The article is devoted to the description of the methods of correction of the semantic fields of words. We defined its main tasks, linguistic material and conditions of its use, substantiated the principles of the division of material into educational directions, specified the aims of this choice, defined the criteria for selecting the material (thematic principle, linguistic, morphological, frequency, hierarchical, etc.). These principles enabled us to form pivotal vocabulary groups for secondary school children, taking into account their linguistic experience and the curricula requirements for children with severe speech disorders. We described three main stages of the implementation of the remedial program, their purpose and directions of work, namely, the actualization of the existing knowledge of the child, the expansion of the lexical meaning through the accumulation of new words and the use of semantic ties to integrate them into existing semantic fields. The most critical and most important was the stage of harmonization, structuring and repolarization of semantic fields, in which conditions for independent construction and modification of semantic fields were created, as it provided for independent, competent work of children in selecting, processing and using the information obtained from different sources and branches of knowledge, as well as acquiring skills by one’s own choice or instruction to transform existing semantic fields. The article gives a list of practical tasks offered to children at different stages of remedy for individual and group work. Students worked with ready-made graphic structures of expressions and dynamic models. In order to visualize the process of forming semantic fields, in addition to the generally accepted models (associative chains), we proposed some projective models (“the snowball tree cluster", “the sundial", “the associative bush", and the “ multi-stage pyramid", which allowed to study quantitative and qualitative characteristics of semantic fields.