During the first three years of schooling, students practice various types letters, each of which has a certain meaning for the formation of skills of a full-fledged writing, responding to the tasks of teaching, consolidating and testing relevant knowledge and skills. Consider the individual types of writing, selected in relation to the tasks of speech therapy work.
Cheating: a) from a handwritten text, b) from a printed text, c) complicated by tasks of a logical and grammatical nature.
Copying as the simplest type of writing is most accessible to children with dysgraphia. Its value lies in the ability to coordinate the pace of reading the recorded material, its pronunciation and recording with the individual capabilities of children. It is necessary to teach children as early as possible to memorize the syllable, not the letter, when copying, which follows from the position on the syllable as the main unit of pronunciation and reading. Consequently, the correct syllable-by-syllable pronunciation, consistent with the tempo of writing, becomes the specific task of writing.
In cases where the child poorly learns this requirement, allows numerous omissions of letters, it is useful to offer words and texts for copying that are already divided into syllables by dashes.
From the first exercises in copying, it is desirable to develop self-checking skills in schoolchildren, for which the teacher, looking at the work, does not correct mistakes, but only marks them in the margins of the corresponding lines, inviting the student to check his record with the text of the textbook, card, board.
A little later, a method of mutual verification is introduced. Pupils exchange notebooks in pairs, mark the mistakes noticed in the margins with a colored pencil. Notebooks are returned to the owners, who make corrections. When evaluating the work, the speech therapist takes into account the quality of the initial assignment, the correction of errors in accordance with the notes in the margins, as well as the completeness of the identification of errors in the work of a friend.
All types of writing reading performs control function.
Auditory dictation with visual self-control corresponds to the principle of interaction of analyzers participating in the act of writing. After writing the auditory dictation, bypassing the students, the speech therapist notes and announces the number of errors of each of the students. For a few minutes, the text of the dictation, written on the board, is opened to correct errors. Students make corrections not with a pen, but with a colored pencil (to distinguish them from corrections that may have taken place during the writing of the dictation). When checking the work, the speech therapist notes the number of corrected errors, writing this number under the first in the form of a fraction: 5 / 3, i.e., out of five errors made, three were corrected. Such tasks gradually accustom children to rereading, checking what they write (in speech therapy classes, in the classroom, at home). A speech therapist, keeping a record of errors, can assess the dynamics in the development of this skill.
The selection of speech material for auditory dictations for children suffering from dysgraphia is not an easy task, since in any, the most simple text, something inaccessible to students at this stage of learning can be found.
This circumstance prompted us to develop a new, non-traditional form of writing under auditory dictation - graphicdictation. This form most fully meets the task of checking the assimilation by children of the topics covered by the differentiation of mixed pairs of phonemes, that is, those that make up a significant part of the entire volume of speech therapy work in the correction of dysgraphia.
Graphic dictation performs a control function, but is a gentle form of control, as it excludes other spellings from students' field of vision. The verification of the assimilation of what has been passed takes place in facilitated conditions, therefore it is not the last stage of control, like a regular text dictation, where the student faces many tasks at the same time. However, it is the graphic dictation that allows students to train students to distinguish between mixed sounds on words that are complex in sound composition, which cannot be included in text dictations. Here, as it were, the child's "ray of attention" narrows, concentrating on two mixed sounds, which he must distinguish from a rich sound range (word, phrase, text).
The graphic dictation is carried out as follows. The children are tasked with determining by ear only the sounds being studied, for example, voiced h and voiceless s (cases of stunning a voiced consonant are not included in the text at this stage). Words that do not contain the indicated sounds are indicated by a dash when writing; containing one of the sounds are indicated by one corresponding letter; containing both sounds - by two letters in the sequence in which they follow in the composition of words. If one of the sounds occurs twice in a word, then the letter is repeated twice. So, the dictated phrase: “There is a resinous smell in the pine forest” - in the record it looks like this: “- ss with ssh".
During the graphic dictation, the speech therapist separately pronounces the words of the phrase. At the first listening, students bend their fingers according to the number of words. When re-reading, they write down, comparing the number of written symbols with the number of words in the sentence. Each sentence is written on a new line, since such a record does not contain capital letters and periods.
