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Text content of presentation slides: Dyslexia - partial specific disorder the process of reading, due to the immaturity (violation) of higher mental functions and manifested in repeated errors of a persistent nature. This ailment, sometimes called "word blindness", is associated with reduced brain activity in a certain area of the left hemisphere. Dyslexia affects 5 to 12% of people. Alexia is a complete inability or loss of the ability to master the process of reading. There are phonemic, semantic, agrammatical, mnestic, optical and tactile forms of dyslexia. Phonemic dyslexia - dyslexia associated with the underdevelopment of the functions of the phonemic system, sound-letter analysis. Semantic dyslexia (Greek semantikos - semantic) - dyslexia, manifested in impaired understanding of the words, sentences, text read with technically correct reading. Agrammatical dyslexia is dyslexia caused by the underdevelopment of the grammatical structure of speech. Mnestic dyslexia (Greek mnesis - semantic) - dyslexia, manifested in the difficulties of mastering all the letters, in their undifferentiated replacements. There are phonemic, semantic, agrammatical, mnestic, optical and tactile forms of dyslexia. Optical dyslexia (Greek optikos - related to vision) - dyslexia, manifested in the difficulties of assimilation and in mixtures of graphically similar letters, as well as in their mutual replacements. With organic damage to the brain, mirror reading can be observed. There are also literal optical dyslexia, in which there are violations in the isolated recognition and discrimination of a letter, and verbal optical dyslexia, which manifests itself in violations when reading a word. Tactile dyslexia (lat. tactilis - tactile) - dyslexia, which is observed in blind children and manifests itself in the difficulties of differentiating the tactile perceived letters of the Braille alphabet. 1. Replacing and mixing sounds when reading, most often phonetically close sounds (voiced and deaf, affricates and the sounds that make up them), as well as replacing graphically similar letters (x-zh, p-n, z-a, etc. ). 2. Letter-by-letter reading - violation of the merging of sounds into syllables and words, the letters are called alternately, "stacked". 3. Distortion of the sound-syllabic structure of the word, which manifests itself in omissions of consonants in the case of confluence, consonants and vowels in the absence of confluence, additions, permutations of sounds, omissions, permutations of syllables. 4. Violation of reading comprehension, which manifests itself at the level of understanding of a single word, sentence and text, when there is no disorder in the process of reading technical side. 5. Agrammatisms when reading. They manifest themselves at the analytical-synthetic and synthetic stages of mastering the reading skill. Violations of case endings, agreement of noun and adjective, verb endings, etc. are noted. 7. Poverty of vocabulary, inaccuracy in the use of words. In mild cases, this is detected only at the stage of mastering the skill of reading. Dyslexia is caused by the lack of formation of mental functions that carry out normal reading (visual analysis and synthesis, spatial representations, phonemic analysis and synthesis, underdevelopment of the lexical and grammatical structure of speech). This allows us to conclude that in children: 1. There are difficulties in orientation in all spatial directions, difficulties in determining the left and right sides, top and bottom. 2. There is an inaccuracy in determining the shape, size. The lack of formation of optical-spatial representations is manifested in drawing, when composing a whole from parts during design, in the inability to reproduce a given form. 3. There is a delay in the differentiation of the right and left parts of the body, late literalization or its violation (left-handedness or mixed dominant). If the necessary measures are not taken in time, the self-esteem of the student suffers, who sees the success of his classmates. Usually children of six or eight years old are already fluent in reading, while more gifted dyslexic children hopelessly lag behind them, begin to doubt their abilities and, under various pretexts, try to avoid attending school. Moreover, they are often ridiculed by classmates, which further aggravates the situation. There is no consensus on when dyslexia can be diagnosed. Someone says that in early childhood, someone insists that you have to wait, because in elementary school problems with reading and writing can be explained by other reasons. modern science has already dispelled many popular myths about dyslexics. Myth 1. "It's all about tricky letters." For a long time it was believed that the whole thing is in tricky letters, which are not given to everyone. Allegedly dyslexics write them backwards. Not true. Virtually all children draw mirror copies of letters, although this is more common in dyslexic children. It was also believed that among such children there are more boys than girls. Wrong again. It's just that boys are more likely to be