ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-
2.889, 2024-6.875 Resea chBib IF: 9.948 / 2024
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PECULIARITIES OF SPEECH IN CHILDREN WITH ALALIA
O ipo a Zilola
Mas e ’s S uden ,
Tashken In e na ional Uni e si y o Chemis y
Anno a ion: This a icle examines he speci ic cha ac e is ics o speech de elopmen in child en
diagnosed wi h alalia — a se e e o m o speech diso de caused by unde de elopmen o he speech
cen e s in he b ain. The s udy analyzes he linguis ic, psychological, and neu ological aspec s
in luencing delayed speech o ma ion and communica ion di icul ies. Special a en ion is paid o he
ypes o alalia (mo o and senso y), hei mani es a ions, and he impo ance o ea ly diagnosis and
co ec i e-pedagogical in e en ion. The pape highligh s mode n me hods o speech he apy and
in eg a ed app oaches ha combine medical, psychological, and pedagogical measu es o imp o e
communica ion skills in a ec ed child en. The indings emphasize he signi icance o ea ly and
indi idualized in e en ion in achie ing posi i e speech ou comes.
Keywo ds: Alalia, speech de elopmen , speech diso de , mo o alalia, senso y alalia, speech he apy,
language co ec ion, neu opsychology
INTRODUCTION
Speech plays a cen al ole in a child’s cogni i e, emo ional, and social de elopmen . I se es as he
ounda ion o lea ning, communica ion, and pe sonali y o ma ion. Howe e , in some child en,
speech de elopmen is se e ely impai ed due o o ganic o unc ional damage o he b ain’s speech
cen e s. One o he mos complex and a e diso de s o his ype is alalia — a condi ion cha ac e ized
by a comple e o pa ial absence o speech in child en wi h p ese ed hea ing and no mal in elligence.
Unlike simple speech delays, alalia is associa ed wi h deep neu opsychological dys unc ions ha
a ec bo h exp essi e and ecep i e language abili ies. Alalia is commonly classi ied in o wo main
ypes: mo o alalia, in which a child unde s ands speech bu canno exp ess hough s e bally due o
impai ed mo o planning o a icula ion, and senso y alalia, in which comp ehension o speech is
dis u bed because o dys unc ion in he audi o y-speech analysis sys em. In some cases, mixed o ms
occu , combining symp oms o bo h ypes. The p e alence o alalia a ies ac oss popula ions, bu
ea ly s udies sugges ha i accoun s o up o 1–2% o all speech pa hologies among p eschool-aged
child en. The e iology o alalia is mul i ac o ial, o en in ol ing p ena al o pe ina al damage o he
cen al ne ous sys em, gene ic p edisposi ion, in ec ions, o p olonged oxygen dep i a ion du ing
bi h.
Ma e ials and Me hods
This s udy was conduc ed o iden i y and analyze he speci ic linguis ic and neu opsychological
cha ac e is ics o speech de elopmen in child en wi h alalia. The esea ch was ca ied ou a
specialized speech he apy cen e s and p eschool co ec ional ins i u ions ha p o ide comp ehensi e
assis ance o child en wi h speech and language diso de s. The s udy in ol ed 30 child en aged 4 o
7 yea s who had been diagnosed wi h ei he mo o o senso y alalia. All pa icipan s had no mal
hea ing and in ellec ual de elopmen , as con i med by pedia ic neu ologis s and psychologis s. The
con ol g oup consis ed o 15 age-ma ched child en wi h ypical speech de elopmen . Exclusion
c i e ia included hea ing loss, in ellec ual disabili y, au ism spec um diso de s, and se e e
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neu ological condi ions un ela ed o speech de elopmen . To ensu e objec i i y and eliabili y, bo h
quali a i e and quan i a i e me hods we e employed: Clinical and psychological obse a ion – used
o moni o child en’s e bal and non e bal communica ion, beha io , and emo ional esponses du ing
in e ac ion. Speech diagnos ic es ing – included phone ic, lexical, g amma ical, and seman ic
assessmen s using s anda dized ools (Lu ia’s neu opsychological ba e y, Tolkache a’s speech
de elopmen scale, and adap ed language assessmen asks).
Resul s
The analysis o he ob ained da a e ealed signi ican di e ences be ween child en wi h alalia and
hose wi h ypical speech de elopmen ac oss all linguis ic and neu opsychological domains. The
indings demons a ed ha child en wi h alalia exhibi a complex pa e n o speech unde de elopmen
cha ac e ized by limi ed ocabula y, poo g amma ical s uc u ing, and educed phonemic awa eness.
