LOGOPEDIC-CORRECTIVE METHODS FOR DEVELOPING GROSS AND FINE MOTOR SKILLS IN PRESCHOOL-AGED CHILDREN WHO STUTTER
Abstract
Stuttering is a complex speech disorder that frequently emerges in preschool-aged children and is often accompanied by delays in motor development. Numerous studies indicate a close interrelationship between speech fluency and the development of gross and fine motor skills, as both functions are regulated by interconnected neurophysiological mechanisms. This study aimed to analyze and substantiate logopedic-corrective work methods focused on developing gross and fine motor skills in preschool-aged children who stutter. A pedagogical and experimental research design was employed, involving 40 children aged 4–6 years diagnosed with developmental stuttering. Participants were divided into experimental and control groups. The experimental group received a structured logopedic-corrective program integrating motor development exercises, while the control group underwent traditional speech therapy. Assessment methods included motor skill evaluations, speech fluency analysis, and pedagogical observation. The results demonstrated significantly greater improvements in motor coordination, balance, fine motor control, and speech fluency in the experimental group compared to the control group. The findings confirm that integrating gross and fine motor development into logopedic-corrective work enhances the effectiveness of stuttering intervention in preschool-aged children and supports a holistic approach to speech therapy.
Keywords
Stuttering; preschool children; gross motor skills; fine motor skills; logopedic-corrective work; speech therapy intervention.
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