Key words: dysarthria , pronunciation, logopedic rhythmics  Аннотация Денисова И.А 1 , 1

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Violations of the coordination of movements of dynamic praxis are factors of difficulty in 
teaching speech of children with dysarthria. This applies to general as well as fine and articulatory motor 
skills. As A. Rosenthal notes, a child with better motor functions is more likely to master speech. And, on 
the contrary, a child whose general motor development lags behind the age norm will experience great 
difficulties in teaching the speech process. 
The main and most persistent signs of dysarthria are melodic intonation disorders, which affects 
intelligibility, intelligibility, emotional expressiveness and even the semantic structure of the child's 
speech. Features of the psyche of children dysarthrics (reduced observation, inability to listen to 
instructions, poor switching) affect the course of their motor acts. A. Zaporozhets noted that developing 
the system of movements, we also affect mental processes, and since speech is not only the highest form 
of mental activity, but also the highest motor act, then developing the motor system, we develop speech. 
[1] 
The interrelation of the development of speech, sensory functions, motility and intelligence 
determine the need for a comprehensive and systematic character of correctional work. Considering the 
question of the factors determining the assimilation of the phonetic side of speech, A.N. Gvozdev 
emphasized the role of the motor sphere. Thus, he writes: "In the first place in this respect is the role of 
the motor sphere, to which both the motor center of the speech of the brain and the motor-motor apparatus 
are referred. Therefore, the assimilation of phonetics is determined by the development of the speech-
motor sphere. "[2] Violation of general motility has a direct effect on the pronunciation of speech, which 
in most children - dysarthritis suffers. 
In a number of different techniques that represent a system of work to correct dysarthria, a certain 
place is taken by speech therapy rhythmics. Until the 1970s and 1980s, speech therapy was used only 
with stammering people. Currently, speech therapy rhythm is widely used in dysarthria and other speech 
disorders. 
Classes with movements for children with dysarthria are of particular importance, because motor 
exercises train, primarily, the brain, the mobility of nervous processes (N.A. Bernshtein, V.M. Bekhterev, 
I.M. Sechenov, etc.). [3] At the same time, the movement to music is one of the most attractive activities 
for a child, a game, an opportunity to express emotions, to realize one's energy, therefore, it generally has 
a beneficial effect on his condition and upbringing. One of the first scientists who developed the 
logarithmic effect system was G.A. Volkova (1976). In the monograph "Logopedic Rhythmics" she 
proposed a technique for studying various forms of speech disorders, which we used to conduct the 
experiment. [1] When organizing and conducting logarithmic classes with children with dysarthria 
according to G.A. Volkova's system, it is necessary to take into account the state of speech and motor 
skills. 
According to modern psychological theory, the main point of any therapy is the motivational 
moment. As V.A .Sukhomlinsky said: "All our plans, all searches and constructions turn into dust, if the 
student does not want to learn." German pedagogue and philosopher Rudolf Steiner in his book "Healthy 
development of the physical-physical as the basis of the free manifestation of the spiritual and spiritual" 
indicates that the age of 6-12 years is the time of development of rhythmic abilities. An anthroposophical 
scholar writes: "A child at this age has an inner impulse, an inner desire to experience what he gradually 
acquires as an independent spiritual-spiritual; to experience, of course, unconsciously, instinctively, like a 
rhythm, as a tact, but - a rhythm and a tact that are played out primarily in his own body. And he has a 
desire to play this rhythm and clock in his own organization. "[4] 
According to Steiner's teaching, everything that appears in a rhythmicized format to a child of 
primary school age will bring him pleasure and joy. We can assume that the fulfillment of such tasks will 
increase the effectiveness of the whole work due to their rhythmic form. 
The influence of speech therapy rhythmics on various aspects of speech, in particular, on 
pronunciation, has not been sufficiently studied, so this topic is quite relevant. 

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