noticed because they are more likely to express their grievances and grievances by disobedience. Myth 2. "A child can outgrow dyslexia." This is the most terrible misconception that has surrounded dyslexia for the time being. This belief leads parents to seek help when it is too late. If a child is diagnosed at the age of nine or ten, it is still possible to teach him to read, but with great difficulty. Myth 3. "Dyslexic means mentally handicapped." People suffering from dyslexia have long been labeled "mentally disabled", however, with the development of science, this myth is gradually fading away, since the phenomenon of dyslexia itself is not a mental disorder, but rather an unusual feature of the brain that gives such people great advantage in imaginative thinking and the ability to non-standard solutions. In other words, among those who have achieved recognition and success - scientists, artists, actors - there are many dyslexics. Probably because their brains are wired differently, dyslexics tend to look at things from a new, unusual perspective, which allows them to fundamentally new level perception, leaving all conventional thinkers far behind. They see the world as if in vivid 3D, while others watch flat black and white movies. However, the medal has two sides. Due to their unusual nature, such people often suffer from an inferiority complex and, as a rule, are prone to outbursts of bad mood and depressive states, sometimes reaching suicide attempts. They are less likely to be hired, so they are more likely to break the law and end up in jail. Myth 4. "Mirror" writing, characteristic of left-handers (for example, letters such as Z, S, P, H are written in a mirror way) are a sign of a mild form of dyslexia. "In fact, almost all children on initial stage learning draw mirror copies of the letters. This disorder can be considered a symptom of dyslexia only if it is persistent and prolonged. Myth 5. "Dyslexia is 4 times more common in boys than in girls." There is no single opinion on this matter. Some doctors tend to explain the predisposition of boys to brain disorders by the initial genetic "vulnerability" of the male set of chromosomes. According to statistics, there are no fewer girls diagnosed with dyslexia than boys.
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Correction of specific reading disorders in students with semantic dyslexia
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The object of the study is the problem of corrective work in modern conditions. The purpose of the study is to understand the causes underlying reading disorders, to develop an effective method for preventing and correcting semantic disorders in students. Research objectives: To analyze the theoretical and practical material on the problem of the formation of reading skills in younger students. To examine the reading skills of students in order to identify their dyslexia. Consider different approaches to correcting specific reading disorders associated with impaired understanding of the text. Develop and use a system of various tasks in order to form technical reading skills and the process of understanding the meaning of what is being read. Research hypothesis: systematic, comprehensive and phased correction of semantic dyslexia will contribute to the spelling vigilance of students, preventing the occurrence of semantic dysgraphia. Research methods: analysis of literature on the research topic; studying the work of speech therapists-practitioners. Practical significance research is to develop and systematize methods of correction of semantic dyslexia.
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The study was conducted from 2006 to 2009. 12 students of the first grade of MOSS №3 were studied. This group was followed up for 3 years. Average age 7, 8, 9 years old. For grade 1 students, the following types of tasks were offered from the “Reading Survey Album”. (Appendix No. 1): Finding, recognizing and naming letters. Reading syllables. Reading words. Reading sentences. Reading text.
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Survey album (N.M. Trubnikova) Examination of the assimilation of letters Name the indicated letter. P o t n i m s h u c e sh d b Find the letters denoting sounds (similar in the way and place of formation and acoustic features). P b s h w r l s c k g v f h y d t Name the letters written in different fonts. A, a A, a B, b B, b C, c C, c Name the correct letter next to its mirror image. P - , Z - , C - , G - , b - . Name the letter crossed out with additional strokes. V I R E A O Z U P Y L M N S SCH Find the desired letter among letters similar in style LA LM AD LD GB VR VZ VY GT GE KZH GP PN PSH SHTS SO KH NI OR YI
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Syllable reading test. Read direct syllables. Sa, shu, ha, well, so, ry, yes, mi, you, zu, pi, ho. Read backward syllables. Mind, ah, as, op, yn, mustache, at, om, ek, yut, is. Read syllables with a confluence of consonants. Hundred, cro, rub, glo, tsvi, vlo, klu, pre. Read syllables with hard and soft consonants. Ta - cha, ka - ka, zu - syu, lo - le, sa - sya, du - du.