In addition to checking the main theme of the dictation, this type of work allows you to consolidate a number of other writing skills: students perceive by ear and reflect in the record the division of the text into sentences, sentences into words; learn to pick out prepositions. Graphic dictations expand the vocabulary of children, while with text recording, the choice of words is limited by the complexity of their spelling.
Errors in graphic dictations come down to the following: omission of a word - dashes in a sentence; skipping a letter, especially if it occurs 2-3 times in a word. For example, when differentiating vowels and- s: word caught marked and(instead of ii) were surprised- ai(instead of iii).
Errors of the first type are overcome with the help of a preliminary analysis of the phrase into words, selective naming of the second, fourth, first word. Students consciously strive to memorize each sentence. The volume of auditory memory is noticeably increased. Having made a mistake of the second type when checking the dictation, he must say the word aloud, "probing every sound." Gradually, the skill of accurate and quick analysis of words by sound composition is being improved, based on articulation.
A graphic record can also be used to consolidate other studied topics of the remedial course.
Usually children willingly write all graphic dictations. New designations do not cause them any difficulties, since the principle of notation is the same for different topics. For example:
when checking the skill of determining the number of sounds in a word.
words are dictated: students designate sounds:
When checking the ability to determine the number of syllables:
word dictation
or show pictures: record:
When fixing the theme "Soft sign":
Little skaters learned how to slide and jump on skates. "n - s lt - t - n"
During the passage of the topic "Prepositions": An old man with a lantern stood at the entrance to the house. 
Sadovnikova I. N. - Disorders of written speech and their overcoming in younger schoolchildren.
Sadovnikova I.N.
Written speech disorders and their overcoming in primary school students
Foreword
The problem of writing disorders in schoolchildren is one of the most relevant for school education, since writing and reading from the goal of primary education are turning into a means of further acquiring knowledge by students.
The book reflects the results of many years of scientific and practical work of the author, who develops the problem of writing and reading disorders in relation to the contingent of students secondary school and mainly primary school, because the main task of a school speech therapist is to timely identify and overcome writing disorders, preventing their transition, which complicates the educational and cognitive activity of students, to the subsequent stages of education.
The first section of the book highlights the prerequisites for the formation of writing and reading in the norm and the mechanisms of violations that lead to persistent specific errors in written speech; the disclosed typology of such errors is illustrated by examples from student work. An original system for identifying and accounting for specific writing errors by a speech therapist is presented. The criteria for distinguishing dysgraphia from the immaturity of writing skills, characteristic of the stage of literacy, are described. Diagnostic tasks are proposed to identify dysgraphia in students of grades 1–3. Materials are given for a comprehensive study of schoolchildren with dysgraphia, which characterizes the state of a number of their sensory-motor and gnostic functions that are important for the formation of written speech.
The second section reveals a system of remedial education to overcome violations of written speech - in four main areas. Each chapter is preceded by the necessary methodological commentary that defines the tasks and ways of organizing the proposed types of work. The range of topics, content and forms of work are determined by the specifics of speech therapy tasks, but at the same time they correlate with the key issues of the Russian language program in elementary school.
Dysgraphia sessions should not become an endless process of writing or rewriting. It is necessary to provide a variety of speech practice for students - for the development of language ability and observation, for the formation of skills speech communication. For these purposes, a sufficient amount of various exercises is offered, most of which are performed orally with a clear organized system signals feedback(cards, symbols, number row, ball and clapping actions, etc.), i.e. to some extent, we can say that we form writing operations without a notebook and a pen. Entertaining speech material should also help relieve tension and fear of writing in children who feel their own failure in graph-lexical activity, and create a positive emotional mood in children during group classes.
The book is addressed to a wide range of people:
§ speech therapists of general education and special schools of various types;
§ Primary school teachers and teachers of the Russian language;
§ students of defectological faculties;
§ speech therapists of preschool institutions (for the implementation of continuity in correctional work);
§ practical psychologists of school institutions;
§ parents of children who have found it difficult to master writing and reading, to organize systematic homework.
SECTION I. WRITTEN SPEECH DISORDERS
Chapter I. WRITTEN SPEECH AND PREREQUISITES FOR ITS FORMATION
§one. WRITTEN SPEECH
Written speech is one of the forms of the existence of a language, opposed to oral speech. This is a secondary, later in time form of existence of the language. For various forms of linguistic activity, both oral and written speech can be primary (compare folklore and fiction). If oral speech singled out man from the animal world, then writing should be considered the greatest of all inventions created by mankind. Written speech not only revolutionized the methods of accumulation, transmission and processing of information, but it changed the person himself, in particular his ability to think abstractly.
