Methodology for the study of coherent dialogical speech in primary school children with intellectual disabilities

This article analyzes the concept of methodology for the study of coherent dialogical speech in primary school children with intellectual disabilities. After studying the theoretical material on the formation of coherent dialogic speech in younger schoolchildren with intellectual disability, we conducted an ascertaining experiment, the purpose of which was to identify the relationship between the development of coherent dialogic speech and the level of intellectual development of younger schoolchildren with intellectual disability.