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Word reading test. Read the words of various sound-syllabic structures (familiar and uncommon in speech). Cancer, wasps, pit, soot, moon, glasses, detachment, hut, sled, woodpecker, backpack, snowball, scissors, towel, matches. Read the words and answer the questions: “Where did you see this object? What are they doing?" Eyebrow, crane, line, pan, motorcyclist, health resort, squirrel, beam, ram, banks. When examining word comprehension, the following tasks are offered: A) Read the word, find its image in the picture and put the appropriate inscription. Pictures with images of animals and objects; cards with inscriptions for these subjects. Notebook, shoes, doll, briefcase, coat. B) Read the word printed on the card and find the corresponding picture from memory. Pen, flower, cube, galoshes, felt boots.
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C) Read words that are similar in letter composition, and after reading, find pictures that correspond to paronymic words. Beetle - bough Chair - table Wardrobe - scarf Duck - fishing rod Pussy - bowl D) Read the words with the missing letters. Hand ... a ... buttocks K ... ysh ... a Conve ... ... M ... l ... ko Ko ... k ... Bu ... ash ... a
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Sentence reading survey. Tasks: A) Read the sentence and perform the corresponding action. Show your eye. Come up to the wall. Take a pen. Get up off your chair. Raise your hand. B) Read the sentence, find the corresponding picture (phrases of various syntactic constructions are offered). After that, answer the questions. Plot pictures and sentences: The lamp is on a round table. The boy lifted the weight. Ivan Ivanovich older than Nicholas. Uncle Vitya is resting in an armchair after work. A carpenter plans a board on a woodworking machine.
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Text reading survey. It is based on retelling and answering questions about what was read. Gift. For his mother's birthday, the lion cub Lyova carried a balloon as a gift. Seeing a beautiful butterfly that sat on a flower right in front of him, the lion cub, out of surprise, released the thread from its paws. The ball flew up and caught on a palm tree. - How can I get a gift for my beloved mother?! - the lion cub Lyova was upset. Don't worry, baby! I will help you, the lion cub heard the voice of a giraffe, which importantly walked nearby. And after a few minutes, the lion cub went on, holding the balloon tightly to itself. Answer the questions: - What was the name of the lion cub? Where did the lion go? - What did the lion carry as a gift to mom? - What happened to the balloon? - Who helped the baby? - Why did the giraffe manage to remove the ball from the palm tree?
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Types of dyslexic errors Grade 1 types of errors 33% 50% 50% 42% 33% 50% 25% 50% 50% Recognition, finding, naming letters Reading direct, reverse syllables Reading syllables with a confluence of consonants Syllables with hard-soft consonants Reading words Lexical meaning words Comprehension of words] Reading sentences Reading text Research parameters Errors Grade 1 Number 12ch % Recognition, naming, finding letters 4 33% Reading direct, reverse syllables 6 50% Reading syllables with a confluence of consonants 6 50% Syllables with hard-soft consonants 5 42 % Reading words 4 33% Lexical meaning of words 6 50% Comprehension of words 3 25% Reading sentences 6 50% Reading text 6 50%
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Types of dyslexic errors Grade 2 types of errors 25% 33% 33% 33% 25% 42% 17% 33% 33% Recognition, finding, naming letters Reading direct, reverse syllables Reading syllables with a confluence of consonants Syllables with hard-soft consonants Reading words Lexical meaning of words Comprehension of words] Reading sentences Reading text Research parameters Errors grade 2 Quantity 12ch % Recognition, naming, finding letters 3 25% Reading direct, reverse syllables 4 33% Reading syllables with a confluence of consonants 4 33% Syllables with hard-soft consonants 4 33% Reading words 3 25% Lexical meaning of words 5 42% Comprehension of words 2 17% Reading sentences 4 33% Reading text 4 33%
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Types of dyslexic errors Grade 3 types of errors 8% 17% 17% 17% 17% 25% 8% 33% 33% Recognition, finding, naming letters Reading direct, reverse syllables Reading syllables with a confluence of consonants Syllables with hard-soft consonants Reading words Lexical meaning of words Comprehension of words] Reading sentences Reading text Research parameters Errors grade 3 Number 12ch % Recognition, naming, finding letters 1 8% Reading direct, reverse syllables 2 17% Reading syllables with a confluence of consonants 2 17% Syllables with hard-soft consonants 2 17 % Reading words 2 17% Lexical meaning of words 3 25% Comprehension of words 1 8% Reading sentences 3 25% Reading text 3 25%