The concept of written speech includes reading and writing as equal components. “Writing is a sign system of fixing speech, which allows using graphic elements to transmit information at a distance and fix it in time. Any writing system is characterized by a constant composition of signs "( FOOTNOTE Russian language: Encyclopedia. M., 1979. S.205)
Russian writing refers to alphabetic writing systems. The alphabet marked the transition to symbols of higher orders and determined the progress in the development of abstract thinking, allowing speech and thinking to be made objects of knowledge. “Only writing allows you to go beyond the limited spatial and temporal boundaries of speech communication, as well as to preserve the impact of speech even in the absence of one of the partners. This is how the historical dimension of social self-consciousness arises" ( FOOTNOTE: Granovskaya R. M. Elements of practical psychology L., 1984. S. 182)
Both oral and written form speeches are a kind of temporary connections of the second signaling system, but, unlike oral, written speech is formed only in conditions of purposeful learning, i.e. its mechanisms are formed during the period of literacy and are improved in the course of all further education. As a result of reflex repetition, a dynamic stereotype of the word is formed in the unity of acoustic, optical and kinesthetic stimuli (L. S. Vygotsky, B. G. Ananiev). Mastering written speech is the establishment of new connections between the word heard and spoken, the word visible and written, because. the process of writing is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.
The shortest unit of speech, in accordance with this, can be conditionally represented by a trace. way:
Motor A. R. Luria defined reading as a special form of impressive speech, and writing as a special form of expressive speech, noting that writing (in any form) begins with a certain idea, the preservation of which helps to inhibit all extraneous tendencies (running ahead, repetitions etc.). The letter itself includes a number of special operations:
§ analysis of the sound composition of the word to be recorded.
The first condition for writing is to determine the sequence of sounds in a word.
The second is the refinement of sounds, i.e. the transformation of sound variants audible at the summer time into clear generalized speech sounds - phonemes. At first, both of these processes proceed completely consciously, in the future they are automated. Acoustic analysis and synthesis proceed with the closest participation of articulation;
§ translation of phonemes (audible sounds) into graphemes, i.e. into visual schemes of graphic signs, taking into account the spatial arrangement of their elements;
§ “recoding” of visual schemes of letters into a kinetic system of successive movements required for recording (graphemes are converted into kinemes).
Recoding is carried out in the tertiary zones of the cerebral cortex (parietal-temporal-occipital region). Morphologically, tertiary zones are finally formed at the 10th-11th year of life. The motivational level of writing is provided by the frontal lobes of the cerebral cortex. Including them in a functional writing system ensures the creation of an idea that is held through inner speech.
Retention of information in memory is ensured by the holistic activity of the brain. As A. R. Luria notes, “ specific gravity each of the writing operations does not remain constant at different stages of motor skill development. At the first stages, the main attention of the writer is directed to the sound analysis of the word, and sometimes to the search for the desired grapheme. In the developed skill of writing, these moments recede into the background. When writing well-automated words, writing turns into smooth kinetic stereotypes. (FOOTNOTE: Luria A.R. Higher cortical functions of a person and their disorders in local brain lesions. M., 1962. P. 64)
Let us briefly consider the circle of questions that makes it possible to trace the influence of a number of ontogenetic factors on the formation of written speech, namely: the formation of the mechanisms of oral speech and the evolution of spatial discrimination in a normally developing child.
The first series of questions is related to the fact that written speech uses ready-made mechanisms of oral speech.
The problem of writing disorders in schoolchildren is one of the most relevant for school education, since writing and reading from the goal of primary education are turning into a means of further acquiring knowledge by students.
The book reflects the results of many years of scientific and practical work of the author, who is developing the problem of writing and reading disorders in relation to the contingent of students in a general education school and, mainly, primary classes, because the main task of a school speech therapist is to identify and overcome writing disorders in a timely manner, preventing their transition, which complicates the educational and cognitive activity of students, to the subsequent stages of education.
