Abstract
This article examines the issue of developing dialogic speech in preschool children with general speech underdevelopment. The relevance of the study is determined by children’s limited vocabulary, insufficient sentence construction skills, inability to provide complete and meaningful answers, and low level of engagement in dialogic communication. The aim of the study is to determine the effectiveness of a methodology for developing dialogic speech through the use of Kazakh folk tales. The objectives include enriching vocabulary, developing coherent speech, forming dialogic interaction skills, and enhancing communication abilities. The research was organized as an experimental study and included diagnostic and intervention stages. At the diagnostic stage, the initial level of children’s speech development was assessed, while at the intervention stage, targeted pedagogical support was provided to correct the identified speech difficulties. The study employed observation, interviews, play-based methods, and specially designed tasks. The methodological framework was based on dialogic teaching approaches, a structured system of questioning, and pedagogical strategies aimed at expanding children’s responses. The results of the study demonstrated an expansion of children’s vocabulary, improvement in sentence construction skills, increased completeness and coherence of responses, and a higher level of participation in dialogic interaction. The scientific value of the study lies in proposing a comprehensive approach to the development of dialogic speech, while its practical significance is determined by the possibility of effectively applying the methodology in preschool educational settings and speech therapy practice.