Re Levina Biography

Rosa Evgenievna Levina Orsha Belarus - G. in Levina belongs to the galaxy of scientists - the closest students and followers, whom Lev Semenovich often called the "five". Other members of this group were A. Zaporozhets, N. Morozov, L. Bozhovich and L. Slavin, each of which later became the leader of a certain direction in scientific and practical psychology. Levina began to conduct experimental work on psychology.

Her study of the child’s planning speech as a means of anticipation and regulation of actions is of scientific interest to this day. At the initiative of L., even before the creation of a speech clinic under the direct leadership of L. Vygotsky, she began to study children with different forms of speech pathology with normal hearing. Children's aphasia and tongue -tied in the terminology of that period constituted the main subject of its attention in comparison with the process of speech formation with normal linguistic development.

Rosa Evgenievna gave great importance to the study of phonemic analysis of sounding speech by children with both rough and erased manifestations of speech pathology. Levina defends his thesis on the topic “Research of Alexia and Akography in childhood”, in which for the first time in the domestic speech therapy it showed that the shortcomings of reading and writing are a consequence of inferior language development.

During the war years, Rosa Evgenievna in the hospital of the city of Ufa is engaged in the speech rehabilitation of the wounded, who suffered from the consequences of traumatic brain injuries. Then she returns to Moscow, to the Research Institute of Defectology, in which she worked for more than forty years, heading the speech therapy sector. Rosa Evgenievna publishes the book “Experience of studying non -speaking children of the Alaliks”, where for the first time she consistently applies a systematic approach to the analysis of speech and mental activity of children with Alalia.

The most significant scientific merit of R. Levina is the construction of the concept of general speech underdevelopment. The psychological and pedagogical orientation of her and the laboratory of the speech therapy of research conducted by her and was the revision of classification ideas about speech disorders. It reflects the general restructuring of the content of speech therapy science and its most difficult section - the study and correction of the shortcomings of reading and writing related to oral speech.

The allocation of the deviations of the components of the speech system served as the basis for the implementation of the actual plan - frontal training and raising children with speech disorders. From this angle of view during the gg. Levina completes an extensive study, which presents in the form of a doctoral dissertation and monograph, “violations of writing in children with speech underdevelopment”.

Violations of reading and writing in children with speech underdevelopment Alexy and Dyslexia, AGRAGE AND DIARGUSED ONE it is interpreted as defects associated, first of all, with the insufficiency of phonemic and morphological generalizations, in the modern sense with phonological deficiency. A fundamentally new approach to the correction of astraph and Alexia is presented by eliminating the deviations of speech development and the formation of full -fledged phonemic and morphological generalizations.

The result of a significant period of the scientific activity of R. Levina is the book “Fundamentals of the theory and practice of speech therapy” G. Under the influence of R. Levina’s research, scientific ideas about the complex nature of the speech activity of abnormal children have changed. Accordingly, the direction of speech therapy studies has also changed.

The pedagogical content of speech therapy science came to the fore, designed to form complex mental processes in a child with a violated speech, normalize his mental activity and ensure a willingness for full learning. The methodological achievement of the pedagogical direction of speech therapy was to overcome the gap in the consideration of the accompanying speech disorders and the revision of methods for studying speech anomalies.

Under the influence of a number of works by R. Levina, the manual “Methods of examining speech in children” was later written, R. Levin made a significant contribution to the problem of psychological study of the poor schoolchildren's poor performance. She developed methods of timely recognition of possible gaps in the preparedness of the child for learning and the ways to eliminate these gaps.

A significant contribution to the development of the fundamental scientific foundations of the organization of speech therapy assistance in the system of educational institutions was developed by R. Levina psychological and pedagogical classification of speech disorders. In the pathogenesis of violations of the speech means, it isolated anomalies of gnostic, sensory and articulation mechanisms, which require, first of all, the use of the training exposure.

The deviations of speech behavior are associated with the characteristics of the affective-volitional sphere, the normalization of which is achieved, mainly in the process of correctional and educational work.At the same time, it was taken into account that each of the named groups can have more private divisions: the first group - respectively, the specific properties of articulation anomalies, the second - at different levels of development of oral speech, a state of reading and writing.

In a new way, from the perspective of a psychologist and teacher-defectologist, R. Elevina approached the problem of stuttering. In her opinion, stuttering reflects the dysfunction of the affects “affect”, which violates the regulation of acts of speech behavior. The methodological recommendations based on these considerations were aimed, on the one hand, to eliminate the stressor, and on the other hand, to a gradual increase in the child’s confidence in the correctness of his actions, especially speech acts.

A distinctive feature of Rosa Evgenievna was a combination of theoretical depth and novelty with a practical orientation and operational implementation in the organization and content of the activities of the system of school and preschool institutions developing in the years. It is known that the first schools for children with severe violations were completed with her personal participation.

A lot of effort was given to the training of scientific personnel. Ushinsky to view the card, click on the small image at the bottom of the publication from the electronic catalog of the NPB named after