The first section of the book highlights the prerequisites for the formation of writing and reading in the norm and the mechanisms of violations that lead to persistent specific errors in written speech; the disclosed typology of such errors is illustrated by examples from student work. An original system for identifying and accounting for specific writing errors by a speech therapist is presented. The criteria for distinguishing dysgraphia from the immaturity of writing skills, characteristic of the stage of literacy, are described. Diagnostic tasks are proposed to identify dysgraphia in students of grades 1–3. Materials are given for a comprehensive study of schoolchildren with dysgraphia, which characterizes the state of a number of their sensory-motor and gnostic functions that are important for the formation of written speech.
The second section reveals a system of remedial education to overcome violations of written speech - in four main areas. Each chapter is preceded by the necessary methodological commentary that defines the tasks and ways of organizing the proposed types of work. The range of topics, content and forms of work are determined by the specifics of speech therapy tasks, but at the same time they correlate with the key issues of the Russian language program in elementary school.
Dysgraphia sessions should not become an endless process of writing or rewriting. It is necessary to provide a variety of speech practice for students - for the development of language ability and observation, for the formation of speech communication skills. For these purposes, a sufficient amount of various exercises is offered, most of which are performed orally with a clearly organized system of feedback signals (cards, symbols, number row, actions with the ball and claps, etc.), i.e. to some extent, we can say that we form writing operations without a notebook and a pen. Entertaining speech material should also help relieve tension and fear of writing in children who feel their own failure in graph-lexical activity, and create a positive emotional mood in children during group classes.
The book is addressed to a wide range of people:
§ speech therapists of general education and special schools of various types;
§ Primary school teachers and teachers of the Russian language;
§ students of defectological faculties;
§ speech therapists of preschool institutions (for the implementation of continuity in correctional work);
§ practical psychologists of school institutions;
§ parents of children who have found it difficult to master writing and reading, to organize systematic homework.
SECTION I. WRITTEN SPEECH DISORDERS
Chapter I. WRITTEN SPEECH AND PREREQUISITES FOR ITS FORMATION
§one. WRITTEN SPEECH
Written speech is one of the forms of the existence of a language, opposed to oral speech. This is a secondary, later in time form of existence of the language. For various forms of linguistic activity, both oral and written speech can be primary (compare folklore and fiction). If oral speech singled out man from the animal world, then writing should be considered the greatest of all inventions created by mankind. Written speech not only revolutionized the methods of accumulation, transmission and processing of information, but it changed the person himself, in particular his ability to think abstractly.
The concept of written speech includes reading and writing as equal components. “Writing is a sign system of fixing speech, which allows using graphic elements to transmit information at a distance and fix it in time. Any writing system is characterized by a constant composition of signs "( FOOTNOTE Russian language: Encyclopedia. M., 1979. S.205)
Russian writing refers to alphabetic writing systems. The alphabet marked the transition to symbols of higher orders and determined the progress in the development of abstract thinking, allowing speech and thinking to be made objects of knowledge. “Only writing allows you to go beyond the limited spatial and temporal boundaries of speech communication, as well as to preserve the impact of speech even in the absence of one of the partners. This is how the historical dimension of social self-consciousness arises" ( FOOTNOTE: Granovskaya R. M. Elements of practical psychology L., 1984. S. 182)
Both oral and written forms of speech are a kind of temporary connections of the second signal system, but, unlike oral, written speech is formed only in conditions of purposeful learning, i.e. its mechanisms are formed during the period of literacy and are improved in the course of all further education. As a result of reflex repetition, a dynamic stereotype of the word is formed in the unity of acoustic, optical and kinesthetic stimuli (L. S. Vygotsky, B. G. Ananiev). Mastering written speech is the establishment of new connections between the word heard and spoken, the word visible and written, because. the process of writing is ensured by the coordinated work of four analyzers: speech-motor, speech-auditory, visual and motor.
The shortest unit of speech, in accordance with this, can be conditionally represented by a trace. way:
Motor A. R. Luria defined reading as a special form of impressive speech, and writing as a special form of expressive speech, noting that writing (in any form) begins with a certain idea, the preservation of which helps to inhibit all extraneous tendencies (running ahead, repetitions etc.). The letter itself includes a number of special operations:
§ analysis of the sound composition of the word to be recorded.
