Prevention of Written Language Disorders in Older Preschool Children with General Speech Underdevelopment through Speech Therapist-Parent Interaction

The article analyzes the issue of preventing written language disorders in older pre-school children with general speech underdevelopment through the organization of interaction between speech therapist and parents. The results of both diagnostic and control experiments conducted at MBDOU Kurumkansky Kindergarten Rosinka (Republic of Buryatia) are presented, involving 10 children from the preparatory compensatory group with level III GSU. The article describes a developed and tested program for preventing dysgraphia, which includes individual consultations, workshops, master-classes, and open lessons for parents. The control experiment recorded positive progress across all components of the prerequisites for written language, with the most significant improvements observed in the areas of sound analysis and phonemic perception. Follow-up parent surveys confirmed an increase in their pedagogical competence and greater regulari-ty of home activities with their children.