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The study of the state of reading on the material of texts. Reading Status Chart 0% 8% 17% 50% 25% 8% 17% 33% 40% 0% 8% 17% 33% 40% 50% 60% High above average average level level below average low level before remedial work after remedial work Research parameters average number of errors before remedial work average number of errors after remedial work number of errors % number of errors % High level (reading without errors) 0 0% 1 8% above average level (children notice and correct 2-3 mistakes on their own) 1 8% 2 17% average level (children notice and correct 3-4 mistakes on their own) 2 17% 4 33% below average level (4-6 mistakes, significant amount corrections) 6 50% 5 40% low level (more than 6 errors, numerous corrections) 3 25% 0 0%
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Psychological and pedagogical aspects of the act of reading. Reading is a complex psychophysiological process. Visual speech-motor, speech-auditory analyzers take part in his act. At the heart of this process, as B.G. Ananiev, lie "the most complex mechanisms of interaction between analyzers and temporal connections of two signal systems." In the process of reading, two sides can be conditionally distinguished: technical (correlation of the visual image of the written word with its pronunciation) and semantic, which is the main goal of the reading process. Understanding "is carried out on the basis of the sound form of the word, with which its meaning is associated" (D.B. Elkonin). T.G. Egorov distinguishes the following four stages of the formation of reading skills: mastery of sound - letter designations; syllable reading; the formation of synthetic reading techniques; synthetic reading
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Current state questions about reading disorders. Dyslexia is a partial disorder of the process of mastering reading, manifested in numerous repeated errors of a persistent nature, due to the unformed mental functions involved in the process of mastering reading. With dyslexia, the following groups of errors are observed. - Replacement and mixing of sounds when reading: replacement and mixing of phonetically similar sounds (voiced and deaf, affricates), graphically similar letters. - Letter-by-letter reading - a violation of the fusion of sounds into syllables and words. Distortion of the sound-syllabic structure of the word: omissions of consonants during confluence, omissions of consonants and vowels in the absence of confluence, addition of sounds, rearrangement of sounds, omissions, rearrangement of syllables. Reading comprehension disorders manifest themselves at the level of a single word, as well as sentences and texts. This group of reading disorders is distinguished in cases where there is no disorder in the technical side of the reading process. - Agrammatisms in reading. Violations are noted in case endings, in noun and adjective agreements, and changes in verb endings.
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R.I. Lalayeva made it possible to identify the following types of dyslexia: optical mnemonic phonemic semantic agrammatic tactile. Semantic dyslexias Semantic dyslexias are manifested in violations of understanding of the read words, sentences of the text. An analysis of the results of a study of children with semantic dyslexia allows us to identify three factors that cause semantic reading disorders: 1) difficulties in sound-syllabic synthesis; 2) fuzziness, non-differentiation of the idea of syntactic links within a sentence; 3) poor vocabulary.
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Methodology for organizing and conducting corrective work to strengthen sound-letter connections; automation of syllable fusion; formation of understanding of the text. Speech therapy work on the correction of semantic dyslexia is carried out in three directions: the development of syllabic synthesis; development of the grammatical structure of speech, clarification of syntactic links between words in a sentence; expansion and refinement of vocabulary.
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1. Examination of reading Method N. M. Trubnikova. "Reading Survey Album". 2. Correctional work The development of syllabic synthesis. Name the word pronounced by individual sounds (d, o, m; k, a, w, a). Name the word together, pronounced in syllables (ku - ry, ba - bush - ka). Make up a word from syllables given in disorder. Name the sentence together, pronounced in syllables (De - ti ig - ra - yut in the yard - re).