The first condition for writing is to determine the sequence of sounds in a word.
The second is the refinement of sounds, i.e. the transformation of sound variants audible at the summer time into clear generalized speech sounds - phonemes. At first, both of these processes proceed completely consciously, in the future they are automated. Acoustic analysis and synthesis proceed with the closest participation of articulation;
§ translation of phonemes (audible sounds) into graphemes, i.e. into visual schemes of graphic signs, taking into account the spatial arrangement of their elements;
§ “recoding” of visual schemes of letters into a kinetic system of successive movements required for recording (graphemes are converted into kinemes).
Recoding is carried out in the tertiary zones of the cerebral cortex (parietal-temporal-occipital region). Morphologically, tertiary zones are finally formed at the 10th-11th year of life. The motivational level of writing is provided by the frontal lobes of the cerebral cortex. Including them in a functional writing system ensures the creation of an idea that is held through inner speech.
Retention of information in memory is ensured by the holistic activity of the brain. As A. R. Luria notes, “the proportion of each of the writing operations does not remain constant at different stages of motor skill development. At the first stages, the main attention of the writer is directed to the sound analysis of the word, and sometimes to the search for the desired grapheme. In the developed skill of writing, these moments recede into the background. When writing well-automated words, writing turns into smooth kinetic stereotypes. (FOOTNOTE: Luria A.R. Higher cortical functions of a person and their disorders in local brain lesions. M., 1962. P. 64)
Methodology for the study of writing skills I.N. Sadovnikova(Sadovnikova I.N.)
The structure of the methodology
Copying words and sentences from handwritten text.
Copying words and sentences from printed text.
a) lowercase letters
b) capital letters
Dictation of syllables
Dictation of words of various structures
Recording a sentence after listening once
Captions for subject pictures (words)
Captions for plot pictures (suggestions)
Drawing up and recording a story based on a series of plot pictures (for students in grades 2-3)
Main tasks: to determine the degree of literacy, taking into account the stage of education and the requirements of the school curriculum at the time of the survey; identification of violations of the letter (the nature of specific errors, the degree of severity).
Below is an approved speech material for the examination of writing, which meets the following requirements:
speech material includes the sounds of all phonetic groups;
provides for the positional proximity of sounds that have an acoustic-articulatory similarity, as well as letters mixed by kinetic similarity;
includes words of varying complexity of syllable-rhythmic structure.
Tasks
Copy words and sentences from handwritten text.
Copy words and sentences from printed text.
Write lowercase letters under dictation (in case of forgetting, mark the letter with a dot):
a) lowercase letters: p, i, w, t, m, u, h, c, e, g, l, e, y, b, e, f, d, h, e, s, c, g, b , X
b) capital letters: G, 3, D, R, N, K, CH, U, E, T, C P, D V, M, F, Y, F, SH
Dictation of syllables: as, mo, wasp, ly, ri, ale, yar, me, zhu, sa, sho, chi, ats, bapo, doju, leri, shazi, zhne, ashu, znu, goof, cor, pla, kro , ast, glu, ark, smee, kra, gro, astka, glor, izhbo, schats, vzdro, chit, schus, hvy, aika, shos, kret, vach
Dictation of words of various structures:
Record after listening once:
The tree has a fluffy bunny.
Auditory dictation.
1 class
Misha had a cat. The cat's name was Ryzhik. The tail of Ryzhik is fluffy. The boy often played with the cat. They were friends.
SPRING IS COMING
The sun shines brighter. The snow has darkened. Large puddles all around. Buds on the branches. Green grass on the lawns. Rapid streams gurgle. Spring is coming.
Grade 2
December has come. Fluffy snow fell. He covered the whole earth with a white carpet. The river is frozen. The birds are hungry. They are looking for food. Children put bread and grains in the feeder. In summer, crops need protection. The birds will save the harvest.
3rd grade
NIGHT IN THE FOREST
Night. The inhabitants of the forest rush to prey. The wolf came out of the thicket and wandered towards the village. A fox crawled out of a hole. Hares gathered in the depths of the forest. Silence all around. Only a light wind shakes the tops of the pines. Here is a snowball fell from a spruce branch. The hares got scared and rushed off into the thicket.
Give captions to subject pictures (words); to plot pictures (sentences).
