In the experimental sample, the correlation between the success of the selection of prepositions in sentences and the degree of compliance with the sequence of retelling texts, ie relatively developed quasi-spatial orientation allows you to better navigate in the sense of perceived hearing texts.
The interrelation between the type of discourse construction and success in the sample of sentences, as well as the successful completion of tasks for verifying sentences, i.e. the complexity of the language and speech organization (the transition from a representative to a narrative strategy of discourse construction, requiring increased abstraction from the situation in) leads to the growth of grammatical sensitivity.
There is a correlation between the volume of the story made on the picture and the transfer of meaning in the paraphrase of the text (gpat.=0,88). Perhaps, this is due to the orientation towards auditory perception: teenagers who are more receptive to the stories by ear, have to build a more detailed discourse on the basis of visual material.
It was found that teenagers with the pathologies under consideration reproduce sentences worse after the experimenter in the sample for repeating sentences. They more often miss grammatical and semantic mistakes in the sample for verifying sentences.
At the same time, in both groups, the correlation between the success of the verification of sentences and the transmission of the meaning of the text in was revealed. There is a unique trend in the experimental selection of this parameter: the success of finding semantic and grammatical errors in the sentence is associated with the type of discursive speech, which is presumably due to the fact that the grammatical sensitivity compensates for the transition of visually-shaped speech thinking to abstract-logical due to the lagging and problems in the education of adolescents of the pathology under study.
In addition, teenagers from the experimental group, when compiling a story based on a narrative picture, are inclined to create a representative discourse (mainly teenagers with ORL), while the group of conditionally healthy people is characterized by the structure of the story only by the narrative type.
Teenagers with pathologies are less inclined to reformulate simple statements into syntactically complex, paradigmatic statements when retelling them than children from the control group. Adolescents with ARLs or developmental disorders were found to be more likely to express themselves in a variety of ways. However, in both samples, the correlation between the volume of dialogue speech and the complexity of text retelling was revealed.
All this indicates that teenagers with the pathologies under consideration lag behind in the formation of language competence. In terms of the parameters of the success of the translation of the text kiremet and bokrenok there are also differences between the samples: teenagers with ORL or behavioral disorders are less inclined to orientate themselves when translating quasi-words on morphology.
Semantic correspondence of translated words to the words of the russian language is much lower than in the sample of the norm. At the level of the trend, it is possible to speak about a high representation of the translation orientation to the sound similarity of quasi-words with the words of the russian language in the group with the presence of pathologies in comparison with the group of the norm, which negatively affects the adequacy of the task performance.
Interestingly, the success of this task and the morphological orientation of the quasi-words in the experimental sample is inversely proportional to the success of the repetition of sentences in the ear, which indirectly confirms the presence of orientation to the sound component of the language in adolescents with ORL or behavioral disorders when working with language material.
Similar differences can be observed in the text with the quasis words the case of oliver. The teenagers of the normal group were better oriented by all the parameters considered in this technique, which is presumably connected with a low percentage of translations of quasi-words in teenagers from the experimental group.
Adolescents with ARL and behavioural disorders are less successful in finding semantic and grammatical mistakes in sentences and texts compared to conditionally healthy peers, and they are less able to convey the meaning of visual situations in speech. When working with texts with quasi-words, translation into Russian takes place with the violation of semantic integrity, grammatical, vocabulary appropriateness and with frequent orientation to the sound similarity with the real words in Russian.
They tend to be more inclined to a representative type of discourse, which is characteristic of visual and imaginative thinking, while for healthy peers narrative style of construction of statements is characteristic. Adolescents with ARL and behavioral disorders have a larger volume of dialogue speech, but the speech itself is grammatically simpler than the normal group.
Results may be useful in providing diagnostic and corrective education to adolescents with considered personality and behavioral disorders.