Child en wi h mo o alalia showed se e e di icul ies in a icula ing complex sounds and sound
combina ions. Mos pa icipan s p oduced simpli ied syllabic s uc u es (e.g., CV o CVC pa e ns)
and equen ly omi ed consonan s a he end o wo ds. The subs i u ion and dis o ion o sounds we e
common, pa icula ly wi h consonan clus e s such as /s/, / /, and /l/. In con as , child en wi h senso y
alalia demons a ed inconsis en sound ecogni ion and con usion be ween phone ically simila
wo ds, indica ing impai ed audi o y di e en ia ion. Vocabula y acquisi ion in alalic child en was
ma kedly delayed. The a e age ac i e ocabula y o 5-yea -old child en wi h mo o alalia
co esponded o ha o ypically de eloping 2.5–3-yea -olds. Many child en elied on ges u es,
mimic y, and non e bal cues o compensa e o hei limi ed e bal exp ession. The use o abs ac
and ela ional wo ds (such as p eposi ions and adjec i es) was no ably sca ce, leading o di icul ies
in cons uc ing meaning ul u e ances. Speech samples showed ha sen ences p oduced by child en
wi h alalia we e p ima ily eleg aphic, consis ing o one o wo wo ds wi h minimal g amma ical
ma ke s. The unde s anding o mo phological elemen s (such as ense, numbe , and case) was
incomple e, esul ing in g amma ically inco ec cons uc ions. Fo example, sen ences like “Boy go
school” o “Mama gi e me wa e ” we e equen ly obse ed.
Discussion
The esul s o his s udy con i m ha alalia ep esen s a complex neu ode elopmen al diso de in
which linguis ic, mo o , and cogni i e sys ems a e simul aneously a ec ed. The obse ed speech
pa e ns in child en wi h bo h mo o and senso y alalia suppo p e ious esea ch indica ing ha
speech impai men in such cases is no con ined o language mechanisms alone bu in ol es a b oade
dys unc ion o b ain egions esponsible o a en ion, pe cep ion, and mo o planning. The phone ic
and phonological e o s iden i ied in mo o alalia a e closely associa ed wi h dys unc ions in B oca’s
a ea and adjacen mo o pa hways ha coo dina e a icula o y mo emen s. This inding aligns wi h
s udies by Vygo sky (1986) and Lu ia (1998), which desc ibed speech p oduc ion as an in eg a ed
neu opsychological p ocess in ol ing co ical and subco ical in e ac ions. Simila ly, he inconsis en
audi o y pe cep ion ound in senso y alalia suppo s he hypo hesis o impai ed unc ioning in
We nicke’s a ea, esponsible o decoding e bal s imuli and linking sounds o meaning. The s ong
co ela ion be ween limi ed speech abili y and poo audi o y memo y obse ed in his s udy sugges s
ha alalia is undamen ally ied o delayed de elopmen o wo king memo y and sequen ial
p ocessing. These de ici s hinde he child’s abili y o e ain and ep oduce e bal in o ma ion, which
in u n delays lexical and g amma ical g ow h. P e ious indings by Bishop & Snowling (2004) and
Ko kman (2010) also highligh he close ela ionship be ween speech unde de elopmen and
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execu i e unc ion de ici s, emphasizing ha speech he apy should inco po a e cogni i e exe cises
alongside linguis ic aining. The e ec i eness o he in eg a ed co ec ional app oach obse ed in
his esea ch con i ms ha child en wi h alalia espond bes o a mul idisciplina y in e en ion model
combining speech he apy, neu opsychological aining, and senso imo o s imula ion.
Conclusion
The p esen s udy p o ides an in-dep h analysis o he dis inc i e ea u es o speech de elopmen in
child en wi h alalia and highligh s he mul i ac o ial na u e o his diso de . The esul s demons a e
ha bo h mo o and senso y alalia a ise om dys unc ions in he b ain’s speech cen e s, leading o
dis up ions in phone ic, lexical, and g amma ical p ocessing. These de ici s a e closely in e ela ed
wi h cogni i e unde de elopmen , pa icula ly in memo y, a en ion, and sequen ial o ganiza ion o
speech ac i i y. Ea ly and comp ehensi e in e en ion, combining speech he apy,
neu opsychological co ec ion, and senso imo o aining, p o ed o be he mos e ec i e app oach
in p omo ing speech and communica ion skills. The s udy con i med ha indi idualized he apy
p og ams, ini ia ed a an ea ly de elopmen al s age, signi ican ly enhance exp essi e and ecep i e
language ou comes. The indings emphasize he impo ance o in e disciplina y collabo a ion among
neu ologis s, psychologis s, and speech he apis s in diagnosing and ea ing alalia.
Re e ences:
1. Lu ia, A. R. (1998). The De elopmen o Speech and he Fo ma ion o Men al P ocesses in he
Child. Moscow: Pedagogika P ess.
2. Vygo sky, L. S. (1986). Though and Language. Camb idge, MA: MIT P ess.
3. Bishop, D. V. M., & Snowling, M. J. (2004). “De elopmen al Dyslexia and Speci ic Language
Impai men : Same o Di e en ?” Psychological Bulle in, 130(6), 858–886.
4. Tolkache a, E. I. (2015). Mode n Me hods o Speech The apy o Child en wi h Alalia. S .
Pe e sbu g: Rech.
5. Ko kman, M. (2010). “Cogni i e and Linguis ic De elopmen in Child en wi h
Neu ode elopmen al Diso de s.” Jou nal o Child Psychology and Psychia y, 51(3), 262–270.
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