Compose and write down a story based on a series of plot pictures (for students in grades 2-3).
Additional material for the examination of writing
The forest covered with snow was fabulously beautiful. From time to time, swift thunderstorms came up with peals of thunder and serpentine lightning.
The rains have passed - wait for the mushrooms. The rains will rustle on the iron roofs - and again silence. A terrible blizzard swirled on the tops of the mountains.
Fluffy white clouds floated across the sky. The first thawed patches appeared in the fields. Buds swelled on willows.
The dreary autumn drags on for a long time. Winds, rain, cold. Everything is shrouded in a dull haze of mist. All nature is waiting for Mother Winter to come.
How elegant rowan in August! Her clusters burn with fire through the green lace of flexible branches.
On bare stumps, the blizzard pushed puffy hats. The stumps now look like huge mushrooms.
The bush rustles - the gray hare is trembling. Zhurka turned out to be a funny crane. A living grid of fluffy snowflakes swirled in the frosty air.
Cranes occasionally called to each other with the leader. And there was something proud and confident in this cloudy conversation.
Yellow flowers swayed on the ledges of the mountains. They looked like a bunch of golden keys. The larches are full of cones. Bushes of wolf's bast dressed in pink. The trees in the thicket merged into a blackening mass.
The children were walking in the meadow. Seryozha and Lera were picking flowers. Sasha tore the sorrel. Misha has a net. He is catching a butterfly. Time to have lunch. The children go home.
The cat catches mice. The dog guards the house. The cow gives milk. The horse carries loads. Sheep provide wool and meat. Rabbit fur is used for fur coats and hats.
The car brought a lot of coal. We heat the stove with coal. Smoke comes out of the chimney. In winter, severe frosts crackle. Often there are blizzards. And the house is always warm.
April has come. Loose snow melts. Streams gurgle all around. There is a big puddle on the porch. The kids put away their skates and skis. They launch boats. Everyone welcomes spring.
The boys went out onto the lawn. Good spring in the forest! Fragrant lily of the valley bloomed. Birds chirp. The children saw a hedgehog. He curled up into a ball. They won't touch the hedgehog.
Autumn was coming. It rained more often. The ground in the garden is already strewn with yellow leaves. The voices of songbirds are heard less frequently. They are preparing to fly to warmer climes.
Sadovnikova I.N. Correctional education of schoolchildren with reading and writing disorders. Handbook for speech therapists, teachers, psychologists of preschool institutions and schools of various types. - M.: ARKTI, 2005. - 400 s: ill.
The problem of reading and writing disorders (dyslexia and dysgraphia) is presented holistically and comprehensively; the structure of the processes of reading and writing in the norm and the manifestations of their disorders are considered; a complete and substantiated level-by-level classification of specific writing and reading errors is given. On the basis of an experimental psychological and pedagogical study of schoolchildren and the experience of their correctional education, the author has developed a method for comprehensively overcoming the entire spectrum of detected violations of written speech, including a system for teaching synthetic reading techniques. The book includes the development of classes, literary texts, tables, diagrams, on the basis of which correctional work is built, as well as materials for role-playing training for teachers to master the proposed methodology for overcoming dyslexia and dysgraphia.
The manual is addressed to speech therapists, teachers, psychologists of preschool institutions and schools of various types, students of defectological faculties and faculties of primary education of pedagogical universities, as well as parents.