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LO CO MO BA BA RAN LO MY SHI KA DA KI RAN KA BA SO PU CA NI TA Appendix No. 6 "Confusion"
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Appendix No. 7 “Consonant Trainer” 1 2 3 4 5 6 7 5) bzsk t fsh 6) t f l m n s h 7) r m f x v d g 8) c k tr s h w 9) v d c v f dr 10) g h s r p z b 11) m n b d f m w
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Formation of the skill of letter addition, syllable formation, word formation C D D H ... U ... U ... U ... U U C D D F ... A ... A ... A ... A A Appendix No. 8
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“Make words from syllables” PO + LO + SA = KA + LI + NA = ZA + BUT + ZA = SHI + RI + NA = SO + BA + KA = BE + SE + YES = GO + LO + VA = BO + RO + YES \u003d TI + SHI + NA \u003d RE + ZI + NA \u003d TO + RO + GA \u003d
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Development of the grammatical structure of speech I conduct speech therapy work on the correction of the grammatical structure of speech, morphological and syntactic generalizations in the following areas: work on the morphological system of the language (inflection and word formation); formation of sentence structure. Sequence of work: 1) differentiation speech units(word forms, sentence structures) in impressive speech; 2) automation of grammatical forms in expressive speech; 3) fixing the correct grammatical forms in writing.
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I develop the inflection of nouns in the following order: differentiation of the nominative case of the singular and plural; fixing unprepositional constructions of the singular in the following sequence: accusative case (zero ending, endings U, A-Z), genitive case, dative case, instrumental case; prepositional case constructions of the singular; plural forms of nouns, first without prepositions, then with prepositions.
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At the same time, it should be borne in mind that the following case forms are used with prepositions: the genitive case with the preposition Y, indicating the location, as well as with the prepositions C, FROM, TO, with the meaning of the direction of action (lies by the fence, takes from the desk); dative case with the preposition PO (meaning location), with the preposition K (meaning the direction of action). Floats down the river; accusative case with prepositions IN, ON, FOR, UNDER (the meaning of the direction of action). Puts on the table; instrumental case with the prepositions FOR, OVER, UNDER, BEFORE (meaning location), denoting the part of the space within which the action is performed, as well as with the preposition C (meaning compatibility). Lies behind a book. With saucer; prepositional case with prepositions B, ON, denoting the location of the object (lying on the table).
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Appendix No. 9 "Funny prepositions" Task: Make sentences, use different prepositions.
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The inflection of verbs is fixed according to the following plan: agreement of present tense verbs and nouns in number; agreement of the past tense verb and nouns in gender and number; differentiation of perfect and imperfect verbs. Types of tasks: 1. Drawing up proposals for key words given randomly. 2. Inserting missing words into sentences. 3. Determining the correctness of the proposals. Children are given sentences with correct and incorrect forms of words.
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Application №10 Read, ask, answer. 1. The ball, Katya, in the room, rolled. Who? What did you do? Where? Under, rolled up, bed, he. What happened to...? She took a ball from under, and, Katya, took out a stick, a bed. Who? What did she do? What…? Where? 2. Kolya, sitting, and Katya, on the balcony. Who? Where? So, Kostya, snake, him, k, came. To whom? Who? Threads, to, tied, a snake, and, Kolya, Kostya. Who? What? Katya helped the boys. Who? To whom? C, Kostya, launched, balconies, a snake. Who? Where?
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Application No. 10 Insert a word into a sentence. 1. Kira bought a beautiful ________. It was _______ violet. She put the violet pot on _________. Every day Kira ________ a violet. Soon, new ___________ appeared from behind the violet leaves. 2. Little Klava is rocking the stroller with her __________. Suddenly ______ meowed. - Hush, ________, you will wake my daughter up, - said _______. 3. The teacher went with the group to ____________. They walked on the game ___________, fenced _________. The guys jumped, _________, _________, into different games.
