in the reading process in primary schoolchildren with general speech impairment and determine the main directions of speech therapy to overcome semantic dyslexia. Materials and Methods. This study is based on Armenian and international scholarly literature on the role of reading comprehension in schoolchildren with general speech impairment, their development and socialization. Results. The study reveals the characteristic features of semantic dyslexia in children with general speech impairment (the 3rd level). Reading comprehension by children with general speech impairment is characterized by a range of disorders, which are mainly manifested in inaccurate knowledge and use words and expressions, in misunderstanding of the semantic and grammatical relations between words, in the problems of identifying the object and the subject in the sentence and the relations between them, in violation of semantic programming and language rules within the text, etc. Conclusions. The article clarifies the mechanism of reading disorders in children with general speech impairment (the 3rd level) and proposes ways and methods of correcting semantic dyslexia.