Part I. WRITTEN SPEECH DISORDERS 5
Chapter 1. WRITTEN SPEECH AND PREREQUISITES FOR ITS FORMATION 5
1.1. Written speech 5
1.2. Formation of speech mechanisms in ontogeny 6
1.3. The evolution of spatial discrimination 7
1.4. Psychophysiological structure of the writing process 8
1.5. Psychophysiological structure of the reading process 10
Chapter 2. DISGRAPHY, DYSLEXIA 11
2.1. Etiology and pathogenesis of writing disorders 12
2.2. Symptoms of dysgraphia 14
2.3. Complex cases of error analysis 24
2.4. Evolutionary or false dysgraphia 25
2.5. Reading difficulties and dyslexia 26
2.6. Typology of errors in dyslexia 30
Chapter 3
3.1. The state of laterality and spatial orientation 33
3.2. State of Orientation in Time 35
3.3. The state of motor functions of the hand 35
3.4. The state of auditory-motor coordination 37
3.5. The state of speech attention and phonemic perception 38
3.6. State of sound analysis and synthesis of words 39
3.7. Vocabulary Features 39
3.8. Features of the grammatical structure 40
3.9. Peculiarities learning activities 41
3.10. “School maturity” and readiness for literacy 42
Part II. Overcoming dyslexia, dysgraphia 44
Chapter 1. CREATING THE CONDITIONS FOR CORRECTIONAL EDUCATION 44
1.1. Development of spatial representations 44
1.2. Refinement of temporal representations 49
1.3. Learning to read 52
1.4. Types of reading and writing in corrective work 53
1.5. Writing test 57
Chapter 2. FORMATION OF PHONEMATIC ANALYSIS 59
2.1. Speech sounds and letters 60
2.2. Sound (phonemic) analysis of words 64
2.3. Two ways to indicate the softness of consonants in writing 71
Chapter 3. FORMATION OF PHONEMATIC PERCEPTION 76
3.1. Differentiation of letters with kinetic similarity 79
3.2. Differentiation of phonemes with acoustic-articulatory similarity 84
Chapter 4. CORRECTIONAL WORK AT THE LEXICAL LEVEL 108
4.1. Identification of the active vocabulary of students 108
4.2. Refinement and expansion of vocabulary 109
4.3. Syllabic analysis and synthesis of words 115
4.4. Types of syllables 118
4.5. Word stress 119
4.6. Schemes of the syllable-rhythmic structure of words 121
4.7. Unstressed vowels 122
4.8. Word composition 125
Chapter 5. CORRECTION WORK AT THE SYNTAX LEVEL 130
5.1. Phrase and sentence 131
5.2. Approval 133
Introduction
The problem of writing disorders in schoolchildren is one of the most urgent, since writing and reading become the basis and means of further education.
The main task of a speech therapist is to identify and overcome writing disorders in a timely manner (mainly in the primary grades), preventing them from moving on to the next levels of education. Otherwise, persistent specific mistakes in writing and reading will accompany students in subsequent years (in an explicit or disguised form), complicating their educational and cognitive activity.
Part I of the book highlights the prerequisites and patterns of the formation of oral and written speech in the norm, the polyetiology and pathogenesis of reading and writing disorders; a classification of types of specific errors is given, which are illustrated with specific examples. In order to facilitate differential diagnosis, criteria are given for distinguishing dysgraphia and dyslexia from similar symptoms in the immaturity of a number of speech and gnostic functions in schoolchildren.
The proposed original system for identifying and accounting for these errors by a speech therapist allows you to monitor the dynamics of overcoming them. Without such a systematic account, it is impossible to achieve proper effectiveness in remedial education.
The presented materials of a complex experimental study of younger schoolchildren with reading and writing disorders make it possible to reveal the features of a number of their sensory-motor and gnostic functions, which are essential for the formation of the mechanisms of written speech. These data will also allow teachers to identify those obvious or hidden difficulties that reduce the quality of students' learning activities in the assimilation of many disciplines.
Part II presents a system of remedial education to overcome violations of written speech - in all major areas. Each chapter is preceded by a methodological comment that defines the tasks and ways of organizing the proposed types of work.
The program for each of the areas of remedial education is built in a certain sequence:
1. introduction to the topic;
2. its explanation, addressed directly to children;
3. training exercises (from simple to complex);
4. control tasks.
Coping with dyslexia and dysgraphia should not become an endless process of writing or rewriting. It is necessary to provide a variety of students' speech practice for the development of speech communication skills, language ability, observation skills, and much more. For this purpose, the book presents a sufficient amount of various exercises, a significant part of which is performed orally with a clearly organized system of feedback signals that students operate ( cards, symbols, actions with claps, ball, etc.).
Entertaining speech material is also designed to help relieve tension and fear in children who feel their own failure in graph-lexical activity, since it creates a positive emotional mood in children during group classes.
Another area of correctional work is presented in the 6th chapter of the methodology: this is the material necessary to improve reading technique by teaching children the skills of expressive reading.
In the Appendix, addressed to the methodological associations of speech therapists, a description is given of a comprehensive role-playing training for specialists in mastering this author's method of overcoming dysgraphia and dyslexia in schoolchildren.