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Appendix №10 Say it right. 1. Mom bought Yulia a blue skirt. Mom bought Yulia a blue skirt. 2. Kolya builds a house out of cubes. Kolya is building a house out of cubes. 3. Mom and dad went to the grocery store. Mom and dad went to the grocery store. 4. A little hedgehog was crawling under the tree. A small hedgehog crawled under the tree. 5. Tamara gave Sveta a doll. Tamara gave Sveta a doll. 6. The boy caught a white butterfly in the garden and brought it to his father. The boy caught a little white butterfly in the garden and brought it to his father.
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Methods for working on reading comprehension of words, sentences and text. I use the following tasks: Read the word and show the corresponding picture. Read the word and take the appropriate action. Read the word and answer the question Find the answer to the question in the text. Arrange a series of plot pictures in accordance with the read text. Choose from the text the sentence corresponding to the plot picture. After reading the text, put the plot picture in its place in the series of plot pictures. After reading the text, find an extra picture in a series of plot pictures. After reading the text, find an error in the sequence of plot pictures. Find an error in the read text based on the correct sequence in a series of plot pictures.
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Appendix No. 11 "Seasons" Task: 1. Listen to the story. Name him. Retell the story using the pictures on the right. Summer. In summer the sky is clear and high. The sun rises high, shines brightly. The meadows are covered with colored carpet. The trees are dressed in green foliage. Roses, gladioli, daisies bloom. Strawberries and blueberries ripened in the forest. 2. What do you like most in summer?
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"Seasons" Task: 1. Listen to the story "Winter". Retell the story from the pictures on the right. Winter. In winter the sky is low and gloomy. The sun is rarely shown. Cold wind is blowing. Snowing. Quiet in the forest. The bear sleeps sweetly in the den. The squirrel and the bunny changed their coats. Hungry wolf. He roams the forest in search of prey. 2. What do you like most in winter?
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Introduction Dyslexia is a partial specific disorder of the reading process, which manifests itself in repetitive errors of a persistent nature. Dyslexia is a partial specific violation of the reading process, due to the lack of formation (violation) of higher mental functions and manifested in repetitive errors of a persistent nature.
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Forms of dyslexia Phonemic dyslexia - dyslexia associated with underdevelopment of the functions of the phonemic system, sound-letter analysis. Semantic dyslexia (Greek semantikos - semantic) - dyslexia, manifested in impaired understanding of the words, sentences, text read with technically correct reading. Agrammatical dyslexia is dyslexia caused by the underdevelopment of the grammatical structure of speech. Mnestic dyslexia (Greek mnesis - semantic) - dyslexia, manifested in the difficulties of mastering all the letters, in their undifferentiated replacements. Optical dyslexia (Greek optikos - related to vision) - dyslexia, manifested in the difficulties of assimilation and in mixtures of graphically similar letters, as well as in their mutual replacements. With organic damage to the brain, mirror reading can be observed. There are also literal optical dyslexia, in which there are violations in the isolated recognition and discrimination of a letter, and verbal optical dyslexia, which manifests itself in violations when reading a word. Tactile dyslexia (lat. tactilis - tactile) - dyslexia, which is observed in blind children and manifests itself in the difficulties of differentiating the tactile perceived letters of the Braille alphabet.
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Causes of Dyslexia There are several types of dyslexia that affect a child's ability to both read and write. "Trauma dyslexia" results from an injury to the brain, or the part of the brain that is responsible for a person's ability to write and read. This is rarely seen at present. "Primary dyslexia" can be defined as a dysfunction rather than a disorder of the brain. People with this type of dyslexia are often unable to read until grade 4 and also have difficulty with writing and understanding spoken language. This type of dyslexia is hereditary. This dyslexia is more common in boys than in girls. "Secondary, or developmental dyslexia". The reason for the development of this type of dyslexia is a violation of the hormonal development of the child in the early stages of development (even in the prenatal period).
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Speech symptoms of dyslexia 1. Replacement and mixing of sounds when reading, most often phonetically close sounds (voiced and deaf, affricates and sounds included in their composition), as well as replacement of graphically similar letters (х-х, н-н, з-а and etc.). 2. Letter-by-letter reading - a violation of the merging of sounds into syllables and words, the letters are called alternately, "stacked" .3. Distortion of the sound-syllabic structure of a word, which manifests itself in omissions of consonants in the case of confluence, consonants and vowels in the absence of confluence, additions, permutations of sounds, omissions, permutations of syllables. 4. Violation of reading comprehension, which manifests itself at the level of understanding of a single word, sentence and text, when there is no technical disorder in the process of reading. 5. Agrammatisms when reading. They manifest themselves at the analytical-synthetic and synthetic stages of mastering the reading skill. Violations of case endings, agreement of noun and adjective, verb endings, etc. are noted. 7. Poverty of vocabulary, inaccuracy in the use of words. In mild cases, this is detected only at the stage of mastering the skill of reading.
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Non-verbal symptoms of dyslexia Dyslexia is caused by the lack of formation of mental functions that carry out normal reading (visual analysis and synthesis, spatial representations, phonemic analysis and synthesis, underdevelopment of the lexical and grammatical structure of speech). This allows us to conclude that children: 1. There are difficulties in orientation in all spatial directions, difficulties in determining the left and right sides, top and bottom. 2. There is an inaccuracy in determining the shape, size. The lack of formation of optical-spatial representations is manifested in drawing, when composing a whole from parts during design, in the inability to reproduce a given form. 3. There is a delay in the differentiation of the right and left parts of the body, late literalization or its violation (left-handedness or mixed dominant).
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Symptoms of Dyslexia 1. Holds a book too close to the eyes. 2. Mows a little. 3. When reading, he does not notice certain places. 4. When reading, covers or even closes one eye. 5. Turns his head, thus blocking the work of one eye. 6. Experiencing headache while reading or after. 7. Shakes his head back and forth. 8. Often rubs eyes. 9. Experiences difficulties in memorizing, identifying and reproducing basic geometric shapes.10. Gets tired quickly.11. Skips words while reading.12. Around the age of five, he writes letters and words backwards.13. Tries to avoid reading and doing homework.14. Reads worse than expected according to age.15. He has very bad handwriting, the words seem to crawl on top of each other.
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The main techniques and methods of working with children with dyslexia: Respiratory, visual and articulatory gymnastics. Kinesiology correction method. Stimulating massage and self-massage of the hands and fingers. Rhythmic speech, music and vitamin therapy. Mirror-symmetrical drawing with both hands. Exercises for visual development - motor coordinations, operational field of reading, anticipatory perception of the word. Fedorenko-Palchenko's modified visual dictations. Intellectual and developing word games: anagrams, isographs, rebuses, cryptograms, shifters, magic chains, word labyrinths, matryoshka words and others. Search word tables "Photo-eye". The method of "voiced" reading. The method of verbal anagrams. Automation of operational reading units using special syllabic tables.
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References Lalaeva R. I. "Reading disorders and ways of their correction in junior schoolchildren", "Soyuz" St. Petersburg 1998 Fedorenko I. T. (Kharkov) "Complex of visual dictations" Rakitina V. A. "Prevention of reading and writing disorders" Chirkina G. V. "Theory and practice of eliminating dyslexia - speech therapy aspect problems" Kornev A. N. "Key issues of dyslexia" Stanislav Milevsky "Phonetic and phonological knowledge in speech therapy practice (selected issues)" Altukhova T. A. "The state of professional competence of speech therapists general education schools in the prevention and correction of writing and reading disorders" Russian E. N. "The use of editing reading as a means of self-control of the written speech of students with dyslexia" Rusetskaya M. N. "Experimental study of the cognitive causes of reading disorders"
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With the help of a magnetic resonance analyzer, neuroscientists were able to establish that the main role in the process of reading is played by three main zones in the left hemisphere, which are something like a "sound initiator", "analyzer" and "automatic identifier" and act simultaneously. With the help of a magnetic resonance analyzer, neuroscientists were able to establish that the main role in the process of reading is played by three main zones in the left hemisphere, which are something like a "sound initiator", "analyzer" and "automatic identifier" and act simultaneously. However, in people with dyslexia, there is a failure of the neural connections between the first and second centers, possibly due to the dominant role of the primary recognition center. Therefore, they have difficulty in moving from the sound composition of a word to its meaning, and they read each word syllable by syllable, as if seeing it for the first time. Since word recognition is not carried out automatically, but mechanically, the reading rate is extremely low. Elena Zhidkova, (children's neurologist) "dyslexia occurs due to" uncoordinated work of the right and left hemispheres of the brain. The cause may be birth trauma, disorders during pregnancy, disorders of proper motor development. Dyslexia is inherited. dyslexia is not a manifestation of stupidity or unwillingness to learn, but a very real genetic disease that violates correct work brain.
Slide 7
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Slide 8
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Slide 9
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Symptoms of dysgraphia The main criterion for diagnosing dysgraphia is considered to be the presence of so-called "specific errors" in writing. omissions of letters, syllables, words, their rearrangement, replacement and mixing of letters that are similar in acoustic-articulatory characteristics of the corresponding sounds of mixing letters, similar in outline, merging several words into one violation of grammatical coordination and control of words in a sentence. In other words, distortions, substitutions, mixing of letters (optical-articulatory-acoustic feature), distortion of the letter-syllabic structure of words (omissions, permutations, additions, breaks), violations of the structure of sentences (omissions, breaks, permutations of words. Agrammatisms in writing
Slide 10
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slide 11
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slide 12
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slide 13
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Slide 14
Description of the presentation on individual slides:
1 slide
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Mnestic dyslexia Reading disorders are manifested in the difficulties of mastering all the letters, in their undifferentiated substitutions. They are caused by a violation of the processes of establishing a connection between a sound and a letter with speech memory. Children cannot reproduce in a certain sequence a speech sequence of 3-5 sounds or words, and if they do, they violate the order of sounds or words or reduce their number, skipping sounds, words.
2 slide
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A simplified definition of mnestic dyslexia is difficulty in learning to read that occurs in children with a normal IQ, without signs of any physical or mental illness that can explain these difficulties. Dyslexics find it very difficult to distinguish between letters or groups of letters, the order of their alternation in a word or sentence, they can hardly read, their academic performance is significantly lower than that of their peers.
3 slide
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Causes: - Insufficient cerebral lateralization, which interferes with capturing the correct arrangement of letters, confusing, as a result, the child skips letters or syllables or rearranges them. - Disorientation in time and space. - Problems of perception. - Psychomotor difficulties (coordination, balance, etc.). - Emotional disorders.
4 slide
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Principles of speech therapy work: The principle of complexity The principle of taking into account pathogenesis The principle of taking into account the symptoms and severity of dyslexia The principle of relying on a intact link of mental function The principle of the phased formation of mental actions The principle of gradual complication of tasks and speech material The principle of consistency The ontogenetic principle
5 slide
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Types of work with letters. Who (what) does this letter look like? Whose letter is this? Put the letter right. Find a letter in a word, text, checkout. Read the (m) letter. Name the letter (uh). Read consonants, vowels, those that denote pairs. Letter construction. Recognize the letter by touch. Type in the letter.
6 slide
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Remember, compose, retell a fairy tale about a letter. Questions on the memory tape. Name vowels, consonants. Arrange, distribute, new settlers the letters, arrange the vowels in pairs, (a-z, w-y), consonants in pairs. Describe the letter (printed small). Color, circle the letter. Cut out a letter from paper. Cut out a letter from paper. Type the letter with a wet finger, a brush. Lay out the letter with colored threads. Identify the misplaced letter and type its correct position. Highlight the letters that are stacked on top of each other.
7 slide
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P - two sticks, at the top - a crossbar. R - stick on the right, above - an oval. C - semi-oval, open on the right. T - stick at the top, in the center - crossbar. F - a stick in the middle, on the sides - semi-ovals. X - oblique cross. C - two sticks, at the bottom - a crossbar, and on the right - a tail. H - stick on the left, on top - hook, spout. U - three sticks, at the bottom - a crossbar, and on the right - a tail. Ш - three sticks, below - a crossbar (there is no tail).